At Sheep Dip Lane Primary Academy, we passionately believe that our children have the right to a broad and balanced curriculum.

The children are at the heart of our curriculum.

We believe that every child should have the opportunity to have a quality knowledge-rich curriculum which builds on their self-esteem and self-confidence throughout their primary years.

We encourage our children to have high aspirations and strive to be the best they can be in every subject.  We want our children to be responsible, confident and knowledgeable by the time they finish their journey at Sheep Dip Lane Academy and move onto the next phase of their lives.

Over the last three years we have been developing the curriculum  that we provide for our children.  Our main aim is to provide exciting, stimulating connected learning which the children become fully absorbed in using a themed approach.

Curriculum Design Structure - Intent

Our learning pedagogy has equal focus and underpins all our curriculum to ensure that pupils gain a greater understanding of how they learn and the skills of resilience, collaboration, participation, investigation, thinking, creativity, motivation and reflection.

Our curriculum design structure is underpinned by these core areas:

  • Subject-specific domains which ensure progression of knowledge (Concepts), skills and values in order to lead to application, synthesis and evaluation. We value the potential of each subject and promote experts within these areas in order to build aspirations for our pupils.
  • All areas of learning will be organised around key enquiry questions in order promote learner independence, self-confidence and ownership over the learning journey. As part of this, learners will be entitled to a variety of experiences to ensure that the learning connects to purpose, context and real-life application.
  • A Text-led approach will drive each of the learning themes in order to expose our learners to quality literature. This will include narrative, poetry and non-fictional text in order to develop the imagination of our pupils.
  • Vocabulary development in context is a key driver for our curriculum structure. We want our pupils to understand language and be able to communicate in a range of settings and situations. Language will be ‘taught’ throughout all areas of learning and not ‘caught’ in order to close the attainment gap for all our pupils.
  • Basic skills teaching will be fundamental to improving the life chances of all our pupils. Our curriculum begins with the high-quality teaching of basic skills (reading, writing, number and speaking and listening), which are then practised through a series of well-planned contexts and cross-curricular themes. 
  • We aim to provide thematic and contextualised learning experiences where children are encouraged to make links across subjects in order to broaden their general knowledge and understanding of the world around them. Progressive key performance indicators ensure that we can assess our learners accurately and provide personalised programmes of learning in order to maximise progress from their starting points.


Please see the list on this tab for more information for each of the subjects.

ELP Curriculum Intent

Curriculum Design Model