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Bitterley C of E  Primary School

St Edward's C of E Primary School

Love each other and know we are loved (John 13:34-35)

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Our Curriculum Vision:


An aspirational, inclusive and broad curriculum; sequenced carefully to encourage children to  know more and remember more. A curriculum that prepares pupils for a full and rich life within a global community where diversity, responsibility and inclusion provide opportunity for all.


Curriculum Intent, Implementation, Impact



  • All staff were involved in developing and planning the curriculum.

  • The curriculum has been developed so that all children have the opportunities to be the best they can be and to flourish within a supportive loving environment.

  • Subject leaders have ensured their expertise and passion for each subject have driven the careful sequencing, progression and building upon key skills and knowledge.

  • The curriculum is broad, balanced and aspirational for all pupils regardless of background or circumstances.

  • Our pupils are encouraged to identify links between and within subjects as well as previous learning.

  • They are exposed to rich subject specific vocabulary and the deliberate practice of key skills in order to strengthen memory and make information more retrievable.

  • Our curriculum runs as a rolling programme, which ensures purposeful repetition and deliberate opportunities to deepen knowledge.



  • Our curriculum is carefully tailored to meet the needs of our pupils, they are encouraged to explore and understand the geography and history of the rural area they live in, whilst also being introduced to urban and coastal settlements within the British Isles and the world.

  • Our curriculum includes the teaching and learning of a deliberate mixture of knowledge and skills as set out in the National Curriculum and the Early Years Foundation Stage (EYFS) Statutory Framework.

  • Kapow, Access Art, Get Set4PE & National Centre for Computing Education supports subject leaders to provide a progressive curriculum in some subject areas.

  • There is a focus on inclusion, equality, diversity and personal responsibility which provides pupils with a clear understanding of their place in a global community and the opportunities experiences and responsibilities this offers them, encouraging them to explore the world as part of a life-long learning journey.

  • Our learning values of self–motivation, confidence, resilience, collaboration, creativity and independence underpin the activities in each lesson.

  • Growth Mindset is a reference point for all pupils to reflect on their learning, apply their skills and knowledge and embrace challenge.

  • Key vocabulary is a focus in every lesson with the progression of subject specific vocabulary planned into the subject progressions.

  • Whilst the curriculum is broad and balanced; reading is prioritized above all else. Guided reading texts are chosen carefully to link with other subjects and the link between reading, writing and oracy is evident through the planning and teaching.

  • Research and CPD are key to teachers’ expertise in developing learning.

  • Progression in vocabulary is specified at subject, year group and key question level and is directly taught.

  • Our learning environment reflects the broad and balanced curriculum, the ambition we have for every child and clearly reflects the learning.

  • Curriculum overviews are shared termly with parents and children.

  • The broader curriculum includes musical ensembles, workshops, sporting tournaments across schools, after school clubs and trips eg coastal and city. These provide opportunities for pupils to extend their experience beyond the classroom.

  • Subject progressions specify prior learning, endpoints and vocabulary.

  • Staff are supported in planning and delivery through collaborative working, timetabling, shared teaching and resource files developed by subject leaders to enable best practice.

  • Support for children with SEND needs is based on true inclusion. Tasks are scaffolded, prior learning is clear and expectations are set out in smaller steps if needed.

  • Subject leaders plan post unit tasks which encourage children to think, talk and write about their learning.

  • The post unit tasks enable teachers and leaders to assess the impact of learning and to assess learning gains. They demonstrate progress made over time.

  • Flashback 4s are used in most lessons to strengthen memory and retrieval of knowledge.

  • Pupil progress in all curriculum areas is tracked carefully using Insight at least termly.

  • Formative assessment is used to identify gaps in learning and these are addressed through planning and additional support for groups or individuals as required.

  • Monitoring by subject’s leaders and SLT, supported through external expertise, CPD and sharing of best practice develops teachers knowledge and skills



Pupils leave St Edward’s School, with a love of learning, ready to progress to secondary school with a range of skills and key knowledge, which they can apply to future learning. They are able to offer opinions and views as well as listen to and appreciate the beliefs, ideas and views of others. They understand their responsibilities and know that they are special because they are unique and valued. The secondary schools that pupils move on to always feedback that students from St Edward’s thrive at secondary school because they are well prepared and use their previously learnt skills and knowledge well to move their learning on in Key Stage 3 and beyond.

Year Group Curriculum Planning


Click on the links below to view the curriculum planning for each of our year groups.