The curriculum at Iqra Primary School aims to prepare children in understanding the world around them and prepare them to become lifelong learners. Our ambitious curriculum is designed to give all learners an equal opportunity to self-direct their own learning and to adopt a positive mindset. Coherently planned and carefully sequenced lessons provide opportunities for deeper learning, allowing learners to think critically, communicate effectively across all subjects and transfer their acquired knowledge and skills from one situation to another. Our curriculum is tailored to capitalise on the knowledge and cultural diversity of the local environment.


As part of the curriculum planning process, teachers work in teams to carefully plan cross curricular learning opportunities. This includes:

  • Carefully planned sequence of lessons which focus on progression and depth
  • Opportunities to integrate new knowledge through the ‘three tiers’ approach to mastering vocabulary
  • ‘Knowledge harvest’ which maps the learning journey by providing a baseline of current understanding and misconceptions
  • Challenge opportunities for learners to express viewpoints, consider opinions and to assess and evaluate information e.g. distinguishing fact and opinion
  • Quizzes and similar exercises where learner’s ability to retain information; remember the content long term and to integrate new knowledge into larger concepts are assessed
  • Creating fluid and exciting experiences beyond the classroom which take priority as a source of enrichment


The impact of our curriculum is to develop learners who are more socially aware, confident and reflective. The impact of the depth and quality of learning is assessed using the following methods:

  • Tracking standards of the whole curriculum through formative and summative assessments as well as from achievements from quizzes
  • Revisiting the ‘knowledge harvest’ at the end of each subject domain to demonstrate new learning and greater depth understanding
  • Reviewing pupil responses through open ended questions that lead them to explore interests of their own independently
  • Book sampling exercises across the school thinking about evidence of pupils learning, making judgments and strengthening outcomes.
  • A celebration of learning for each term which demonstrates planned progression across the school


To see our full curriculum maps please click the topics below

Geography drivers

History drivers

Autumn 1 Autumn 2Spring 1Spring 2Summer 1Summer 2

Me and my world

Out At Sea: Who Will We Meet?

All about Castles

Where we live?

Who wants to go on a mini beast hunt?

Who lives on the farm?

Year 1

What was life like for people in the past? (Toys)

How did people travel in the past? (Trains/Planes/Cars/Space)

Building locational knowledge (Geography)

Building locational knowledge: Brazil

Where did people live in the past? (Homes)Building locational knowledge: Bright lights; city delights
Year 2

Local History

What was life like in London in 1666?
Significant event: How did the Great Fire of London start?

Mini Mappers

How would we survive in a wild world? EQ: Would you survive in a dessert?

What was life like for...? Significant influencers: Ibn Battuta Florence Nightingale

Land Ahoy! Where in the world have pirates lived?
Year 3

European history: Changes in Britain from the Stone Age to the Iron Age

The Roman Empire and its impact on Britain

Building locational knowledge: The British Isles

Why is the earth so angry?So, you think you know about Egyptian civilisation?Building locational knowledge: Modern Europe
Year 4

Britain settlements by Anglo Saxons and Scots

The Viking and Anglo Saxons struggle for the kingdom of England Local history

How do rivers and mountains shape life?

Medieval MonarchsRainforests
Year 5

What was life like for children in the Victorian Times?

What was special about Baghdad and the Islamic civilisation in 900AD

Locational Knowledge: North and South America

How has the Greek civilisation influenced modern society Food and farmingInvestigating the worlds natural resources and trade
Year 6

Break the Chains! (16th Century)

Is climate change really a problem?

How have the events of WW2 impacted leadership styles? (1939 - 1945)

20th Century Conflict: The Cold WarWe are geographers!