Curriculum Overview

Curriculum Statement

Curriculum Intent – our ambition for our pupils; how we achieve the best in everyone

At The Lowry Academy our curriculum aims to provide an excellent education for all our students; an education that brings out the best in all students and prepares them for future success in life. 

Our curriculum aim is designed to provide children with the core knowledge they need for success in education and later life, to maximise their cognitive development, to develop the whole person and the talents of the individual and to allow all children to become active and economically self-sufficient citizens.

Hundreds of United Learning teachers and leaders have been involved in developing the United Learning Curriculum as a core academic curriculum, founded on these key principles: 

  • Entitlement: All students have the right to learn what is in the United Learning curriculum.
  • Coherence: Taking the National Curriculum as its starting point, our curriculum is carefully sequenced so that powerful knowledge builds term by term and year by year. We make meaningful connections within subjects and between subjects. 
  • Mastery: We ensure that foundational knowledge, skills and concepts are secure before moving on. Students revisit prior learning and apply their understanding in new contexts.
  •  • Adaptability: The core content – the 'what' – of the curriculum is stable, but we bring it to life in our local context, and teachers adapt lessons – the 'how' – to meet the needs of their own classes. 
  • Representation: All students see themselves in our curriculum, and our curriculum takes all students beyond their immediate experience. 
  • Education with Character: Our curriculum is intended to spark curiosity and to nourish both the head and heart. It includes the taught subject timetable as well as spiritual, moral, social and cultural development, our co-curricular provision and the ethos and ‘hidden curriculum’ of the school.

This academic year sees us rise to the challenge of ensuring that learning continues despite the restrictions placed on us by dealing with COVID-19. Our curriculum has been adapted and carefully sequenced to ensure lost learning and gaps in knowledge and skills are mapped into future learning.

You will find further information for each subject via the links to their individual pages. Should you have any further questions please contact Mr Oldfield, Deputy Headteacher – Quality of Education (


Implementation – how we expose our pupils to powerful knowledge and provide education with character.

The curriculum in each subject can be accessed below (schools to link to their own curriculum in line with the statutory information outlined above). Subject specialism is at the heart of our curriculum and you will see differences in the way that the curriculum is constructed and assessed in different subjects. Standardised written assessments, for example, play less of a role in performance subjects such as music and physical education. The stability of our curriculum allows subject expertise to develop over time, and we are careful to provide sufficient time for teachers of the same subject to plan together, collaborate and use their teacher assessment to have professional conversations regarding what aspects of the curriculum have been well understood by pupils, and what aspects we need to re-teach to ensure it becomes embedded in their long-term memory.

Further subject specialism is provided by United Learning’s subject advisers. These advisers are subject experts who help teachers link the subject discipline to our pupils’ daily experience in the classroom. Subject advisers meet regularly with Heads of Department across United Learning and provide curriculum resources to support the implementation of the subject curriculum.

As a mastery curriculum our pupils study fewer topics in greater depth. A 3-year Key Stage 3 provides pupils with the time and space to gain a secure understanding that builds over time in each subject. In our lessons we expect to see all pupils grappling with the same challenging content, with teachers providing additional support for pupils who need it. Rather than moving on to new content, our higher attainers produce work of greater depth and flair.

Our approach to teaching and learning supports our curriculum by ensuring that lessons build on prior learning and provide sufficient opportunity for guided and independent practice. We use Barak Rosenshine’s Principles of Instruction to develop our teaching practice. At the heart of Rosenshine’s principles is a simple instructional core:

  • Explanation of new material in small steps (I)
  • Guided practice with prompts and scaffolds (we)
  • Independent practice with monitoring and feedback from teacher (you)

At each point in this instructional core, teachers check understanding of all pupils by asking lots of questions and providing feedback.

The Rosenshine principles support the implementation of the curriculum by ensuring that pupils regularly recall prior learning. You will often see this at the start of our lessons in our “Daily Review”. When prior learning is committed to long term memory it becomes fluent or ‘automatic’, freeing space in our working memory which can then be used for comprehension, application, and problem solving.

Deans for Impact, The Science of Learning, 2016: “Each subject area has some set of facts that, if committed to long-term memory, aids problem-solving by freeing working memory. Existing knowledge and skills can then be applied to new contexts.”

Teach Like a Champion (TLAC) techniques such as ‘cold calling’ and ‘no opt out’ are the practical application of the Rosenshine Principles in the classroom. The Rosenshine Principles and the TLAC techniques are not intended to be a checklist for every lesson. Barak Rosenshine describes his principles as an articulation of the ‘general pattern’ of teaching, while Doug Lemov (author of Teach Like a Champion) describes his approach as a ‘recipe book’ and ‘not an instruction manual’.

We have used Rosenshine and Teach Like a Champion to create 9 Pedagogy Principles. All of our CPD and teacher coaching centres around these:

  • Principle 1: Expectations
  • Principle 2: Curriculum and Core Knowledge
  • Principle 3: Checking for Understanding
  • Principle 4: Provide Models
  • Principle 5: Explanations
  • Principle 6: Ask Questions
  • Principle 7: Practice
  • Principle 8: Feedback
  • Principle 9: Challenge

In order to allow the mastery approach to be effective (i.e. children learn what they are expected to in the year they are expected to), early catch-up is essential: we aim to promptly identify and support pupils who start secondary school without a secure grasp of reading, writing and mathematics so that they can access the full curriculum.

We explicitly teach vocabulary at the beginning of our lessons, to ensure that children are systematically developing their understanding of words both in the context of the subject, and across all of their subjects.  Explicit Instruction of word knowledge aims to help students understand important and useful words deeply, and model for students how complex, nuanced, and variable words can be. We believe that if we teach word knowledge well, children will be well-equipped for academic success across all of their subjects.

Everything from which children learn in school – the taught subject timetable, the approach to spiritual, moral, social and cultural development, the co-curricular provision and the ethos and ‘hidden curriculum’ of the school – are to be seen as part of the school curriculum. Our principle of ‘Education with Character’ is delivered through the curriculum in this broadest sense.


Impact – how we measure and secure continuous improvement for all

With thousands of pupils across United Learning following the same curriculum, we have been able to develop common assessments in most subjects. These are summative assessments which allow pupils to demonstrate their growing understanding of their subjects and enable teachers to assess the impact of their teaching. These summative assessments are typically taken once or twice a year, allowing teachers to focus on formative assessment from lesson to lesson.

We are particularly conscious of the role that literacy and vocabulary plays in unlocking the whole curriculum. Our teachers explicitly teach the meaning of subject-specific language, and we expect lessons to contain challenging reading and writing. Knowledge organisers provide students with key information that they are expected to learn and recall with fluency, enabling them to develop their understanding of key concepts outside of their lessons.

The culmination of our curriculum is that pupils leave our school with the confidence and intelligence to thrive. We know our pupils as individuals which enables us to provide curriculum guidance and careers guidance throughout 9 their time with us. We expect all pupils to leave our school with the grades required to progress to their desired destination, and the character required to flourish once they get there.

By teaching our curriculum well, and delivering education with character, we bring out the best in everyone.