Parkhill Junior Melting Curriculum Intent, Implementation and Impact

The Parkhill Melting Curriculum


Ready to learn

Our dynamic curriculum is designed to engage our children, prepare them for both the next stages of learning and for life in an ever-changing world. We seek to find new ways to innovate and enhance the curriculum in order to respond to these changes.

Our curriculum is specific and broad, with subjects melting together to provide meaningful learning opportunities as well as providing opportunities for children to improve their abilities and follow their passions. Our commitment and approach to the arts and science, have been recognised in our achievement of prestigious national awards.


Our Rights-Respecting curriculum is designed to enable children to have a greater understanding of their role and responsibilities as a member of many different communities including their role as a global citizen. This underpins all aspects of the curriculum.

We recognise that we all learn from one another and so collaborative learning is seen throughout the curriculum. Children, families and others from our community share their expertise in order to enhance the learning of others. Children take responsibility for their learning and are given opportunities to shape their learning, such as taking on the ‘mantle of the expert’ role in religious education lessons. A focus on developing children’s articulacy and oracy is crucial and is expressly promoted, across the curriculum.

Resilience and Risk-taking

Limitless learning is a fundamental element of our approach. We seek to empower all children to strive for excellence; to exceed expectations. We support our children in becoming confident and autonomous learners. A focus is placed on differentiating through support and children are encouraged to take an active role in identifying and accessing the wide range of support that is available.


An embedded practice of reflecting on learning, enables our children to deepen their understanding of how they learn and encourages them to take a proactive role in their learning journey. There is a focus on the development of skills and the application of these skills (in addition to knowledge) in real life contexts; this enables children to develop a deeper understanding and prepares them for life in a rapidly changing world.

The voice of the child is vital in shaping and developing both our curriculum and each child’s learning journey. Our child-led subject and pastoral ambassadors, play a key role in this.


We recognise that we are hard-wired to need to see how facts, ideas and the ‘stuff of learning’ connect. To make this happen, we see our curriculum as a ‘melting curriculum.’ Carefully selected quality texts in English, support learning in history. Comprehension activities in English support deeper understanding and memory retention. Our whole school overview is designed to make connections and secure coherence from Year 3 to Year 6. Our high performance learning approach (HPL) provides challenge and equal access to all learners. Differentiation is about the different level of support given and not different activities. Children learn in mixed ability groups, with the teacher facilitating a focus group across all subjects.


The impact of the Parkhill Junior School curriculum will be seen in our developing autonomous learners, as they progress across the school and on to Key Stage 3. The school community (children and adults) embody the 6Rs throughout the curriculum, enabling limitless learning through a collaborative and high performance learning approach (HPL).

All children, regardless of their starting points or backgrounds, will be curious and inquisitive about the world around them. As they progress through life in Parkhill Junior School, they will apply their growing knowledge and skill-set to life in the everyday world, always building on current knowledge to learn. They will possess a sense of identity, being proud of every achievement and gaining a strong sense of self-worth. Our HPL approach will equip each child with the fundamental skill-set necessary, to becoming a rights-respecting, happy, healthy, aspirational global citizen.



Our intent is to provide the children of Parkhill Junior School with a mathematics curriculum which equips children with a foundation for understanding number, reasoning, thinking logically, and problem solving with resilience so that they are fully prepared for the future.

At Parkhill, we strive for every child to become an able mathematician who is passionate, excited and are willing to take risks and challenge themselves to achieve their full potential (Article 28 – Every child has a right to an education).


Planning is supported by the White Rose Maths hub and our school calculation policy. ‘Times Tables Rockstars’ supports children with developing their memory and recalling skills as well as mastering their times tables.

By using a variety of planning resources, we inform teaching and learning experience that interests, informs and inspires our children. Our lessons enable teachers to assess the children’s previous knowledge as a starting point for all future planning. We ensure to deliver a high quality maths curriculum that is both challenging and enjoyable. Lessons are designed with a concrete, pictorial and abstract approach which support the scaffolding that children require to progress.  Tasks are designed to help children master their fluency skills and cultivate their reasoning skills. Children have the opportunity to choose from a range of tasks depending on their ability. This promotes independence and self-reflection opportunities.

Great emphasis is placed on outdoor learning to enhance the children’s experience and depth of learning. Careful questioning and modelling are used to assess children’s learning and to support them in understanding mathematical concepts. A range of tools are used to assess children’s learning and to further design effective lessons. Feedback is provided regularly through verbal feedback and written feedback. To embed high performance learning in maths, children are given maximum opportunities for challenges and support to reach their full potential. We ensure that there are robust methods to identify low attaining pupils and there are strategies in place to help them progress.


The impact of the maths curriculum will be seen through children mastering skills and demonstrating their understanding in a range of ways, using mathematical language to explain their thoughts and independently applying their understanding in new concepts. Children will demonstrate the ability to quickly recall mathematical facts including times tables. They will identify relationships and make connections in mathematics. This wealth of learning will support children in their journey and will enable them to use mathematics efficiently in their daily life.



To ensure that every child will be confident, enjoy and participate in a range of sports actively, with increasing competitive aspects, by the end of Year 6. Every child is encouraged to become a resilient learner by continuing to embrace new challenges about our physical capabilities and challenge themselves in a competitive but friendly environment where we all progress together.


An effective and diverse pedagogical approach is used for PE. Staff questionnaires have been analysed and the curriculum has been changed to address the needs of the school. All year groups across the school have an indoor gymnastics session (one unit) with a specialist gymnastics external coach, as a result of the questionnaire. Indoor PE sessions are taught for once a week for one hour. All outdoor sessions (once a week for an hour) are taught by an external coach and class teachers are in the sessions so that they gain skills knowledge as well as having a greater understanding for assessing the pupils’ progress.

A broad PE curriculum supports and challenges all pupils and provides opportunities for competitiveness. Alongside our PE curriculum, there is a flourish of opportunities for daily physical activities, to promote a balanced, healthy lifestyle such as ‘The Parkhill Mile’, the outdoor gym and Active Week.

Active after school clubs provide an opportunity for all pupils to be physically active as well as increased provision of sports equipment.


Children will be confident, independent and motivated. They will understand the necessity of an enriched healthy lifestyle and want to be active participants in sport. Every child will be an autonomous and respectful learner, explicitly valuing and promoting, sportsmanship and equity.

Art and Design


  • To make the arts exciting, inspiring and engaging for all
  • To ensure that positive and inclusive experiences are provided
  • Assist pupils in becoming visually literate
  • To give children authentic experiences that encourage personal progression, ownership and ambition for excellence
  • To develop inquisitive thinking and creativity
  • To help children to achieve across the curriculum (embed the melting curriculum) and develop a sense of pride in their work
  • Develop the ability to communicate ideas, opinions and feelings about their own work and that of others

We want our children to love art, craft and design. We want them to have no limits to what their ambitions are and to grow up wanting to be illustrators, graphic designers, fashion designers, curators, architects or printmakers. Our art curriculum is designed to engage, inspire and challenge pupils, whilst equipping them with the knowledge and skills to be able to experiment, invent and create their own works of art. As pupils progress, they should gain a deeper understanding of how art and design reflects and shapes our history, and how it contributes to the culture, creativity and wealth of our world. We want to equip our children with not only the minimum statutory requirements of the art and design national curriculum but to prepare them for the opportunities, responsibilities and experiences of later life. We want our children to use the local area as inspiration, to learn from other cultures.


Each child has a sketchbook. We give the child ownership of their sketchbook in order to foster their sense of creativity. Children use their sketchbooks to make initial sketches, develop skills, record ideas and develop opinions.

Throughout the Parkhill Junior journey, every child is given the opportunity to learn the skills of drawing, painting, printing, sculpture and digital art through the exploration of an initial key artist, craft maker or designer and their work.

Through in-depth discussion, the pupils explore how their art can share commonalities with famous art and use subject-specific vocabulary to discuss key artworks and their own work. In the development of confident art critics, the pupils share their opinions and make informed observations about what will improve their own practical work.


Many of the Art and Design units are part of the Parkhill Junior Melting Curriculum to allow all children to deepen their understanding across the curriculum, including the use of technology, and artworks from year group specific historical, geographical and scientific contexts.

Teachers follow a clear progression of skills which ensures all pupils are challenged in line with their year group expectations and are given the opportunity to build on their prior knowledge.

Opportunities to reflect and develop, including through the use of sketchbooks, and chances for self and peer-assessment are planned into each unit of study. Effective CPD and the art portfolio (working document) are available to staff to ensure high levels of confidence and knowledge are maintained. A specialist art teacher works with both children and teachers, to secure the highest of standards.

To support teaching, staff access a range of resources and planning and work with a specialist art teacher.


The impact of this curriculum design will lead to outstanding progress over time across the key stage relative to a child’s individual starting point and their progression of skills. Children will therefore be expected to leave Parkhill Junior School reaching at least age-related expectations for Art and Design.

Our Art and Design curriculum will also lead pupils to be enthusiastic Art and Design learners, evidenced in a range of ways, including pupil voice, their final pieces and sketchbooks. We ensure that children who are achieving well, as well as those who need additional support, are identified, and additional provision and strategies are planned in and discussed with class teachers. Achievements are celebrated in classrooms during walking-galleries and corridor displays. We aim to develop our future artists and their appreciation of the art around them.



We strive to instil a lifelong excitement and curiosity about our world that will equip our children to become responsible, engaged members of the global community. Thinking geographically, about our changing world, will enable our children to understand how the world works, how our lives are connected to others and how our choices are shaped by and impact on, the environment.

Through high quality teaching we will develop the essential characteristics of geographers:

  • A secure knowledge of where places are and what they are like, both in Britain and the wider world
  • Comprehensive understanding of the ways in which places are interdependent and interconnected
  • An extensive base of geographical knowledge and vocabulary
  • Fluency in complex, geographical enquiry and the ability to apply questioning skills, as well as effective presentation techniques
  • The ability to reach clear conclusions and explain their findings
  • Efficient fieldwork skills as well as other geographical aptitudes and techniques
  • The ability to express well-balanced opinions, rooted in an excellent knowledge and understanding about current issues in society and the environment


Geography is taught discretely and each year group explores three topics in depth. Learning is consolidated through the Parkhill melting curriculum where links with other areas of the curriculum are made to enable children to connect their understanding of geography to wider learning experiences. This includes an English comprehension focussed on the area of study for geography. Through a coherent series of lessons, children develop a deep subject knowledge and key skills to enable them to make at least good progress. To ensure deep learning, teachers have high expectations of outcomes, ask challenging questions for all pupils, and ensure children connect new knowledge with previous learning. The opportunity for children to develop geographical skills through fieldwork in the local environment is essential. Personalisation of the curriculum enables all children to make good progress.


All children will have a sense of wonder about the world around them and will be equipped with the knowledge and skills needed make responsible decisions that have a positive impact on our world.



Here at Parkhill Junior, we believe in a melting curriculum where we integrate different aspects of the curriculum together as an integral part of learning to develop a deeper understanding. Computing can provide a wealth of learning opportunities and transferable skills. Children must be taught in the form of ‘computational thinking’ in order to provide them with essential knowledge and skills to effectively participate in the digital world.  Children will be able 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


The children will design, write, and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. They will use sequence, selection, and repetition in programs, use logical reasoning to explain ow some simple algorithms work and correct errors in algorithms and programs.

Children will be taught to understand computer networks, including the internet, and the opportunities they offer for communication and collaboration. They will use search technologies effectively, learn to appreciate how results are selected and ranked, and be discerning in evaluating digital content. Children will be taught to select, use and combine a variety of software (including internet services) on a range of digital devices to create a range of programs, systems and content that accomplish given goals. They will use technology safely, respectfully, and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

We have a dedicated suite of 30 desktop computers as well as a library resource centre which provides access to another 10 desktop devices. We have two portable trollies which each hold 30 portable devices (chromebooks/surface go) as well as 20 Apple ipads to use within and across lessons. We also have 6 makey-makey kits as well as 5 Lego WeDo kits which provides the physical system education aspect of the curriculum. Lessons are planned to provide for and include all children, including those with SEND, higher achieving pupils, pupils with EAL needs as well as from social and cultural backgrounds.


After the implementation of our robust curriculum, children will leave Parkhill Junior digitally literate. They will be able to safely and effectively navigate technology allowing them to be independent thinkers who can problem solve, think logically, evaluate content and information and be confident in a technological world. Children will understand the consequences of using the internet and will, most importantly be knowledgeable on how to keep themselves safe. Our Computing curriculum is high quality, well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through pupil discussions about their learning.

We are creating a more sustainable teacher -led assessment tracking grid which will explicitly identify the requirements within the different aspects of computing at different levels. This will be collected on a termly basis provided by each classroom teacher.