'We aim to inspire today's children to embrace tomorrow's challenges.'

Gilthill Primary School


The Curriculum


‘The school provides a broad and varied range of subjects. the creative and expressive arts are strongly promoted, pupils make very good progress in their French studies because they enjoy it so much. ’



Curriculum intent


At Gilthill Primary school we have designed a curriculum which provides the children with the skills to reach their full potential by developing a love of learning and a desire to succeed, they are taught in an atmosphere of warmth and support, celebrating their achievements so that they can grow in confidence.  We provide a rich, supportive and stimulating environment, allowing the children to become independent learners, build resilience and develop high self- esteem in order to become creative, critical thinkers. We seek to provide a broad, balanced curriculum and offer a wide range of exciting, challenging activities and experiences to all pupils on which to lay a firm foundation for future learning. We believe that learning should be a rewarding and enjoyable experience for everyone. We aim to prepare young people for jobs that don’t exist yet, using technologies that haven’t even been invented, for which competition will be global.


We have designed our curriculum around one main driver of good communication. The children at Gilthill need to be able to develop their skills in being good communicators in a variety of ways, from simple verbal development of language, to being able to adapt to new situations and expand their world to enable them to see all the possibilities which could be in front of them. 


We develop good learners through the key values of being ready, respectful and safe. Good learners are physically and mentally healthy, independent, self - confident and have empathy towards others. They communicate using a wide vocabulary, they have respect for others and differences, good communicators interact with others and work well in a team and are tolerant of each other. Good learners investigate by making connections, asking questions, being curious, researching information, finding evidence and apply skills and experiences. We provide opportunities for the children to become collaborative problem-solvers and investigators. Good learners are risk takers by being creative and expressive, using and applying skills and knowledge, solving problems,  being imaginative, resilient and showing perseverance.


We believe that access to the internet will help support the professional work of staff. We also understand the need to ensure that our pupils are not exposed to unsuitable material and so maintain an internet access policy which describes how we prevent unsafe and inappropriate internet access. The school has a networked ICT suite, a set of lap-top computers that use our wireless connection and there is an interactive white board, used as a teaching aid, in each classroom.


French is taught from Year R to Year 6 starting with rhymes and games and moving on to french conversation and written aspects of the language.


We plan carefully for the teaching of all subjects by including them in a planning framework and we ensure that links between subjects are exploited to make teaching interesting and relevant so that our children know more and remember more. 

The curriculum has been planned and is reviewed over a two-year cycle.

During the year whole school topics or events take place and the curriculum has been designed to allow for changes to occur to reflect the outside world or events in the community.


We believe that children learn through first hand experiences and so we plan regular enrichment activities such as educational visits. We upload a termly plan of what is to be taught to the children in each class so that parents/carers can show an informed interest. 


If you would like any further information about our curriculum please contact Mrs Langmaid, our curriculum lead,  by emailing the school office at


Cultural Capital

During their time at Gilthill children will have the opportunities to address differences and show tolerance towards others. We will provide them with a variety of culturally rich experiences such as:

  • Art Gallery and museum visit
  • Library visit
  • Outdoor experience
  • Worship, meeting leaders of religion or visiting places of worship
  • Sculpture
  • Live theatre
  • Conservation or Nature Reserve experience
  • Link with another place of learning
  • Experiences in the local environment
  • Contrasting environment e.g., coastal
  • Conservation of animals
  • Authors and artists visits, visitors or live discussion
  • Residential visits
  • Experience different forms of transport
  • Live music
  • Visits to historical buildings
  • Dance groups
  • Helping the community




    Reception Year (EYFS)


    Children in Reception follow the curriculum designed for all 3 to 5 year olds – The Foundation Stage Curriculum. It is organised into Prime and Specific areas.


    The Prime Areas are:

    • Personal, social and emotional development;
    • Communication and language;
    • Physical development


    The Specific Areas are:

    •  Literacy;
    •  Mathematics;
    •  Understanding of the world;
    •  Expressive Arts and Design;

    The children are encouraged to play and explore, be creative and think critically. This is a good base on which to build the subjects of the National Curriculum.


    School Sport


    We aim to give every child the opportunity to take part in sport. Games, gymnastics, dance, athletics, outdoor activities and swimming are all part of the National Curriculum and form an important part of the curriculum that we offer children as they move through the school.


    Through sport we aim:

    • to promote physical activities and healthy lifestyles;
    • to develop positive attitudes e.g. the idea of fair play and development of self-esteem;
    • to ensure safe practice e.g. the importance of rules.


    Sport plays a large part in the extra-curricular activities we offer the children. We run football, netball and rounders teams at different times during the year. We also enter local inter-schools sports competitions such as the annual swimming gala, the annual cross-country race and the District Sports Competition which is held at the Harvey Haddon Stadium.


    Our Sports Coach offers a variety of sporting extra-curricular activities throughout the year, such as multi-sports, football, tag rugby, cricket, dance, athletics, rounders and dodgeball.



    In September 2022, we started our oracy development journey by enrolling as a Voice 21 school.
    We have designed our curriculum around one main driver of good communication. The children at Gilthill need to be able to develop their skills in being good communicators in a variety of ways, from simple verbal development of language to being able to adapt to new situations and expand their world to enable them to see all the possibilities that could be in front of them.
    Voice 21 gives us the tools and strategies to develop high-quality oracy using a coherent framework where speaking and listening skills are developed around 4 main strands


    What is oracy?


    Oracy is the ability to articulate ideas, develop understanding and engage with others through spoken language. In school, oracy is a powerful tool for learning; by teaching students to become more effective speakers and listeners we empower them to better understand themselves, each other and the world around them.

     Through a high-quality oracy education students learn through talk and to talk. This is when they develop and deepen their subject knowledge and understanding through talk in the classroom, which has been planned, designed, modelled, scaffolded and structured to enable them to learn the skills needed to talk effectively. (Voice 21)


    Why should we teach oracy?

    (Voice 21 graphic)   


    We have utilised the oracy framework to enhance our explicit teaching of oracy in order to ensure that our pupils learn to communicate effectively through spoken language. By exploring 'Talk Tactics' and developing our 'Discussion Guidelines', we have embarked on a journey to develop confident and proficient speakers who can clearly convey their knowledge, ideas, and emotions. This approach enables us to equip our children with the necessary skills to embrace tomorrow's challenges.