At Coverack School our broad and balanced curriculum is designed to: recognise children’s prior learning, provide first hand learning experiences, allow our children to develop good communication skills and based on the principles of the EYFS ‘Characteristics of Effective Learning’ i.e. promote exploration, active learning and develop their creative and critical thinking.

Every child is recognised as a unique individual.

Diversity, Identity, Vocabulary & Enrichment(DIVE) form the rationale for our curriculum and what drives it going forward i.e. What is it we want for our children and what are we going to do to achieve it.  We aim to celebrate diversity within our school community and beyond.  We aim for our children to leave Coverack school with an understanding of their identity: a sense of belonging to a tightly knit community where they have the confidence and skills to make decisions, self-evaluate, make connections and become lifelong learners.  We acknowledge that our pupils need the language & vocabulary to be articulate learners.  Our small village community’s involvement is an essential part of our Enrichment curriculum as we celebrate local traditions.  We recognise that during the Covid pandemic our children have potentially experienced trauma over the closure period: thus re-establishing the enjoyment of being in school is paramount.

The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values.  We aim to provide enhancement and enrichment opportunities to engage learning and believe that children should be happy, enquiring and foster a thirst for new experiences and knowledge.  We encourage our pupils to take responsibility for their own learning and future success.

Curriculum Implementation

The curriculum consists of many planned experiences in school and out: lessons & standalone subject days, assemblies, clubs, sports, trips and visits, workshops, residential camps, fundraising and community work.  Outcomes may be designed to meet the requirements of the National Curriculum, EYFS outcomes, RE Cornwall Syllabus, our ‘Values for Life’ but also to develop the skills needed for learning and for life.  Our vibrant and rich curriculum is designed so that the subject specific skills (see appendix 1) are where possible scaffolded within a theme or context each term.  In order to ensure that progression and balance is maintained the programmes of study have been mapped across each key stage.   Units are designed in order for children to make links across the curriculum and to give opportunities to enable children to be global citizens.

Operating a two (KS1) & four (KS2) across all year groups ensures that our mixed age classes explore different aspects of the unit throughout their schooling.    The broad themes also provide opportunities for pupils to develop skills in other subjects. 

We currently structure our curriculum with a ‘drop-down curriculum day’ where in once a week all the children are taught together.  The ‘drop-down day’ covers subjects such as PSHE, RE & Forest Schools.  Careful consideration has been given to the timetabling of other subjects during the rest of the week to ensure pupils receive the appropriate entitlement.

Two & Four Year Rolling Programme

Our calendar of the two (ks1) & four (Ks2) year rolling programme in ks1 & ks2 can be found in appendix 2 & 3.

In EYFS we always use the children’s play as a starting point to their learning and promote the Characteristics of Effective Learning through all that we do.  We are currently developing our long term plan based on the new EYFS framework.  This will aim to be progressive and a curriculum which builds on pre-existing skills.

Curriculum Entitlement

All pupils have access to a rich and challenging education which takes account of their individual interests and needs.  Key knowledge and skills have been identified for all subjects and a progression of learning is planned.  Key ‘concepts’, that are the golden thread through each subject, are used as building blocks to enable our pupils to progress. All teaching staff devise learning sequences which respond to the learning needs of all pupils.  No pupil is ‘left behind’ or remains unchallenged.  We continually endeavour to give every child the same opportunity to succeed, maintaining a clear focus on equity and closing the gap between our vulnerable children and non-vulnerable.  There is an equal focus on More Able pupils. 

We also enrich the curriculum with experiences that pupils may not have had the opportunity to be part of in their home lives:



Enrichment Activities:


  •          Cooking
  •          Growing in garden


  •          Healthy Diet (Chartwells Workshops)


  •          Goonhilly visit


  •          Visit Newquay zoo
  •          A day at the beach
  •          Poltesco Woods



  •          Truro Museum
  •          Remembrance Day


  •          Roskilly’s
  •          Visit Truro/Plymouth


  •          Theatre Visit (Minack)
  •          World Book Day-Dress up as a book character
  •          Kestle Barton Literacy Day


  •          Artist in Residence


  •          Drums
  •          Violin
  •          End of year performance
  •          ‘Child’s Eye View’


  •          Visit Truro Cathedral
  •          Daya Hindu workshop


  •          Competitions (Mullion Cluster)
  •          Swimming
  •          Sailing

Values for Life

We use ‘Values for Life’ which is a rolling programme of values which are introduced in assemblies, discussed in class and promoted through activities.

We ensure that there is appropriate coverage of Fundamental British Values.  Children are taught to take personal responsibility for their own thoughts and actions.


PSHE is delivered as a ‘standalone’ subject also reinforced in other areas of the curriculum.  As well as encapsulating all the requirements of the National Curriculum, it also strengthens pupils’ physical health, educates pupils about their mental wellbeing, equips pupils with skills for life, encourages the right values and maintaining a healthy lifestyle and teaches necessary survival skills.

Our RSE curriculum follows the ‘Christopher Winter Project’ scheme of work.

Subject Leaders

We have English & Maths subject leaders who oversee, develop and monitor the effectiveness of their subject across all year groups within our school.  Being a small school, the foundation subject responsibility is shared among the whole school team. Staff are committed to delivering high quality learning experiences throughout the curriculum.  Support staff have developed their strengths in order to further enhance the quality of learning.  

Early Years Foundation Stage & National Curriculum


Our maths curriculum covers everything from cooking with weights and measures to solving calculations using division and algebra!

In Ks1 & Ks2 we base our teaching on the ‘White Rose’ calculation policy. Calculation is taught and practised over and over again!  Children are taught to apply these skills to problems which then helps them reason about number.  These skills are transferable to everyday situations which enable maths to be seen as an integral part of life.


Writing is an essential part of our curriculum offer.  We have lots of wonderful opportunities to inspire writing such as books, small world, film clips, visitors in and visits out.  We strive to equip our children to develop a rich vocabulary which can help them bring their writing to life.  Basic skills and an agreed set of ‘non-negotiables’ underpin writing in all areas of the curriculum.  This starts in EYFS where pupils learn how to hold a pencil and begin to form their letters, words and sentences.  Teachers model the writing process and demonstrate the standard that is expected of all children.  Every child is encouraged to let their imagination and personality shine through their writing.  We also use Pie Corbett’s ‘Talk for Writing’ approach, when appropriate, to help pupils create their own writing inventions.  Writing is often linked to other subjects, finding real life reasons for our children’s writing to enthuse them with purpose.

Reading is also a fundamental part of everything that we do.  Our children enjoy high quality texts across the curriculum and reading skills are taught explicitly.  Alongside skills of decoding and comprehension, book talk encourages children to think as a reader and discuss their preferences, likes and dislikes.  Reading is encouraged.  We realise the importance of providing children a welcoming, nurturing library environment where they can immerse themselves in reading for pleasure.  We have recently restocked and reorganised our school library which children readily have access to.  Older pupils have been given the responsibility of school librarians.


In our rapidly evolving world science is a vital part of our curriculum intention.  Science stimulates and excites pupils’ curiosity about phenomena and events in the world around them.  It also satisfies their curiosity with knowledge.  As science links with direct practical experience with ideas, it can engage learners at many levels.  Scientific method is about developing and evaluating explanations through experimental evidence and modelling.  Pupils learn to question and discuss science based issues that may affect their own lives, the direction of society and the future of the world.

At Ks1, pupils observe, explore and ask questions about living things, materials and physical phenomena.  They begin to work together to collect evidence to help them answer questions and to link this to simple scientific ideas.  They 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 computing as appropriate.

At Ks2, 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 other contexts.  They carry out more systematic investigations, working on their own with others.  They use a range of sources in their work.  They talk about their work and its significance, using a wider range of scientific language, conventional diagrams, charts, graphs and computing to communicate their ideas.

Foundation subjects (see individual curriculum statements on website)

The Intent, Implementation & Impact of each foundation subject is given careful consideration in the delivery of all foundation subjects. Assessments will be carried out termly & inform the next term’s plan.

Design and Technology is a subject which our pupils are involved in designing and making things from food, textiles and resistant materials.

In Art children have opportunities to paint, draw, print, make collages, use fabrics and threads and paper fold.   They are taught the skills and techniques and then given the opportunity to practise them to produce individual and group pieces of work.  Children are encouraged to critically evaluate their own work and that of the others in order to learn from their experiences.  Children have benefited hugely from working with local artists.

Our Music curriculum is designed to progressively develop children’s skills in the areas of musical appreciation (listening and discussing), performance on instruments and with voice, composition and recording and evaluating musical performances.   We enhance our pupil’s experiences by accessing provision such Cornwall Music Trust’s ‘First Access’ and inviting visiting musicians/artistes/orchestras to perform and run workshops.  We have an annual summer, musical production, which is always a great success and well received.

RE is based on the agreed Cornwall syllabus.   It is an entitlement for all children.  It does not seek to impress religious beliefs on children or to compromise the integrity of their own beliefs by promoting one religion over another.   Parents have the right to withdraw their child from RE.

Our Computing curriculum is designed to equip children with skills and understanding to live in a technological world; this includes being able to use a variety of computer software and coding programmes.  There is an importance on Online Safety for all year groups.

Physical Education is where our children are encouraged to participate in all activities supported by the partnership with Mullion Secondary.

The aim of PE is to promote physical activity and healthy lifestyles.  We are fortunate to have an expert PE teacher to lead our PE sessions.  Children take part in games, gymnastic movement, dance and athletic activities using indoor and outdoor environments.  Children can take part in after school clubs and have the opportunity to compete against other schools.  In Ks2, children go on a residential course for outdoor activities.  Children also have swimming lessons and sailing lessons led by HRCST.

Outdoor Learning

We encourage children to be responsible for and respect the local community and environment giving them a sense of belonging and ownership of the place in which they live.  We explore the local area, integrating subjects so that meaningful activities can be planned and delivered. E.g. pancake races on the beach, beach cleans.

Visits & Visitors

We recognise that children’s learning is enhanced by different experiences.  We offer a wide range of visits which we use to motivate and engage learning which improves retention. E.g. The Minack Theatre, Geevor Mine.

Regular visitors in school give the children another perspective on values, attitudes, learning and understanding.  These include charities, people from different professions and the community.


We believe that all children are entitled to a broad and balanced and relevant curriculum through which we support children with additional needs.  All children are encouraged to achieve their full potential and to be included in the social and academic life of the school.  We aim to provide educational experiences that take into account the individual needs of the children, appropriate to their level of ability. 


The ‘impact’ of our curriculum provision is measured by rigorous ongoing formative assessment.  Termly assessments, which are cross referenced to our skills progression inform our next term’s plan.  

Our formative assessments support the summative assessment at the end of each academic year.  We moderate a selection of children’s work with other schools within our Trust to agree whether the child is working towards National Age-Related Expectations (NARE), at National Age-related Expectation (NARE) or working at a Greater Depth.  Our summative assessment is reported to parents at the end of the school year in the format of the ‘Annual School Report’.


Appendix 1 - Progression of Skills
Appendix 2 - KS1 Long Term Plan
 Appendix 3 - KS2 Long Term Plan
Medium Term PE Planning
EYFS Skills