To view our virtual learning Curriculum click the Virtual School Link

Diverse, Bespoke, Broad and Balanced Creative Curriculum


Our curriculum delivery is based on the principles of interleaving, creating multiple experiences so children encounter material more often. We deliver the teaching of our subjects through a topic based curriculum, mixing subjects to enable greater emphasis on context, and real life examples through the variety of topics we have chosen. This maximises opportunities for children to practice their skills and opportunities for incidental learning.

Closing the vocabulary gap

“Vocabulary is like mental Velcro – the more you know, the more ‘hooks’ you have to hook onto new words, experiences and understanding.” – Alex Quigley

A broad and deep understanding of high-level vocabulary is integral to every facet of learning and it rests at the very heart of our curriculum. Ensuring our pupils’ access, and confidently use, academic language is an essential part of every pupil’s learning journey. Explicitly teaching vocabulary can enrich knowledge and understanding of the world, and it’s a useful proxy for a great deal of general knowledge in a range of other subjects. At Bonneville, explicit vocabulary instruction is an integral part of every lesson and is woven into explanations, teacher and pupil talk, the development of reading skills and opportunities for all pupils to articulate themselves confidently. We have carefully considered the discrete teaching of vocabulary to ensure that pupils leave Bonneville with the necessary tools to aid the pursuit of lifelong learning, including introducing the ‘Word of the Week’ for every subject.

To ensure our provision best prepares our children for secondary school education, our subject leaders maintain connections with prospective subject leaders in high performing seconding schools to:

– Keep abreast of changes at KS3 level

-Inform and support training for staff

-Ensure the skill development relates

Our five key drivers underpin our Curriculum. We are deliberate in planning learning opportunities which plug these gaps within our community:

  • Enterprise Learning Experiences
    Our children are given the opportunity to develop skills such as problem solving, decision making, evaluating risks and making beneficial financial choices.
  • Communication Learning Experiences
    Children learn through whole class, group work, paired and individual learning. We encourage our children to talk, discuss and feedback responding to what has been previously said. Our children will learn and experience communicating in a variety of ways safely, including through digital platform and social media.
  • Environmental Learning Experiences
    Our creative curriculum uses the local and wider environments as a stimulus for learning. Children learn to be caretakers and develop an understanding of sustainable living. Practical learning opportunities are infused through our onsite Forest School.
  • Possibilities Learning Experiences
    Aspiration grows in our children by developing an understanding of the opportunities open to them through visitors, external trips and themed focus days / weeks. Incidental learning opportunities are maximised by ensuring our children can see how people who look like them have influenced the world.
  • Wellbeing Learning Experiences
    Children learn how to be caretakers of their own emotional, mental and physical wellbeing through regular opportunities of self and peer reflection. This, is in addition to the delivery of quality PE lessons and sports competitive engagement.

Bespoke, A varied curriculum within a cross curricular approach which is exciting, engaging and has something for all the children in our community to connect with and see themselves within. Our pupil voice is well heard throughout our topic choices for the curriculum and is reviewed on an annual basis.

Diverse, because representation matters for all, we make no bold statements to celebrate diversity at particular times of the year. We ensure diverse models, examples, artefact, periods in history, themes, and inspirational people of a broad spectrum is covered, across our curriculum, throughout the year.

Broad, Children develop a deep understanding of their topics, which enables a clearer focus on skill development with our cross curricular approach. We plan for hooks to inspire our inclusive engaging curriculum for the children of our community. Our emphasis on maximising opportunities for children to succeed within our curriculum means that the emphasis on a curriculum that has breadth is crucial. This can be seen in the delivery of high quality PE lessons, high Quality Spanish lessons, high quality Music lessons, high quality cooking lessons (focussing on skill development) and a plethora of enrichment activities after school.

Balanced, We pay equal value to all the subjects in our curriculum, through a cycle of monitoring and review. Teachers plan on a two week cycle, themed weeks and days which supports the delivery of quality lessons that take longer to resource. The balance of our broad curriculum is valued in how we prioritising the quality in the delivery of all subjects with specialist staff in PE, Spanish and music and training for staff.

Whole School Topic Overview

Click on the image below to view a larger version.


Through the use of our school model, we facilitate smaller teaching group sizes (on average 12-15). This makes the teaching and learning experience more manageable for staff, enabling better quality of delivery and opportunities for our children.

The sequencing of our curriculum coverage and topics ensures that our children are well prepared for the next stage of their education. Deepening and building on their prior knowledge and experience at a point of well informed readiness, gathered from our robust assessment procedures.

Teachers pay sharp attention to planning for development in knowledge and skills, supporting a full awareness in children of the specific subjects they are learning throughout the day.

Annual themed days/weeks

  • Carnival week
  • Science weeks
  • Art enrichment days
  • Science enrichment days
  • Creativity weeks
  • International Weeks
  • Science Week
  • Termly Social Skills Weeks (Anti-bullying/tolerance/resilience/empathy)
  • Reading Week
  • Dress up days (links to topics)

We plan for high achievement by:

  • Appointing Curriculum Leaders who monitor, review and evaluate our subjects within subject steering groups
  • Appointing specialists to deliver Sport, Spanish, Music and ICT to ensure high quality delivery across the curriculum
  • Teachers have opportunities to moderate pupil outcomes in books on a weekly basis
  • The Leadership Team review pupil outcomes in books fortnightly used as an opportunity to support staff and further shape the curriculum
  • Tracking pupil progress and achievement termly and reviewing each pupils outcomes with their teachers
  • Using pupil outcomes to inform targets, challenge and support inventions for children and planning
  • Working in Subject Network Teams with our partner schools to share best practice


  • Pupil engagement in lessons is high
  • Children are confident when transitioning to Secondary School
  • Children know what they are good at, know what they like and why
  • Children can communicate effectively
  • Outcomes and engagement of competitive Sports activities are high
  • Pupils attainment outcomes are high, above National and Lambeth averages for pupils meeting and exceeding expectation
  • Pupil progress outcomes are high, above National and Lambeth averages. We are proud of the progress all our children make from their individual starting points.

Values for living in Modern Britain

Bonneville Primary School is committed to serving its community and surrounding areas. We recognise the multicultural, multi-faith nature of the United Kingdom and understand the crucial role our schools play in promoting these values. We are a school for all. This statement outlines the key values for living in modern Britain which we actively promote.


  • Children are involved in Democratic processes e.g. voting for school councillors, house captains and shared rewards.
  • The school councils are led by a member of staff who adhere to democratic processes.
  • We have links to the local PCSOs who come into school to educate the children about upholding British law and the prosecution service.

Individual Liberty

  • Children are involved in Democratic processes e.g. voting for school councillors, house captains and shared rewards.
  • The school councils are led by a member of staff who adhere to democratic processes.
  • We have links to the local Police who come into school to educate the children about upholding British law and the prosecution service.
  • Children have key roles and responsibilities in school, such as children in Key Stage 2 who take on the roles of Sports leaders, Sports Officers, Peer Mentors, Lunchtime Monitors, Digital Leaders, Fruitilicious Managers (Tuck Shop)and Librarians.
  • Within school, children are actively encouraged to make choices, knowing that they are in a safe and supportive environment.
  • As a school we educate and provide boundaries for children to make choices safely.
  • Through our curricular clubs and opportunities, children are given the freedom to make choices.
  • The aims and ethos statement are embodied in all that we do in school.

Mutual Respect

  • Our PSHE curriculum embodies values of mutual respect through units of learning such as relationships, being a responsible citizen and learning about racism
  • Respect is embedded within our whole school rules, values and responsibilities.

The Rule of Law

  • We have links with the local police.
  • We have a clearly structured behaviour policy which all stakeholders understand and follow.
  • We regularly review behaviour incidents in school and share these with key stakeholders.
  • Assemblies are delivered with a focus on our values and the law e.g. Safety Awareness and E-safety Awareness.

Tolerance of those of different faiths and beliefs

  • Our R.E curriculum provides a broad and balanced education on a range of faiths, religions and cultures.
  • We have a growing number of E.A.L children and actively use school resources to promote their learning and integration into our school society.
  • We teach specific PSHE  Personal Development Programmes
  • We have staff from other countries and visitors from other faiths who share their language and culture with our pupils.

School Values

September – Co-operation
October – Freedom
November – Tolerance
December – Appreciation

Jan – Responsibility
Feb – Love
March – Friendship
April – Understanding
May – Peace
June – Thoughtfulness
July – Hope