How School Leaders Can Strengthen Curriculum Intent in Primary Schools 

One of the phrases we hear most often when discussing curriculum is ‘curriculum intent’. Without meaning to, it can sometimes become a statement that sits on a website or school improvement plan rather than something that genuinely shapes what happens in classrooms every day. 

In my experience, the strongest curriculum intent is something that is developed collaboratively, understood by staff and reflected in the learning experiences children encounter throughout their time at school. When I was an Assistant Headteacher I learned that strengthening curriculum intent starts with asking some simple but important questions. 

• What do we want our children to know? 

• What do we want them to be able to do? 

• What kind of young people do we hope they become? 

The answers will look different for every school. What works for a small rural primary school may not be right for a large urban school. A curriculum should ALWAYS reflect the children, families and communities it serves. 

When we reviewed curriculum at my previous school, we spent considerable time thinking about our local context. We were based in Wigan, a town with a rich industrial heritage built on mining and textiles. Today it is home to a thriving community, successful businesses, talented sportspeople, musicians, scientists and entrepreneurs. We wanted our children to understand those stories and see that success was possible for people from backgrounds similar to their own. That local context became an important part of our curriculum thinking. 

Strong curriculum intent should also provide staff with clarity. Teachers need to understand not only what they are teaching, but why it matters. When teachers understand the bigger picture, they are far more likely to deliver learning with confidence and purpose. 

One approach that worked particularly well for us was creating curriculum working groups. During my STEM leadership work across a number of schools, I established networks of STEM leads who worked together to review provision, share ideas and develop curriculum opportunities. Each school brought different strengths. Some staff were passionate about engineering projects, others excelled at science enquiry or outdoor learning. By working collaboratively, staff developed greater ownership of the curriculum and confidence in delivering it. 

Curriculum intent should not be confused with curriculum content. It is easy to overload a curriculum with facts, topics and activities. The strongest curricula I have seen create space for children to think deeply, ask questions and apply their learning in meaningful contexts. 

Some of the most successful projects I have been involved with have connected learning across subjects. Engineering projects that began with a design challenge often developed into report writing, persuasive writing, mathematical problem solving, scientific investigation and historical research. The intent was not simply to teach individual subjects. It was to help children become curious, resilient problem-solvers who could make connections between different areas of learning. 

School leaders also need to build regular opportunities to review curriculum impact. Curriculum development should never be considered finished. Children change, communities evolve and educational priorities shift. Effective leaders create review cycles that allow staff to evaluate what is working well and where adaptations may be needed. 

Perhaps most importantly, leaders should trust their staff. Curriculum intent provides direction, but teachers bring that intent to life. When teachers are given opportunities to contribute ideas, share expertise and adapt learning to meet the needs of their pupils, the curriculum becomes something owned by the whole school rather than imposed upon it. 

The best curriculum intent statements are measured by what children remember, what children value and who children become as a result of experiencing them.