Curriculum Introduction

At Girton Glebe, we recognise that curriculum design requires careful consideration and balance between different approaches to teaching and learning. Our curriculum draws on the strengths of both knowledge-based and integrated approaches. We understand the importance of pupils developing secure subject knowledge and disciplinary understanding. At the same time, we recognise that learning is most effective when pupils are able to make connections, apply their knowledge and engage with meaningful contexts. Our curriculum is therefore structured to ensure both depth within subjects and opportunities for connection across them.

Discrete Subjects

Core subjects, including English and mathematics, are taught discretely on a daily basis to ensure pupils develop secure foundational skills in reading, writing and number. In English, high-quality texts are chosen to complement and enhance the unit of inquiry, providing meaningful context and supporting deeper understanding.

Other subjects, including phonics (in EYFS and KS1), PSHE, religious education, physical education, music and French (in KS2), are also taught discretely. This ensures clarity, progression and the integrity of each subject.

Unit of Inquiry

Selected foundation subjects are brought together within half-termly units of inquiry. These units integrate learning across:

• Science
• Geography
• History
• Art and Design
• Design and Technology

This approach enables pupils to explore ideas in depth, make meaningful connections across disciplines and engage in purposeful, contextualised learning. Each unit is also carefully planned to ensure clear subject coverage and progression of knowledge and skills.

Whole-School Conceptual Coherence

Across the school, learning is further unified through a shared half-termly ‘big question’, providing a common focus for exploration and discussion. Within this, each year group explores a more specific inquiry question through their unit of

inquiry, ensuring that learning remains age-appropriate and closely linked to subject content. Across the year, these questions are carefully sequenced to support a progression of thinking:

BIG QUESTIONS
Who Are We, Really?	understanding humans, including identity and personal experiences
How Did We Get Here?	exploring the past and change over time
How Can We Tell Our Stories?	expressing ideas, experiences and beliefs
How Does THAT happen?	understanding systems and processes
How Do We Live Together?	living in communities and understanding society
How Can We Care for Our Planet?	considering responsibility for the wider world

These questions have been carefully selected because they reflect the essential knowledge and understanding we believe pupils need in order to develop a coherent understanding of themselves and the world around them. Across the year, pupils move from exploring identity and personal experience, to understanding the past, expressing ideas, exploring how systems and processes work, considering how societies function, and reflecting on their responsibilities within society.

This sequence is deliberate and reflects how children naturally develop their understanding of the world: beginning with themselves, before extending outwards to ultimately understand their role within the wider world.

In this way, the questions form a coherent conceptual spine for the curriculum, providing a meaningful context for learning while remaining firmly rooted in subject content. They underpin key disciplines and support pupils in developing a secure understanding of more abstract concepts. Through engaging with these ideas, pupils are equipped not only with subject knowledge, but also with the understanding and skills needed to think critically, participate fully in society and make informed choices in the future.

Learning is carefully adapted to ensure that these concepts are explored in age-appropriate ways, becoming progressively more complex across each phase of the school.

Our EYFS policy adheres strictly to the statutory requirements set out in the EYFS Statutory Framework for Group and School-Based Providers (2026) and aligns with Ofsted’s guidance on inspection and transition readiness.

We embed the four statutory EYFS principles across all daily practices:

• A Unique Child: We recognize that every child is constantly learning, resilient, capable, confident, and self-assured. Adaptive teaching strategies ensure that children with SEND and those receiving Pupil Premium thrive.
• Positive Relationships: Warm, responsive interactions between children, practitioners, and families build secure foundations.
• Enabling Environments: Our newly redesigned indoor and outdoor spaces respond to individual interests and developmental needs, promoting exploratory play and peer collaboration.
• Learning and Development: We acknowledge that children learn and develop at different rates. Our evidence-based curriculum provides a foundation for holistic growth.

Our EYFS curriculum is structured around an overarching inquiry-based curriculum. Learning across the academic year is anchored by six central, overarching inquiry themes. Every unit within these themes begins with a key project question that sparks curiosity, critical thinking, and child-led exploration. For more information, see out Curriculum Rationale & Offer.

At Girton Glebe, we recognise that education extends far beyond the classroom. Building pupils’ cultural capital and widening their experiences are therefore an important part of our curriculum offer. We pride ourselves on providing rich opportunities for children to encounter new places, people, ideas and experiences through educational visits, visitors to school, whole-school activities, residentials and engagement with our local community. We also endeavour to make the most of our proximity to the culturally vibrant city of Cambridge and the wealth of educational, historical, scientific and cultural opportunities it provides.We recognise that education extends far beyond the classroom. Building pupils’ cultural capital and widening their experiences are therefore an important part of our curriculum offer. We pride ourselves on providing rich opportunities for children to encounter new places, people, ideas and experiences through educational visits, visitors to school, whole-school activities, residentials and engagement with our local community. We also endeavour to make the most of our proximity to the culturally vibrant city of Cambridge and the wealth of educational, historical, scientific and cultural opportunities it provides.

Throughout the year, pupils are given opportunities to share, celebrate and apply their learning beyond their immediate classroom. Assemblies, performances, exhibitions, competitions, community events and opportunities to work alongside pupils from other schools help children to develop confidence, independence and a sense of belonging. Together, these experiences enrich our taught curriculum and help ensure that every child leaves Girton Glebe with broader horizons, a strong sense of responsibility and the motivation to continue learning and contributing positively as a future citizen.

At Girton Glebe, we are committed to providing an inclusive curriculum that is ambitious for every pupil. All children, regardless of background, starting point or need, are entitled to a rich, broad and meaningful education.

We maintain high expectations for all learners, including pupils with SEND and those who are disadvantaged. Our curriculum is designed to be inclusive by design, not by exception, with learning experiences planned so that all pupils can participate, contribute and succeed within the same lesson, rather than relying on separate or reduced curricula. Where needed, teaching is carefully adapted through responsive teaching, appropriate scaffolding and targeted support to ensure all pupils can access the full curriculum and achieve well.

Assessment is used purposefully to check understanding, inform teaching and support progress. It enables teachers to identify gaps, provide timely support and ensure that all pupils make strong progress from their starting points.

We place strong emphasis on pupil voice, belonging and wellbeing, recognising that children learn best when they feel safe, valued and respected. Positive relationships and a supportive learning environment underpin all aspects of school life. Through this approach, we aim to ensure that every child at Girton Glebe is supported to achieve their full potential and is well prepared for the next stage of their education and beyond.