Stisted C of E

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Primary Academy

Our Curriculum

Teaching and Learning


We believe that children learn best where the curriculum is tailored to children's needs and interests, they receive the right type of teaching (pedagogy) at the right time and at the right level and where new experiences build on prior knowledge and understanding (assessment).



Our Curriculum


Our curriculum is all the planned and unplanned learning experiences children receive during their time at school.


We have mapped this out in several phases. These phases identify what children will learn as they progress through the school in different areas of learning.  It includes all the skills, knowledge, understanding, attitudes, values and behaviours we hope our children will acquire over a period of time as they experience our curriculum.


At Stisted Primary Academy,  we have designed a curriculum that we believe is relevant, meets the needs of our children, takes into account our local context and provides them with important skills, knowledge, attitudes needed in a global ever-changing world.


Core Aims


There are three core aims that underpin our curriculum.


  • We want our children to have the characteristics of an effective learner.
  • We want our children to have empowering character qualities.
  • We want our children to develop core knowledge and skills they need to thrive.





Specific Curricular Aims



These core aims are then broken down into more specific aims that help shape the curriculum


Personal character qualities and virtues

  • We want our children to acquire empowering personal character qualities such as respect, spiritual awareness, empathy, compassion, belonging, willingness to connect, hope and aspiration so that they become principled members of society contributing positively to the world in which they live.


Characteristics of an effective learner

  • We want our children to become self-motivated, inquisitive, curious, reflective and confident independent learners able to adapt and thrive in a constantly evolving world.


Core knowledge and skills needed in everyday life

  • We want our children to acquire the core knowledge and skills outlined in the national curriculum and beyond.



  • We want our children to recognise the importance of language in their daily lives as a means of communication and to improve and apply their speaking, listening, reading and writing skills across a range of contexts.



  • We want our children to recognise the importance of mathematics in their daily lives, acquire mathematical skills and apply their knowledge and understanding of number, shape, measurement and statistics across a range of contexts. 



  • We want our children to carry out scientific enquiry and learn about important scientific ideas including life processes associated with plants, animals, human beings; habitats, light, sound, the earth and beyond, seasonal changes, forces and magnets, electricity, everyday materials and states of matter.


(Religious Education)

  • We want our children to understand different people’s beliefs about God and creation, where these beliefs come from including the key features and similarities between Christianity, Judaism, Islam and Hinduism and how followers of these different faiths live out their beliefs in their daily lives and worship.



  • We want our children to find out about the past and gain a sense of chronology including significant periods and events in British and World history through historical enquiry; how people’s lives today have been shaped and influenced by past events and understand that historical knowledge is gained through interpreting historical sources.




  • We want our children to find out about local, national and global places of interest where they are located, what they are like and how why these places are changing including the human impact on the landscape and environment



  • We want our children to acquire coding skills as well as learn knowledge, understanding and skills in order to use computers and technology confidently as a learning and communications tool.



  • We want our children to compare the works of established artists from different cultures and experiment with their techniques to represent ideas in a creative and symbolic way using the skills of drawing, painting, printing, collage and sculpture; 


(Design and technology)

  • We want our children to acquire knowledge, understanding and skills to design, make, test, evaluate and improve products designed for a specific purpose or to solve a problem.



  • We want our children to sing, create, compose, and play an instrument musically on their own and with others and understand that music is a creative subject and can be used to convey and represent ideas, stories and moods;
  • We want our children to compare and contrast different genres of music, composers and musicians and are aware of dimensions of music such as pitch, tempo, texture, timbre, structure, dynamics and musical notation.


(Physical Education)

  • We want our children to acquire competence in a broad range of skills, physical activities and competitive sports, maintain physically activity for sustained periods of time and learn positive attitudes and habits that enables them to lead a healthy and active life.



  • We want our children to recognise they are part of a global community, develop positive attitudes towards learning a second language and acquire a basic grasp of conversational French enabling them to engage in simple conversations based on asking and answering questions.


(Personal development including Relationships, Sex and Health Education)

  • We want our children to understand different types of relationships, how to develop and maintain healthy relationships and lifestyles including social skills, making good choices, understanding emotions, how difference should be valued and part of who we are, the importance of respecting difference and cultures


  • We want our children to understand changes to their body as they grow, how babies are conceived


  • We want our children to show spiritual awareness, have good mental health and develop strategies on how to cope with life’s challenges such as media bias, peer pressure, bullying, racism and stereotypes.


  • We want our children to develop a moral sense of purpose and become global neighbours and advocates





Parents confirm that their children leave Stisted as well rounded, confident individuals, with good life skills.

Lizzie McWhirter, Inspector for Anglican and Methodist Schools, July 2018



Curricular Delivery


We use a visible and invisible curriculum model to deliver our core curricular aims. Topics, themes, experiences and traditional subjects and lessons deliver the visible curriculum and and learning between lessons and how children are taught delivers the invisible curriculum.


Children in our Reception Year follow a curriculum that helps them to achieve the Early Learning Goals outlined in the national Early Years Framework as well as the characteristics of being an effective learner.


We have adopted a learning led approach which is a combination of teacher and learner led pedagogical teaching strategies. This is important because how children are taught influences the type of learner they become.


The principle of learning between lessons acknowledges that children learn unconsciously from their environment, interactions with each other and staff.


An important aspect of this includes the school culture and how opportunities outside of lesson time are seized to promote and encourage learning beyond timetabled lessons. 


Curricular Progression


We have published a curricular progression framework on this website. Our progression framework identifies how knowledge, understanding and skills become increasingly more complex as children progress through Reception, Key Stage 1, lower Key Stage 2 and upper Key Stage 2.


It is not expected that every child will cover all the content outlined in our progression framework because the framework simply provides a route or journey in order for children to achieve the three core aims of the curriculum. 



Special Educational Needs and Inclusion

We have based our teaching and learning policy based on Gary Hornby’s (2015) a new theory of inclusive special education.


This approach recognises that inclusive education and special education are based on different philosophies and are regarded as diametrically opposed in their approaches. A new theory of inclusive special education is a synthesis of the philosophy, values and practices of inclusive education with the interventions, strategies and procedures of special education.


We have adopted this approach because we recognise that not all children learn and progress at the same rate, in the same way and that not all cohorts have the same characteristics. We also recognise that not all aspects of the curriculum are equally important and valuable to each child.


To ensure the curriculum is inclusive for children of all abilities, backgrounds and starting points, the curriculum is driven by enabling children to make progress against all three core curricular aims rather than all children in a class covering specific content in the same depth at the same time, in the same way and in the same location.


It is entitlement to progress against the core aims that is important rather than specific content or the curricular material needed to achieve those aims.



The underlining principle is that teachers plan to ensure children make progress against all three core aims. 


Curricular Planning

The traditional subjects are organised in a way that makes meaningful cross curricular links where possible.  This enables more of the curriculum to be taught and facilitates deeper learning as children use and apply learning across subject areas.



We have further planning documents that specify what should be taught. These are in the form of programmes of study using the Spiral Curriculum approach. 


The means that concepts and skills are repeated as children progress through the school to reinforce learning which is then built upon based on the children's prior learning at higher, more in depth or complex level.


For example, the concept of number is taught in every year group from Reception to Year 6 but the expectations become increasingly more complex as the children progress. Children in Reception start addition by counting accurately up to 20 and adding on one more onto a number. By the time the children reach Year 6, they are adding decimals, fractions and negative numbers.



Our curriculum is generally, delivered through play and exploration,discrete subject lessons, cross curricular topics or themes, learning between lessons (often referred to as the hidden curriculum or incidental learning) through school trips and whole school assemblies/activities.


Topics or themes enable us to combine two or more areas together to make an experience more enjoyable and meaningful. It is also the most efficient way to ensure we cover the curriculum and fit it into the time available. For example a historical topic on the Romans could include learning about the concept of Roman numerals which is in the Maths curriculum or mosaics which could be part of the art curriculum. 


We have also given careful thought to the concept of learning between lessons and incidental learning which occurs through children's daily interactions and contact with supporting adults and their environment. A significant proportion of the Personal Development Curriculum is delivered through this approach. For example, children learn positive attitudes, values and behaviours from the adults that work in the school. Children also learn social skills and how to interact appropriately through timely intervention by an adult to help resolve conflict through modelling and coaching the children. 


Whole school assemblies also provide opportunities to learn about the world, society and emphasising the importance of being and working as a community. Children also learn from a carefully prepared environment and displays. We have a variety of communication friendly in our outdoor environment designed to promote imaginative play, communication and language. Not least a tidy, orderly and carefully thought out environment where everything has its place, models and teaches children to develop similar standards and how to treat their environment with respect.



There are generally 8 approaches used at Stisted. These are:


Play and exploration

This is where the teacher carefully prepares resources for the children to explore and then skilfully guides them towards the intended learning outcomes.


Direct subject instruction

This is a specific non-contextualised lesson or activity e.g. a maths lesson on how to measure using a ruler. These lessons can range in length from a few moments such as a Montessori three period lesson to an hour.


Cross curricular topics

This is where a topic title like Dinosaurs can be used to draw in learning from our history, geography, art, science, reading and writing curriculum and even music or design and technology. Topics are selected based on the children's interest to stimulate them and make meaningful connections.


Imaginative enquiry

This is where we use role play to cast children into the minds of someone other who has been given a job to do For example,  after studying Alice in Wonderland, the teacher plans to cover part of the art and design curriculum by asking the children to imagine they are designers working for a top international company who have been asked to design a hat for a celebrity the Mad Hatter's Tea Party. 


Project enquiries

This is where a question is posed and the class engage in an enquiry that can last a session or series of sessions overtime. For example, part of our history curriculum includes learning the skills of historical enquiry and examining and interpreting evidence. This is where the teacher starts with a question and guides children as evidence is presented, examined and scrutinised. e.g. and enquiry that seeks  to establish who killed the Egyptian pharaoh Tutankhamun?


Community projects

This is where children do real life activities for a real purpose. e.g. Growing vegetables on the allotment for the school kitchen or organising a tea party and for the local Over 60s Club.


Learning between lessons

Although not directly planned to take place at any specific moment in time, staff notice moments where they can intervene to promote learning especially around our personal development curriculum.This can range from praising children for saying please and thank you, so other children notice and adopt this social convention to intervening and teaching children how to negotiate and play fairly after a play time squabble.


Learning between lessons includes moments where staff model behaviours and attitudes we would like learners to develop. If we want children to learn to be punctual, respect  property, tidy, talk in a respectful non-confrontational way, staff must be seen to be   modelling this because children learn from their environment and what they see. 


Staff also carefully plan and prepare an environment from which children can learn  between lessons. This can range from interesting displays that promote discussion to areas on the school grounds that promote positive communication and imaginative play such as our Den area and hill top mounds.  


Outdoor learning and trips

Planned experiences outside the classroom are regularly used to deliver aspects of the curriculum. For example, taking the children out into the village to observe, take photographs and learn about the geography or history of our local church  with a teacher who can point things out first hand.



This is where the whole school community comes together each day. There is a planned programme of themes that are discussed and explored that helps child develop their understanding of the world.


School culture

Culture in this context refers to the outlook, attitudes, values, behaviours, morals, goals and customs the school subconsciously presents and shares with its community. It is influenced by the people who work in the school. Culture is important because it shapes and influences those who work, play and learn in that organisation. It therefore plays a significant part in delivering the Personal Development Strand of a curriculum. For example, a culture that is over controlling, oppressive and punitive will undermine effort to develop confident, curious, independent and self-reliant learners. On the other hand, a culture that is rich in positive and empowering language that considers every child being an amazing individual will help them become confident, self-reliant curious learners.



Programmes of Study




We use Letters and Sounds as our formal reading scheme when children start in Reception. Children are taught the sounds letters make and how to synthesise and segment these sounds to read and de-construct words. They are also taught to read by sight, high frequency words.


This is achieved by daily whole class phonics sessions in which these skills, sight words and letters and sounds are taught up to three times a day. This process continues until the end of Key Stage 1.


Where there is a need, pupils in Key Stage 2 have access to this approach if they are not yet fluent readers. Reading is further developed and embedded into the curriculum through carefully sequenced and planned activities.


At Key Stage 2, greater emphasis is placed on developing children’s understanding and comprehension of more complex text types and genres. There is particular emphasis on developing children’s ability to interpret meaning beyond the literal. This too is achieved by embedding carefully sequenced and planned activities into the curriculum using high quality texts.


See the Reading and Writing tab for an in depth explanation of reading provision across the school.




Children begin the writing process by engaging in activities that develop left to right tracking, gross and fine motor movement including developing a controlled pincer grip.


The order and sequence children learn to form letters is the same as the sequence we teach the initial phonemes in our reading scheme.


Once a child is competent at orally blending and segmenting simple words, the following letters are introduced: satpinmd


At this stage children are not expected to write these with a pencil but to recognise the sound each makes. Next the children are introduced to our Large Moveable Alphabet. These are wooden letters the child can touch hold and move.


Once they know the sound each letter makes that they are initially introduced to, they can begin to build their first words using the wooden letters. For example pin tin tap map.


Children progress to mark making and pattern making using various media until they have the fine motor control to write these letters. Initially this may be in sand before moving onto paper.


The first steps in writing involve writing single letters to represent a sound then simple consonant vowel words by labelling picture cards.


The children then progress to constructing simple article, adjective noun phrases such as the red hen, the big box, the hot sun before moving onto simple sentences such as: The hen is on the box.


As children progress throughout the school they are introduced to different forms of writing. They examine model texts and identify the key features of each. Initially they imitate model texts before innovating and writing their own.


See the Reading and Writing tab for an in depth explanation of writing provision across the school.


Spoken Language

This aspect of the curriculum includes teaching the children to respond appropriately, ask relevant questions to extend their understanding or seek clarification, communicate ideas, participate constructively in two way and group discussions, speak audibly with an increasing command of Standard English and select and use appropriate tone and registers for effective communication.




The principal focus of mathematics teaching in Key Stage 1 (infants) is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This will involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools].


At this stage, pupils will develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency. Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.


The principal focus of mathematics teaching in Key Stage 2 (juniors) is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This will develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.


At this stage, pupils will develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number.


Teaching aims to ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.



The principal focus of science teaching in Key Stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. They will be encouraged to be curious and ask questions about what they notice.


They will be helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information.


They will begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways. Most of the learning about science should be done through the use of first-hand practical experiences, but there should also be some use of appropriate secondary sources, such as books, photographs and videos. ‘


The principal focus of science teaching in Key Stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They will do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically.


At Key Stage 2, they will encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They will also begin to recognise that scientific ideas change and develop over time. They will select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils will draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.



Religious Education

Religious Education Curriculum gives emphasis and balance to teaching pupils about the Old and New Testaments’ the main festivals in the Christian calendar, and other religions i.e. Judaism and Hinduism. This helps children to understand religions such as Christianity, Judaism and Hinduism and to recognise the cultural influences of religion in the forming of patterns of social behaviour and community cohesion.





Children are  taught:


  • to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.
  • to create sketch books to record their observations and use them to review and revisit ideas
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • about great artists, architects and designers in history





Computers play a central role in our modern world. We believe it is important that your child develops these skills and becomes 'computer' literate.


Children are taught to:


  • understand what algorithms are; how they are implemented as programs on digital      devices; and that programs execute by following precise and unambiguous instructions
  • create and debug simple programs
  • use logical reasoning to predict the behaviour of simple programs
  • use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • recognise common uses of information technology beyond school
  • use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
  • design, write and debug programs that accomplish specific goals, including controlling    or simulating physical systems;
  • solve problems by decomposing them into smaller parts
  • use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour;
  • identify a range of ways to report concerns about content and contact.



Design and Technology


Through a variety of creative and practical activities, pupils will be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They will work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment]. When designing and making, pupils will be taught to:


  • use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
  • generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
  • select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
  • select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
  • investigate and analyse a range of existing products
  • evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
  • understand how key events and individuals in design and technology have helped shape the world
  • apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
  • understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors
  • apply their understanding of computing to program, monitor and control their products.


Cooking and nutrition

As part of their work with food, pupils will be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity.


Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.


Pupils are taught to:


  • use the basic principles of a healthy and varied diet to prepare dishes
  • understand where food comes from
  • understand and apply the principles of a healthy and varied diet
  • prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed




Children are taught to:


  • name and locate the world’s seven continents and five oceans
  • name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas


Place knowledge

  • understand geographical similarities and differences through studying the human and physical
  • geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country


Human and physical geography

  • identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
  • use basic geographical vocabulary to refer to key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
  • key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop


Geographical skills and fieldwork

  • use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
  • use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map
  • use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
  • use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.



Locational knowledge

  • locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
  • name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical
  • characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
  • identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern
  • Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich
  • Meridian and time zones (including day and night)


Place knowledge

  • understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America Human and physical geography


Physical geography

  • describe and understand key aspects of: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle


Human geography

  • types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water


Geographical skills and fieldwork

  • ·use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • ·use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world Geography
  • use fieldwork to observe, measure, record and present the human and physical features in the local
  • area using a range of methods, including sketch maps, plans and graphs, and digital technologies.






Pupils will develop an awareness of the past, using common words and phrases relating to the passing of time. They will learn where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They will use a wide vocabulary of everyday historical terms and be taught to ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events.


They will understand some of the ways in which we find out about the past and identify different ways in which it is represented.


Children are taught about:


  • changes within living memory. 
  • events beyond living memory that are significant nationally or globally [for example, the Great Fire of
  • London, the first aeroplane flight or events commemorated through festivals or anniversaries]
  • the lives of significant individuals in the past who have contributed to national and international
  • achievements [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel
  • the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]
  • significant historical events, people and places in their own locality.



Changes in Britain from the Stone Age to the Iron Age 


This may include:


  • late Neolithic hunter-gatherers and early farmers, for example, Skara Brae
  • Bronze Age religion, technology and travel, for example, Stonehenge
  • Iron Age hill forts: tribal kingdoms, farming, art and culture


The Roman Empire and its impact on Britain Examples 


This may include:


  • Julius Caesar’s attempted invasion in 55-54 BC
  • the Roman Empire by AD 42 and the power of its army
  • successful invasion by Claudius and conquest, including Hadrian’s Wall
  • British resistance, for example, Boudicca
  • ‘Romanisation’ of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity


Britain’s settlement by Anglo-Saxons and Scots


This may include:


  • Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire
  • Scots invasions from Ireland to north Britain (now Scotland)
  • Anglo-Saxon invasions, settlements and kingdoms: place names and village life
  • Anglo-Saxon art and culture
  • Christian conversion – Canterbury, Iona and Lindisfarne


The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor Examples


This may include:


  • Viking raids and invasion
  • resistance by Alfred the Great and Athelstan, first king of England
  • further Viking invasions and Danegeld
  • Anglo-Saxon laws and justice
  • Edward the Confessor and his death in 1066


A local history study


This may include:


  • a depth study linked to one of the British areas of study listed above a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)
  • a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.


A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066


This may include :


  • the second world war
  • the changing power of monarchs using case studies such as John, Anne and Victoria
  • changes in an aspect of social history, such as crime and punishment from the Anglo-Saxons to the present or leisure and entertainment in the 20th Century
  • the legacy of Greek or Roman culture (art, architecture or literature) on later periods in British history, including the present day a significant turning point in British history, for example, the first railways or the Battle of Britain



The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth.


This may include :


  • study of one of the following: The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China


  • Ancient Greece – a study of Greek life and achievements and their influence on the western world
  • a non-European society that provides contrasts with British history – one study chosen from: early
  • Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.




All children from Year 1 upwards have the opportunity to learn a Modern Foreign Language. French is initially taught through role play, games, songs and music.


Children will soon develop the confidence to ask and answer simple questions in French and learn about French and European culture.



Pupils are taught to:


  • listen attentively to spoken language and show understanding by joining in and responding
  • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
  • engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
  • speak in sentences, using familiar vocabulary, phrases and basic language structures
  • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
  • present ideas and information orally to a range of audiences*
  • read carefully and show understanding of words, phrases and simple writing
  • appreciate stories, songs, poems and rhymes in the language
  • broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • describe people, places, things and actions orally* and in writing Languages
  • understand basic grammar appropriate to the language being studied, including (where relevant):
  • feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and
  • patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.



Children learn to:


  • use their voices expressively and creatively by singing songs and speaking chants and rhymes
  • play tuned and untuned instruments musically
  • listen with concentration and understanding to a range of high-quality live and recorded music
  • experiment with, create, select and combine sounds using the inter-related dimensions of music.
  • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • improvise and compose music for a range of purposes using the inter-related dimensions of music
  • listen with attention to detail and recall sounds with increasing aural memory
  • use and understand staff and other musical notations
  • appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from
  • great composers and musicians
  • develop an understanding of the history of music.


Physical Education and Sport



Pupils will be taught to develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others.


They will be taught to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.


Pupils will be taught to:


  • master basic movements including running, jumping, throwing and catching, as well as developing
  • balance, agility and co-ordination, and begin to apply these in a range of activities
  • participate in team games, developing simple tactics for attacking and defending
  • perform dances using simple movement patterns.
  • use running, jumping, throwing and catching in isolation and in combination
  • play competitive games, modified where appropriate [for example, badminton, basketball, cricket,
  • football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
  • develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
  • perform dances using a range of movement patterns
  • take part in outdoor and adventurous activity challenges both individually and within a team
  • compare their performances with previous ones and demonstrate improvement to achieve their personal best.



Relationships, Sex and Health Education

Relationships and Sex Education includes learning about themselves as an individual; loving, caring and supportive relationships and family life, exploring and expressing feelings and emotions, friends and friendships, similarities and differences, celebrating the fact that everybody is unique, family Life  and family patterns, knowing that there are different types of family, life cycles, birth, parenthood, childhood and adulthood, parental care, understanding loss and separation, gender issues, stereotypes, physical and emotional change, exploring developing responsibility, looking after their body,  including changes in puberty (Years 5/6 only), sexual reproduction (Years 5/6 only), new life, conception and birth, care and responsibility.


Health Education  includes teaching children how to wash their hands properly, the importance of cleaning teeth and maintaining personal hygiene, choices that can improve health and well-being including what we eat. Children are also taught the effects of growing from young to old and how the needs of people change e.g. babies, disabled, elderly, hazards around them and how they can minimise risks., keeping safe including road safety, internet safety, knowing the trusted people that can help us, basic emergency aid procedures and where and how to get medical help, factors that contribute to mentally and physically healthy lifestyle, the difference between needs and wants and Relationships and  Sex education.


We have incorporated Spiritual, Moral, Social and Cultural Development into the RSHE curriculum to provide a holistic Personal Development curriculum.




Spiritual, Moral, Social and Cultural Education


Most subjects offer opportunities to promote children’s Spiritual, Moral, Social and Cultural Development (SMSC) in some way. 


We plan for SMSC in a number of ways including discussion and debate, specific lessons and assembly time. Philosophy for Children and SMART Thinking are two programmes we use that can add to children’s moral development in a meaningful and relevant context.


Other aspects of school life such as extra-curricular activities, assemblies and school trips also provide opportunities for SMSC.



Social Education

This includes teaching children basic manners and courtesy including greeting people, taking turns to speak, sharing fairly, saying please and thank you, engaging in conversation, speaking in a polite tone of voice. How to eat with a knife and fork and basic dining etiquette. What makes a good friend and friendship. Managing disagreements/conflict using appropriate words/scripts. Recognising the link between behaviour and consequences.


We also teach children strategies for working effectively, how to play cooperatively and negotiate, strategies to resolve differences, dealing with pressure from a variety of sources including peer groups, family and the media, consequences of anti-social behaviour including bullying, racism, bad language and vandalism how actions and words have consequences, the impact of body language and tone of voice in communication. We also teach children how to recognise different perspectives and points of view.


Moral Education

Moral development is the opportunity for children to learn what is right and wrong, to respect the law; understand consequences; investigate moral and ethical issues and offer reasoned views.


It also includes learning about how actions can be harmful for themselves and others, the importance of rules and why they help including rules in different contexts e.g. at school, at home, in a local supermarket, in a game. It includes what is meant by teasing and bullying and that bullying is wrong, challenging stereotypes, difference between rules and laws and how they are made and enforced including why different rules are needed in different situations.


A  key aspect of our curriculum and moral education is to develop attitudes and skills that contribute to the community through courageous advocacy. This involves engaging children in social action and change in the local, national and global community. For example, seizing on current events such as climate change, single use plastic, pollution, animal cruelty, negative stereotypes and pro-actively taking steps to seek change for the good better. 


Spiritual and Emotional Development

Spiritual Development involves providing children with the opportunity to appreciate the non-materialistic aspects of human nature, exploring beliefs and values, experiencing feelings including awe and wonder; the beauty of nature and our place within the universe that is vaster than we can imagine, learning about oneself, others and the surrounding world; developing imagination and creativity and reflecting thoughtfully on experiences.


It also includes appreciating the value of silence, stillness and noticing finer details that are not always easily seen at first glance. It includes appreciating, valuing and interpreting intentions within the creative arts such as paintings, dance, music and crafts.


Spiritual development also includes understanding and naming and recognising emotions and their purpose including Identifying unhelpful ‘thinking traps’ (e.g. generalisation and stereotyping) and  strategies for self-regulation,  self-improvement (including through constructive self-reflection, seeking and utilising constructive feedback and effective goal-setting), resilience (including self-motivation, perseverance and adaptability), self-regulation (including promotion of a positive, growth mind-set and managing impulses), recognising and managing peer influence and the need for peer approval, including evaluating perceived social norms, developing and maintaining a healthy self-concept (including self-confidence, realistic self-image, self-worth, assertiveness, self-advocacy and self-respect).  



Philosophy for Children

Philosophy for children is a process of structure debate that enable children to learn to express ideas about philosophical questions including moral dilemmas; examine and weigh up evidence including arguments for and against before making their mind up; listen to others, reflect and comment using evidence based on reasoned argument; distinguish between a fact and an opinion; challenge stereotypes and suggest counter arguments and devise philosophical questions for discussion. Philosophy for Children is part of our Spiritual Development Curriculum.


Cultural Education

We believe it is important that children understand that we live in a diverse society.  Planned activities help children develop the concept of their place in the world and that all people should be valued.


Cultural development includes learning about the similarities and differences between themselves and other children within the class and school, family life and the influence of parents and family members on lifestyles, differences and similarities in beliefs and lifestyle between people and different communities within our own country and around the world, respect for cultural differences, characteristics of our own culture and how this has evolved. Issues that affect children and society e.g. new laws, cultural similarities and differences in education, law and order, crime and punishment, leisure, work, family life.


Cultural development also includes the importance of respecting and value differences and similarities in terms of culture, ethnicity, religion, gender and disability, how the media presents information and the role of bias, how democracy works at school, local and national level.



Skills and Attitudes for Learning and for Life

To be an effective citizen and learner, children are taught the importance of adopting positive mental attitudes and specific skills including personal organisation, resilience, perseverance, exploration, independence, planning, thinking, taking the initiative and trying a different approaches, listening, observing skills, self-correcting, self-awareness, patience, the concept of effort, self-organisation (including time management), strategies for identifying and accessing appropriate help and support, re-evaluating values and beliefs in the light of new learning, experiences and evidence, recalling and applying knowledge creatively and in new situations, team working, negotiation (including flexibility, self-advocacy and compromise within an awareness of personal boundaries),leadership skills and presentation skills.


Enterprise skills and attributes (e.g. aspiration, creativity, goal setting, identifying opportunities, taking positive risks) are also taught including the importance contributing to society and the community through volunteering.



Practical Life Skills

Practical life skills include learning strategies to look after belongings, folding clothes/turning clothes the correct way, road safety, using a knife and fork, packing a bag, tying shoelaces, facing practical challenges through a range of planned character building experiences that challenge pupils and take them beyond their comfort zone, how to cross a road safely, basic First Aid, how to make an emergency 999 phone call, working with tools including a hammer, screwdriver and spanner, mastering  exam technique, basic cooking, gardening and knowledge of different plants. It also includes caring for communicating with younger children, the value of money and money management.


In Year 5 and Year 6, children have the opportunity to go to the Isle of Wight for a week during September.


We also take arrange camping at Danbury Outdoor Pursuits Centre where children get the chance to experience high ropes, kayaking, archery and problem solving.


We believe these experience will further develop your child's resilience, independence, thinking skills, physical development and life skills such as communication, teamwork and social skills.


Our Montessori curriculum has a specific focus on practical life skills. In the practical life area you will see things such as special frames to help children learn to do up and undo clothes, lots of spooning and pouring exercises, stirring, whisking and grating trays, cutting and threading activities and many other activities that children see going on around them at home. Practical life activities are specifically designed to develop children’s precision, accuracy, coordination, concentration, independence, fine motors skills, pencil grip and left to right tracking. All these skills are specifically designed to indirectly prepare children for reading and writing.


Without secure mastery in the practical life skills, reading and writing may not come naturally and progress in these areas will be inhibited.


Sensory Curriculum

Many of our children have specific learning needs that means they need a sensory curriculum built into the day. This helps them focus and learning. This can be small sensory activities or larger sensory activities such sensory gym equipment.


Sensorial Education is also part of our Montessori curriculum. We know that many children find reading, writing and maths difficult to master if their senses are not fully refined. Sensorial activities are specifically designed to develop and refine children’s senses, sensory integration, balance, coordination, concentration, independence, visual and auditory discrimination and fine motors skills. These indirectly prepare children for reading and writing. Many of the exercises in this area are also indirect preparation for later mathematical concepts.


Extra Curricular and further enrichment Activities


We organise a range of after school clubs and including, where possible, those suggested by pupils. Extra curricular and enrichment activities mainly come in the form of after school provision. Over the last 2-3 years we have offered the following after school clubs for children to try new experiences or develop further an interest in a particular area.





Lunchtime clubs and after school activities enables all pupils to experience a wide range of achievement,

which includes sporting and musical activities.

                                   Lizzie McWhirter, Inspector for Anglican and Methodist Schools, July 2018



Outdoor Learning


Whenever possible, we try and make best use of our outdoor environment to enhance learning. Stisted and its surrounding area offers your child a wealth of opportunities within walking distance. These opportunities include our historic church and the magnificent ‘Bluebell’ wood.


In Autumn 2010, our Early Years Outdoor Play Area was completed. Our outdoor play area helps our younger learners develop their physical skills as well as given them an opportunity to learn through play. The Early Years outdoor play area also offers our younger learners a secure place to play at break times.


Children in the Early Years also follow a Forest Schools program of outdoor learning.





The primary purpose of assessment is to give teachers the information they need to plan a child’s next learning steps. This is Formative Assessment. 


The secondary purpose of assessment is to summarise a child’s attainment and progress over time. This helps the school monitor each child’s progress and the effectiveness of the curriculum and teaching. This is summative assessment. There are two types of summative assessment.  Criterion referenced assessment and norm referenced assessment.



Criterion referenced assessments

Criterion referenced assessment is the process of assessing a child’s attainment (learning) against a set of pre-specified qualities or criteria, without reference to the achievement of others.


Criterion based assessment is particular useful when we need very specific information. We use this when setting outcomes and assessing small step progress for children with SEND. 

It is not practicable to assess every child against every curricular objective (criterion) we teach. 


Instead, we have adapted a more realistic and meaningful tool for assessing children. We assess against the 3 broad aims of our curriculum and the specific aims for each subject discipline using comparative judgements and norm referenced assessments.



Norm referenced assessments

Norm referenced assessments compares the performance of a child relative to the overall performance of their peer group or cohort. The curriculum provides the progression and the children’s attainment against the taught curriculum and its broad aims provides the reference or anchor point for norm referenced assessment.


Comparative judgements

Comparative judgements involve making a holistic evaluation of each child’s attainment relative to other children’s in the cohort. A judgement is made against the curricular aims of that subject relative to what has actually been taught. This is similar to norm referencing assessment where children are assessed relative to how well their cohort performs.


Maths, Literacy and Science


These are core subjects with age related national expectations. We assess the children relative to these expectations.


Foundation subjects, Religious Education and RSHE


There are no national expectations in these particular subjects. Instead, children are assessed against the aims of each subject discipline using the principles of comparative judgements rather than absolute judgements.


Learning characteristics

We write a brief summative narrative in each child’s end of year report using the key indicators for learning characteristics outlined in the school's Teaching and Learning Policy.


Character qualities

We write a brief summative narrative in each child’s end of year report using the key indicators for character qualities outlined in the schools Teaching and Learning Policy.



Home Learning

There are many different perceptions of what homework or home learning should look like. We believe homework is an extension of the partnership between home and school and is encouraged in a positive way. The essence of work at home should be to encourage personal motivational skills, practical everyday tasks, research and investigation with the emphasis on learning from first hand experience.


We expect children to read at home with an adult every day to enable good reading habits to form.


More formal homework is set as your child moves through the school. Partly to support and reinforce learning at school but also to prepare for secondary education.


We also hope that you will offer your child opportunities to access the outside world and the wide environment by visiting museums, galleries, nature reserves, historic and geographic sites, concerts, shows and other places of interest. We hope that your children will enjoy learning in the home, i.e. cooking, gardening, care of pets, simple DIY tasks.



Special Educational Needs and Disabilities


We cater for a wide range of children with Special Educational Needs and Disabilities. Early identification is critical in supporting children who have specific learning needs. Children with special needs may have a One Plan that identifies their needs, outcome and provision. This forms part of their curriculum which may differ significantly from other children depending on the complexity of their needs.


Our enhanced provision Montessori classroom is used to support our learners based on the principles that underpin Montessori education. It is a constructivist or "discovery" model for learning where children learn concepts from working with materials and interacting with their environment rather than by direct instruction.


We have adopted this approach to enhance and compliment current classroom based provision and curriculum. It is particularly suited to meet the needs of learners where conventional classroom based learning is less appropriate for meeting a child’s needs.


Children are identified who are likely to benefit from a Montessori education for part of the week.


The Montessori Environment is a mixed age classroom designed to meet the needs of learners that need an alternative approach for part of the week. It particular suits those children with special educational needs.


Further information on Special Needs can be found in our Guide for Parents SEN leaflet or the Special Educational Needs Information Report under the tab SEN.


Alternatively, you may pick up copy from the school foyer.


You can also access further information and provision in the local area using the following link :

100 Experiences Before Leaving Stisted