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Our commitment to learning is to make it:


Our learning environment is:


Please click the links below to view information about individual subjects

Curriculum Intention

Our curriculum acknowledges that each pupil has a unique starting point, values the knowledege and skills previously acquired both within and out of school and  recognises interests and passions. For example, pupils participate in sports tournaments, complete termly projects which are focussed on their individual interests and have the opportunity to perform and write their own musical compositions.

Our curriculum has been designed to use the many ‘real’ resources at our disposal. It takes advantage of the unique historical and geographical location of the school, as well as the experience and talents of our local and wider community. For example, pupils learn about the settlement of Old Sarum by visiting it, learn about the the local rivers on field-study trips and members of the scientific community have visted school. 

Our curriculum is continually evolving, so that each pupil is taken on a learning journey, which not only extends their horizon; but which is relevant to 2022 and beyond. For example; pupils learn about local rivers and apply this knowledge to world rivers. Pupils learn about current affairs and how to keep themselves safe on their devices. 

Although we are socially diverse, we are not culturally diverse. We have developed our curriculum to extend our pupils’ horizons.  

Intent: What we want our Curriculum to do

  • Our Curriculum has been designed to ensure each and every child can ‘ live life in all its fullness’. 
  • It is bespoke to the needs of the pupils at Stratford-sub-Castle, not only by focusing on appropriate subject specific knowledge, skills and understanding as set out in the National Curriculum, but by developing individual and collaborative learning experiences,  positive learning skills.
  • We are a village school and have a constantly evolving curriculum which is ambitious, coherently planned and sequenced.  It is adapted to the specific needs of learners and their interests by enhancing learning experiences and raising awareness from the local area to national and global arenas. We develop outward looking pupils who are able to engage in learning about themselves and have an understanding of the wider world and its complex cultures.
  • We want our children to foster a ‘Love for Learning’ and a thirst for knowledge, learning more and remembering more.  Our pupils are educated citizens with a rich cultural capital and we introduce them to the best that has been thought and said, helping to engender an appreciation of human creativity and achievement. 


As a Church of England School we believe that all children are loved by God, are individually unique and that the school has a mission to help each pupil to fulfil their potential in all aspects of their personhood: physically, academically, socially, morally and spiritually. Our aim is that all may flourish and have an abundant life. We recognise our duty to try to remove any factor that might represent a hindrance to a child’s fulfilment.  We want all pupils to engage with enthusiasm in our safe and welcoming learning environment.

Our school fully supports the vision for education, as outlined by the Church of England (Church of England Vision for Education – Deeply Christian, Serving the Common Good.  Autumn 2016). 

This vision offers human flourishing for all, one that embraces excellence and academic rigour, but sets them in a wider framework. There are four basic elements running through the whole approach. Together they form an ‘ecology’ of the fullness of life, each interplay with all the others. 

The Church of England’s vision is worked out theologically and educationally through four basic elements: wisdom, hope, community, and dignity.

Educating for wisdom, knowledge and skills: enabling discipline, confidence and delight in seeking wisdom and knowledge, and developing talents in all areas of life.

Educating for hope and aspiration: enabling healing, repair and renewal, coping wisely when things go wrong, opening horizons and guiding people into ways of fulfilling them.

Educating for community and living well together: a core focus on relationships, participation in communities and the qualities of character that enable people to flourish together.

 Educating for dignity and respect: the basic principle of respect for the value and preciousness of each person, treating each person as a unique individual of inherent worth.

The National CurriculumSACRE and Understanding Christianity form the bedrock of our ‘planned curriculum’.  It is our intention to deliver a high quality curriculum for all by ensuring it:

  • provides broad, balanced, effective and inclusive learning experiences
  • is thoughtfully planned, sequenced and crafted so that overlearning leads to fluency
  • forms a progression and develops links within and between subjects
  • reflects our local context.


Curriculum Implementation

At Stratford-sub-Castle Primary School, we achieve our vision for the whole curriculum in a consistent and reflective way.  Our approach is one of ‘crafting’ opportunities for learning, constantly adapting our provision to meet the needs and interests of our pupils. 

Knowledge, vocabulary and skills are developed sequentially, over time and through the teaching of overlapping concepts.  Each subject has a ‘Subject Overview’, which identifies not only these concepts, but also the intention, implementation and desired impact for each area of the curriculum. 

The ‘Subject Progression Map’ clearly identifies the subject specific knowledge, vocabulary and skills to be acquired during each pupil’s ‘learning journey’ at Stratford-sub-Castle Primary School.

On the website, each subject page includes the ‘Subject Overview’ and ‘Subject Progression Map’ for each area of the curriculum.

Progression is ‘mapped out’ coherently on the ‘Subject Progression Map’, allowing for effective planning and assessment. Teachers use it to craft units of work , which are ‘blocked’ to provide continuity of learning, to engineer the immersion of pupils in their studies, use resources effectively and to facilitate links within and between subjects. The key components of each ‘Unit of Work’ are regularly revisited and reviewed, to promote overlearning and embed knowledge, skills and vocabulary.

Subject specific vocabulary, as well as ‘enabling knowledge’, which aids future learning is high-lighted on each ‘Subject Progression Map’.   Teachers use the ‘Subject Progression Maps’ to form more detailed plans, including medium term plans, ‘Knowledge Organisers’ and individual lesson plans as appropriate.

The curriculum as experienced by pupils is:

  • Relevant – to the stage of a child’s development;  their interests; and to what is going on currently in our locality, nationally or the wider world
  • Active – using brains as well as bodies
  • Challenging – sets high/ appropriate expectations and learning for understanding through aiming at the ‘Zone of Proximal Development’.  (This refers to the difference between what a learner can do, without help and what he or she can achieve with guidance and encouragement from a skilled partner. Thus, the term “proximal” refers to those skills that the learner is “close” to mastering)
  • Hands-on – practical and real life experiences enhanced by the environment/locality (our grounds, visits and visitors)
  • Memorable – ‘fun’, engages emotions, builds long term memory, is adapted to the interests of our pupils and responsive to their enthusiasms and interests
  • Linked – within/ between subjects and years
  • Enabling – developing the skills, knowledge and vocabulary,  which form a solid platform for future life and learning, as well as the full range of Learning to Learn Muscles

Teachers plan sequences of learning activities which:

  • allow learners positive and varied opportunities to practise, improve and consolidate knowledge, skills and vocabulary
  • develop confidence and mastery through overlearning and which build on prior knowledge, skills and vocabulary

The Curriculum Map has been formed by looking at the requirements for each year group and key stage in the National Curriculum.  This forms a two year rolling programme:

EYFS/ Key Stage 1 Curriculum Map:

Key Stage 2 Curriculum Maps:

The curriculum is all the planned activities that we organise in order to promote learning, personal growth and development. It includes not only the formal requirements of the National Curriculum, but also the range of extra-curricular activities which the school organises in order to enrich and extend the experiences of our pupils.   It also includes explicit learning to learn strategies and vocabulary. 

The curriculum also includes the hidden curriculum, or what pupils learn from the way they are treated, treat each other and expected to behave. We teach pupils how to grow into positive, responsible people, who can work and co-operate with others while developing the knowledge and skills to achieve their true potential. 

The curriculum is underpinned by the values that we hold at our school. These include Christian Values and British Values.  The curriculum is the means by which the school achieves its objective of educating pupils in the knowledge, skills and understanding that they need in order to lead fulfilling lives both now and in the future. 


Educational Visits & Visitors

At Stratford-sub-Castle CE Primary School, we value the importance of first-hand experiences.  The aim of educational visits is to enhance the pupils’ learning for deeper understanding.

Educational visits range from ‘Welly Walks’ around the local area to trips further afield such as London (V & A Museum and Science Museum).  Every two years, pupils from Years 5 & 6 take part in a residential trip to Braeside in Wiltshire. 

We also invite visitors into school to lead sessions.  The aim of welcoming visitors into school is so that they may share their knowledge, skills, experience and expertise with our pupils first-hand.

By the time pupils leave the school, they will have increased their cultural capital by visiting:

  • an art gallery
  • a museum
  • a library
  • a theatre
  • a cinema
  • a variety of places of worship
  • London
  • a residential centre
  • a walk in the countryside
  • Salisbury market
  • Stonehenge
  • Old Sarum
  • Salisbury Cathedral
  • Five Rivers Leisure Centre
  • Salisbury City Hall

By the time pupils leave the school, they will have increased their cultural capital by taking part in:

  • a choir
  • church services 
  • Prayer Space (an opportunity for reflection and contemplation)
  • community events and commemorations, including ANZAC Day
  • class assemblies
  • a theatrical performance
  • a competitive sport
  • an art competition
  • a handwriting competition
  • a story writing competition
  • after-school clubs
  • Bikeability (cycling safety programme)

Activities are constantly risk assessed and reviewed due to Covid-19.

See the Policies website for relevant policies about the curriculum.

If you have any queries about the curriculum, please contact Mrs Bridson via Mrs Munt (in the office) either by phone or email.