The World is Ours To Explore


Through our curriculum we aim to develop children who are active independent learners striving to fulfill their potential, who show resilience and can respond positively to challenges.

We aim for our children to be articulate and confident in a variety of situations.

Our curriculum is inclusive and adaptable to suit individual needs when necessary.

Even though our children are some of the youngest learners they are exposed to a range of cultural experiences.

Our curriculum is topic based which allows for cross -curricular learning that helps our children use natural links between subject areas to provide memorable learning.

Our curriculum encourages children to show respect and care for others and the world around them. It is closely linked to the community that the children live within as well offering opportunities to explore the wider world. 

We use first hand experiences, quality literature, ICT and a range of other stimulus to enhance the context by which children access and consolidate knowledge, skills and attitudes. 

Our curriculum has a clear progression of both knowledge and skills from early years to the end of Key Stage 1. It allows for depth of learning with repetition for overlearning if need be.


To ensure effective delivery of the curriculum at Church Aston, we link the statutory requirements for each subject within EYFS Curriculum and Key Stage 1 Curriculum and deliver it through engaging and relevant topics. This is outlined in our curriculum offer. Progression for children’s learning is achieved by identifying the skills and knowledge that children need to acquire over time in each subject area. We aim to build on prior learning from whichever starting point each individual child is at. Our progression grids for each subject show clearly how new learning of skills and knowledge between EYFS , Year 1 and Year 2 is developed. This is delivered as part of well taught and appropriately sequenced lessons which relate well to the context of the topic taught. A range of ongoing and summative assessments are made throughout the teaching to ensure both staff and children recognise that they are knowing more and remembering more.


School evaluates how well our children are learning the content outlined in the curriculum through:

School assessments and progress data which is analysed by headteacher and staff in regular pupil progress meetings.

Children’s outcomes, through book scrutiny and discussions with children.

Lesson observation

Feedback from parents

The impact of our curriculum on our children’s learning will enable them to express what they have been learning, how they have been learning and why it is relevant to them or the wider world. It will give them a thirst for further learning and the skills and knowledge to help them as they endeavor to move into KS2 confidently, enthusiastically and creatively. Setting them on the beginning their own personal journey of independent learning.

Curriculum Provision

The information below summarises the Curriculum Plan for the year, for each of the classes. If you would like more information regarding the curriculum please refer to the Curriculum Policies or contact school.

Spiritual, Moral, Social and Cultural Development

At Church Aston Infant School we recognise that the personal development of children, spiritually, morally, socially and culturally plays a significant role in their learning and achievement. Our aim is to promote high standards of personal behaviour. Through the curriculum offer we provide opportunities for children to explore and develop their own beliefs and values, spiritual awareness and gain an understanding of their social and cultural tradition with an appreciation of the diversity of other cultures. We use the SEAL framework (Social and Emotional Aspects of Learning) to develop children’s social, emotional and behavioural skills.

Opportunities for Spiritual, Moral, Social and Cultural development are planned across the curriculum.

Activities include:

  • Understanding school rules and expectations
  • Participation in a range of educational visits
  • Participation in National Anti-Bullying Week
  • Participation in workshops and live performances with dance and music from other cultures
  • Opportunities to learn songs, play instruments and listen to music from other cultures
  • Studying art from other countries
  • Reading literature from other cultures and countries
  • Participation in charitable events e.g. Children in Need, Comic Relief, Sports Relief, Water Aid and collections for the Royal British Legion and Emergency Relief Funds
  • Use of assembly themes to explore other cultures e.g. festivals, Chinese New Year, Hannukah and Diwali
  • Links with St Andrew’s Church and other buildings of religious belief
  • Use of focus weeks e.g. Creative Arts Week to foster an appreciation of art from different cultures
  • Playground Friends
  • School Council

The spiritual development of pupils is shown by their:

  • ability to be reflective about their own beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values;
  • sense of enjoyment and fascination in learning about themselves, others and the world around them;
  • use of imagination and creativity in their learning;
  • willingness to reflect on their experiences.

The moral development of pupils is shown by their:

  • ability to recognise the difference between right and wrong, readily apply this understanding in their own lives, and in so doing respect the civil and criminal law of England;
  • understanding of the consequences of their behaviour and actions;
  • interest in investigating, and offering reasoned views about, moral and ethical issues and being able to understand and appreciate the viewpoints of others on these issues.

The social development of pupils is shown by their:

  • use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds;
  • willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively;
  • acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. The pupils develop and demonstrate skills and attitudes which will allow them to participate fully in, and contribute positively to life in modern Britain.

The cultural development of pupils is shown by their:

  • understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others;
  • understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain;
  • knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop our country;
  • willingness to participate in, and respond to artistic, sporting and cultural opportunities;
  • interest in exploring, understanding of, and respect for different faiths, and cultural diversity, and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.