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
[bellows config_id=”main” menu=”30″]


To see our full curriculum maps please click the topics below      



Year GroupLTPAutumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2
EYFSLong Term PlanWhat do we know about ourselves?Who will we meet under the sea?Who jobs do people do?Who lives in a castle?Mini beastsWho lives on the farm
Year 1Long Term PlanWho will we meet on the farm?What's in the toy box?What is it like living in Slough?What is it like living in Slough?Did the dinosaurs really exist? Mesozoic EraDid the dinosaurs really exist? Mesozoic Era
Year 2Long Term PlanWhere would you prefer to live, England or Kenya? Where would you prefer to live, England or Kenya? How have clues from the past shaped Britain? (Prehistory)Significant event: How did the Great Fire of London start?Significant figures: Florence Nightingale Rosa Parks
How can we keep our oceans and seas clean?
Year 3Long Term PlanWho were the Romans and how did they change Britain?NormansWho were the Normans?Who were the Normans?Off we go!Off we go!
Year 4Long Term PlanTudor life: Why did Henry VIII have six wives?The Stuarts dynasty: What was the cause of the English Civil War?Why is the earth so angry?How have the Ancient Greeks influenced modern society ? Modern Europe Modern Europe
Year 5Long Term PlanWhat was life like for children in the Victorian times?Amazing! What was significant about the ivory trade?So, you think you know about Ancient Egypt?So, you think you know about Ancient Egypt?Amazing Americas! Grab your passports!Let's get going (Orienteering)
Year 6Long Term PlanIs climate change really a problem?How have the events of WW2 impacted leadership styles? (1939-1945)Break the Chains! (16th Century)Break the Chains! (16th Century)Ready...Steady...Go!Ready...Steady...Go!