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Medway Community

Primary School

Curriculum Overview

Curriculum Overview


Our bigger picture values are threaded through our curriculum, from Foundation Stage through to Year 6. Pupil safeguarding and the promotion of fundamental British values are a core part of learning at Medway Primary School and great importance is placed on identifying opportunities in the curriculum for children to learn about safeguarding themselves and others. Children learn to articulate their own opinions and to explore the viewpoints of others through their topic work. They learn to think critically and apply their knowledge to topic work. Our values led curriculum gives pupils opportunities to experience life in all its diversity, to acquire knowledge, understanding and skills that significantly impact on personal development, behaviour and welfare and equips every child with the knowledge and skills required for personal safeguarding.


We plan to constantly challenge children to think deeply about safeguarding matters and their own personal physical and mental wellbeing. Through themes such as:


  • Gender inequality
  • Racial inequality
  • Wealth distribution
  • Disability and discrimination
  • The environment
  • Power and Government
  • Social exclusion
  • Justice
  • Divides
  • Probity
  • Social responsibility
  • Social mobility
  • Critical questioning


At Medway, we drive learning through a curriculum that encompasses values and ethos, whilst providing contexts that the children can understand, question and challenge.


We interrogate high quality texts that underpin our school values and encourage critical thinking skills, whilst keeping oracy at the heart of all that we do.

Safeguarding knowledge is deepened. We value pupils’ questions and give them space for their own thoughts, ideas and concerns. We give them opportunities across the curriculum to explore values, personal rights, responsibilities and equal opportunities that develop moral concepts that impact positively on safeguarding, promote British values and prevent radicalisation and extremism.


In addition, we believe a curriculum should be designed in reverse. Rather than starting with inputs, we start with what sort of adults we want our pupils to become. We want our children to develop into adults that are:

  • Compassionate,

  • Support peers to be as successful,

  • Self-reliant,

  • Articulate ,

  • Values driven,

  • Have strong morals,

  • Achieving.


These are encapsulated in our schools aims which are:

  • Together We Succeed,

  • Everyone is of Equal Worth,

  • Achieve our best, and support others to achieve their best,

  • More Diversity; More acceptance; A Greater Good.


The curriculum has been divided into 2 areas which are always under review. The first is our intended curriculum where we have our values led curriculum, usually centred on a book. The teachers plan creatively and innovatively. As a result of rich context, knowledge is not taught in isolation and children have the opportunities to talk about a wide variety of subjects to support the transference of facts. This aids the transformation of knowledge into understanding.


We also have the enacted curriculum where children are generally taught to work collaboratively, to support one another’s learning and to judge their Oracy as an important tool for the teaching of others. Alongside this, our behaviour system focuses on the aims of the school to attain passport points.



Further detailed information regarding our curriculum, can be found on our class pages.


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