Christ Church

CofE Primary School

Aspiring together through love


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Our Curriculum

The curriculum at Christ Church Primary is shaped by our vision ‘Aspiring together through love’ and has been developed by leaders and staff in our school. Our curriculum is ambitious, challenging and exciting; it recognises the unique individual and is designed to help every single child have life in all its fullness growing in all aspects of their personhood: academically, socially, morally, physically and spiritually.


Our curriculum, grounded in research, is progressive and sequential, and it has been designed to ensure our children know more, remember more and can do more as they move through school. Learning that inspires will challenge children to raise their aspirations and imagine possibilities beyond their own experience.


High quality resources along with stimulating and purposeful activities, ensure that deep, meaningful connections within and between each area of the curriculum are made, enabling all children to develop culturally, emotionally, intellectually, socially and spiritually. Children are taught to think deeply, communicate their ideas and emotions, and build on what they already know, regularly reviewing and revisiting learning to aid retention of knowledge over time. Key concepts underpin the ideas we want pupils to grasp, and these are reinforced through different content which allows children to apply their learning in a range of contexts in lessons throughout the day.


Each subject is taught separately to maintain their integrity; some subjects are 'blocked' across several days, and others, such as French and  RSHE are taught weekly. Maths and English are taught every day.


A continuous cycle of review is undertaken to evaluate previous learning. This powerful cycle of collaboration ensures that curriculum development and subject knowledge is central to our work.


Curriculum Maps for each year group can be found on the ‘Year Group Curriculum Map’ page, under the Curriculum Tab.


If you require any further information about our curriculum, please contact our school office via or 01384 818375.


Reading in the curriculum  

Reading widely and regularly is prioritised and books are chosen to engage and motivate, to inspire and challenge; to widen horizons and bring experiences to children that they would not otherwise have. Class libraries showcase our rich and varied literary heritage and cover a wide range of authors, genres, periods in which they are written and set and social contexts. Through literature, we seek to feed children's imagination and open up a treasure -house of wonder and joy for their curious young minds. Teachers read aloud to the class every day and as they do so, children are introduced to the 'music' of each rich text, they learn to love words and language and develop cognitively, socially and linguistically.


Promoting good learning behaviours

We believe that developing good learning behaviours with the ability to be curious, to concentrate, to be resilient, to co-operate and to continuously self-improve are essential for children to achieve well now and into the future. These learning attributes enable children to become life long learners with a sense of responsibility, able to make a valuable contribution to the world in which they live. Our curriculum strives to develop these learning capacities encouraging and expecting high levels of independence.


Adaptations to the Curriculum and Learning Environment

All children access the full range of educational experiences and the whole curriculum regardless of their starting points or circumstance, ensuring that they are well prepared for the next stage of their education. 


We make the following adaptations to ensure all pupils’ needs are met:

  • Differentiating our curriculum to ensure all pupils can access it, for example, by collaborative learning, 1:1 work, teaching style, content of the lesson, etc.
  • Adapting our resources and staffing.
  • Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
  • Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.
  • Access Arrangements for statutory tests.