High Street Primary School Curriculum (APRIL 2026) 

Learning and Growing Together

At High Street Primary School, we believe every child is a  once‑chance child. Our curriculum is designed to give every learner the knowledge, skills and experiences they need to thrive - now and in the future. It is ambitious, inclusive, values‑driven and fully aligned with the  Curriculum for Wales.  

 

Our Vision 

We want all children to leave High Street Primary as: 

• Ambitious, capable learners 

• Enterprising, creative contributors 

• Ethical, informed citizens 

• Healthy, confident individuals 

These Four Purposes sit at the heart of everything we do.   

Our Curriculum 

Inquiry‑Led Learning 

Learning begins with big questions that spark curiosity and drive thinking. Each term is shaped through an inquiry lens, ensuring learning is meaningful, connected and authentic.   

Examples include: 

• How is our changing world affecting our planet? (Year 6 - Autumn) 

• What makes our local area special? (Year 1 - Spring) 

• How did the Ancient Greeks shape the world we live in today? (Year 5 – Summer)   

 

Our Spiral Curriculum 

We use a  spiral approach, meaning key ideas – such as systems, relationships, change and sustainability – are introduced early and revisited often, growing in complexity as learners develop.    

This builds: 

• deep understanding 

• strong knowledge retention 

• secure progression 

 

Pupil Voice 

Learners shape their learning. They influence: 

• what they learn 

• how they learn 

• how they demonstrate their learning 

They help generate questions, plan learning routes and co‑create success criteria.   

This builds: 

• confidence 

• ownership 

• motivation 

• independence 

 

How is our Curriculum organised? 

We structure learning through three lenses across the year: 

1. Autumn: Science & Technology 

2. Spring: Humanities (including RVE) 

3. Summer: Expressive Arts 

This ensures rich, balanced learning across all  Areas of Learning and Experience with Literacy, Mathematics and Numeracy, Digital Competence, Health and Wellbeing embedded throughout.    

Talk for Writing 

All year groups follow the Talk for Writing model, ensuring structured progression in oracy, reading and writing.   

Mathematics and Numeracy 

Learners follow sequential, coherent progression in number, shape, measure and reasoning across the year.  White Rose Maths is used as a resource to shape  and inform learning.  

Digital Competence 

Children confidently use technology for: 

• producing digital content 

• handling data 

• safe online behaviour 

• computational thinking  

Health and Wellbeing, Religion, Values and Ethics 

Jigsaw is used as a resource to shape and inform learning. 

 

What does learning look like?  

Active and Engaging: 

Lessons are hands‑on, creative and purposeful. Children learn through: 

• investigation 

• collaboration 

• problem‑solving 

• real‑world challenges 

Adaptive Teaching: 

Teachers respond to learners’ needs in the moment – adjusting lessons, revisiting concepts and adapting resources. Planning is flexible, not fixed.   

Meaningful Outcomes: 

Children create work with an audience and purpose. For example: 

• performances 

• digital films 

• exhibitions 

• letters 

• debates 

• reports 

•  

Progression: How do we support children’s growth? 

Our progression model is clear and coherent. Learners move from: 

Emerging → Developing → Secure → Advanced 

Progress is tracked using: 

• pupils’ work 

• enquiry responses 

• oracy & discussion 

• teacher observations 

• performance tasks  

Pupil reflection is central - children regularly self‑assess and set next steps.   

 

A Curriculum rooted in our Community … 

We celebrate: 

• local identity 

• Welsh culture 

• diversity 

• our school community 

We work closely with families and partners to enrich learning experiences throughout the year. 

 

What will you see as a parent or visitor? 

In Classrooms 

• exciting inquiry questions 

• evolving working walls 

• children’s questions shaping learning 

• rich discussions 

• pupil choice in activities 

In Books / Digital Platforms 

• a wide variety of outcomes 

• pupil reflections 

• evidence of progression 

• creativity and independence 

In Pupil Voice 

Children will say things like: 

• We helped decide what to learn. 

• I chose how to show my work. 

• I know what I need to do next.  

•  

Reviewing and improving our Curriculum 

We regularly review our curriculum through: 

• pupil voice 

• work scrutiny 

• inquiry evaluation 

• lesson visits 

• assessment and progression reviews 

We refine our curriculum annually to ensure it remains ambitious, relevant and responsive.