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Curriculum Intent


We aim for all of our children, when leaving Sidlesham Primary School in Year 6, to be proud to have the following qualities:


  • To have a sense of empathy that allows them to see the world from the point of view of other people.

  • To understand what makes them healthy (including the importance of diet, health, sleep, exercise and personal hygiene) both physically and mentally.

  • To communicate and listen effectively with adults and peers with a growing awareness of purpose and audience.

  • To be resilient in attitude and to try hard to solve problems.

  • To be able to keep themselves safe- both virtually and in the real world.

  • To have achieved their academic potential.

  • To be polite, well-mannered, kind, caring and well-behaved towards others.

  • To have a breadth of cultural capital that results from having a wide range of learning experiences.

  • To have a good knowledge and understanding of their local area, that allows them to develop a sense of self and a feeling of belonging.

  • To have ambition, a curiosity for learning and an aspiration for the future (secondary school and adulthood).

Our curriculum is currently under development to launch afresh in September 2024.  It is currently separated into two years, Year A and Year B due to the nature of our class structure.  However, our exciting, new curriculum will be over three years, ensuring that every child receives the same high quality entitlement during their time here at Sidlesham.


Our 2023/24 class structure is as follows: 


Year 1/2

Year 2/3

Year 4/5

Year 5/6

For each subject we follow the Intent – Implement – Impact model. Starting our curriculum design.

Subject specific curriculum intent statements can be found here


Our Curriculum Experience 

We aim to achieve a balance between a knowledge and skills led curriculum as we believe that both are extremely important. We aim to provide an effective learning mix of both embedded and discrete learning experiences within and between subjects so that subjects are regarded as separate disciplines but also meaningful links are made and explored. 

We start with the Early Years Foundation Stage Statutory Framework and the National Curriculum and strive to make our learning relevant, relatable and fun.

As a school we are clear about achieving the right balance between teaching a broad and interesting curriculum, helping children to make good progress. Our curriculum is enhanced by a large range of enrichment opportunities for our children to be inspired by during their time with us. Follow this link to see our enhanced curriculum map. 

Our approaches to teaching English and Mathematics across the school are outlined in these documents.

Pupils are explicitly taught subject specific vocabulary and technical language. We also place a strong emphasis on rich, high quality texts which lead many of our curriculum units. Pupils are immersed in whole texts which are carefully chosen to motivate and engage them whilst also reflecting diversity and the wider world. We regularly review our text choices so that they allow our pupils to investigate others' lives and issues as well as being able to create meaningful cross-curricular links. Follow this link to see the reading spine for our school.

Cohort needs and our local context also play a part in our curriculum design. Whilst meeting our statutory expectations we also respond to current events and what is important or relevant to our pupils in local, national and global contexts.


We constantly reflect on our curriculum design and change it over time in response to evaluation and feedback measures. Local links are forged and are distinctive for our curriculum and our pupils - we value the community and how this makes our learning meaningful for our pupils. We also respond to what current pupils feel is important in the world and give value to their views as they will shape the future!


Our curriculum implementation is measured in a variety of ways. Progression and coverage are monitored by subject leaders and ongoing assessment is used evaluate pupil progress and inform curriculum design and improvement. We utilise any Local Authority’s professional development and advisory services as well as sharing expertise with other schools. It all begins with quality first teaching in the classroom.


Quality First Teaching

Expectations for every lesson:

  • A recap and links to prior learning 

  • Key vocabulary explained

  • An objective for the learning that is taking place 

  • Tasks are appropriate to achieve the learning objective 

  • The ‘WHY’ to add relevance, build context and create engagement

  • Learning to be clearly modelled

  • Adaptations to be made to make the learning accessible to all learners

  • Assessment and feedback is used within lessons to address misconceptions and move children’s learning on and after lessons to inform planning 

  • A plenary to summarise learning, reflect, address misconceptions and introduce next steps

The school website contains curriculum maps and links to statutory content. 

We measure the impact of our curriculum by talking to pupils, assessing their outcomes, engagement and application of skills and knowledge and by regularly reviewing our content and progression models. We also have a new quality assurance process and engage in moderation, book looks and pupil focus groups. 

Families are kept up to date with curriculum content through home-school communication, invitations to special events or assemblies as well as open events where their child acts as host and shows evidence of their learning; open mornings/afternoons; parent/teacher meetings and subject workshops.

More information about the statutory content of the curriculum can be found via the following links;

Early Years Foundation Stage (EYFS) statutory framework

National Curriculum

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