Curriculum Design Statement

Falmouth Primary Academy Curriculum
'Outstanding Together'
  • Curriculum Design Statement


    Our curriculum is designed to reflect three key goals: 

    1. To provide experiences to our children that help develop them as confident, independent and responsible citizens; 

    2. To build a rich bank of ‘cultural capital’ that enables our children to discuss, consider and understand a range of experiences; 

    3. To deliver a structured, challenging curriculum that gives children a wide-ranging, balanced set of knowledge and skills, that leads to sustained mastery for all and, where appropriate, a greater depth of understanding for those who are capable. 


    1) Experiences 

    We believe in four curriculum drivers that lead the planning and delivery of our curriculum, direct the aims and values of our school, and influence our role in the local area: 

    Community – To grow our children into conscientious, active members of the local and global community. 

    • Environment – To create responsible citizens who value and understand the location in which they live and the impact they have on the environment. 

    • Possibilities – To promote a passion for learning, resilience in adversity and an open outlook to learning. To look to the future and have high aspirations. 

    • Positivity – To generate a supportive environment in which children feel nurtured and supported, while also embedding the skills needed for them to encourage and develop others. 


    2) Cultural capital 

    This is the range of experiences that enable our children to understand and discuss the world through trips, visitors, hands-on tasks and other relevant activities. These should help them to develop as independent, informed and inquisitive learners. 


    3) Challenging curriculum 

    Our carefully planned curriculum should allow our curriculum drivers to shine through and give the children the cultural capital experiences they require to prepare them for life in the modern world. It will include a wide range of topics that create interest, is differentiated to allow every child to be successful, challenges all children to be successful and to develop their thinking, as well as providing a clear route of progression across each and every year group. 



    Our curriculum design is based on evidence from cognitive science; three main principles underpin it: 

    1) learning is most effective with spaced repetition. 

    2) Interleaving helps pupils to discriminate between topics and aids long-term retention. 

    3) Retrieval of previously learned content is frequent and regular, which increases both storage and retrieval strength. 

    The implementation of the curriculum ensures that prior learning is taken into consideration when planning for new subject learning. Learning is blocked by subjects which enables teachers to use day to day assessment to inform future learning and allows for repetition of key knowledge, skills and concepts. 

    The National curriculum is used to inform planning for progression across the Key Stages. The teachers take into account the children’s prior learning and preferred ways of learning when planning. 

    Children are immersed in a topic as the whole class guided reading text links to the topic which maximises the opportunities for children to apply knowledge and skills learnt across the curriculum. 


    The impact of our curriculum is that by the end of each topic, the vast majority of pupils have mastered the content, that is, they remember it all and are fluent in it. Some pupils have a greater depth of understanding.