Curriculum Intent, Implementation and Impact

Mercenfeld Primary School Curriculum Overview


  • Our curriculum and the way in which we are working towards delivering it is based upon the above image.
  • We are working towards supporting and challenging our children to move beyond functional knowledge to  conceptual knowledge.
  • We believe in structure without predictability. This enables our curriculum to maintain its key objectives but respond to local, national, international and global events and issues.
  • Through our curriculum we are working towards supporting and challenging our children to become resilient, independent, confident and nurturing individuals.
  • Our curriculum delivery is working towards supporting and challenging our children to  question, use high level and to have open thinking, having seen this modelled by the adults around them.


In EYFS/Y1 this academic year. Learning is linked to a key text for the main driver which is either History, Geography or Science.  Enhancers  ensure cross curricular learning  whilst still maintaining the key skills and knowledge  within each particular subject. Links however are not forced and so depending on the main driver in each term some subjects are taught as stand alone units.

The rest of our year groups use Cornerstones resourcesas a starting point. The same principles apply as above but key texts aren’t used as a starting point.

 (Please see Curriculum Grids)

PiXL testing has been introduced in all year groups in Reading, GPS and Maths this   academic year. These papers help children and teachers to identify gaps in learning and plug them.

Learning is personalised and made relevant to each cohort /individual as they progress through our school. They also help children see how their  learning this year is interdependent on knowledge and skills learnt in previous years.

We are working towards supporting Conceptual Fluency through:

Supporting children to transfer their learning from one curriculum area to another, encouraging them to think deeper and harder as they become curious learners.

Providing regular opportunities for ‘trial and error’, by encouraging them to struggle and modelling this as adults.

 A focus is placed  on thinking through processes so they can explain how they got to a solution.


Our belief in structure without predictability means the impact our curriculum will have on each of our children will be different. Each child’s learning will develop based on how far they are as individuals on the journey of developing their procedural knowledge into conceptual knowledge. This will obviously vary depending upon their age, maturity  and any Special Educational Needs they may have. Individual and  cohort specific support and challenge will vary the route each child needs to take.

As we expect each child to take responsibility for their own leaning, the impact our curriculum will have, will also vary for each child. Just as the teacher’s actions help define the impact for each child, so too do their own. Teacher’s are working towards supporting and challenging children in understanding this so they can be the very best version of themselves.

This academic year we are at the very beginning of our journey. And clearly lockdowns have had an impact too. We baselined children when they return ed to school in all year groups in September and will do the same in 2021 using PiXL packages. These will then help us to identify key areas of next steps for all children regardless of their ability.

Impact in English and Maths is  monitored each term using PiXL banding and next steps agreed in Pupil Progress Meetings with Class Teachers and the Headteacher.

Equally as important to us is the impact our curriculum has on the development of skills and key knowledge within all subjects and how our children make links between them to be innovative. 

Subject Co-ordinators will use work scrutiny to demonstrate that the curriculum has been experienced by our children in a well-sequenced and coherent way which allows children to experience and embed key skills and knowledge. Pupil Voice will also be used by co-ordinators to see how children retain knowledge from across the curriculum, making appropriate connections and seeing how curious they are as learners.

This will be carried out on both Remote Learning but also that within school. Our curriculum will be modified for this academic year and next based upon this information.

Class teachers will update yearly records at the end of each academic year in all subject areas which co-ordinators will also use to help monitor progress and the impact of our curriculum.