Park Primary PRU

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Curriculum Overview

Our vision for our curriculum

At Park Pupil Referral Unit we want our pupils to have big ambitions and high expectations of themselves. We are an outward looking school, with a strong sense of community and we aim to create a curriculum that is specifically developed to meet the needs of our pupils.

It’s our pupil’s voices that we want to drive and shape that curriculum; an exciting, broad and balanced curriculum that
has been developed in order to allow for the flexibility and personalisation required to respond to the individual needs of each pupil. Our curriculum will enable pupils to share ideas, express their opinions and apply knowledge and skills learned in a wide range of meaningful contexts. It will offer opportunities for all pupils to investigate, question, debate, challenge and reflect.

All curricular areas aim to support our pupils’ Social Emotional & Mental Health and communication and interaction needs by providing learning opportunities in which they can develop social skills, self-control, self-awareness and skills for learning through highly engaging, creative, and knowledge-rich content. We keep the core group of subjects; English, Mathematics, Science, Personal Development and Physical Education at the heart of the curriculum. This is further supplemented with our wider curriculum offerings, considering pupils wants, needs and abilities.

We believe that every pupil is unique and valued. We aim to develop a deep sense of self-worth, independence and ambition in all our pupils; in line with our ethos that every pupil can ‘be the best they can be’, but most of all, be themselves. The curriculum will provide support for each individual pupil to develop socially, emotionally, physically, and academically, at a pace that enables them to flourish.

Along with high academic standards, Park PRU places great emphasis on nurturing kind, respectful and honest citizens. These qualities are reflected across our school. We encourage pupils to take responsibility for their actions and to work collaboratively as part of our whole school community.

It is important that our pupils are equipped with the necessary skills for the fast-changing world in which we live. This means that they need to be adaptable, able to apply their learning in a wide range of contexts and develop strategies for what to do when they’re unsure. We want our pupils to be active learners, questioning, investigating, challenging themselves and sharing responsibility for driving their own learning. Above all, we want our pupils to give their very best and to be proud of all their achievements.

Primary Curriculum

Our wider Primary Curriculum is organised into discrete subject specific work taught as ‘stand-alone’ units of learning and ‘cross-curricular’ or ‘topic’ learning, where meaningful links can be made with other subjects to help secure prior learning or develop learning further.

All ‘units’ of learning have an entry based ‘hook’ to excite and engage pupils and a ‘purpose’ for study, so that learning is meaningful and relevant for them. Where possible, learning will be supported with enrichment activities, experiential learning, visits, workshops, role-play and practical resources.

To support the implementation of our vision we will create:
• Exciting and challenging opportunities to promote our pupils personal development and understanding of their own emotional and physical wellbeing.
• An ethos where all pupils are encouraged and supported, and challenge is embraced.
• A culture of working independently and collaboratively, where we see getting something wrong as part of learning how to get it right.
• A stimulating, safe, environment for developing inquisitive, independent and resilient lifelong learners who work hard and strive for excellence.

Key Stage 3 Curriculum

Our Key Stage 3 Curriculum is seen as a stepping-stone to our pupils’ ambitions and not a destination. We prioritise Pastoral and Academic progress equally with a diverse broad, balanced and engaging curriculum. Our Key Stage 3 pupils, like our primary pupils, have been on a unique educational journey. We are committed to returning our pupils to mainstream school, moving them onto specialist provision or equipping them for a positive transition into Key Stage 4.

Pupils in Key Stage 3 are with us for varying lengths of time, because of this our curriculum offer is flexible, personalised and designed to allow pupils to progress to the next stage of their educational journey. Our Key Stage 3 curriculum is designed to;

  • Engage all pupils in learning.
  • Enable all pupils to make progress from their individual starting points, and to have successes in learning.
  • Focus on developing pupil’s social, emotional and mental health.
  • Focus on depth before breadth: having a strong curriculum focus on the facilitating subjects of English, Reading and Mathematics and Science.
  • Allow pupils to explore subjects beyond the core curriculum that reflect the local context and prepares students to be successful within society.
  • Support all pupils to make healthy and safe choices.
  • Support all pupils to develop the skills, behaviours and attitudes that will enable them to reintegrate into, and be successful in, the next phase of their education.


How will we achieve this?

Everything we do here at Park PRU is in the best interests of the children, first and foremost.

At Park PRU we follow a PACE curriculum model; Personalised, Aspirational, Caring and Engaging.
Engagement in learning is a priority on pupil’s arrival at Park PRU. On arrival we gather up to date interests, perceptions of learning, pupil voice and potential barriers to learning. This is further supplemented with conversations with the pupils themselves, parents, carers and support workers. This provides us with an indication of current academic stages as well as other screening results, such as those linked to attention, communication speech and language.

Within the first six weeks of their time at Park PRU, we also carry out a range of profiling with our pupils. This is through our commissioned Educational Psychologist, Speech and Language Therapist and baseline assessments conducted in school. This helps inform planning through using individual Personalised Learning Plans and enable us to guide pupils towards an appropriately levelled curriculum.

If you require any information about a specific curriculum area, scheme of work or any of the many activities we have throughout the academic year please contact us at 

Curriculum Plan Cycle B (2019-20)













Duration (weeks)








Marvellous Me

The Great Fire of London

Journey to the Unknown




Castles, kings and queens







Geog – human and physical



Animals inc Humans







See Medium Term Plan


See Medium Term Plan

Information text

Tales from other cultures

Patterned/repetitive language

Stories with a familiar setting (pig in the pond, farmer duck, what the ladybird heard, The Scarecrow’s Wedding)

Information texts (leaflet)

Fairy stories (Rapunzel)




Health and Wellbeing

Living in a Wider World, Economic Wellbeing & Being a Responsible Citizen








Sketch books

Study of an Artist

Sketch books


Sketch books

Printing and Painting

Rock art

Sketch books


Food art

Sketch books – portraits of queens and Rapunzel




Design and Make

DT – design and make a ship

Design and Make

Design and make a scarecrow

Design and make a castle

Make a hand puppet

Possible extra curricular




Visit from a nurse

Visit the Bradford City fire memorial

Visit to Malham scar

Visit a farm

Visit a farm shop

Pick Your Own

Visit a castle, eg Skipton castle/Sandal castle

English 2 year cycle
  Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Cycle A
Non- Chronological Reports
Narrative: Myths and Legends
Narrative: Adventure
Cycle B
Narrative: Mystery and Suspense

Numeracy (example shown is Autumn term)
Autumn Term
  Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
1 Number and place value Number and place value Number and place value Number and place value Number and place value Number and place value
2 Number and place value
Number- addition and subtraction
Number- addition and subtraction Number- addition and subtraction Number and place value
Number- addition and subtraction
Number and place value Algebra
3 Number and place value
Number- addition and subtraction
Number- addition and subtraction Number- addition and subtraction Number- addition and subtraction Number- addition and subtraction Number- addition and subtraction
4 Geometry –properties of shape Number- Multiplication and division Number- Multiplication and division Number- Multiplication and division Number- Multiplication and division Number- Multiplication and division
5 Measurements Geometry –properties of shape Number Fractions Number Fractions Number Fractions Number Fractions
6 Assessment Week
7 Measurements (money) Measurements Geometry –properties of shape Geometry –properties of shape Geometry –properties of shape Geometry –properties of shape
8 Number- Multiplication and division Statistics Measurements Measurements Measurements Measurements
9 Number Fractions Measurements (money) Statistics Statistics Statistics Statistics
10 Geometry –properties of shape
Geometry- position and direction
Number Fractions
Number- Multiplication and division
Measurements (money) Number Fractions
Number-  Fractions, decimals, percentages
Number-  Fractions, decimals, percentages
11 Measurements- time Measurements- time Number- Multiplication and division
Number- Multiplication and division
Number- Multiplication and division
Number- Multiplication and division
12 Number and Place value - Revision of week 3 Geometry –properties of shape
Geometry- position and direction
Measurements- time Measurements- time Measurements- time Ratio and proportion
13 Assessment Week
14 Number- addition and subtraction
Revision of week 3
Number- addition and subtraction Geometry –properties of shape
Geometry- position and direction
Geometry –properties of shape
Geometry- position and direction
Geometry –properties of shape
Geometry- position and direction