Quick Links

Useful Links

Our Curriculum

The Globe Curriculum is based on the National Curriculum and includes RE, PSHE and Philosophy for Children. We are a silver Rights Respecting school and our curriculum reflects the culture, values and the ethos of our school.  Our curriculum is designed to prepare our pupils for the opportunities, responsibilities and challenges of life in modern Britain. Learning experiences include relevant experiences beyond the classroom, such as educational visits, residentials and a wide range of after school clubs. Our Social Moral Spiritual and Cultural education (including age appropriate education on relationships and sex) aims to equip our pupils to be reflective, caring and active members of our diverse society. 

At present we are currently in the process of completely redesigning our curriculum, informed by current research on how children learn. We have been learning about cognitive load and schema theory and are implementing associated strategies routinely in class.   Our curriculum development will be an ongoing process taking place over this year and next, with our new and improved curriculum being launched in September 2020. We aim to develop an innovative curriculum, with opportunities for deep and rich learning experiences. The National Curriculum is a “mastery” curriculum and we believe that pupils should repeat content as many times as possible across the key stage to gradually deepen their understanding.  

Preparing our Children for a Successful Future

What will your child learn at Globe?

The provision we offer is guided by the requirements of the National Curriculum and the requirements of the Local Authority, Tower Hamlets.

Our provision takes into account every aspect of a child’s development.  The Curriculum gives the children the opportunity to achieve the highest possible standards of numeracy and literacy. To enable children to develop socially, morally, physically, emotionally and spiritually we provide stimulating learning environments in which children are encouraged to learn through their own experiences and apply their knowledge independently. Within this framework of a broad and balanced curriculum the individual needs of each child are met through well planned and varied learning activities, including visits and specialist tuition. 

Learning in the Early Years (Nursery and Reception)       

Children in Nursery and Reception very quickly learn to transfer and apply skills provided by the Early Years Curriculum.

The prime areas of the Early Years curriculum are:

The specific areas of the Early Years curriculum are:

From the start of a child’s education at Globe he or she is given carefully structured and balanced education using whatever methods and groupings are required to ensure success in learning. Staff at Globe have developed a rich and engaging curriculum and we would be delighted to discuss any aspects or to show the curriculum being taught to enthusiastic and motivated children.

Learning to read, write and be numerate

We place great importance in developing children’s skills in reading, writing and number. 

We believe that these are foundations to future learning.  We use a published literacy scheme to develop children’s reading and writing in Early Years and Key Stage 1, whilst using a systematic approach to the development of core number skills.

 Once children are familiar with the mechanics of reading and writing, and know basic number facts and calculation operations, our curriculum offers them the opportunity to apply and further develop these skills in a wide range of contexts.

More often than not, pupils are taught English and mathematics in flexible ability groups which best match their needs and stages of development.

Learning in Key Stage 1 and Key Stage 2 (Years One to Six)

Our topics follow a similar theme in that each term we go on a curriculum ‘journey’ around the world, well we are called Globe! 

These may be real or imaginary worlds and on these journeys we learn some wonderful things. For example, children in Key Stage One go from China to Story land and then on to London. Within all topic learning children are made explicitly aware of the skills and knowledge they are developing. At Globe we follow a ‘topic based’ approach to the curriculum which means that wherever possible, we group our subjects around a topic.  Not all subjects can naturally ‘fit’ with a topic so these subjects are taught separately. 

You will find our curriculum overviews for each year group below.

How do we teach our Curriculum?

The delivery of the curriculum is usually based in the child’s own class: most subjects and skills are taught by the same class teacher, but occasionally children learn with children from other classes or different members of staff. For example, in English children are grouped according to their learning needs in ‘sets’ or groups and are taught by either the class teacher, support teacher or the class teacher of the same year group. 

Some subjects are taught by specialist teachers in order that we maximize children’s learning. 

Weekly music lessons are taught by specialist music teachers.   We also have specialist teachers who give weekly instrument tuition in the following instruments: African drums, violin, trombone, flute, clarinet and trumpet..

Weekly French is taught by a French specialist throughout the school.

Computing is taught by a specialist teacher in Key Stage Two in order that children are taught advanced computing skills.

Physical Education is taught by a specialist teacher In KS2 and by the PE Leader in KS1 as well as visiting sports coaches at one point in each year throughout Key Stages One and Two.

We are a multi-faith school and our Religious Education curriculum reflects this by teaching the main world faiths.  As a school community we commemorate major festivals.  The Education Reform Act (1988) gives parents the right to withdraw their child from Religious Education. It is unlikely that parents will choose to do this and it is not something we recommend or encourage.

How will you know your child is doing well?

We make on-going (formative) assessments of pupil’s attainment to track their progress in reading, writng and number.  This helps with future planning and also informs our discussions about your child’s progress in parents’ meetings.

After more formal (summative) assessments, such as statutory assessments at the end of key stages, we report the outcomes to parents and report the outcomes of these assessments to the governing body and Department for Education, as required.

 A Rights Respecting Curriculum

Children learning about their rights is integral to our curriculum and you can see below how the Articles of the United Nations Conventions of the Child fit with each curriculum area.


Article 17: Every child has the right to reliable information.


Article 14: Every child has the right to think and believe what they want and to practice their religion, as long as they are not stopping other people from enjoying their rights.

Article 20: If a child cannot be looked after by their family, governments must make sure they are looked after properly by people who respect the child’s religion, culture and language.

Article 30; Every child has the right to learn and use language, customs and religion of their family, regardless of whether these are shared by the majority of people in the country where they live.


Article 17: Governments must help protect children from materials that could harm them (E Saftey)

Article 16: Every child has the right to privacy. The law should protect the child’s private life.

Article 36: Governments must protect children from all forms of bad treatment.


Article 24: All children have the right to good health. Governments must work to provide clean water and nutritious food so that children can stay healthy.

Article 27: Every child has the right to a standard of living that is good enough to meet their physical needs. Governments must help families that cannot afford this.


Article 29: Education must develop every child’s personality, talents and abilities to the full.


Article 6: every child has the right to life. Governments must do all they can to make sure children survive.

Article 23: A child with a disability has the right to live a full decent life and play an active part in the community. Governments must do all they can to provide support for disabled children.

Article 24: every child has the right to good health.


Article 29: education should teach children to respect their natural environment. Education must teach children to live responsibly encourage the child’s respect for the environment.


Article 1: Everyone under the age of 18 has rights (Children should learn that all children everywhere have the same rights).

Article 7: Every child has the right to a nationality.

Article 29: education should teach children to respect their natural environment. Education must teach children to live responsibly encourage the child’s respect for the environment.