Designing curriculum in a primary school

Share on twitter
Share on facebook
Share on linkedin
This case study was written by Robbie Burns, a primary school teacher and leader.  As you read this case study, reflect on how the curriculum has been shaped and developed. Take some time to think about how some of these approaches might translate to your own context. In this case study, I will explore four research-informed principles that I have followed as a year 6 classroom teacher to plan the curriculum for my pupils. For each principle, I will briefly explain the research evidence, how I have interpreted it and then show how this has been translated into my classroom practice. I will be providing examples from two subjects - history and geography - and two units of work - Rivers and The First World War to hopefully demonstrate that the principles that I have followed for curriculum development can be applied to all subjects. Principle 1: Begin with what your pupils know This principle, simply explained, is that as teachers we must build all of our teachi

Join us or sign in now to view the rest of this page

You're viewing this site as a guest, which only allows you to view a limited amount of content.

To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for NQTs) or log in if you're already a member.

About the author

Leave a Reply

Screenshot 2019-09-24 at 10.16.00


Remote coaching

If you’re engaging in coaching or mentoring with your trainees and early career colleagues at the moment, it’s likely you’ll have begun to facilitate this


Applying Rosenshine to Religious Education

In 2012, Barack Rosenshine published the Principles of Instruction: a set of 10 research-based principles of instruction, along with suggestions for classroom practice. The principles