Curriculum Subjects

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Reading at The Glebe Primary School

Intent: What do children in our school need?

Speech and language development, particularly in EYFS
Phonics for reading and writing, EYFS – delay in knowledge on entry, e.g. nursery rhymes, traditional tales; fine and gross motor skills needed for pencil control; Strong teaching of phonics use of large number of staff as phonics high priority in EYFS and KS1
Vocabulary – Opportunities for pupils to develop their vocabulary and language throughout school increase in life chances
Boys to progress in writing as much as the girls boys to be motivated to write through wide variety of strategies such as using technology and writing for a real purpose
Challenge for all groups lessons that are ambitious and help to increase life chances and opportunities
PP/SEND tracked closely to ensure progress and keeping up with non-PP and non-SEND
A progressive and structured approach from Nursery to Year 6 clear end goals for each year group, progression to ensure that children remember more and connect the steps they have been taught.
Knowledge about the wider world– Wide range of resources used that develop progression in other curriculum areas, such as incorporate RRSA to develop SMSC and British Values
Cross-curricular application to motivate boys, enhance subject knowledge and to provide opportunities to apply what has been taught to them in English

What do we achieve by this?

Basic Skills working towards reaccreditation this term
SATS results 3 year upward trend, Phonics results consistently strong
Strong moral values and development of Life skills
Competent staff – Training updates for staff regularly through staff meetings and PD Days


Humanities at The Glebe Primary School

Intent statement- Geography

At The Glebe Primary School, we believe that Geography helps to provoke and provide answers to questions about the natural and human aspects of the world. Children are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it. Our aims are to fulfil the requirements of the National Curriculum for Geography; providing a broad, balanced and differentiated curriculum; ensuring the progressive development of geographical concepts, knowledge and skills; and for the children to develop a love for geography.

The geography curriculum at The Glebe Primary School enables children to develop knowledge and skills that are transferable to other curriculum areas, which are used to promote their spiritual, moral, social and cultural development. Geography is, by nature, an investigative subject, which develops and understanding of concepts, knowledge and skills. We seek to inspire in children a curiosity and fascination about the world and its people which will remain with them for the rest of their lives; to promote the children’s interest and understanding of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. We are committed to providing children with opportunities to investigate and make enquiries about their local area of Teesside so that they can develop of real sense of who they are, their heritage and what makes our local area unique and special. We also develop the children’s ability to apply geographical skills to enable them to confidently communicate their findings and geographical understanding to a range of audiences. The curriculum is designed to develop knowledge and skills that are progressive, as well as transferable, throughout their time at The Glebe Primary School and also into their further education and beyond.

Intent statement- History

At The Glebe Primary School, we shape our history curriculum to ensure it is fully inclusive to all. We aim to maximise the outcomes for every child so that they know more, remember more and understand more. Our aims are to fulfil the requirements of the National Curriculum for History; providing a broad, balanced and differentiated curriculum that encompasses the British Values throughout; ensuring the progressive development of historical concepts, knowledge and skills; and for the children to study life in the past.

We aim for a high quality history curriculum which should inspire pupil’s curiosity and fascination about Britain’s past and the wider world. At The Glebe Primary School, it is our aim to instil a love of History in all of our children by gaining knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits.

As a result of this children will:

Increase and develop their historical skills, concepts, knowledge and attitudes.
Increase their understanding of the present in the context of the past.
Develop and use their skills in enquiry, analysis, evaluation and argument.
Develop their interest in the past, arousing their curiosity and motivation to learn.
Develop a sense of identity through learning about the past.


Mathematics at The Glebe Primary School


The National Curriculum (2014) states that three aims of mathematics aim to ensure that all pupils:

  • Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

We aim to ensure that our children have access to a high quality mathematics curriculum that is both challenging and enjoyable. We want to develop our children into confident mathematicians who are not afraid to take risks.

We want children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage.

Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

Mathematics is important in everyday life. It is integral to all aspects of life and with this in mind we endeavour to ensure that children develop a positive and enthusiastic attitude towards mathematics that will stay with them.

We intend for our pupils to be able to apply their mathematical knowledge to science and other subjects.


The large majority of children progress through the curriculum content at the same pace. To ensure whole consistency and progression, the school uses the DfE approved ‘Power Maths’ scheme. This is fully aligned with the White Rose Maths scheme.

The mapping of mathematics across school shows clear progression in line with age related expectations.

Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.

Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.

Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts.

Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up.

New concepts are shared within the context of an initial related problem, which children are able to discuss in partners. This initial problem-solving activity prompts discussion and reasoning, as well as promoting an awareness of maths in relatable real-life contexts that link to other areas of learning.

In KS1, these problems are almost always presented with objects (concrete manipulatives) for children to use. Children may also use manipulatives in KS2.

Teachers use careful questions to draw out children’s discussions and their reasoning. The class teacher then leads children through strategies for solving the problem, including those already discussed.

Independent work provides the means for all children to develop their fluency further, before progressing to more complex related problems.

Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. Each lesson phase provides the means to achieve greater depth, with more able children being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate.

Those children who are ‘rapid graspers’ will either be challenged with deeper thinking questions, asked to show their understanding in different representations or through writing own word problems/ explanations/application of skills.

Mathematics in our school is enhanced by our individual class working walls designed to aid children through each topic.

In addition to their maths lessons, children in KS2 use Schofield and Sims differentiated mental arithmetic books to reinforce their learning and allow children to fluently apply their mathematical knowledge across a range of contexts.


Vocabulary is explicitly taught at the start of each unit of learning, or where applicable in lessons. All pupils have access to the vocabulary as it is displayed on the working wall and the children write new vocabulary in the front of their books. The definition and application of the vocabulary is modelled continuously by the teacher/teaching assistant throughout the unit of work. There is a high expectation for pupils to use, model and apply the vocabulary in their verbal and written reasoning.


There is great emphasis on Assessment for Learning at all points within the lesson by Teacher/Teaching Assistant and activities adapted during the lesson if necessary.  Pupils are identified for rapid intervention or pre-teaching.

  • Targeted support – afternoon sessions by some TAs.
  • Next day/same day 1:1/ small group intervention for children who have not grasped concepts.
  • Pre-teaching to targeted children before new concepts are introduced.

Tracking Progress

At the beginning and end of each teaching sequence, teachers informally assess pupils using the pre-assessment and Power Maths end of unit assessments to inform their future planning/intervention support. Teachers also track children’s individual progress of specific curriculum objectives by using our school assessment tracker. This helps to inform teacher’s termly assessment data. At the end of a term, children’s learning is assessed using White Rose Hub arithmetic and reasoning tests, using questions and problems that require the pupils to remember, understand, apply, analyse and evaluate their knowledge and skills. The results are used as another tool to help inform the teacher’s termly assessment data. The main purpose of all assessment is to always ensure that we are providing appropriate and challenging provision for every child.


In the Early Years Foundation Stage (EYFS), we relate the mathematical aspects of the children’s work to the Development Matters statements and the Early Learning Goals (ELG), as set out in the EYFS profile document. Mathematics development involves providing children with opportunities to practise and improve their skills in counting numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces, and measures. The profile for Mathematics areas of learning are Number (ELG 11) and shape, space and measures (ELG 12). We continually observe and assess children against these areas using their age-related objectives, and plan the next steps in their mathematical development through a topic-based curriculum.

There are opportunities for children to encounter Maths throughout the EYFS (both inside and outside) – through both planned activities and the self-selection of easily accessible quality maths resources. Whenever possible children’s interests are used to support delivering the mathematics curriculum.

EYFS classes have a daily maths input and maths lesson. Throughout the year, the maths lessons in the Reception classes become more structured to prepare the children for Y1.


Using Power Maths as a resource to support our teaching and learning of maths allows us to address any preconceptions by ensuring that all children experience challenge and success in Mathematics by developing a growth mindset. A mathematical concept or skill has been mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations. Children are becoming more confident with reasoning about their learning, both verbally and in a written form. Lessons across school uses consistent methods and representations which are built upon in each year group. Children have the ability to recognise relationships and make connections in a range of areas of maths. They have the flexibility and fluidity to move between different contexts and representations of mathematics. Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. These factors ensure that we are able to maintain high standards, with nearly all children achieving the national standard at the end of KS2 and a good proportion of children demonstrating greater depth, at the end of each phase. Maths is monitored throughout all year groups using a variety of strategies such as book scrutinies, lesson drop ins and pupil voice questionnaires and interviews.


Science at The Glebe Primary School


It is the intent of The Glebe Primary School to instil a lifelong love of Science into all of our pupils. From Nursery to Year 6 our pupils will build up a body of key foundational knowledge and concepts, as well as develop skills in scientific enquiry and questioning. We encourage children to be inquisitive and develop their natural curiosity, whilst increasing pupils’ knowledge and understanding of our world. We teach Science through the specific disciplines of biology, chemistry and physics. We work progressively developing skills and building up a range of scientific vocabulary. Children have weekly lessons in Science throughout Key Stage 1 and 2 with children in Early Years learning about the world around them through play based activities. At The Glebe, science lessons are taught discreetly, with links being made across all curriculum areas where appropriate.

Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills, in order to embed scientific understanding. Teachers find opportunities to develop children’s understanding of science by accessing outdoor learning and workshops with experts, as well as regular events such as Science Week. This allows pupils to come ‘off-timetable’ providing broader provision and encouraging opportunities to work with parents.

We intend for the children at The Glebe Primary School to be equipped with the scientific knowledge required to understand the uses and implications of Science, today and in the future. We endeavor to ensure that the Science curriculum we provide gives children confidence and motivation and builds up the resilience that will support them in all their other areas of learning as well as in other aspects of their lives.

We provide all children regardless of ethnic origin, gender, class or ability, with a broad and balanced science curriculum, offering high quality teaching and learning experiences for all.



The Glebe Primary School intends to use Language Angels resources (alongside our own scheme of work and assessment tracker) to ensure we offer a relevant, broad, vibrant and ambitious foreign languages curriculum that will inspire and excite our pupils using a wide variety of topics and themes. All pupils will be expected to achieve their full potential by encouraging high expectations and excellent standards in their foreign language learning – the ultimate aim being that pupils will feel willing and able to continue studying languages beyond key stage 2.

The intent is to ensure that the foreign language knowledge of our pupils progresses within each academic year and is extended year upon year throughout the primary phase and, in so doing, will always be relevant and in line with meeting or exceeding national DfE requirements.

The four key language learning skills; listening, speaking, reading and writing will be taught and all necessary grammar will be covered in an age-appropriate way across the primary phase- as per our progression map. This will enable pupils to use and apply their learning in a variety of contexts, laying down solid foundations for future language learning and also helping the children improve overall attainment in other subject areas. In addition, the children will be taught how to look up and research language they are unsure of and they will have a bank of reference materials (in their workbooks) to help them with their spoken and written tasks going forward. This bank of reference materials will develop into a reference library to help pupils recall and build on previous knowledge throughout their primary school language learning journey. Each child will use the same book for French from Y3 onwards (providing there is still space in the book) to build a portfolio, which can be used to evidence work from lessons but also to support future learning.

The intent is that all pupils will develop a genuine interest and positive curiosity about foreign languages, finding them enjoyable and stimulating. Learning a second language will also offer pupils the opportunity to explore relationships between language and identity, develop a deeper understanding of other cultures and the world around them with a better awareness of self, others and cultural differences. The intention is that they will be working towards becoming life-long language learners



Intent Statement

At the Glebe Primary School, we believe that singing is a powerful vehicle for teaching listening, performing and appraising skills; it is an important activity in its own right for developing confidence and self-esteem.

Our children receive a dedicated weekly singing session from nursery age, delivered by a specialist singing teacher and accomplished pianist. As a result they are exposed to high quality live music and a wide range of genres of songs on a regular basis.

Through performing in groups and on the microphone in front of each other, our children’s levels of oracy and presentational skills are improved and they become sensitive, mature listeners who appreciate what they hear.

Gifted and talented singers are selected to join a school choir who regularly perform in assemblies, for parents and the wider community.

Through singing with real passion and engagement in communal sessions our children gain enjoyment and a sense of belonging the feel good endorphins are tangible.

Alongside our singing lessons, The Charanga Music School Scheme provides teachers with week-by-week lesson support. This Scheme moves away from the previous levels and learning objective/outcome concepts to an integrated, practical, exploratory and child-led approach to musical learning. Teaching focuses on developing the children’s ability to understand rhythm and follow a beat. We teach them to listen and to appreciate different forms of music. Children develop descriptive language skills in music lessons when learning about how music can represent different feelings, emotions and narratives. We also teach technical vocabulary such as volume, pitch, beat and rhythm and encourage children to discuss music using these terms.




Norton is predominantly a white British community that has English as first language and is largely Christian in religion, our curriculum therefore must reflect this. The Glebe Primary Schools catchment area is widening and more children from deprived areas are joining our school.

At The Glebe Primary School R.E. is taught in accordance with the Stockton Agreed Syllabus for Religious Education which was renewed in 2019.

The content of R.E. shall reflect the fact that religious traditions in Great Britain are in the main Christian, while taking account of the teaching and practises of other principle religions.

We believe that R.E. is very important in that it prepares children for life in our multi- faith, multicultural society. Religious Education is not designed to convert pupils to any particular religion or religious belief.

The lessons have an intention of providing a high quality, coherent and progressive experience of the subject, with scope for cross-curricular learning.

Through each unit, children will know about and understand a range of religions and world views.

Pupils will be able to identify, investigate and respond to a variety of issues: SMSC, personal development, well-being and to community cohesion. Issues are there to ensure opportunities for children to develop positive attitudes and values and to reflect on and relate their learning in RE to their own experiences. The intent is to make sure that children understand the relevance of RE in today’s modern world and how it affects our lives.

By promoting mutual respect and tolerance in a diverse society it encourages children to develop their sense of identity and belonging. It enables them to flourish individually within their communities and as citizens in a diverse society and global community. It enables pupils to develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own. It promotes tolerance and enables pupils to combat prejudice.





Norton – White British, English as first language, Christian.

Catchment area – widening, more children from deprived areas.

In line with new statutory framework.

Whole school teaching online safety objectives in Autumn term – important knowledge and skills that can be referred to throughout the year. Basis for all work that includes use of electronic devices.

Mental health and wellbeing objectives to be taught in Autumn term – basis for conversations throughout the year.

When objectives are taught have been decided by Year group teachers. They are best placed to know if the objectives fit with other subject areas that they are teaching e.g. Science, PE, RE.


Art and Design Curriculum Overview

At The Glebe Primary School, we value Art and Design as an important part of every child’s entitlement to a broad and balanced curriculum. We recognise the vital role of Art and Design in allowing curiosity, creativity and selfexpression to develop alongside resilience, confidence and critical thinking skills.


Art and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

The intent of our Art and Design curriculum is to deliver a curriculum which is accessible to all and that will maximise the development of every child’s ability and academic achievement in the area of Art and Design; enabling them to know more about art and artists, remember more about art and the artists they learn about and understand how to use and apply this knowledge to impact upon their own art work.



The Glebe Primary School aims to develop the knowledge, skills and capabilities necessary for wellbeing in our children. Physical fitness is one of many important parts of leading a healthier lifestyle. It teaches self-discipline and that to be successful you must work hard, show resilience and have the determination to believe that anything can be achieved. We love sports and healthy lifestyles at Glebe and that is reflected in our children’s approach to this subject.


At Glebe Primary School we teach children life skills that will positively impact on their future. We aim to deliver high-quality teaching and learning opportunities that inspire all children to succeed in physical activities. We want to teach children how to cooperate and collaborate with others, as part of a team, learn to be successful and to overcome challenges.




Our Computing curriculum, at The Glebe aims to teach our pupils the life-skills that will enable them to embrace and utilise new technology in a socially responsible and safe way. We want our pupils to be able to operate in the 21st century society and be aware of the career opportunities that will be open to them. Our aim is for all children to become autonomous, independent users of computing technologies, gaining confidence and enjoyment from their activities. We aim to use technology to support learning across the entire curriculum and to ensure that our curriculum is accessible to every child.  Not only do we want all of our pupils to be digitally literate and competent users of technology, but through our computer science lessons, we want them to develop creativity, resilience, problem-solving and critical thinking skills. We aim for every child to have a breadth of experience to develop their understanding of themselves as individuals within their community, but also as members of a wider global community and as responsible digital citizens.

Design Technology

Design Technology CURRICULUM MAP



Please click the image below for more information on The National Curriculum: