Curriculum Development

At Tuckswood Primary Academy and Nursery, we offer a curriculum which is broad and balanced and which builds on the knowledge, understanding and skills of all children, as they progress through each year group.
The curriculum is based on the National Curriculum however it is bespoke to ensure that it includes other experiences and opportunities which best meet the learning, contextual and developmental needs of all children in our school. Our curriculum is researched and designed by our subject leaders.  All children are taught this curriculum which prepares them for an effective secondary school and beyond. We believe that given the right education, every child can achieve exceptional things

Curriculum Aims

The aim of our curriculum is for children to have the required skills to be successful, independent and motivated learners in readiness for their next stage of education. Our curriculum is knowledge based and vocabulary enriched. Our lessons are designed to give our pupils the knowledge which will empower them to understand and interpret the world and grow into informed and interested citizens of both their own and the wider community. Our curriculum is also spiralled and pupils are given the opportunity to relearn and recap prior knowledge. All of our teachers (aside from our Early Careers Teacher) engage in the subject leadership journey across the entire school.

We organise our curriculum ensuring individual subjects are given plentiful coverage resulting in the unique disciplines and effective development opportunities. For example, our historians are curious about the past in Tuckswood, Norwich, Britain and the wider world. Our geographers study the world and their local environment, looking at how places have been and are shaped by people, climate and the natural environment. Additionally, outdoor learning is valued and this supplements the existing curriculum.


At Tuckswood we place a huge value on cooperative learning. We recognise the importance of children developing key communication skills and working co-cooperatively together and the staff use the approach of cooperative learning within our lessons to promote this. The teaching of our curriculum is delivered through highly focused lesson design with clear objectives, high demands of child engagement with their learning, high levels of interaction for all children, passionate teachers who are experts in what they are teaching, appropriate use of teacher questioning, modelling and explanations, an expectation that children will develop resilience and accept responsibility for their own learning and work independently and regular use of praise and encouragement to motivate children.

Measuring Impact

We measure the impact of our curriculum through:


  • Summative tests: these include end of topic learning tests.

  • Teacher assessment: this includes ongoing questioning, dialogue, verbal and written feedback, informal quizzes, practical tasks, day to day work.

  • Pupil Voice: we use pupil questionnaires, self and peer assessment, school council, learning dialogue in the classroom that encourages self-evaluation to get feedback from the pupils.

  • Parental Feedback: we use parent questionnaires, parent café, parent/teacher meetings and Friends of Tuckswood meetings to see what the parents think. 

  • Data Analysis: We look at internal and external data to track the progress of the pupils. 

  • Quality Assurance: Looking in books and observing lessons enables leaders to assess the quality of education in the classroom. 

  • Behaviour for learning: Leaders check that the children are engaged and inspired by their learning.


It is important to note that the impact of what we do and what the children achieve cannot always be measured in data sets and numbers so we always try to look holistically at the whole child. We are proud of our school and warmly welcome visitors.

Roles and Responsibilities

Overview of our approach to curriculum planning

All subjects should have

  1. A subject specific vision statement.

  2. A long term model of progression, which specifies content in each year group.

  3. A Unit Overview. This includes the sequence of learning, objectives that need teaching, links to prior learning and the final outcome.

  4. Specific vocabulary development which is introduced and developed through the course of a subject. These include child friendly definitions.

Professional development

We aim to quality assure the curriculum through lesson visits, book looks and pupil voice. This is timetabled on our monitoring calendar. SLT are at the early stages of using Instructional Coaching to feedback to staff.

A comprehensive professional development offer for teachers, teaching assistants and ECTs is in place this year to drive forward the highest quality teaching and learning. A published professional development schedule is available in school and within the wider Trust, which includes leadership development and NPQ programmes. Our Leadership Team models engagement through their own self- directed professional development pursuing appropriate high quality training e.g webinars, their reading and their curriculum thinking.