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The curriculum covers all learning activities that take place within the school, academic, social, physical, spiritual and moral.  Every child is entitled to a broad and balanced curriculum.

All pupils are entitled to equality of opportunity irrespective of gender, race or ability.  Hudson is committed to promoting this entitlement.

Teachers use the National Curriculum documents together with the school's own curriculum policy documents and their knowledge of each child, to plan lessons.  Programmes of work are designed to ensure progression and continuity across each year group.

Teachers use a variety of methods including:

  • Whole class teaching
  • Group work
  • Individual work
  • Work focused on an individual subject
  • Topic/thematic work

The particular method used will reflect the teaching activity and the children involved.  Teachers regularly assess children's work to ensure the curriculum is appropriate and informs future planning.

Curriculum Intentions

At Hudson Primary School, the curriculum is designed to recognise children’s prior learning, provide first hand learning experiences, allow the children to develop interpersonal skills, build resilience and become creative, critical thinkers.

Our curriculum embraces the community in which it is situated, recognising local history, heritage, geographical and business links and most importantly, the aspirations of all our children.

We place strong emphasis on the spiritual, moral, social and cultural development of all our pupils and our school community has identified a clear set of values that underpin expectations for behaviour for all members of our school family, our Hudson Behaviour Charter.

Every child is recognised as a unique individual. We celebrate and welcome differences within our school community.

The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values. We constantly provide enhancement opportunities to engage learning and believe that childhood should be a happy, investigative and enquiring time in our lives where there are no limits to curiosity and there is a thirst for new experiences and knowledge.

We use a Growth Mindset approach to promote positive attitudes to learning which reflect the values and skills needed to promote responsibility for learning and future success.

Community involvement is an essential part of our curriculum as we celebrate local traditions, learning new skills to enable the children to take an active role in events throughout the year. Children leave the school with a sense of belonging to a tightly knit community where they have the confidence and skills to make decisions, self-evaluate, make connections and become lifelong learners.


At Hudson we provide a creative curriculum using the Cornerstones curriculum resource as a basis and foundation to our implementation plan.


What is the Cornerstones Curriculum?

The Cornerstones Curriculum is a creative and thematic approach to learning that is mapped to the 2014 Primary National Curriculum to ensure comprehensive coverage of national expectations. Our new curriculum is delivered through Imaginative Learning Projects (ILPs) which provide a rich menu of exciting and motivating learning activities that make creative links between all aspects of our children’s learning. 

We believe children learn better when they are encouraged to use their imagination and apply their learning to engaging contexts. Our new curriculum provides lots of learning challenges throughout the academic year that requires children to solve problems, apply themselves creatively and express their knowledge and understanding effectively across the curriculum.

Cornerstones also provide a rigorous essential skills framework that outlines the end of year expectations in all subjects. These essential skills are tied to activities and are age related so that staff can track children’s progress and identify their individual learning needs.

How it Works?

Children will progress through four stage of learning in each ILP – Engage, Develop, Innovate and Express. To find out more about these stages please click on the link through to Cornerstones website:

English resources

Bug Club is a highly engaging whole-school reading programme Hudson uses to teach Reading, phonics, Spelling and Grammar throughout the school. 

This resource has many benefits for our children, families and staff:

  • Matched to the new primary curriculum for England
  • Whole school approach from EYFS-Y6
  • Home access - on PC, laptop and iPad plus selected Android devices to an amazing online reading world
  • Online resources and hard copy books/resources
  • Teacher resources for planning and assessment, including intuitive and unparalleled online tracking for each learner
  • Reading + Phonics + Grammar and Spelling all; linked together in a seamless approach across the school
  • Ideal grammar, spelling and punctuation practice for SATs and the Year 1 Phonics Check

We have found this tool to be highly effective in raising standards across the school in reading and phonics and this year are looking to see an improvement in SPAG (spelling Punctuation and grammar).  The Grammar and Spelling Bug gives teachers all the tools they need to deliver the grammar and spelling requirements of the new Primary English curriculum supplemented by Babcock resources for No-nonsense Spelling and No-nonsense Grammar. With comprehensive lesson plans and assessments available at the click of a button.  What’s more, the children love practising their newly acquired skills over and over with exciting, time-travel themed games.   Again all of these resources can be accessed in the home.

Maths Resources

Hudson has invested heavily in maths improvements over the last three years.  We have moved to adopt a Singapore method of teaching mathematics in order to drive standards across the school.  We are on a mission to improve the standard of maths education by using a provider called 'Maths no problem!' this company provides world-class textbooks, teaching resources and professional development for our teaching team based on the teaching developed in Singapore.  This method is a child-centred approach which is fun to teach using physical resources, problem solving and group work.  Maths no problem believes that every child can master an understanding and love of maths with the right kind of teaching and support.

Maths — No Problem! was created by Dr. Anne Hermanson and Andy Psarianos after their daughter fell behind in maths when transferring schools. In researching the subject, they found the Singapore method of teaching maths offered the most effective programme available. As they spread the word to friends, it became evident that there were many families concerned about their children's proper comprehension of maths. That is when they decided to make the programme available to a wider audience.

Teaching maths for mastery is a transformational approach to maths teaching which stems from high performing Asian nations such as Singapore. When taught to master maths, children develop their mathematical fluency without resorting to rote learning and are able to solve non-routine maths problems without having to memorise procedures.


Whole Class Moves Through Content At The Same Pace

When teaching maths for mastery, the whole class moves through topics at broadly the same pace. Each topic is studied in depth and the teacher does not move to the next stage until all children demonstrate that they have a secure understanding of mathematical concepts.

Time To Think Deeply About The Maths

Students are given time to think deeply about the maths and really understand concepts at a relational level rather than as a set of rules or procedures. This slower pace leads to greater progress because it ensures that students are secure in their understanding and teachers don’t need to revisit topics once they’ve been covered in depth.

Builds Self-Confidence In Learners

In a traditional primary school maths lesson, children are put in different groups and given different content based on their anticipated ability. This means that from an early age children are classed as those who can and can’t “do maths”. Teaching maths for mastery is different because it offers all pupils access to the full maths curriculum. This inclusive approach, and its emphasis on promoting multiple methods of solving a problem, builds self-confidence and resilience in pupils.

Differentiates Through Depth Rather Than Acceleration

Though the whole class goes through the same content at the same pace, there is still plenty of opportunity for differentiation. Unlike the old model, where advanced learners are accelerated through new content, those pupils who grasp concepts quickly are challenged with rich and sophisticated problems within the topic. Those children who are not sufficiently fluent are provided additional support to consolidate their understanding before moving on.

Home Learning Resources

At Hudson we believe that Parents, carers and families are by far the most important influences on children’s lives. Parents who take on a supportive role in their children’s learning make a difference in improving achievement and behaviour. Their support can play a vital role at all stages of education.

The active involvement of parents in the life of the school can help promote a learning community in which pupils can engage positively with school staff and their peers. Hudson understands the benefits from developing positive partnerships with parents by involving them in all decisions affecting their children’s education and learning.

Homework is one place we start at Hudson in forging strong relationships, building communication networks and up-skilling parents and families.  We invest in a number of resources that build parental skill and enable them to further learning in the home.

All resources are accessed by each individual child with unique user names and passwords provided by school.