Using the National Curriculum, Ofsted Curriculum Research Reviews and research from subject expert organisations (such as the Historical Association), we have selected concepts that we believe to be most useful for our pupils.
The knowledge and techniques within our curriculum have been selected because it supports the learning of these key concepts within the given subject area. For example, in history, one example is that pupils learn that 'the Romans came to Britain to claim resources and to expand their empire' which supports their understanding of the historical concept of invasion.
We have mapped out the knowledge and techniques so that it is sequenced in a useful order for pupils to be about to build on previous learning. All of the knowledge and techniques that we teach are recorded in conceptual knowledge & techniques progression documents. Within our curriculum, we have clearly planned out opportunities for our pupils to revisit previously taught core knowledge and techniques so that they don't forget, but instead remember more over time.
Each subject within the Primary National Curriculum includes a slightly different amount of declarative knowledge and procedural techniques. For example, history requires a strong 'fact-based' understanding (declarative knowledge), whereas physical education (PE) requires a pupil to have a strong understanding of 'how to' physically move their body (procedural techniques).
For this reason, although the principles stated above act as the underlying basis of how our curriculum has been designed, we recognise that each individual subject needs to be treated as a unique discipline with slight differences in approach from one another.
Please see individual subject pages to learn more about these differences and to view our conceptual knowledge and techniques progression documents.