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Curriculum Design

The intent, impact and implementation of the curriculum at St Andrew’s is founded upon our core values and mission of our school.

At St Andrew’s we committed to developing the skills and appetite for lifelong learning. We recognise that each of our key stakeholders will contribute and benefit from participating in this ambition.

  • Through open communication we create positive learning relationships
  • We teach reflection so we can positively learn from our experiences
  • We gather and organise information so we can ‘Meaning make’
  • We identify tasks and generate ideas so we can grow our critical curiosity
  • We encourage creativity and a can-do attitude
  • We develop strategic awareness to build resilience in our thinking 



At St Andrew’s CE Primary School, we are constantly striving to provide an exciting and engaging curriculum. It is an ever evolving process which will be consistently and continuously amended and altered to match the needs of differing cohorts, teachers and the changing landscape in education and future employment.

  • Provide a secure and happy school where children can appreciate and acquire good manners and consideration for the views and beliefs of others  
  • To create a broad, balanced and bespoke curriculum that matches the needs of the children and the skills and knowledge of all staff within our school.  
  • To create links within the curriculum so that children can build upon previous learning, meaning make by providing local, national or possibly international contexts for learning experiences and applying our learning to real-world situations.  
  • To develop teaching approaches that will help children to acquire a depth of knowledge, a progression skills and enhance vocabulary across all subject areas.  
  • To enthuse and engage learners through exciting events, visits and visitors, and provide opportunities for them to demonstrate this learning through problem solving and challenging questions.  
  • Promote understanding and awareness of our local and national heritage, past and present  
  • To create a coherent and effective assessment tool which allows us to assess both the current level of children and also track progress over time.  
  • To give subject leaders ownership of their subject area by giving time to analyse content, teaching strategies, subject knowledge, skills progression, assessment and depth of learning.  
  • To explore active learning within lessons which will include opportunities for outdoor learning, use of digital resources, provision for a range of learning styles.



At St Andrew’s CE Primary School, we implement an inclusive curriculum that meets both the statutory requirements of the National Curriculum and the specific needs of our children.


The curriculum is organised into Year Group Curriculum ‘Puzzles’ where the curriculum is delivered in a manner where the child can place the different puzzle pieces together to form a ‘complete picture’ from the knowledge and skills they acquire through the various curriculum strands.

Subject leaders have been given opportunity to take full ownership of their curriculum, ensuring our curriculum is stimulating, exciting, relevant and meaningful to all of the children. Subject leaders also are given opportunity to work with the School Council to develop areas of strength in the implementation of the curriculum. Teachers plan exciting project based learning activities, visits and visitors, including exciting points based topic grid homework to hook and engage children and parents. This makes learning purposeful and relevant, extending children’s breadth of language and vocabulary. This is an ongoing process which is amended and adapted for each academic year. Outdoor learning is regularly encouraged with Muddy Day maths being a great success, along with the development of core character values such as team-work and leadership through Muddy Day activities.

Our curriculum is delivered through highly effective ‘quality first teaching’. It promotes children’s Spiritual, Moral, Social and Cultural development, ensuring that they are reflective and responsible citizens. Fundamental British Values are actively promoted in order to prepare the children for life in Modern Britain.

Learning walks by senior leaders, governors and subject leads are regularly completed to monitor the consistency and impact of our implementation. Subject leads provide regular practical workshop style CPD to develop the skills and knowledge of our teaching team in their particular curriculum subject.

Learning is encouraged not to be restricted to the confines of the school timetable or school building and the recent establishment of our monthly ‘Creation’ competition offers opportunities for children to experience and develop the creative and broader curriculum from a perspective they choose to explore themselves. Throughout this process, we are constantly re-evaluating our position in our curriculum journey and amending our objectives to match the needs of the children.



Learning walks and book scrutinies provide opportunities for staff to evaluate the impact of our curriculum on learning -  progress, attainment and character development of pupils.

The school uses the ‘SIMPLE’ data assessment tracking program and this is used by teachers and senior leaders to monitor, track, evaluate and refine the progress of both individual children and targeted cohorts and groups.


Marking and assessment is used to monitor impact in a variety of ways including:

  • Teacher led marking
  • Peer Marking
  • Self-marking and Evaluation
  • Formative assessment may also include taking photographs of work, recording children through use of video, Teacher-child conferencing, recording significant progress steps on to platforms such as ‘Tapestry’
  • Summative testing including use of NFER test materials.

Teachers give opportunities for children to give feedback on their learning experiences and pupils are given the responsibility and ownership of their own learning journey through pupil choice and self-assessment opportunities.

Teachers monitor the impact of character development and application of the school’s values through regular staff discussions relating to awards including the Character Cup, The Meal Time Assistants Award, The Coleman Reading Award and The Headteacher’s Writing Award.

Positive pupil outcomes are regular celebrated through writing being celebrated on ‘Wow Walls’ and ‘Creation’ work being displayed on the Creation Display. ‘Stars of the Week’ are recognised in collective acts of worship following significant achievements in any areas of the curriculum or through a child showing positive examples of the school’s values.

Pupils are provided many and varied opportunities to enter both academic, creative and sporting competitions where they can excel in a particular aspect of the curriculum. Examples include our LEGO League club participating in the Regional Lego League finals, various sports teams entering competitive district and sporting competitions and our school choir participating in various community musical events.



The National Curriculum

The National Curriculum entitles every child to a curriculum which is balanced and broadly based. The National curriculum comprises:
Core subjects: English, mathematics, Science
Daily English and mathematics lessons are based on the National Frameworks for these subjects. 

Foundation subjects: technology, History, geography, Music, Art, P.E. ICT, Modern foreign Languages, PSMHE
Plus: Religious Education