The Curriculum at Nook Lane Junior School

Vision / Intent

At Nook Lane Junior School, we will engage and inspire pupils with a relevant, inclusive and memorable curriculum that makes learning irresistible. We will ignite children's curiosity, instilling a passion for lifelong learning.

We strive for all pupils to develop resilience and perseverance, challenging and supporting children to aim high. The curriculum will cover specific key areas of knowledge, skills and understanding within and across different subjects so it is focused and concise. Children will be encouraged to delve deeper into their learning, building on skills progressively each year which will lead to academic success across the curriculum.

At the heart of their learning, children will develop an understanding of the core values that we believe in, core values that are the cornerstones of respectful, global citizens. Our caring culture will underpin the ethos of the school which will be spread widely through our community by promoting our core values. Children will be equipped with a range of strategies that enable them to access their learning in a variety of ways in order to overcome barriers to learning and achieve success.

Children will know how to live a healthy lifestyle, both physically and mentally.

Our document An overview of the curriculum at Nook Lane Junior School 2018 / 2019 is available to download.

Our Home Learning Policy is also available to download.

Core Values

  1. We are friendly, caring and polite.
  2. We are determined, we persevere and we are resilient.
  3. We are always ready to learn.
  4. We embrace difference and diversity.
  5. We have a voice and we listen to others.
  6. We work together co-operatively.



  • Children experience a rich, engaging and well-rounded curriculum that instils a passion for learning and develops the whole child.
  • Children produce high quality, progressive outcomes that are measured against explicit skills in all subjects, leading to academic success.
  • The curriculum responds to findings from pupil feedback and whole-school data so it is bespoke to the children's needs.
  • Children are prepared for the challenges of future learning and life experiences, gaining a range of spiritual, moral, social and cultural skills underpinned by our core values.
  • Children know how to live a healthy life, both physically and mentally.
  • Teachers are focussed on key areas to teach due to a rigorous framework and progressive skills which are mapped out across each year group in all subjects.

Key Skills

At Nook Lane, we value greatly the importance that all subjects play in the development of our children in order to ignite and instil a passion for learning. For each theme key skills are identified in all subjects which offer a progressive pathway to each child's success and development.

Learning journey sheets (see below) for each theme, explain to the children the key areas they will be learning about; they enable pupils to self-evaluate their strengths and areas to develop. In maths, reading and writing, children are made aware of any areas from prior learning that they need to practise to improve even further in their learning journey. These areas are identified by teachers as part of gap analysis.


Pupil Voice - Curriculum Groups

Our pupil curriculum groups ensure that children at Nook Lane are involved in the shaping of the curriculum. Subject and aspect leaders meet regularly with their pupil curriculum group to seek feedback on the subject or area they are leading.

Feedback from the children is used to reshape and modify action plans in order to ensure that each subject is both meeting the needs of its learners and maintaining relevance and interest. This means that pupils feel empowered to share their opinions in order to ensure the curriculum is engaging and relevant.

Our school council meet every half term to raise points that have been generated by each class in order to improve the provision for children at Nook Lane Junior School.

Linking learning to the local community

We have designed the curriculum so that each year group experiences one theme that links to an aspect of the local community because we feel it is important for our pupils to find out more about their community including its history, geography and some of the people that live and work within it.

Curriculum Groups Feedback - 2018/19 Autumn Term

Curriculum Groups have met this term and here are the notes from pupils attending:


Things that are going well: Even better if:
  • Writing which is not prescriptive.
  • Diary writing - helps to understand the character you are writing about.
  • Like targets being set in writing.
  • Like teachers explaining marking/feedback.
  • Enjoy writing and want more!
  • More story writing.
  • More developmental writing.
  • Free writing Friday or story writing club.
  • Practice with writing without structure.
  • Enjoy visualising in reading sessions.
  • Like reading books so you are not restricted to the lines on a sheet.
  • Enjoy having set reading sessions.
  • Enjoyed non-fiction, poetry when doing reading skills - not parts of a story.
  • Add drama to reading - adds to meaning and makes sessions more fun.
  • More explicit reference to reading response squad - helps to know how to answer different types of questions.
  • Class novel.
  • Teacher set books to read at home for the year - answer questions on it.
  • New spelling helps to understand the spelling rules and how to use spelling words in sentences.
  • Videos could be more fun (Y6).
  • Does not help everyone (strong spellers).
  • Lots of people enjoying the new books.
  • People enjoying the range books on offer.
  • A place for people to write down requests for books they would like to see in the library.
Events/World book day:
  • Focus on a genre of book.

Design Technology

What's going well? What could be improved?
  • Making tiffin and scones and adapting recipes (ration and proportion).
  • Making Viking long boats with a pulley system.
  • Den making project - small and large scale.
  • Instrument making.
  • Moving cam toys linked to Romans.
  • Balloon powered cars.
  • Clay canopic jars.
  • Expression masks linked Greeks.
  • Pull along toys - mini-beasts.
  • Volcanoes linked to Geography.
  • Chocolate bars designing and making gas masks boxes - History WW2 link.
  • Whole school poppy making for WW1 centenary.
  • Made Anderson shelter.
  • Saxon broaches.
  • Science links - parachutes and rockets.
  • More food technology DT lesson each week.
  • Make more sculptures individually and a class sculptures out of clay.
  • Junk modelling.
  • More links to science - like electricity.
  • DT afterschool club.
Enterprise Crafts for Christmas fair:
  • Printing blocks
  • Baubles
  • Charm bracelets, marshmallow sticks
  • Bunting
  • Tiffin

Winning Ways in DT

The DT curriculum groups asked for an afterschool club where they could link DT and computing. The AMRC (Advanced Manufacturing Research Centre) based at Sheffield University provided the children with a project where they could design, make and test a product using CAD technology and use a 3D printer.

The children used tinkerCAD to design a boat, these were then printed on a 3D printer and then tested in water. The winning design can be seen below ...

Emotional Health & Well-Being - Autumn 2019

What is going well?

  • Mindful minutes are really helping us to feel calm and relaxed
  • Red and green thoughts to help us think positively and find something good in our day if it is not a 'good one'.
  • Friday emotional well-being lessons to give us time to learn and think about our feelings and responses to others/situations.
  • Having teachers who are always there to talk to about anything that bothers us.
  • Teachers listen but also give us time and space to try to work things out for ourselves, this gives us good life skills.
  • Calm Corner is a good place to go but should just be for this purpose.
  • Peer Mediators - it is reassuring to have them on the playground alongside the adults
  • Use of colouring to help us relax and be mindful.
  • Knowing that the feelings that stop us doing things have different names - worry, sadness, anxiety, anger and that we can all have these feelings.
  • We like to stand up for Mondays and January!
  • I like to share my number with the class so everyone knows how I feel.

New ideas

  • Toolkits in every class to help with feeling worried, anxious and upset - things to squeeze or hold, joke books, colouring books. Soft toys to support us - each class.
  • Calm posters in and around school - council to develop posters to display in the Calm Corner and lead an assembly to share with the whole school.
  • Nook Lane Little Book of Calm - top tips from each class.
  • More opportunities to develop and practice mindful minutes, they really help us.
  • More SEAL sessions in Year 6 as it would help to support and manage how we feel about SATs and our learning.


What's going well? Even better if ...
  • Traverse wall.
  • Adventure playground.
  • New playground timetable.
  • Sports leaders.
  • Footballs are pumped up.
  • Basketball nets with a back board x 4.
  • Mats around the bottom of traverse wall and move the holds around.
  • Put the football nets on.
  • Monkey bar grips.
  • New markings on playground.
  • Hoops, cones, skipping ropes, spike ball in the shed.
Clubs and competitions
What's going well? Even better if ...
  • Netball club.
  • Running club.
  • Football club.
  • Netball tournaments.
  • Fun runs.
  • Events and competitions.
  • Y3/4 football as well.
  • Basketball club.
  • Badminton.
  • Gym club.
  • Rugby club.
  • Tennis club.
  • Go to more competitions.
  • Dodgeball.
What's going well? Even better if ...
  • Cricket.
  • Netball lessons.
  • Basketball in Y3.
  • Swimming in Y4.
  • More cross country.
  • Athletic events in the summer.
  • Orienteering in more year groups.
  • Use the gym apparatus in the hall.
  • Swimming in other year groups.