Curriculum aims
Our Curriculum aims are taken from the National Curriculum. They are important to consider when we are planning how we are going to deliver the curriculum in order to ensure that the children are being taught the key skills that are critical to each subject area.
If parents/carers or other members of the public would like to find out more information regarding our curriculum, please contact admin@clifton.het.academy
To achieve this,
we have built our curriculum around 3 key pillars:
Developing the very best learners:
“We are curious and critical learners with creative minds, we are resilient… we never give up!”
Developing the very best communities:
“We use first hand experiences to learn about life – we learn about respect, empathy and good communication.”
Developing the very best knowledge:
“We take pride in building our vocabulary, skills and knowledge so that we learn more and remember more.”
Curriculum intent by subject:
Children will develop the skills to:
- Produce creative work, exploring their ideas and recording their experiences
- Become proficient in a range of art, craft and design techniques
- Evaluate and analyse creative works
- Know about great artists, and understand the historical and cultural development of their art forms.
Children will develop the skills to:
- Develop scientific knowledge and conceptual understanding
- 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
- Become equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
Children will develop the skills to:
- Understand the history of Britain as a chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world .
- Know and understand significant aspects of the history of the wider world:
- Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses.
- Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.
- Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
Children will develop the skills to:
- Become fluent in the fundamentals of mathematics, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
- Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions
Children will develop the skills to:
- Develop contextual knowledge of the location of globally significant places;
- Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
Are competent in the geographical skills needed to:
- Collect, analyse and communicate with a range of data gathered through experiences of fieldwork
- Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
- Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
Children will develop the skills to:
- Read easily, fluently and with good understanding and develop the habit of reading widely and often, for both pleasure and information.
- Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.
- Use discussion in order to learn; and elaborate and explain clearly their understanding and ideas both formally and informally.
Children will develop the skills to:
- Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
- Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
- Critique, evaluate and test their ideas and products and the work of others.
- Understand and apply the principles of nutrition and learn how to cook.
Children will develop the skills to:
- Understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
- Analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.
- Evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
- Become responsible, competent, confident and creative users of information and communication technology.
Children will develop the skills to:
- Develop competence to excel in a broad range of physical activities
- Are physically active for sustained periods of time engaging in competitive sports and activities and lead healthy, active lives.
“Pupils are respectful, happy and hardworking.”
— Ofsted, Attendance and behaviour · February 2026
“Interactions between staff and children are of a consistently high quality.”
— Ofsted, Early years · February 2026
“Pupils achieve very well.”
— Ofsted, Achievement · February 2026
“Pupils are proud of their school, and there is a strong sense of belonging.”
— Ofsted, What it’s like to be a pupil at this school · February 2026
“Leaders have a sharp and accurate understanding of the school’s context, strengths and priorities.”
— Ofsted, Leadership and governance · February 2026
“Pupils feel that they belong, and they grow both socially and academically.”
— Ofsted, Leadership and governance · February 2026
“Pupils thrive at Clifton Primary School.”
— Ofsted, Attendance and behaviour · February 2026
“The expertise of staff ensures that pupils get the right help at the right time.”
— Ofsted, What it’s like to be a pupil at this school · February 2026
“Inclusion underpins all of the practice at Clifton Primary School.”
— Ofsted, Inclusion · February 2026
“They move on as articulate, kind and culturally aware young people.”
— Ofsted, What it’s like to be a pupil at this school · February 2026
“The curriculum is ambitious, creative and detailed across all subjects.”
— Ofsted, Curriculum and teaching · February 2026
“Pupils are confident, resilient and empathetic.”
— Ofsted, Personal development and wellbeing · February 2026
“Pupil premium funding is used extremely effectively.”
— Ofsted, Inclusion · February 2026
“They are well prepared for secondary school.”
— Ofsted, Achievement · February 2026
“Teachers have excellent subject knowledge.”
— Ofsted, Curriculum and teaching · February 2026