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Our unique curriculum


The School aims to provide the children with an interesting, balanced, stimulating and varied curriculum, and all areas of the National Curriculum are incorporated. We have planned for the children to have five vision aims to be followed within different curriculum areas. The intent is that they are woven throughout the children's education as quintessential golden threads to help them develop as global citizens, The aims are to be Caring, to enjoy and seek out Exploration, to be Courageousness, to understand Equality and that they are equal with others and have the Resilience to flourish and thrive in their lives.

The curriculum topics have been carefully planned on a long term basis, so that each child in their seven years follows a progressive programme of work: developing concepts, knowledge, skills and understanding provide children with the confidence to play their full role in society.

High standards are established in all curriculum areas, and Bawdsey's small class sizes enables us to provide a carefully differentiated programme which allows all abilities of children to achieve their potential. Equal opportunities for all regardless of any difference is important at Bawdsey School. 

'The school’s values are threaded into the broad and balanced curriculum which includes experiences and trips to further ensure the rounded development of each child. Learning includes the use of ‘big questions’ which is fuelling pupils’ curiosity and increasing their confidence. The headteacher ensures that all pupils have learning opportunities through beach school. They use their local environment, including the beach, to develop their appreciation and care for God’s world. The higher than average proportion of vulnerable and SEND pupils thrive at this small school because no challenge is seen as a barrier to learning or progress.' SIAMs report March 2020.

How our Vision links to our Curriculum:  Curriculum Vision 

The complete 'Learning and Teaching Curriculum' document to download- or read as subject sections below.  

Our Classes' Curriculum two year rolling plan 2023-2026

English & Literacy

In English and Literacy, we are following all 5 vision aims of: Caring, Exploration, Courageousness, Equality and Resilience.

For English and Class reading we use the Literacy Tree resources. 

Literacy has high priority and gives the basis to all learning in the school. Emphasis is put on children speaking clearly and gaining confidence to speak to various audiences; to listen to others and to respond appropriately to instructions, stories, poems and information. All children are taught to participate in general discussion and drama. We aim to establish positive lifelong attitudes to reading, ensuring that children find pleasure and that skills are developed to each child's full potential. We are currently working with the Booktrust to further develop this love of reading.

The school has a continually developing classified non-fiction library for all children to use. Every classroom has a wide range of fiction books and texts which are used for class and group work. We have recently introduced ‘The Literary Curriculum’ into KS1 and KS2 in where one book is focused upon, and the lessons explore the text in depth. This allows for Literacy to be integrated into other lessons and for topics to become cross-curricular. 

Early years have the ‘Little Wandle’ phonics scheme, for more information please see the Phonics information below.

Parents/ Carers, children and teachers are encouraged to make comments regarding reading in the Home / School Log Book. Children are encouraged to read every day at school and at home.

Links to 

The Literacy Tree English policy statement

The Literacy Tree steps in progression document


Our English curriculum promotes and facilitates spoken and written fluency, ensuring that pupils have the skills and confidence to communicate

their ideas and emotions in a variety of ways. Reading fuels development in all other aspects of language ability and skill.  It enriches pupils

culturally, emotionally, intellectually, socially and spiritually. Engagement with high quality contemporary and classic literature is integral to

this endeavour. Through reading, pupils are able to acquire knowledge, make connections and further build on what they know.  For pupils to

engage fully in society, it is essential that they develop fluency in literacy.  Fluency and confidence in written and spoken communication support

the development of knowledge and skills across all other areas of the curriculum. 

The ‘Big Ideas’:

The ‘Big Ideas’ in our English curriculum are: fluency, comprehension, communication, expression and enrichment.  These form an integral part

of the development of skills and the learning of key concepts in this area of the curriculum.


Learning and teaching across the English curriculum are delivered with the support of the following programmes and resources:Little Wandle,

'The Literary Curriculum' teaching sequences and SSP levels for early reading, 7+ books for after this and free readers to follow. English lessons

are taught and planned as sequences of lessons based on ‘expertly-chosen, quality children’s books’ that promote high levels of engagement

with the text.  A range of reading, writing and speaking/listening opportunities are provided over the course of a sequence of lessons that can

last between two and five weeks.  These sessions are complemented by small-group phonics sessions in KS1 (following the Little Wandle

programme), regular Nelson handwriting sessions, additional spelling sessions, focused grammar-based tasks and regular opportunities for

sustained independent reading to foster fluency, stamina and enjoyment of reading.  While a range of skills are developed outside of English

lessons, careful planning and delivery ensure that they are applied and consolidated in the context of both English lessons and opportunities to

write at length in other curriculum areas.  Fluency, technical accuracy and creativity are key foci in all written and verbal communication. 


Our intended impact is that:

  • Children will achieve age-related expectations in Reading at the end of their cohort year.
  • Children will develop fluency, stamina and pleasure in reading.
  • Children will acquire a broad and enriched vocabulary.
  • Children will leave Bawdsey CEVC Primary school with a level of reading fluency and skill that will equip them for the demands of secondary
  • school learning and beyond.
  • Children will achieve age-related expectations in Writing at the end of their cohort year.
  • Children will learn about the difference between standard and non-standard English and tailor their use of both appropriately to match their audience both in speech and in writing.
  • Children will learn to write fluently and skilfully for a range of purposes and audiences.
  • Children will be inspired to engage with and produce written and spoken language that is technically accurate, purposeful and imaginative.
  • Children will leave Bawdsey CEVC school with a confident, fluent handwriting style and pace.




The following link also provides an overview of the Learning to Read Journey for those in Reception and Year 1.

In order to have fun with our new approach and inspire every child to read, we will be embarking on a new whole school reward system for reading. There is a minimum requirement that all children should read at home 6 times per week, recorded and signed in Reading Records. This can be a shared reading experience in Reception, working up to a 10-minute independently read chapter for Year 6!

Please find attached some information about how you can engage with your child at home to give them a head start in life. 

As a school, we are committed to providing opportunities for your child to Read for Pleasure. We have Whole Class Shared Reading during the week with an hour session at the beginning of the week as part of our curriculum, and 2 x 30 min sessions throughout the remainder of the week. These sessions are a chance to access a high quality text, with a focus on reading skills and comprehension. We use ‘Reading VIPERS’ in Key Stage 1 and Key Stage 2 for the key reading skills which are Vocabulary, Infer, Predict, Explain, Retrieve, Sequence. Please see the attached handout for more details.

Your child will also have the opportunity to read to another reading volunteer in school, as well as Class Teacher and/or Teaching Assistants. We also encourage independent reading, and also the reading involved across the curriculum during daily teaching and learning.

Link to a Letter and Sounds Phonics and Early Reading Policy

If you have any questions about ‘ Little Wandle Letters and Sounds’ or 'VIPERs' please ask your child’s teacher. 






Mathematics and Numeracy

In Mathematics and Numeracy we are following the vision aims of Exploration and Equality.

At Bawdsey CEVC Primary School we believe that all pupils can become confident in key mathematical concepts and be able to apply their skills to a variety of different problem-solving contexts. Our pupils develop an appreciation of the importance of mathematics in everyday life, its application and role in a variety of academic subjects and hopefully an enthusiasm and curiosity about the subject. Enveloping all of this is our fundamental aim of pupils enjoying the subject and approaching reasoning in mathematics with confidence. 

The use of concrete, pictorial and abstract representations is fundamental in the teaching of mathematics at Bawdsey CEVC Primary School. The use of concrete resources allows pupils to gain a tangible understanding of a concept first before moving to pictorial representations where they can then demonstrate and apply these further. The ultimate aim is to ensure pupils can use and apply mathematics in the abstract form and apply their skills in a range of problem solving contexts, making links between different strands of mathematics to embed their understanding. We have recently been exploring a ‘mastery’ approach in maths. Please explore the ‘mastery development’ policy for more information and support regarding our  ‘maths mastery’ curriculum.  

Maths Mastery Policy

Calculation Methods

Addition       Subtraction      Multiplication       Division


Links to:       Stage 1   Stage 2   Stage 3   Stage 4   Stage 5   Stage 6   Stage 7   Stage 8   Stage 9   Stage 10


Our maths vision has evolved as our staff training has grown on our mastery journey since 2018. In it, we have identified the following Intent:

Develop positive habits of mind towards mathematics – become mathematicians, not just arithmeticians.

Problem solving and reasoning are to be an integral part of the curriculum.

Emphasis is placed upon developing students’ mathematical vocabulary and presenting a mathematical justification and proof.

The ‘Big Ideas’:

The ‘Big Ideas’ in our Mathematics curriculum are: fluency, reasoning and problem-solving.  These form an integral part of the development of

skills and the learning of key concepts in this area of the curriculum.


Children work in mixed ability classes, learning the curriculum content of their year group through a variety of engaging tasks and questions.

Our goal is to seek mastery of concepts and skills through exploring concrete, pictorial and abstract models.

Teachers follow the White Rose Scheme of Learning, which was chosen as it provides small steps guidance to develop varied fluency, problem

solving and reasoning tasks.  It promotes the use of concrete, pictorial and abstract representations in conjunction with each other and sets a level

of challenge for all learners.  As a further resource, Classroom Secrets materials, that also have an emphasis upon varied fluency, representations

and reasoning, are also used to help with differentiation within the class. Other resources include:  NRICH,  NCETM, and  Maths Of The Day.

Numicon is used school wide as a manipulative to develop a variety of concepts but is used largely in EYFS along with Numberblocks – produced

in conjunction with NCETM.

Summative Assessments used at the end of each term to gain a standardised score against which to track our students against national scores. Objective level data is recorded at the end of each unit to inform teacher assessment and planning. White Rose end of block assessment questions are used to provide summative and formative information about each unit and inform TA.

Staff training has included: Maths Mastery, White Rose (Shanghai method)


Our intended impact is that:

  • Children will achieve age-related expectations in Maths at the end of their cohort year;
  • Children will reason mathematically
  • Children will become mathematicians not just arithmeticians
  • Children will be fluent in the fundamental areas of Maths
  • Children will be able to solve problems and apply their knowledge creating transferable skills.
  • Children will understand that it is ok to make mistakes – understanding that this is an important process in tackling a problem and developing
  • as a learner
  • Children will have a deep understanding of each area
  • Children will understand and apply Maths strategies to other subjects / experiences in life (science, technology, engineering, financial and
  • most forms of employment).


In Science, we are following the vision aim of Exploration. We use the PLAN resources and STEM resources for our lessons.

Children learn to question and to ask 'why' and 'how'. They learn to investigate scientific problems, in order to satisfy their curiosity. This includes developing observational skills; acquiring techniques to record their observations; creating and discussing hypotheses; planning and carrying out experiments, and drawing their own conclusions



The scientific programme includes studies of plant and animal life cycles using, in particular, local resources such as the school grounds, which includes a wildlife pond, a good variety of native shrubs, trees and insect life and the local fields, hedgerows, verges and seashore.

The programme explores the properties of a variety of different materials; the behaviour of light and sound, electricity and magnetism and the effect of forces and energy. Environmental issues such as saving energy, recycling and the impact of people on the environment are investigated. An understanding of the position of the Sun, Earth and Moon and their movements and influences on Earth, seasons and weather are gained.

Links to the

PLAN progression in vocabulary document

PLAN progression in working scientifically

PLAN progression in Knowledge

PLAN progression summary in EYFS

PLAN knowledge matrices yrs 1-6



Our Science Curriculum enables our children to develop their knowledge and understanding of themselves and the world around them.  They will develop the skills associated with science as a process of enquiry.  It will develop the natural curiosity of the child, encourage respect for living

organisms and the physical environment and provide opportunities for critical evaluation of evidence.  

The ‘Big Ideas’:

The ‘Big Ideas’ in our Science curriculum are: investigation, exploration and observation.  These form an integral part of the development of skills

 and the learning of key concepts in this area of the curriculum.


Our Science curriculum is planned to provide opportunities for investigation, both in the classroom in the outside learning environment.  Beach

Schools in a valuable vehicle for the exploration and observation of the natural world.  Through discussion, first hand experiences and secondary

sources of information, children will be enabled to relate science to their everyday lives and comment upon this using scientific language.  The

Science curriculum will support a deeper understanding of wider environmental issues. 


Our intended impact is that:

  • Children will achieve age-related expectations in Science at the end of their cohort year.
  • Children will retain knowledge that is pertinent to Science with a real life context.
  • Children will be able to question ideas and reflect on knowledge.
  • Children will work collaboratively and practically to investigate and experiment.
  • Children will be able to explain the process they have taken and be able to reason scientifically.




Religious Education- RE

In RE, we are following all 5 vision aims of Caring, Exploration, Courageousness, Equality and Resilience.

Religious Education is taught according to the Diocesan Emmanuel resources. Pupils study aspects of Christianity, Islam, Judaism, Buddhism and Hinduism in relation to themes such as celebrations, leaders, rules and stories.

Links to the Emmanuel progression document


Our RE Curriculum demonstrates the commitment we have to provide a breadth of experience and learning around the most prominent world

religions.  Children learn from and about the key concepts underpinning religion and in so doing come to a deeper understanding of the world

and their place within it.  They learn about Christianity and the ethos that underpins our practices as a Church School.  They develop also their knowledge, understanding and awareness of the beliefs, values and traditions of other individuals, societies, communities and cultures both

locally and globally.  Through exploration and enquiry, children are encouraged to ask questions about the world and reflect on their own beliefs,

values and experiences.       

The ‘Big Ideas’:

The ‘Big Ideas’ in our RE curriculum are: Text, community practice and life. These form an integral part of the development of skills and the

learning of key concepts in this area of the curriculum.


Our RE curriculum is built around the Emmanuel Project Curriculum.  This programme of study provides a comprehensive approach to learning

about the key teachings and messages of Christianity, giving rise to a deeper understanding of the Christian way of life.  Learning and teaching

about Christianity becomes the firm foundation upon which all other learning about faith, belief and world religions is built.  Children meet themes

from Christianity, Islam and Hinduism every year, as well as meeting themes from Judaism, Sikhism and Buddhism every two years.  They will also encounter Humanism or another non-religious world view during their time at school.  In this way, the children engage with a wide variety of

different faiths.  This learning is complemented by visitors from different faith backgrounds and visits to other places of worship in our local area. 

Our school maintains very close links with Bawdsey Church and the Just42 organisation, with whom we work closely throughout the year, sharing important celebrations and festivals in the Christian calendar. 


Our intended impact is that:

  • Children will achieve age related expectations in RE at the end of their cohort year.
  • Children will be able to express what they have learnt about a religion and from a religion.
  • Children will be able to compare similarities and differences between different world faiths
  • Children will have an understanding of how different faiths are intertwined with culture.
  • Children will be able to draw comparisons between the beliefs of world faiths and our British Values
  • Children will understand viewpoints of others and be able to adjust their own thinking in the light of others’ opinions.
  • Consider the thoughts and points of view of others including people beyond their own immediate contact.

Computing (Information Technology IT)

In Computing, we are following the vision aims of Equality and Exploration.

We have an excellent computer suite and interactive smartboard technology, and Key Stage Two children access the Internet to support learning. There is a good library of current, up-to-date software which we use to teach the children keyboard skills. The children are taught how to independently access, use and retrieve their work and to handle information by setting up and using databases. They are also taught to manipulate images, search for information online, send and receive emails and create a musical composition.  Programming, debugging and having a working knowledge of algorithms are an integral part of the computing curriculum and provide the children with important life skills.

Internet safety is also an important element of the curriculum as the majority of primary school children regularly use the Internet on laptops, tablets and mobile phones; easy access to digital worlds they can explore without parental/ carer guidance or supervision. We teach the children how to stay safe online and how to use technology responsibly, respectfully, critically and creatively. We also focus on creating a safe online community on Safer Internet Day (annually in February).

With this in mind, here are a few websites to support any parents interested in finding out more about e-safety to help their children. One of the most comprehensive sites for parents is which includes an interactive area especially for children to play games to learn more about e-safety for themselves. The Child Online and Exploitation Protection Centre (CEOP) includes advice about how to make a report if you or your child feels threatened or if they are bullied whilst online. For information about how to set parental/ carer controls and technological advice, visit the parent's page at or to watch a short animated film about the ‘Digital Universe of Your Children' you can click on this link which makes a good starting point to initiate a family chat about safety online. If you need any help with devices or problems arising online nationally then try



Our Computing curriculum aims to reflect the fact that computing and the use of computer technology has become a significant and largely unavoidable part of everyone’s daily life.  It is our aim that children are enabled to stay at the forefront of development and change in this area of modern life, inspired and excited about the potential and scope of all that the world of computing can offer.  The curriculum is designed to increase the children’s knowledge and understanding of technology and to develop the fundamental and transferable skills required to engage with technology not only in computing lessons, but across the curriculum and in their lives outside of school. We aim to make the children aware of how to keep safe when accessing IT. 

The ‘Big Ideas’:

The ‘Big Ideas‘ in our Computing curriculum are: computational thinking, creative problem-solving and safe, informed communication.  These form an integral part of the development of skills and the learning of key concepts in this curriculum area.  


We provide children with the opportunity to learn how computers and computer systems work, to design and build programs, to develop their ideas using technology and create a range of content.  As part of this, children learn ‘computational thinking’ and ‘coding’ which are essential skills for engaging with the digital world. Learning and teaching should facilitate progression through the core strands of digital literacy, information technology and computer science.  All of this is underpinned by consistent and continual input on online safety so that children can learn to use computer technology safely, responsibly and respectfully.


Our intended impact is that:

  • Children will achieve age-related expectations in Computing at the end of their cohort year. Children will be digitally literate and able to join the rest of the world on its digital platform. 
  • They will be equipped, not only with the skills and knowledge to use technology effectively and for their own benefit, but more importantly – safely.  They will understand the consequences of using the internet and be aware of how to keep themselves safe online.
  • As children become more confident in their abilities in Computing, they will become more independent and key life skills such as problem-solving, logical thinking and self-evaluation become second nature.

Physical Education- PE

In PE, we are following the vision aims of Equality, Resilience and Caring. We are using resources from Complete PE.

The children have a varied programme of physical activity to develop their physical awareness and abilities. We have a sensible approach to competitive sports, so the children compete in team games very successfully against several other schools in the Farlingaye pyramid as well as in tournaments. We also have a very popular traditional sports day every July.


We hire Premier Sport experts to provide sports and PE to enhance the curriculum. By doing this they are also able to run an after-school club for

the children, which at present there is no charge for. They have also provided more than the usual PE lessons in holding sessions to increase the pupils experience of sports and dance styles. (Quidditch and 1950s dance was enjoyed by all!)

From our sport grant we use some of the money to cover transport costs, in the few instances when parent/ carer transport is not possible.

At Key Stage 1 the focus is on taught skills with small apparatus and how to create and engage in group games. At Key Stage 2 skills and team games are taught including netball, short tennis, football, rounder’s, hockey, kwik cricket. Outdoor and Adventurous activities include cycling proficiency, tasks set in and around the school grounds and planned use of the Adventure Playground. Dance, both traditional and creative, is an important element of the P.E. curriculum. During the summer, athletics, cross-country and running are part of the Key Stage 2 programme. All Key Stage 2 children also have weekly swimming sessions at the Deben pool in Woodbridge during the autumn and summer terms.


During the residential visit, children in Years 5 & 6 often take part in activities such as canoeing, abseiling, archery, trapeze, zip line, and assault course. All the children in Years 5 & 6 also complete a comprehensive cycling course held at Bawdsey School, and take part in a cycling and camping weekend when they are in Year 6. We are proud to currently have a Platinum School Games award for all our efforts in promoting sport and making it a lifelong love for the pupils. 

Links to progression documents from Complete PE for EYFS and KS1, and for KS2.



Our PE Curriculum is designed to enable children to become physically confident in a way which supports their health and fitness.  We provide opportunities to compete in sport and other activities that build character and help to embed values such as fairness and respect.  We inspire all

pupils to succeed and excel in competitive sport and other physically-demanding activities.

The ‘Big Ideas’:

The ‘Big Ideas’ in our PE curriculum are: fair and inclusive play, resilient participation and health and fitness.  These form an integral part of the development of skills and the learning of key concepts in this area of the curriculum.


We have a platinum award in school sports and we are aiming to be a gold rated healthy school.

Our PE curriculum is delivered by class teachers and a team of professional sports coaches from ‘Education Through Sport’.  Through a

programme of gymnastics, dance, games and athletics we encourage children to develop practical skills, physical confidence and the values of

fair play and sportsmanship.  The children are given the opportunity to develop and hone these skills and attitudes through PE lessons and put

them to practical use through a variety of inter-school tournaments and after-school clubs.  PE and Sport’s Premium Funding is used to enhance

the quality of teaching and provision in PE and to increase the opportunities for children to be active.  A two-term programme of swimming tuition

is provided for all children from year 2 to Year 6 – funded in part by the PE and Sport’s Premium funding. We also use a local school’s pool for

younger year groups to start swimming. We offer a wide range of sports clubs such as; hockey, athletics and dance for reception to year 6 children.

We have developed lots of links with local sports clubs/athletes so the children are trained by highly skilled people.


Our intended impact is that:

  • Children will achieve age-related expectations in PE.
  • Children will demonstrate enjoyment and a sense of achievement in sporting activities.
  • Children will seek additional sports-related extra-curricular activities both in school and externally.
  • Children will participate fully and with growing confidence in PE lessons.
  • Children will show a good understanding of healthy eating.
  • Children will access the free fruit snack provided or bring their own fruit.
  • Children’s packed lunches indicate an awareness of healthy eating and a balanced diet.

Modern & Foreign Languages- French

In MFL- French we are following the vision aims of Equality and Exploration. We are using the Language Angels resources.

Children from Year 2 are taught French. 

Read fluently
 - This concept involves recognising key vocabulary and phrases.

Write imaginatively
 - This concept involves using key vocabulary and phrases to write ideas.

Speak confidently
 - This concept involves using key vocabulary and phrases to verbally communicate ideas.

Understand the culture of the countries in which the language is spoken
 - This concept involves the background knowledge and cultural capital needed to infer meaning from interactions.

Links to Language Angels 

French skills progression document ,

French progression map, 

French mixed age document explaining teaching and learning 

French SEND, PPG and EAL document..


In MFL- French we are following the vision aims of Equality and Exploration.

Our French curriculum aims to:

● Equip pupils with the foundations of listening, reading, writing and speaking that can be built upon when they move to secondary school - the

ultimate aim being that pupils will feel willing and able to continue studying languages beyond key stage 2.

● Offer a relevant, broad, vibrant and ambitious foreign languages curriculum that will inspire and excite our pupils using a wide variety of topics

and themes.

● Develop the four key language learning skills; listening, speaking, reading and writing. All necessary grammar will be covered in an age-

appropriate way across the primary phase.

The National Curriculum for languages aims to ensure that all pupils:

● Understand and respond to spoken and written language from a variety of authentic sources

● Speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion

and asking questions, and continually improving the accuracy of their pronunciation and intonation

● Can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learned.

● Discover and develop an appreciation of a range of authentic writing in the language studied.

The ‘Big Ideas’:

The ‘Big Ideas’ in our French curriculum are:

Instil a curiosity and love for languages. Learning a second language will also offer pupils the opportunity to explore relationships between

language and identity, develop a deeper understanding of other cultures and the world around them with a better awareness of self, others and

cultural differences. Successful learners, who enjoy working in different ways in order to make progress and achieve their potential.


All children in classes 2 and 3 will have access to a high-quality foreign languages curriculum using the Language Angels scheme of work and

resources. Children will progressively acquire, use and apply a growing bank of vocabulary, language skills and grammatical knowledge organised around age-appropriate topics and themes - building blocks of language into more complex, fluent and authentic language.

Our aim is that children have access to authentic resources and experiences of the French language and therefore French lessons are

complemented by a variety of materials to maximise curiosity and engagement.


Our intended impact is that:

● Our children enjoy access to an exciting curriculum that builds upon existing skills of listening, speaking, reading and writing and develops them further so that they can engage in language learning at secondary school and beyond.

● They will have knowledge of key vocabulary and basic grammar concepts.

● Children will develop the skills of speaking with accurate pronunciation, listening and engagement, reading and writing of increasingly detailed


● Children are provided with opportunities to explore similarities and differences between cultures, starting from the premise of respect and appreciation.


In History, we are following all 5 vision aims of: Caring, Exploration, Courageousness, Equality and Resilience.

We are using the Kapow resources for History.

A carefully planned approach to the National Curriculum topics gives children an understanding of time, historical populations, people and events. British history together with European and non-European ancient civilisations are studied. Use is made of the superb historical environment at Bawdsey School so that history becomes meaningful to the children.


Artefacts and visits to places in the villages and historical sites enhance the children's understanding of events and people from the past locally, nationally and internationally. We aim for the pupils to understand how the periods of history are plotted on a global timeline, so they can make links, compare times and identify similarities and differences which have had different impacts on the present in different cultures in the world.

 Links to  History progression from Kapow          


Our History curriculum is designed to develop knowledge and understanding of chronology and of significant local, national and global events. 

The curriculum enables children to develop an understanding of the lives and experiences of different people in the context of broader historical narratives.  It enables them to think critically about the challenges facing peoples of the world during different periods of history, appraising

decisions made and considering how we can learn from history’s mistakes. 

The ‘Big Ideas’:

The ‘Big Ideas’ in our History curriculum are: chronology, innovation and equality. These form an integral part of the development of skills and the learning of key concepts in this area of the curriculum.


History learning and teaching takes place in the context of an overarching ‘Topic’ and has been mapped out to help pupils to gain a coherent

knowledge and understanding of Britain’s past and that of the wider world. Our aim is to inspire pupils’ curiosity to know more about the past,

equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Through the

teaching of history we help pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.  When Topic sessions have a History focus, this will be

made explicit to pupils so that they can discern the difference between the disciplines of History and Geography.


Our intended impact is that:

  • Children will achieve age-related expectations in History at the end of their cohort year.
  • Children will retain knowledge that is pertinent to History with a real life context.
  • Children will understand how History ‘happens’ in their local area.
  • Children will conduct investigations that help them to understand historical connections, contrasts and trends over time.
  • Children will have a good understanding about the local, national and global ‘world around them’ and how it has been shaped.
  • As historians children will learn lessons from history to influence the decisions they make in their lives in the future.


Knowledge Organisers


















In Geography, we are following the vision aims of Exploration, Equality and Caring.

We are using Kapow resources in Geography.

In Geography, we teach the children about their own environment, studying the coastline, the villages and rivers, seasons and weather. We compare and contrast this work through visiting urban areas. Children's knowledge of the world in which they live is also extended by studying developing countries, India and the Caribbean. As well as looking at weather, climate, land forms and land use, children learn how and why lifestyles vary around the world.

Links to:      Geography progression document from Kapow           


Our Geography curriculum has been designed to enable the children to gain an understanding of both the Earth’s physical processes, including

the formation of landscapes and environments, and the place of people within these. They will develop an understanding of local, national and

global locations and have the opportunity to compare these.  To develop their understanding and recognise their responsibility as citizens of the

world, the children will also explore the impact of humanity on the environment.

The ‘Big Ideas’:

The ‘Big Ideas’ in our Geography curriculum are location, interpretation, Global Citizenship and comparison.  These form an integral part of the development of skills and the learning of key concepts in this area of the curriculum.  The curriculum reflects our school vision ‘We Have God’s

World in our Hands’ as the pupils are given the opportunity to learn about the lives of people from other cultures and to appreciate and celebrate

the diversity of human experience on a global scale. 


Geography learning and teaching takes place in the context of an overarching ‘Topic’ and has been designed to spark interest and inspire in pupils

an enduring curiosity and fascination about the world and its people.   The curriculum will develop pupils’ knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. 

They will also engage with their own locality, understanding the key human and physical features of this environment and make comparisons

with the world as a whole.  They will note how these features are interconnected and how they change over time and develop an understanding of human influence over this change.   As part of this learning, they will develop the skills needed to analyse data and how to interpret and

communicate geographical information.   When Topic sessions have a Geography focus, this will be made explicit to pupils so that they can

discern the difference between the disciplines of Geography and History.


Our intended impact is that:

  • Children will achieve age-related expectations in Geography at the end of their cohort year.
  • Children will retain knowledge that is pertinent to geography with a real life context.
  • Children will understand how geography ‘happens’ in their local area.
  • Children will have a good understanding about the local, national and global ‘world around them’ and how it has been shaped.
  • Children will be able to access a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
  • Children will be able to communicate geographical information in a variety of ways including writing at length.





In Music, we are following the vision aims of Equality and Exploration.

Our music curriculum aims to:

● Stimulate and maintain pupil curiosity, interest and enjoyment in music.

● Enable pupils to gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing, and composing across a

wide variety of historical periods, styles, traditions, and musical genres.

● Encourage children to articulate thoughts and opinions using musical vocabulary.

● Develop the capacity to express ideas and feelings through music.

The National Curriculum aims for all pupils to:

● Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the

classical composers and musicians

● Learn to sing and to use their voices, to create and compose music on their own and with others

● Have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of

musical excellence

● Understand and explore how music is created, produced and communicated, including through the interrelated dimensions: pitch, duration,

dynamics, tempo, timbre, texture, structure and appropriate musical notation.

Music is for everybody and as such pupils should be provided with opportunities for making music, both in the classroom and through

extracurricular activities.

Links to Music progression document from Kapow

The ‘Big Ideas’:

The ‘Big Ideas’ in our music curriculum are:

Music is an intellectually enriching and stimulating study that develops many transferrable skills, such as concentration, imagination, co-ordination, individual confidence, self-discipline and team work.

Music is a powerful focus and outlet for creative energy. It also provides opportunities for pupils to understand more about the world around them.


Children have a variety of opportunities to sing, listen, create, play, perform and evaluate. This is embedded in classroom activities and lessons

as well as weekly singing assemblies, various concerts and performances, the learning of instruments and partnerships with outside agencies,

including the Suffolk Music Hub.. Music lessons are planned following guidance from the new model music curriculum and provide children with

the opportunities to review, remember, deepen and apply their understanding. It is also developed to ensure an appropriate level of challenge for

all learners in our mixed age classes. Pupils need to experience a rounded music curriculum, including listening and appraising and the basics of notation, to enable them to succeed at secondary school and as future musicians. We assess using Pupil Asset objectives from the National

Curriculum. These form the core elements of our music progression grid, however, this is supplemented by additional ideas from the model music curriculum.

Music in school is not restricted to standalone sessions. Each assembly features a hymn, promoting strong links to the school’s Christian ethos.

Carefully selected pieces of music from a variety of genres are played each week in assembly to promote diversity within school. We also have a

school song, composed specifically for pupils linked to our values, and an Eco song.


Our intended impact is that:

● Children enjoy access to a diverse curriculum that builds upon existing musical skills and develops them further so that they can engage with

music confidently throughout their lives; whether this be as creators, performers or listeners. They will also develop an understanding of how music enriches lives and brings people together.

● They will have knowledge of a wide range of musical genres from different cultures and throughout history.

● They will have a good understanding of musical vocabulary which will enable them to respectfully articulate their own opinions and ideas.

● Children will develop the skills of singing with greater fluency and expression with an awareness of how different parts fit together.

● They will be able to maintain a steady pulse when performing increasingly complex rhythms and melodies.

● They will develop the skills of composition and improvisation within a given structure and record ideas in an appropriate way.


In Art, we are following the vision aims of Equality (diversity) and Exploration.

In Art children are taught to develop their knowledge and skills in drawing, painting, print making, collage, three-dimensional work and design in a variety of media including textiles and clay. Children begin with experimenting with colour, pattern, texture, shape and form. They are introduced to and taught different media skills and techniques throughout their primary years. The children develop an appreciation of their cultural heritage by studying the work of artists throughout time and from different cultures.

Link to Art ;prgression document from Kapow


Our Art and Design curriculum aims to furnish children with the knowledge and experience of a range of creative techniques, and the opportunity

to explore and refine these through their own creative expression.   The children will explore and respond to a range of works from artists at a local, national and global level.   They will interpret and reproduce their own versions of these works.  Opportunities for self-expression and the acknowledgement and appreciation of the artistic expression of others are fundamental to our intent for this subject.

The ‘Big Ideas’:

The ‘Big Ideas’ in our Art and Design curriculum are: techniques, appreciation and self-expression.  These form an integral part of the

development of skills and the learning of key concepts in this curriculum area. 


Children have a variety of opportunities to learn and become proficient in different techniques, using a range of different media. We follow the

Suffolk Art Scheme as a starting point and this equips them with the knowledge and skills to experiment, invent and create their own works of

art, craft and design.  These experiences become the vehicle for their creative expression, which they will learn to do with increasing

confidence and competence. 

Children are also introduced to the work of ‘great artists’, encouraging pupils to be inspired, think critically and develop a fuller understanding

of art and design. They will develop a greater understanding of the links between art and design and the history, culture and creativity of our nation.


Our intended impact is that:

  • Children will achieve age-related expectations in Art at the end of their cohort year.
  • Children will develop knowledge about their focus artists for each unit of work.
  • Children will develop an understanding of what being an ‘artist’ means.
  • Children will have the opportunity to express themselves uniquely and creatively.
  • Children will reflect critically on the creative expression of others.

Design & Technology

In Design and Technology, we are following the vision aim of Exploration.

All pupils are taught to identify and plan designs through investigations for specific needs. During their time at Bawdsey School children work with fabrics, wood, recyclable materials and construction sets.

Link to D and T progression document from Kapow


Our Design and Technology curriculum enables children to understand how imagination, innovation, testing and refinement help to develop a

product that is fit for purpose.   Through exploration and critical appraisal of past and present design and technology, children will deepen their knowledge of some of the significant design innovations that we use and that benefit us in our daily lives.

The ‘Big Ideas’:

The ‘Big Ideas’ underpinning the Design and Technology curriculum in our school are: purpose, problem-solving and evaluation.  These form an integral part of the development of skills and the learning of key concepts in this area of the curriculum.


To ensure quality and rigour in the learning and teaching of skills in this subject, our Design and Technology curriculum is delivered through links

to our foundation subject topics, with developing skills in moving materials, textiles, wood work and cooking. Through learning in Design and

Technology the children will have the opportunity to apply knowledge from across a range of other disciplines such as mathematics, science,

computing and art.  Through the evaluation of past and present design and technology, pupils will develop a critical understanding of its impact

on daily life and the wider world. Each year each class have two-three half term lessons on cooking healthy meals and snacks too, using our own produce often and so the children learn cooking and preparation skills and the need to be healthy.


Our intended impact is that:

  • Children will achieve age-related expectations in Design and Technology at the end of their cohort year.
  • As designers children will develop skills and attributes they can use beyond school and into adulthood.
  • Children will understand the principles of nutrition and learn how to cook simple recipes.


In Design and Technology- cookery, we are following the vision aims of Exploration and Resilience.

We are now able to teach the children how to prepare and cook healthy meals in our new teaching kitchen. This helps promote our values of 'resilience' and 'exploration' as the children learn new skills. The cooking area will allow us to teach the children how to be healthy and look after themselves, they will be able to cook frequently and use the vegetables and fruit that the children grow on site. The teaching kitchen will also promote 'resilience' as the children will be taught the importance of keeping healthy bodies and healthy minds. 


PSHE -Personal, Health and Social Education & Citizenship   RSE- Relationship and Sex Education

In PSHE and RSE, we are following all 5 vision aims of Caring, Exploration, Courageousness, Equality and Resilience.

Relationship and Sex Education (RSE) is often taught across the curriculum through other subjects and topics where links can be naturally made. Our school values of: Equality, resilience, courage, exploration and caring are embedded throughout the school and these will incorporate many objectives from our RSE planning. RSE is also taught discreetly through PSHE sessions. Beginning in early years with ‘pantosaurus’, over many years the school has successfully taught a program of Sex Education to ensure pupils are prepared for life. This builds on the RSE Relationship planning and is brought in during Year 5, when puberty is taught in more detail, and in Year 6, when we teach how babies are made and how they are born. Parents/ Carers have the right to request their child is removed from these sessions.

The RSE curriculum covers five  specific objectives: To ensure pupils know about
1) Families and people who care for me
2) Caring Friendships
3) Respectful Relationships
4) Online Relationships
5) Being Safe.

RSE Policy

Class PSHE sessions are always representative of the cohort and may be adapted to meet any specific cohort need.

PSHE Policy

Letter to Parents

Parent Consultation

We also provide additional pastoral support for children using additional resources such as: reflection corners in the classroom, Lego Therapy and mindfulness activities in each classroom. This year we encouraged mental health awareness on World Mental Health day and enjoyed a yoga session that taught us important breathing techniques. We use Thrive throughout the school to help with children's mental health and wellbeing development. 

RSE / PSHE subject on a page 

Progression Routes


Our PSHE Curriculum enables children to develop the skills, attitudes and qualities needed to become healthy, independent and responsible members of society.  It explores the concept of self and key elements of this, such a mindset and outlook, encouraging resilience and self-reflection with the aim of empowering children to take care of both their physical and mental well-being.  The curriculum aims to help children understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up.  Children learn about rights and responsibilities and learn to understand and appreciate what it means to be a member of a diverse society.  Children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community.

The ‘Big Ideas’:

The ‘Big Ideas’ in our PSHE curriculum are:equality, resilience and social-responsibility.  These form an integral part of the development of skills and the learning of key concepts in this area of the curriculum.


Our PHSE curriculum is delivered using Onedecision and SEAL resources as a starting point for most areas of the curriculum.  Additional  published resources are used to supplement this scheme such as those available through the PSHE Association.  Circle Time, discussion and reflection are an integral part of learning experiences, enabling children to explore key concepts and share their views. 


Our intended impact is that:

  • Children will demonstrate a healthy outlook towards school – attendance will be in-line with national levels and behaviour will be good.
  • Children will achieve age-related expectations across the wider curriculum.
  • Children will develop positive and healthy relationships with their peers and learn how to nurture and maintain these.
  • Children will understand the physical aspects involved in RSE at an age-appropriate level.
  • Children will have respect for themselves and others.
  • Children will develop a positive self-view, including a positive body image.

Pupils with Special Educational Needs and/ or Disabilities

If a child has additional needs, we provide work and opportunities to address these and make reasonable adjustments, so they are fully included in the whole curriculum. Gifted and talented children, as well as those with academic differences, those who do not speak English as their first language, and those who have physical disabilities, are all welcomed into our school and given assistance relevant to their needs. The small class sizes enable this to take place. Bawdsey School also prides itself on the regular support which is provided for children with special needs and/ or disabilities. Sessions providing carefully structured programmes of work for a range of differences are a feature of the school. The progress of these children is regularly monitored for impact in the pupils' learning.

At all stages parents/ carers are fully consulted, and regular meetings held with the teachers working with the individual child.