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John Gulson

Our Curriculum

Our Head of Teaching, Learning and Curriculum is Ms. M Johnson. 


If you have any queries regarding our curriculum, Ms. Johnson can be contacted via the School Office:

Tel: 02476 227791
Email: (marked FAO Ms. Johnson)


Our Curriculum Drivers

John Gulson Primary School reflects a passionate commitment to learning and recognition of the uniqueness of individual learners. It is driven by our desire to offer the best possible education for our pupils in partnership with parents and the local community. We believe our approach will inspire a love of learning and unlock the potential that lies within all of our children, preparing them to be happy, successful and responsible citizens of the future.

Our values underpin and dictate all behaviours, they are used to hold people to account and influence the culture at John Gulson.

Our curriculum drivers are essential to the intent of the curriculum and influences what and why we teach.   




For children to learn and thrive, they must be physical, mentally and spiritually well.  Our curriculum is designed so that these needs are catered to and any skills that are required are taught, practiced, and embedded. 




Being well transcends to all areas of the curriculum, from PE to RE and PSHE, and everything in between.



 We want our children to feel empowered so that they may live their best lives.  To do so, they must have confidence in themselves, who they are and where they are from.  Our curriculum reflects and promotes our pupils’ rights as individuals and reflects who they are.  We place an emphasis on our children seeing the greatness in their heritage and attempts to address inequality.  



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“We do not need magic to transform our world. We carry all of the power we need inside ourselves already.” – JK Rowling. 

Our children see themselves in our curriculum, our displays and in the people that teach and guide them.



Communication is an essential life skill and the key to a successful future, whether that is verbal or written.  Good communication skills help pupils to learn more, assists them in improving relationships and

facilitates effective self-expression.  By placing an emphasis on spoken language, social interactions and writing in our curriculum, we strive to ensure that our children master these fundamental skills.  



Bettering communication is embedded throughout our curriculum through a variety of methods, from debates, performance, poetry and essays.

All types of communication are valued including use of our mother tongues, the use of widgets and the teaching of British Sign Language.




How we ensure that our pupils receive high quality teaching and learning is by ensuring that the key principles below, which are routed in tried and tested research, are embedded in daily practice:


  • Key principle 1 - Children learn best when learning activities are well planned, ensuring progress in the short, medium and long term.
  • Key principle 2 - Children learn best when teaching and learning activities enthuse, engage and motivate them to learn, and when they foster their curiosity and enthusiasm for learning.
  • Key principle 3 - Children learn best when assessment informs teaching so that there is provision for support, repetition and extension of learning for each child, at each level of attainment.
  • Key principle 4 - Children learn best when there are strong links between home and school, and the importance of parental involvement in their children’s learning is recognised, valued and developed



At John Gulson, when you walk into a classroom you will see: 


  • Enthusiastic children who are focussed on their learning
  • Children asking questions with confidence and determination
  • Children making connections between current learning and existing knowledge
  • Children actively using their prior learning to enable them to complete open ended tasks
  • Books that show a clear journey to an intended outcome
  • Focused and purposeful input from teachers, followed by carefully planned tasks to practice the taught skill
  • Learning broken down into small steps with children demonstrating a high success rate in their books
  • A purposeful environment where distractions are minimised
  • Adults being proactive in their provision of scaffolds and reactive to constant assessment of children’s needs during the lesson