Gillingstool Curriculum: Subject Specific Aims


It is our intent at Gillingstool Primary School to provide our students with a high-quality education in English, which will enable them to speak, listen read and write fluently. This, in turn, will allow our students to communicate their ideas and emotions to others effectively.

Reading at Gillingstool will be at the centre of our curriculum and through quality-first teaching in this subject we will be able to underpin all the skills the children will need to succeed in English. In response to the demographic at of attainment at Gillingstool Primary School (a third of each cohort being a low or high prior attainer) our curriculum must be designed in order to enable all learners to maximise progress and succeed.

This journey will begin in EYFS with the teaching of early reading through high-quality phonics provision and phonically decodable reading books. It is our intent that by the time our students leave us, they will have developed a true love of reading both fiction and non-fiction texts. Through these books, children will be able to develop their knowledge of themselves and the world in which they live as well as gaining knowledge and comprehension skills across the whole of the curriculum.

It is our intention to ensure that by the time our children leave our school, they are able to read fluently and with confidence and enjoyment.


It is our intent at Gillingstool Primary School to provide our students with a high-quality education in English, which will enable them to speak, read and write fluently. This in turn will allow our students to communicate their ideas and emotions to others effectively.

Writing at Gillingstool will be underpinned by our reading curriculum. Our intent is that during their time with us, our students will develop a love for writing – from mark making in EYFS to writing for a range of purposes in Year 6. Writing and grammar skills will be built upon as students move through the year groups but with the basic non-negotiable skills being revisited regularly to ensure a solid foundation upon which to build.

It is our intention that by the time our children leave our school, they will see themselves as authors who have a well-developed and secure skill set which they will be able to build upon at secondary school.


At Gillingstool the purpose of our maths curriculum is to teach a rich, balanced and progressive programme of study which allows pupils to develop fluent conceptual understanding and become confident in using maths to reason and problem solve in each area.

Our curriculum aims to use maths to support children in better understanding the mathematical world around them and as such link maths to real life experiences and ensure it is cross curricular and pertinent to the lives of the children of Gillingstool.

Art and Design – Purpose of study

A high-quality art and design education should engage, inspire and challenge pupils, develop their creativity to foster an enjoyment and appreciation of art and enable them to express themselves. It should equip them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.

Pupils should be able to think critically and develop a greater understanding of art and design. They should also know how art and design both reflect and shape our history, our locality, and contribute to the culture of our nation.


Our computing curriculum is based upon the paramount principle of keeping children safe online. It equips pupils to use computational thinking and creativity to keep in touch with the current world in a safe and secure manner. Computing has deep links with mathematics, science, design and technology, music and English and our curriculum maximises this links whenever possible.

Our computing curriculum aims to ensure that all pupils:

  • are fully aware of the need for e-safety, that pupils are responsible, competent, confident and creative users of information and communication technology;
  • can understand and apply the fundamental principles and concepts of programming, data, media and the impact of technology;
  • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems;
  • can use information technology, including new or unfamiliar technologies, analytically to solve problems.

Design and Technology – Purpose of study

Design and technology is a practical subject in which children can use their creativity and imagination. Our curriculum is designed so that pupils design and make products that solve relevant problems within a variety of contexts, considering their own and others’ needs.

Drawing on other subject areas such as mathematics, science, engineering, computing and art, pupils learn how to take risks and innovate. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world.


We strive to provide our children with the opportunities to become global citizens, deepening their interest and wonder in exploring their own place in the world. We believe it is important to provide ‘Living Geography’ concerned with children’s lives, their futures and their world.

Through our curriculum our children will develop a sense of their world at the local, national and global scales understanding the interconnections between how people and the environment interact. They will have an adept understanding of their responsibilities within their own society whist also having a coherent insight into sustainability of a dynamically changing world.

Pupils learn to think critically, think spatially, use maps, visual images and new technologies to analyse and present information.


Our history curriculum aims to inspire our pupils’ curiosity to know more about Britain’s past and that of the wider world. History helps pupils to understand the process of change, the diversity of societies as well as their own identity and the challenges of their time.

Our history curriculum will equip the children to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgment.


Music education should engage and inspire pupils to develop a love of music and their talent as musicians. The curriculum should increase their self-confidence, creativity and sense of achievement.

As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to of musical pieces.


A high-quality physical education curriculum inspires all pupils to enjoy, succeed and excel in competitive sport and other physically demanding activities. It provides opportunities for pupils to become physically confident in a way which supports their health and fitness and equips them with the knowledge needed to ensure a healthy lifestyle. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.


The overarching aim for PSHE education is to provide pupils with:

  • Accurate and relevant knowledge.
  • Opportunities to turn that knowledge into personal understanding.
  • Opportunities to explore, clarify and if necessary challenge, their own and others’ values, attitudes, beliefs, rights and responsibilities.
  • The skills and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives.
  • Opportunities to develop positive personal attributes such as resilience, self-confidence, self-esteem, and empathy.

As part of a whole-school approach, PSHE education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. PSHE education equips pupils with the knowledge, understanding, skills and strategies required to live healthy, safe, productive, capable, responsible and balanced lives. PSHE develops an understanding of themselves, empathy and the ability to work with others and will help pupils to form and maintain good relationships, develop the essential skills for future employability and better enjoy and manage their lives.

As a school we encourage children to think about personal and social values, to become aware of, and involved in the life and concerns of their community and society, and so develop their capacity to be active and effective future citizens. PSHE education also makes a significant contribution to pupils’ spiritual, moral, social and cultural (SMSC) development, their behaviour and safety, and to their emotional wellbeing. PSHE education contributes to personal and relationship development by helping pupils to build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions.


Religious Education should develop pupils’ knowledge and understanding of Christianity and other major world Religions and value systems found in Britain. A high-quality Religious Education should develop pupils’ knowledge and understanding of religious traditions and to appreciate the cultural differences in Britain today. The curriculum for RE should promote reflection, empathy, comprehension, investigation, interpretation and analysis.

Through RE at Gillingstool we aim to:

  • To develop pupils’ skills, concepts and attitudes identified in the South Gloucestershire Agreed Syllabus.
  • To develop pupils’ respect for other peoples’ views and to celebrate the diversity in society.
  • To foster attitudes such as curiosity, open-mindedness, self-understanding, respect, wonder and appreciation.
  • To develop investigative and research skills and to enable pupils to make reasoned judgments about religious issues.
  • To develop pupils’ awareness of spiritual and moral issues in life experiences and to develop a personal response to the fundamental questions of life.


A high-quality science education provides the foundations for understanding and appreciating the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and it is vital to the world’s future prosperity and sustainability. All pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

Our curriculum for science aims to ensure that all pupils:

  • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics;
  • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them;
  • are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.