At Twynham Primary School learning is2588 Twynham 018 defined as: 

"The process of acquiring the essential knowledge, skills, understanding and behaviours required for deep understanding".

Provision is designed to advance understanding gradually throughout a key stage. Lessons are not an event in themselves; they are part of the process of learning and therefore we do not expect pupils to complete learning within a lesson. 2588 Twynham 042

Many lessons will carry on over several days or even weeks until a pupil is showing the required degree of understanding. Many lessons will involve multiple learning objectives, some of which may be encountered for the first time whilst others are being revised in a new context. 

Lessons develop from scaffolded sessions to completely independent work to support children in to learning on their own.

Progress is defined as:2588 Twynham 048

"The widening and deepening of essential knowledge, skills, understanding and behaviour. This is through repeated applications across the two years in each milestone".

This means that pupils will experience the same content over and over again, each time in a richer and more challenging context, thus deepening their understanding.

We do not rush to introduce new content as it is important that pupils have sophisticated problems that challenge them in a wide variety of different and diverse situations first.

The expectations will be increasingly challenging at each stage of development and as children grasp concepts they will be categorised into three domains. The table below shows the domains, the type of teaching that they will receive in each domain and the typical nature of tasks.

Cognitive domain

Predominant form of teaching

Type of thinking

Types of activities

Working towards



modelling, explaining

Low-level cognitive demand. Involves following instructions.

Name, describe, follow instructions or methods, complete tasks, recall information, ask basic questions, use, match, report, measure, list, illustrate, label, recognise, tell, repeat, arrange, define, memorise.

Working at



application activities with review

Higher level of cognitive demand. Involves mental processing beyond recall. Requires some degree of decision making.

Apply skills to solve problems, explain methods, classify, infer, categorise, identify patterns, organise, modify, predict, interpret, summarise, make observations, estimate, compare.

Greater depth



coaching and mentoring

Cognitive demands are complex and abstract. Involves problems with multi-steps or more than one possible answer.

Requires justification of answers.

Solve non-routine problems, appraise, explain concepts, hypothesise, investigate, cite evidence, design, create, prove.


Pupils are assessed according to the curriculum standards for each Milestone and whether they are Working towards, working at or a greater depth understanding of them. It is expected that by the end of each Milestone, the vast majority of pupils have a working at understanding and some will have a greater depth understanding. On a day to day basis children can assess themselves against the learning intention to be paddling, swimming or diving.

To find out more about the curriculum in your child's year group, please click a link below:

Reception Year 1 Year 2 Year 3 Year 4 Year 5


The language of learning at Twynham2588 Twynham 064 Primary School focuses upon 4 key areas :

  • Creativity
  • Communication
  • Thinking
  • Respect

These values are discussed as ways to approach a problem and how children can solve more challenging tasks.

To find out more about our curriculum, please click the links below or email

Our Curriculum Intent