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Love • Kindness • Courage • Respect


Please see class pages for additional information about the year group you are interested in.

Thematic approach

Our curriculum is based on a thematic approach. Every topic starts with a hook day and has a clear outcome . Wherever possible, all learning is linked to the topic thus ensuring relevancy for pupils. Parents and pupils are asked to evaluate topics and this information is used to further enhance the development of our topics.


To see our long term curriculum map, which outlines the key areas to be covered in each subject, please see the attached documents below.

To see our teaching and Learning Policy, please go to the policies section.

Assessment at St Edwards

Assessment at our school is ongoing for all pupils in our care. Teachers deliver the curriculum that children need by  using the National Curriculum Attainment statements. Assessments against these statements are made by Teachers and Teaching Assistants and are monitored by the senior leaders in school. Children in YF are assessed against the Early Learning Goals. Children in years 1,3,4, & 5 are assessed  against the new National Expectations for each year group. The  target is that 85% of pupils will achieve the year group expectations.

 The school uses an online tracking facility that enables us to track individual, groups and classes of children. Children will continue to take the Y1 phonics test and end of key stage SATs.

Parents are encouraged to communicate with teachers on the progress and attainment of their child. Termly parents evenings and the spring term report provide more formal opportunities for this discussion. In Foundation, parents are encouraged to come to school on  regular occasions to share their child's learning journeys.

Enhancing the Curriculum

There are many opportunities throughout the term where we try to further enhance learning opportunities for children. These include whole school trips eg to Eden Project, Paignton Zoo and sleepovers. There is a planned programme of Outdoor activities for our pupils :-

Yf Balancability ( learning to ride a bike with no stabilizers)

Y2  Skipping

Y3 Street Dance

Y4 Swimming

Y5 Bikeability ( learning to ride on roads)

Y6 Outdoor Ed at  Heatree House & life skills week including a First Aid certificate


All children take part in  termly year group assembly. 

For further information, see our regular newsletters and curriculum overview maps on class pages.


We believe that English has a pre-eminent place in education and in society. A high-quality education in English teaches pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society.

Key Stage 1 (KS1)

In KS1, pupils learn to be confident when speaking, listen carefully to others, read and write independently and use language for exploration.

Spoken language

During KS1, pupils learn to speak clearly, thinking about the needs of their listeners. They learn to listen carefully to what is being said by others and learn to use language imaginatively to express their ideas through role play and drama.


During KS1 pupils begin to develop interest and pleasure in reading as they learn to read confidently and independently. Their focus is on words and sentences and the meaning of simple texts. Pupils are encouraged to share their opinions of texts, saying whether they like them or not.


It is in KS1 that pupils begin to see the value of writing. They learn to communicate their thoughts in both narrative and non-fiction texts whilst practising their spelling and punctuation.


Our pupils follow; Read Write Inc in Foundation and Year 1 with the Spelling elements of the new curriculum in Year 1 and Year 2.


Key Stage 2 (KS2)

In KS2, pupils learn to change the way they speak and write to suit a variety of situations, purposes and audiences. They both read and respond to texts and explore the use of language in them.

Spoken language

During KS2, pupils learn how to speak in a range of contexts paying attention to what they say and how it will be understood by their audience. They may take varied roles in group situations which will give them the opportunity to contribute in a range of ways. Pupils will also respond to others, paying attention to what has been said and the type of language used.


During KS2 pupils are encouraged to increase their ability to read challenging and lengthy texts independently. They both discuss and analyse the texts with others.


In KS2 pupils understand that writing is essential to thinking and learning, whilst being enjoyable in its own right. They learn the rules and conventions of written English and use this to express meaning in a range of different ways. Pupils work through the planning, drafting and editing process to improve their own work and also support their peers by peer-editing their work.



At St Edwards, English drives all other areas of the curriculum!



Poetry from YF to Y6, inspired by Tony Mitton

Here is our letter from Tony Mitton!!!


Mathematics equips pupils with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem-solving skills, and the ability to think in abstract ways. Mathematics is important in everyday life, in many forms of employment, science, technology, medicine, the economy, the environment and in public decision making. Over time different cultures have contributed to the development and application of Mathematics. Today, Mathematics transcends cultural boundaries and its importance is universally recognised. Mathematics is a creative discipline. It can stimulate moments of pleasure and wonder when a pupil solves a problem for the first time, discovers a more elegant solution to that problem, or suddenly sees a hidden connection.

In Key Stage 1 the children develop their knowledge and understanding of maths through practical activites, games, exploration and discussion. They learn to count, read, write and order numbers to at least 100. They are encouraged to develop a range of mental skills and strategies and use these when solving calculations. They learn about shape and space through practical activities and where possible these are linked to other topic areas they are learning about. They are encouraged to use mathematical language what talking about how they solved a problem.


In Key Stage 2 the children build on their knowledge and skills. They use numbers and the number system more confidently and make links in their learning. They carry out calculations using all four number operations. The children are encouraged to try mental methods initially when solving calculations or problems, before moving onto other methods. The children develop their knowledge and understanding of features of shapes and their properties and increase the accuracy of their measuring skills. The children are encouraged to discuss and present their work using a wider range of mathematical vocabulary, diagrams and charts.



All children have Maths targets. In Key Stage 1 these targets are based on learning key addition facts. In Key Stage 2 the children move onto learning their multiplication tables. Initially the children learn to count in the multiples of the table they are learning, they then move onto learning the tables facts in order. To achieve their target the children need to be able to recall the multiplication facts in a random order.


Through science, pupils understand how major scientific ideas contribute to change. Here at St.Edwards we aim to engage  pupils curiosity about phenomena and events in the world around them, encouraging them to ask questions. Science should then guide the children in answering these questions to do with the physical, natural and human worlds.

To fulfil these aims, children need to acquire both factual knowledge and the skills of scientific enquiry; identifying questions that can be addressed scientifically; planning and carrying out experiments; evaluation data; and recognising the limitations of their own and others’ work.


At Foundation and Key Stage one pupils observe, explore and ask questions about living things, materials and seasonal changes. They begin to work together to collect evidence to help them answer questions and to link this to simple scientific ideas.  Key stage one also begin to evaluate evidence and consider whether tests or comparisons are fair.  They use reference materials to find out more about scientific ideas.  They share ideas and communicate them using scientific language, drawings, charts and tables with the help of ICT if it is appropriate.


At Key Stage two pupils learn about a wider range of living things, materials and physical phenomena.  They make links between ideas and explain things using simple models and theories.  They apply their knowledge and understanding of scientific ideas to familiar phenomena, everyday things and their personal health.  They think about the effects of scientific and technological developments on the environment and in other contexts.  They carry out more systematic investigations, working on their own and with others.  They use a range of reference sources in their work.  They talk about their work and its significance, using a wide range of scientific language, conventional diagrams, charts, graphs and ICT to communicate their ideas.


Most of all Science at St.Edwards is fun!!!  indecision



History in KS1
In Key Stage 1 pupils learn about people's lives and lifestyles. They find out about significant men, women, children and events from the recent and more distant past, including those from both Britain and the wider world. They listen and respond to stories and use sources of information to help them ask and answer questions. They learn how the past is different from the present.

History in KS2
During Key Stage 2 pupils learn about significant people, events and places from both the recent and more distant past. They learn about change and continuity in Plymouth, in Britain and in other parts of the world.  They use different sources of information to help them investigate the past both in depth and in overview, using dates and historical vocabulary to describe events, people and developments. They also learn that the past can be represented and interpreted in different ways

Collective Worship

Collective Worship takes place daily. Our themes for worship are based on the  School Christian Values. We use a variety of resources to support our worship including SEAL materials. We are incredibly lucky that we are supported weekly by the 'Open the Book' team who deliver assemblies in a fun, enthusiastic manner which not only develop children's understanding but also their confidence and self esteem. Worship is led by all staff and we encourage visitors to attend or lead our assemblies. Our pupils attend Church at least every term. Children's and staff achievements are celebrated weekly in assembly and also in class. Parents have the right to withdraw their child from collective worship. 

Art & Design


Throughout KS1 and KS2, our Art and Design curriculum is skills based. Each Year group covers the range of visual and tactile elements of Art, including colour, tone, form, texture, pattern, shape, space and line.  During KS1 and KS2, children develop a variety of skills using different materials and processes.


In order to make meaningful cross curricular links, the teaching and learning of materials and processes has successfully been linked to topic based year group learning. The teaching and learning of visual and tactile elements runs alongside this, and certain elements are highlighted specifically for certain year groups, in order to enhance the teaching and learning of materials and processes.

There is a balance of 2D and 3D outcomes planned into the Art and Design curriculum for KS1 and KS2. Throughout each Key Stage, children learn about a range of artists, craftspeople and designers from different times and cultures. They explore a range of starting points for practical work, including themselves, their experiences, stories, natural and manmade objects and the local environment. They also investigate different kinds of Art, craft and design either in the locality, in original and reproduction form. This includes visits to Art exhibitions where possible, and looking at Art in galleries on the Internet. Opportunities are keenly sought to work collaboratively with other local schools and with Artists. 



Modern Foreign Languages


MFL at our school is taught by our Languages specialist teacher - Mrs Westcott. 




Special Educational Needs & Disability (SEND)


Class teachers continually monitor all of the children in their class, ensuring they meet given expectations in their learning. When this is not the case, in the first instance, additional in-class support will be 'triggered'. Following on from this, advice will be sought from our SENCo Mrs Evans. Parents may also raise concerns about their child by approaching the class teacher and Mrs Evans.


Children not achieving as expected or having difficulties in learning or behaviour may be identified as having a Special Educational Need. This will then generate a SEN support plan, (please see the Guidelines and Strategies for Interventions in our SEN policy). Children continue to be monitored, through half-termly/six-weekly assessments and progress towards their targets is reviewed three times a year.


Securing additional services to support children can be facilitated by Mrs Evans. We have links to the Educational Psychology Service (EP) and the Communication and Interaction Team (CIT). We can also refer children to the Speech and Language Service, and then carry out suggested interventions.  


In school we run the 'BLAST' and 'Time to Talk' language programmes in Foundation through to Year One. 'Phonological Awareness' is a programme used in Key Stage Two which continues our Phonics provision from Key Stage One. We also use 'Precision Instruction' on a one to one basis with children across both Key Stages for both Literacy and Numeracy interventions.  


Please see the Policies section for our SEN Policy.

Sports & P.E.

PE plays a really crucial role in the physical and emotional development of all children. Our children regularly have more than the National expectations of physical exercise for primary age pupils. Aside from the two hours of PE that all children across the school undertake each week, children have the opportunity to take part in Plymouth city wide competitive activities such as Brickfelds, Marjons Tag Rugby festivals, Cross Country and football events. Extra Curricular sporting activities include Taekwondo, Football, Street Dance, Dodge Ball, Multi Skills and Tag Rugby. We take part in the Plymouth Half Marathon Schools Challenge event annually and over the last 2 years have used this event to raise in excess of £1000 for charity.


In 2013 we received additional Government funding, as part of the Olympics Legacy, to further develop and enhance sporting opportunities in our school.  We have initially used some of this money to help further boost the range of sports children can access with a visiting external sports coach.  As we continue moving forward we are excited about investing this money into a range of different opportunities for our children to enjoy sport, the challenges and competition that can arise, while making children aware of all the positive benefits that sport can bring them.


We also look forward to the Summer term when not only do we hope for great weather but our children get to showcase their talents in our annual Sports Day.  Have a look at the PE provision section of our website (located in 'About Us') for all the photos!

Religious Education                                               

All children have weekly R.E. lessons and we use the agreed Devon, Plymouth syllabus. We believe children should have an understanding, an increased awareness and a growing respect for  the variety of faiths and cultures in our World. With this in mind, we aim to give them interesting and exciting opportunities so that they can learn first hand.  Our Reverend, Chris Routledge, supports us with the delivery of RE in school by bringing resources and speakers from our local Church community.

British Values and Principles

We are part of a British society, and it is important to us that children learn the universal principles of:

  • Self-help
  • Self-responsibility
  • Democracy
  • Equality
  • Equity
  • Solidarity
  • Openness
  • Honesty
  • Social responsibility
  • Caring for others

We achieve these values, for all staff and pupils,  by:

Creating an open, inclusive ethos where children  and adults can be themselves, develop courtesy, respect and tolerance for others.

Promoting mental health and wellbeing through our curriculum as well as using in house and external agency support.

Promoting equality of opportunity outlined in our policies

Having a clear code of conduct, where children  are encouraged to take responsibility for their actions

Encouraging the use of our  ‘collaborative cow’  learning muscle

Supporting and promoting leadership skills and responsibilities within the school

Taking an active interest in our  service and more vulnerable  families

Our  broad and balanced Curriculum promotes these values by providing opportunities:

- to  celebrate diversity, different festivals and key celebrations in  the year

- to learn about our nation and its heritage, for example, Plymouth in the Blitz, the First World War topic and Remembrance  service

- to learn about Key British leaders, explorers and inventors

- to use of our local area

-that encourage a  sense of community responsibility;  the local Church, co-operative, garden centre, police and fire services etc..

-to learn about cultures and faiths; how are we different from one another, and how are we the same?

-to understand Plymouth as part of a global community; learning about and communicating with children from across the world