Introduction to a revised curriculum

Curriculum intent – that is all that we aspire for the children to experience – is to provide a knowledge rich curriculum grounded in the actions and attitudes of our Christian vision. We strive to ‘let our light shine’ so as to reflect the goodness of Jesus, Matthew 5:16. Through a shared language and passion for learning we aim to create a vocabulary rich curriculum based on powerful interconnections, equipping pupils with the cultural capital they need to succeed in life. Our pupils will be globally aware citizens with a confident character, able to apply skills and concepts in order to seek solutions. We aspire to balance individual aspirations, with equitable provision and an understanding that every choice has an ecological consequence.


           Our school vision for the future of the school continues to be a vibrant and thriving community of responsible and resilient learners who ‘let their light shine’ as they work together, using critical thinking a skills to achieve more together and celebrate each other’s success through a culture of respect.

At Eyam CE Primary we believe that the curriculum is a powerful tool that promotes a love of learning and a willingness to explore the challenges of the modern world. We seek to treasure each child’s unique qualities and enhance their capacity to become independent learners through a creative, exciting and outward looking curriculum. Although we use the 2014  National Curriclum as a basis for our provision this also includes the extra-curricular activities and the ‘hidden curriculum’ – what the children learn from the way they are treated and expected to behave. Although character can be taught it is also caught – the way we behave towards each other for example reflects our respect and care.

‘Wise men and women are always learning, always listening for fresh insights’     Proverbs 18.15

Our Curriculum values

Our school curriculum is underpinned by the values that we hold dear and promote. The curriculum is the means by which the school achieves its objective of educating children in the knowledge, skills and understanding that they need in order to empathise with others and lead a life in all its fullness.

  • We value children’s uniqueness, we listen to the views of individuals, and promote respect for diverse cultures.
  • We value the spiritual and moral development of each person, as well as their intellectual and physical growth.
  • We value the importance of each person in our community, and we organise our curriculum to promote inclusion, cooperation and understanding among all members of our community.
  • We value the rights enjoyed by each person in our society. We respect each child in our school for who they are, and we treat them with fairness and honesty. We want to enable each person to be successful, and we provide equal opportunities for all our pupils.
  • We will strive to meet the needs of all our children, and to ensure that we meet all statutory requirements regarding inclusion.
  • We value our environment, and we want to teach our pupils, through our curriculum, how we should take care of the world, not only for ourselves, but also for future generations. The

Government released a New National Curriculum which has been implemented since September 2014. The National Curriculum provides pupils with an introduction to the essential knowledge and understanding that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement.

The lively, caring atmosphere at Eyam C of E school enables every child to work towards fulfilling his or her potential. Most important is the attention given to each individual child’s needs.

Our core values are: respect, resilience and responsibility



The school has four classrooms and an outdoor classroom, an onsite kitchen and a canteen which is currently also used as a classroom, PE clubs as well as breakfast and after school activities.  There is a newly completed outdoor staged play area where the children can learn and play outside as well as eat lunch in sunny weather. In addition there is an extensive field with a wildlife and wetland area.  We have a large playground at the front of the school and a small enclosed play area at the back of the school that is used throughout the school day as a learning area for our youngest children.

In the mornings children are taught English and Maths, there is a Teaching Assistance in classes most mornings so there are opportunities for smaller group work which allows us to address the needs of every child.

In the afternoons there is a Rec/Y1Y2 class, a Y3/4 class, and a Y5/6 class.

Learning is extended by educational visits and visitors e.g. Peak Park rangers, visits to The Space Centre, the Whistle stop Centre in Matlock, Poole’s Cavern in Buxton, the Millennium Gallery in Sheffield, Manchester Museum, and a residential visit to Whitehall as well as full day walks lead by our forest school staff.

Teachers set individual targets to challenge the children to make the best possible progress and attainment.  Teachers plan their work at different levels to match to the ability of the children.

Long Term plans :

Final Owls LTP 19-20 LTP SCHOOL 2019-20 (7) Hedgehogs LTP Squirrel Class 2019-20

Final Owl Long Term Plan 2018-19       Hedgehog Class LTP 2018-19        LTP Squirrels 2018-19

Hedgehog Class LTP 2017-18                   LTP 2017-18aOWLS                   LTP Squirrels 2017-18

……. and the plans from last year showing the range of topics covered over just 2 years.

Please find Curriculum Maps that our staff have planned for the year on their own Class page as well as more detailed Topic Webs


Children are taught to read using a variety of approaches but with a particular focus on the teaching of synthetic phonics. Children are taught to read in small groups through a technique called Guided reading. Children will also be heard read individually for practice, the frequency of which will be determined by the class teacher according to need. We use the Oxford Reading tree scheme as a core scheme however this is enhanced by a wide range of real books, non-fiction and poetry books and books that contains vocabulary that can be decoded using phonic strategies.  We have our very own parents guide to encouraging motivated and independent readers  – Reading Guide 2019

Small Talk is full of ideas, tips and activities to encourage chatting, playing and reading from birth to 5.

Phonics Teaching  Key Stage 1 Phonics

In Key Stage 1, all children take part regular phonic sessions several times a week. We follow the “Letters and Sounds” document, which can be downloaded for free from the government website at:

Letters and Sounds: Principles and Practice of High Quality Phonics

We are also using the Appendices from the new English Curriculum which details all the sounds that need to be taught and when.

Children also learn high frequency words in both Reception and Year One after which they start to learn the key words for each year from the New National Curriculum. There is some time given to practising these at school as well as taking them home to learn. Staff give out suggested ideas to parents to help make this a more enjoyable experience at home.


These are the outcomes for teaching and learning throughout the school. Every child should meet all expectations. If not, we need to be monitoring and assessing why.

What is listed below is the things for which teachers need to ‘go to the wall’!

Key Skills

Religious Education

As a Church of England School, assemblies and religious education lessons are an integral part of school life. Work also evolves from the daily act of Worship.   The school has close links with the Parish Church and the local clergy visit the school regularly. We are now using the Understanding Christianity Curriculum for teaching RE.

Parents have the right to request that their child be withdrawn from Collective Worship.

Physical Education

We have excellent facilities for PE, including a hall and a large playing field on site. We already meet the government’s target of two hours of high quality PE a week within the curriculum.

We involve the children in gymnastics, games, dance, athletics, outdoor pursuits and walking.  We share a huge range of games equipment with local schools.

Class 4 have a course of weekly swimming sessions at Hathersage in the Spring Term.

We have strong links with local primary schools, and play an active part in joint matches and sports events.

We are also involved in a sports initiative which enables us to take the older children to Hope Valley College for gym lessons, and have netball and tag rugby coaching with one of their PE teachers.

Children are asked to bring named navy/black shorts, white T-shirts and black plimsolls for PE lessons.  Jewellery, including earrings, should be removed before every lesson.

Equal Opportunities

All our children are given the same opportunity to join in the range of activities within school. We are firmly committed to the belief that gender, racial and disability issues will be approached with sensitivity and respect. We have an Equality policy as well as an Anti-Bullying policy and a Behaviour Policy, Racial harassment or Bullying in any form is not tolerated.

Multi-Cultural Education

We have a wide range of multi-cultural books and other resources within the school to back up our teaching about other cultures. We welcome visitors from other cultures to share their experiences with us and widen our knowledge of the world. Each year we visit a range of places such as the Open Centre in Derby or Museums in Manchester or London – this is specifically so that our pupils meet and experience different places and meet people from around the globe. We also have links with a school in Bukina Faso and in addition have been awarded the Fair trade Achievers Award.

Special Needs Education

We have Teaching Assistants who give additional help to children with specific or general learning difficulties with or without extra funding – Children have access to the whole of the National Curriculum – work matching needs. Children with learning and/or behavioural difficulties may, with your consent, be referred to the Education Psychologist. Parental involvement is seen as a vital aspect of our Special Needs Policy. Children who embark on the Code of Practice assessment procedure are carefully monitored and at most stages parents will meet with the Special Needs teacher in order that the child’s individual education plan can be explained to them.

Our Special Educational Needs Policy ensures that we work in close conjunction with other professionals to support our children. These may include Health Visitors, Speech Therapists, the Psychiatric services, Child and Family Therapy Support team, Consultant Paediatricians etc. The success of our SEN policy is evaluated together with Governors annually.

We welcome children with disabilities and special needs into the school and have ensured that our building is a safe and supportive environment for them. Pupils with disabilities enter fully into the life of the school, but, when necessary, have access to a differentiated curriculum under the guidance of the SENCO or class teacher as appropriate.


We welcome pupils and parents with disabilities and have a comprehensive accessibility plan, which is long term owing to financial constraints. We have implemented parts of the plan and now have disabled access to parts of the school. Our Accessibility Plan can be viewed at the school.