The Curriculum

"For nothing is impossible with God"

Luke 1:37



Together, we strive to provide a safe, nurturing and challenging environment within our Christian ethos of kindness and respect.

We share a passion for life-long learning and strive for the best for ourselves, others and the World.

Children are encouraged to become independent, curious and resilient learners with the ability to learn from their mistakes and accept challenges.


At Dilton Marsh C of  E Primary School we accept the widest possible definition of the word curriculum “All that is experienced in school, whether planned or unplanned”. This definition encompasses concepts such as ethos, crucial to our definition as a church school, and holds the school accountable for the conscious and unconscious lessons it teaches the children in our care.

We have designed our curriculum to prepare our children for their future.  We recognise that a curriculum has to be broad, balanced and offer pupils opportunities to grow as individuals as well as learners.  Our children come from a range of backgrounds and we believe the role of our curriculum is to give everyone an equal chance of success in everything we do.  Everyone is valued and everyone has a part to play in our school community.  We are a caring, nurturing school and have faith that through inclusion everyone has the potential to succeed.  Our knowledge of the children and our community shows demonstrates that opportunities are not equal for all; through our curriculum we attempt to even this out and give further opportunities outside of the classroom. 

Believing in ‘Nothing is impossible with God’ enables pupils at Dilton Marsh to have the strength to challenge, believing all things are possible, and inspired by the stories about Jesus to have courage and strength.  Our aim at Dilton Marsh CofE Primary School is to ‘grow’ individuals who have aspirations and are able to make positive contributions to our future society. 

Our curriculum design is driven by our Dilton DRIVERS, the aspects that we feel our children need to develop through their time at Dilton Marsh:

Dreams and Aspirations

Responsible Citizenship


Variety of Experiences

Equal for all

Resilient and


Through the cyclical nature of the curriculum children are able to overlearn and reflect on links between areas and subjects.  In this way ideas are remembered and learnt.  New knowledge and skills build on what has gone before towards clearly defined end points. The curriculum enables children to reflect on their place in the world and in society, equipping them with the Cultural Capital they need to succeed.  It opens up possibilities for their future.  Through our curriculum we encourage children to become responsible citizens, prepared for the modern world.



Whenever making decisions about our teaching and curriculum the leadership and management will reflect on our key Dilton Drivers alongside our vision and values to ensure that decisions are made for the right reasons for our Dilton Marsh children.

Through KS1 and KS2 we plan learning driven by quality texts to inspire discussion, support the reading and provide quality writing opportunities in all areas.  These texts are supported by a thematic approach in other areas of the curriculum, which whenever possible, tie in in with the main theme of the texts.  Themes are organized across the term and across the year to ensure that there is a variety of subject driven themes covering the National Curriculum.  This approach ensures that children are immersed in an area and can learn and reflect on their learning in order to remember.  Through breaking down learning into smaller daily bites, learning is effective and retained in the long term memory. Connections are made to previous and future learning.  As a result of the organization of the curriculum some weeks children may focus on one curriculum area at the expense of others but over the year this will be balanced to ensure coverage is Broad and Balanced.  Some subjects (PE, Music, ICT,MFL) will remain discrete to ensure high quality teaching is secured.  These subjects are taught by Subject Specialists who have expert knowledge of the subjects that they teach.  In other areas of the curriculum teachers are supported by subject specialists within the Acorn Education Trust to address any gaps in their knowledge.  In this way children are not disadvantaged.  Teachers use assessment to check children’s understanding in order to inform their teaching.  This ensures knowledge and understanding is embedded and transferred to long term memory. 

English is taught daily, focusing on three areas, Reading, Writing and Spelling, Punctuation and Grammar (SPaG).

Reading is prioritised across the school.  Alongside the reading curriculum which develops children’s fluency, confidence and enjoyment in reading there is a sharp focus on developing children’s comprehension and phonics skills.  A rigorous and sequential approach to vocabulary further strengthens the children’s ability to access the full curriculum offer. In the Early Years and Year 1 phonics and Early Reading is taught through Little Wandle Scheme. 

Writing is taught progressively across the school building on key skills and knowledge.  Alongside Composition skills SPaG, handwriting and spelling will be taught discretely.

In Maths we use Power Maths to ensure progression and consistency.  Children will use a combination of text book and practice books to complete work.   Throughout teaching a Mastery Approach will be used.

Science is taught following a Scheme of Work devised by Dilton Marsh teachers.  This is adapted from Focus Education Scheme.  The Dilton Scheme explicitly identifies the skills, knowledge and vocabulary to be taught in each class.

We follow the Discovery RE Scheme of work in RE.  This ensures that there is progression across the school and that faiths are taught.  These are repeated throughout the school so that children gain a deeper knowledge and understanding as they get older.

Teaching PSHE and RSHE through the Jigsaw Scheme of Work ensures we build in teaching of the fundamental British Values in a systematic way.  The Scheme links closely to the Discovery Scheme.  Class discussions and some activities are recorded in Class Floor books. 

In Geography and History we use Collins Connections, alongside our own skill and knowledge progression documents to plan learning which builds on previous learning. 

Computing is taught weekly in all classes.  The Scheme of Work is based on an Acorn Education Trust model, sequencing skills and knowledge across the school. 

PE is taught by class teachers alongside the Specialist coaches.  To support the planning The PE Suite is used.  Again this ensures progression and consistency and complements the teaching of the PE coaches and the swimming coaches. 

Throughout EYFS at Dilton Marsh Primary School, we follow the Early Years Statutory Framework for the Early Years Foundation Stage.  This framework specifies the requirement for learning and development in the Early Years and provides prime and specific areas of learning we must cover in our curriculum. We have a curriculum that is child-centred and that is based upon topics which engage the children. We encourage active learning to ensure the children are motivated and interested. We take time to get to know children’s interests and their likes to support learning. All areas of the EYFS curriculum are followed and planned for to ensure there is a broad, balanced and progressive learning environment and curriculum. The children will learn new skills, acquire new knowledge and demonstrate understanding through the seven areas of the EYFS curriculum.

A vital aspect in the development of essential knowledge and skills is the use of continuous provision. This means that children are using and developing taught skills throughout the year on a daily basis. Continuous provision practise and principles begin in EYFS and support children to develop key life skills such as independence, innovation, creativity, enquiry, analysis and problem solving.

During the school day, children will have an opportunity to work independently, work collaboratively with their friends and with members of staff. Daily guided activities are also planned to cover different areas of the EYFS curriculum and allow children to develop their next steps in learning. Through observation and discussion, areas of need and next steps are identified for all children to ensure good progress is made. There are also a range of stimulating and engaging activities which the children can access independently and a variety of opportunities for child-initiated play.

In planning and guiding children’s activities we reflect on the different ways that children learn and reflect these in our practise. We will include interventions for groups or individuals if and when necessary. Children in EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside. Our outdoor areas are used all year round and in most weather conditions. We ensure activities support the Characteristics of Effective Learning to ensure learning takes place. These are: Playing and Exploring – children investigate and experience things, and have a go; Active Learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements; Creating and Thinking Critically – children have and develop their own ideas, make links between ideas and develop strategies for doing things.

To support our wider curriculum, we provide regular opportunities for parents and carers to come into school and work with their child, share their work and celebrate successes. We keep parents informed and we meet regularly with them to ensure children’s transition into school and through the EYFS is happy and allows them to reach their potential with the support needed. This includes transition days, nursery visits, stay and play sessions, parent workshops, teddy bears picnic, reports and parent consultations as well as more frequent informal communication to suit individual families.

We support the transition into Key Stage 1 for both child and parents. We prepare children for Year 1 with visits to their new class, meeting the teacher and ensuring the environments are similar at the end of EYFS and the start of Year 1. Parents have the opportunity to meet with new teachers and visit their child’s new learning environment.

If you require any additional information regarding Dilton Marsh Curriculum please contact your class teacher or the Headteacher.