We believe that children learn best when their learning experiences are evocative, therefore we deliver a challenging, in-depth creative connected curriculum. We endeavour to provide opportunities to apply their mathematical, computing and English skills, which enables our pupils to become, confident, effective communicators. Our pupils are encouraged to develop curiosity and a hunger to find out more; our schools connected curriculum, underpinned by British Values, ensures that our pupils are fully involved excited and stimulated by the learning opportunities provided. Thus, we strive towards our pupils leaving use as independent, confident, compassionate and curious individuals.

How does our curriculum do this?

This works by delivering a different theme in each year group for each term throughout the year. The curriculum is planned so that as many learning experiences as possible are linked to this theme; this allows our pupils to see that their skills are all connected. During the children's learning journey, we try to integrate as many real-life experiences as possible that are related to the area they are studying.

We aim to:

  • Enable pupils to understand how and why people behave as they do now;

  • Enable them to understand themselves;

  • Give them the confidence and ability to try to improve themselves and their world;

  • Help them to develop a sense of responsibility for the world in which later generations will live;

  • Enable them to ask and answer significant questions;

  • Enable them to think for themselves and to reach fair and rational conclusions about complex human situations;

Inspire in them a lasting interest in, and enjoyment of, learning about the past.

  • Develop a sense of time (chronology), recognising how time is measured and that some things change and some things stay the same;

  • Investigate how and why events happen and how they may be linked;

  • Consider what it was like to live in different periods and what motivated the people who lived then – and that we cannot think in the way they thought;

  • Recognise that there are some things we can never know about the past and that history has to be constructed from the bits of the past that have survived;

  • Understand that people interpret the past differently and use different ways to present their ideas;

  • Make thoughtful use of a variety of sources to find out about the past;

  • Communicate their ideas in a variety of ways and with clarity and independence.

Oracy - Spoken Language

Spoken language is integrated throughout our curriculum and is taught explicitly through Oracy sessions. We aim to raise children’s awareness and understanding of their use of spoken language and help them communicate more effectively. We do this through teaching oracy skills, captivating children’s interest, stimulating children’s thinking and encouraging them to engage with others through spoken language, leading to deeper understanding.

We provide the children with a systematic and explicit approach to learning vocabulary that is oral-based, providing them with opportunities for deliberate practise through language-rich experiences whilst learning tier 2 academic vocabulary.

We place a high emphasis on learning vocabulary across the subject areas and weave in opportunities for application. We also link teaching closely to our ‘Talk for Writing’ units of work. This includes creating story maps, oral rehearsal of texts, drama, language games, sentence construction and grammar activities. Pupils also have the opportunity to attend after school clubs which have an emphasis on language in a range of contexts, including cookery, gardening and sports.


History is all about people. The study of people of different types from different times and different places is the most important aspect of our work. History fires pupils’ curiosity about the past in Britain and the wider world. Pupils consider how the past influences the present, what past societies were like, how these societies organised their politics, and what beliefs and cultures influenced people’s actions. As they do this, pupils develop a chronological framework for their knowledge of significant events and people. They see the diversity of human experience, and understand more about themselves as individuals and members of society. What they learn can influence their decisions about personal choices, attitudes and values.

In history, pupils find evidence, weigh it up and reach their own conclusions. To do this, they need to be able to research, sift through evidence, and argue for their point of view – skills that are prized in adult life.


Through our Geography curriculum we aim to develop:

Life skills

  • Developing the ability to make sense of information

  • Observing and interpreting the environment

  • Map reading and way finding

  • Understanding and interpreting pictures

  • Communicating findings in drawings, charts and diagrams

  • Recording and analysing data using ICT

  • Discussing issues and problems with others

  • Critical and creative thinking

World knowledge

  • Developing an awareness and understanding of distant places and environments

  • Recognising how people from all over the world are linked through travel and trade

  • Building a framework of place knowledge

  • Investigating major rivers, mountains and cities

  • Developing an appreciation of other peoples and cultures

  • Recognising the need for a just and equitable society.

People and places

  • Developing an understanding of spatial relationships at a range of scales

  • Undertaking fieldwork, enquiries and active exploration of the locality

  • Exploring landscapes, settlements and human activity

  • Becoming a global citizen with multicultural understanding


Through our music curriculum pupils are provided with opportunities to learn to play a variety of instruments. Furthermore, we have a school choir. Our assemblies have a focus on singing.



Scratch: Create a computer game (Y5/6) / Use scratch to draw regular 2D shapes (Y3/4)

Scratch: An instruction from the algorithm missing. Pupils have to work out what has gone wrong and explain it. Stretch activity where pupils have to add the correct instruction in. Share the problem via google classrooms.

Google Sites:

Editing a single google doc as a group - collaborate on one document between both schools.

Google hangouts: Two teachers call each other. Pupils in class follow directions of the remote classroom.



Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.

Flow diagrams: Children to create 'algorithms' to make a questioning/sorting process more efficient. E.g. a flow diagram that would make the sorting process of the game 'Guess Who' more efficient. (Y2

Beebots: Pupils learn to program a basic floor turtle such as a BeeBot to navigate increasingly complex routes. (Y1)

Scratch or Scratch Junior: Use scratch to navigate around the screen. (Y1/2)

Create and debug simple programs

Beebots: Debug their instructions when the turtle does not reach the intended destination.

Use logical reasoning to predict the behaviour of simple programs

Beebot: Provide written instructions to children and they are to predict where the Beebot will end up before inputting the instructions into the Beebot.

Use technology purposefully to create, organise, store, manipulate and retrieve digital content1. Create a Google Slide: One question - e.g. a maths question from their maths books.

Ask a friend to open the slide and answer the question set.

Scratch: Using Scratch programming in their own time as well as interacting with others in the Scratch community.

Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

E-Safety: Follow school E-safety curriculum - one lesson per half term

Interland: Pupils can use Interland to explore online safety.


We teach PSHE as part of our curriculum, which stands for 'Personal, Social, Emotional and Economic Education.' It is underpinned by British Values and promotes pupils' spiritual, moral and cultural development.

Due to Covid-19, we have adapted our curriculum, so that the first few weeks of September 2020, focus on a 'Recovery Curriculum.' During this unit children explore a range of themes, including well-being, friendship, understanding our feelings and discussing the changes in the world as we know it.

We also ensure pupils set up class charters as part of their transition into a new class, using the Unicef Rights of a Child.

Following on from this, each half term, children will continue to have a discrete lesson focusing on mental health, and another lesson on E-Safety to ensure they understand the importance of digital citizenship, particularly as we have had to adapt to online learning.

The new 'Relationships, Sex and Health Education' (2020) curriculum is now statutory from the Summer term, 2021. As a school, we are not teaching the new curriculum until 2021, as we are still in the process of consulting with our school community. So, please be aware that no new content will be taught until the curriculum has been finalised and the consultation with staff, pupils, parents and other stakeholders has been completed. More information will follow during the Spring term about the consultation process.


We have an ‘Artist in Residence’ who works with pupils from Nursery - Year 6. Through Art we provide:

  • Opportunities for pupils to research and find out about the artist / artwork.

  • Opportunities to experiment with a variety of skills, painting, drawing, sculpting, sewing, collaging and working with fabric.

  • Opportunities for pupils to make design decisions by develop sketch books.

  • Opportunities to create high quality art outcomes.

  • Opportunities to reflect on their work.

Design and Technology

Through our Design and Technology curriculum we aim to:

  • Provide opportunities for pupils to conduct research and look at similar models.

  • Practise skills of cutting, making. Constructing, gluing and making.

  • Opportunities to design the product that they will be making.

  • Opportunities to review designs and create final designs.

  • Opportunities to evaluate their constructions.


We follow the Empiribox scheme of work for all our science lessons. This is a fun and innovative way of teaching science which sees the children completing experiments on a weekly basis.

Science Training

Staff at Montgomery and Percy Shurmer have their hands-on training, to prepare them for the exciting chemistry teaching they will be doing this term. Each year group in KS2 will be studying different aspects of the ‘States of Matter’ unit.

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KS2 teachers have been trained for this term's science lessons by Sarah, a biologist from Empipibox. This term we will be teaching plant biology - learning about the functions of each part of a plant, how water and nutrients move around plants and also about the life cycle of plants.

Case Studies

Practical primary science: raising children’s aspirations | Empiribox

Montgomery and Percy Shurmer Academies are two large and welcoming primary schools in the centre of Birmingham. Part of the Academies Enterprise Trust, the twin schools share an Executive Head and teaching staff, working in partnership to deliver an outstanding education. Their shared mission is ‘to help pupils lead remarkable lives.’

Link for full details.

website Science 2020

Outdoor learning

At Montgomery we aim to create meaningful outdoor learning experiences for our children by working in partnership with Forest School Birmingham. Throughout this academic year, all children will have the opportunity to take part in high quality outdoor learning sessions which link to their topics. These sessions complement our curriculum and allow children to explore and enhance their learning.

Outdoor learning experiences take place on site at Montgomery and at the Forest School site at Ackers Adventure.

Curriculum Coverage

Curriculum Coverage