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Thematic Units


Through our use of the Dimensions: Learning Means the World Curriculum, Our children are split into 4 age groups. These groups are Explorers (EYFS), Pathfinders (KS1), Adventurers (LKS2) and Navigators (UKS2). Each of the thematic units taught in each age group aim to develop different traits and skills in the children as they progress through their learning pathway. These are as follows:    

In total, there are 28 Thematic Units which make up the ‘Learning Means the World’ Curriculum.

The Thematic Units are cross-curricular in nature, covering traditional subjects: Science, History, Geography, Art, Design Technology, Religious Education, Music, Dance, Drama, Computing / ICT - as well as more contemporary areas of study, such as sustainability and personal wellbeing. These are all set within a global context, but also explore more local aspects of the theme.

Throughout the year each class will also cover three additional themes that focus on specific key skills and knowledge needed to ensure coverage and progression in the Foundation Subjects. These have been carefully selected from the Dimensions Primary Curriculum themes and include themes such as, ‘Lindow Man’, ‘Ticket to Ride’, ‘Go with the Flow’ and ‘Jurassic Hunter’.  All themes are progressive and, together, provide curriculum cohesion and continuity.               



At Camp Hill Primary School, we deliver a curriculum under pinned by our key drivers: Compassion, Community and Communication.

We offer rich and creative opportunities for children to learn and grow in a warm, caring and safe environment. Pastoral support and high regard for children’s mental health and well-being thread through all that we do.

We invest heavily in working with the community and families so that all our learners are fully enabled, engaged, supported and equipped.

Our broad and balanced curriculum promotes diversity and inclusion. We inspire learners through high quality first-hand experiences. This enables them to build on their existing and emerging talents and strengths.

Central to our curriculum is developing children’s communication skills so that they are able to maximise their learning potential, now and in the future. Where starting points are low, we focus on developing Speaking, Listening, Reading, Writing alongside Maths and other National Curriculum subjects.

Our curriculum is designed to build on children’s prior knowledge and to support their cultural capital. We recognise the importance of starting with what children know and can do to develop and embed essential knowledge and skills.




Children are aware of their targets and they receive high quality teaching to enable them to achieve their goals.

Children actively contribute to lessons and teaching is bespoke and personalised to their needs. Positive feedback is used to support and encourage.

Teachers work hard to instil a passion for learning in all learners that will last a lifetime.

We organise our curriculum using two approaches: teaching of discrete subjects and through a thematic approach. Every opportunity is taken to develop learning links within and across subjects over time.

Whilst providing full National Curriculum coverage, this curriculum is underpinned by four highly relevant world issues, known as the four Cs:-



We believe that learning to communicate and learning to listen are the keys to success, not just academically, but socially and emotionally too. This includes developing conversation skills by teaching pupils how and when to talk. Due to many pupils’ limited vocabulary on entry, we focus on building this up across the curriculum. Our pupils are keen to expand and deepen their vocabulary, so in order to ensure that they experience new words on a regular basis, we employ strategies such as our ‘Word a Day’ focus.

We believe good communication skills are necessary tools in order to, not only fully access the broader curriculum, but to succeed in later life. 



Pupils need to learn how to handle conflict well, realising that it is important to develop empathy in order to develop positive relationships in their immediate home and school environments, as well as in the wider community. They need an appreciation of other opinions and perspectives in order to learn how to address conflict and develop the necessary skills to resolve it. 

We also want them to understand the wider impact of conflict globally, broadening their own knowledge and perspectives.



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. As a predominantly White British demographic, we want our pupils to value the diversity that exists in society, to understand the roots and importance of cultural heritage on a wider scale and to behave in a respectful and tolerant way towards others, regardless of faith, gender, sexuality, ethnicity or background. We actively and explicitly promote cross-cultural friendship, respect, understanding and tolerance through our ‘Learning Means the World’ Curriculum.

Our curriculum incorporates history-based aspirational Competency Theme Units, which draw inspiration from a range of diverse historical role models like Josephine Baker, helping to also promote courage, commitment, creativity and a sense of community in pupils.



Children understand the importance of conservation but need to be more invested in it. We can help our pupils develop a much deeper knowledge of how to make the world a better place through a curriculum that makes sustainability and stewardship central. 

We want the children to become good stewards for the future, who are able to be actively involved by identifying the many conservation opportunities locally. We want them to see that they can make a difference and make positive changes. By developing problem-solving, collaboration and communication skills, and looking at how they can actively become more involved, we believe they can make a real difference in effecting positive change for the future.

‘Learning Means the World’ employs a structured approach to developing environmental awareness and appreciation, not just at local, but also national and global levels.

Curriculum Organisation


At Camp Hill Primary School, using Dimensions – Learning Means the World curriculum, we have developed a thematic approach to learning, that not only addresses all aspects of the National Curriculum, but engages and interests our children. Some subjects are taught as part of this thematic sequence of learning, but some subjects are taught discretely. The timetable has been carefully considered to ensure that our children experience a broad range of subjects and knowledge.

The following subjects are taught thematically:

The following subjects are taught discretely:

See our Curriculum Policy here: