National Curriculum 2014

‘The National Curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement.’


To find out about the curriculum in each class, click on the class name:

Foundation Stage


Year 3
Year 4
Year 5

Year 6


If you would like further information regarding your child’s curriculum, please contact Mrs Arnold who will arrange a meeting with a member of the Leadership Team.

The school delivers a broad and balanced curriculum which is stimulating and effective.

The school has it’s own unique ARCS Curriculum. ARCS Curriculum is A Real Life, Creative, Skills based Curriculum, providing rich experiences for the children in school. Contextual learning opportunities conducted in creatively designed spaces support all pupils in becoming life long learners. Pupils are offered a “toolkit for learning” which considers the attitudes, values, skills and thinking required for “deep” learning.



The school has formulated its own unique curriculum entitled ARCS. (A Real life, Creative, Skills based Curriculum.)  ARCS curriculum underpins the school’s Mission Statement and vision for the future, as well as the general aims, ethos and life of the school.


ARCS curriculum is based on a set of core values and principles.  All stakeholders played a part in designing the curriculum, i.e. children, parents, staff, governors, business partners, secondary schools and higher educational institutions.


ARCS curriculum design was based on a consideration of the contextual needs of the families, the local context, government requirements as well as research into national and international practice.  Quality First Teaching is at the heart of this engaging, rich and relevant curriculum.


ARCS curriculum is based on the following components – knowledge, skills and attitudes/ values, and is fully inclusive in its practice.


Knowledge symbolised by a Pot of Gold

‘A confident understanding of a subject, with the ability to use it, for a specific purpose.’

Knowledge is taught as 12 distinct subjects with cross curricular links to apply knowledge, where appropriate.  The reasons for this choice of teaching distinct subjects, was based on research completed by the headteacher.

The following findings were paramount:


  • Each subject has a unique contribution to make to the individual as a person – a contribution that cannot be found in other subjects. Each subject supports a child’s thinking, to liberate them as full human beings
  • Children need a solid understanding of subjects in order to make ‘choices’ about subjects in KS3 and University course choices, and children need to know they are investigating a body of knowledge in a particular subject
  • Society needs to produce geographers, historians, scientists etc. Therefore subjects should be taught discretely and be seen as important for their own sake.


Skills symbolised by the 7 colours of the rainbow

‘A specific ability or expertise requiring training’

7 key skills were agreed as –

Communication, Working with Others, Application of Number,

Information Technology, Improving Own Learning & Performance,

Problem Solving, Physical Agility

 These were selected as being relevant for a 21st Century citizen.  A long term plan which maps out these skills, ensures progression.



5 Attitudes to Learning were agreed upon called The Fantastic 5, in order to ensure children develop a positive attitude to learning:

Optistar is Resilient and wears a star badge

Shimmer is Reflective and has a mirror

Motivar is a Risk taker and holds a shield

Sorcerine is Resourceful and carries a wand

Unitor can Remember and keeps a pot of Knowledge


Related to these attributes, the school’s curriculum consists of 22 Values for Living, as follows:

Quality,  Co-operation,  Unity, Understanding, Peace, Honesty, Happiness, Appreciation,  Hope,  Courage, Patience, Love, Caring, Friendship, Humility, Thoughtfulness, Simplicity, Tolerance, Trust, Responsibility, Freedom and Respect.


Together with the 5 traditional British values of Respect, Tolerance, Individual Freedom, Abiding by the Law and Freedom.


 Cross Cutting Themes

 It was agreed that the curriculum would have 3 specific dimensions –


  1. Global – to respond to the world becoming a ‘smaller’ more ‘accessible’ place. Each child develops to become a Global Learner and citizen.
  2. Entrepreneurial – to ensure all children participate, compete and show innovation in their futures. The will be given opportunities to follow the school’s unique entrepreneurial continuum in order to facilitate the teaching of such skills such as: writing a business plan.
  3. Well Being – as a response to a fast paced, pressurised society. Children are taught the life skills of relaxation and dealing with challenging situations. Peace and Harmony afternoons and P4C provide a structured approach to emotional health.


Other important aspects of ARCS Curriculum are: 

  1. What constitutes being an Ideal Learner and Ideal Educator, ensuring children receive an outstanding world class education.
  2. A student Exit Profile which itemises all the experiences a child will have had during their journey through school, in terms of academic, cultural, social, moral, emotional and spiritual.


Balance of Time

In order to ensure full coverage of all aspects of the curriculum, certain subjects are ‘blocked’ for periods of time, ie. Geography (½ year), History (½ year) through enhanced provision areas, PSHCE through focussed small group sessions, Technology through focussed weekly sessions 4 times a year and Computing through half termly foci.


Real Life Learning

A contextual approach secures an ambitious method for learning and teaching, meeting the needs of all children. For example School council elections are run in November around Bonfire night. Children are taught about the history of parliament and politics. During the week children write manifestos and all children vote in a real booth!



ARCS Curriculum provides a Creative approach to HOW to learn and teach the Knowledge, Skills and Attitudes.


Creativity is promoted in the following ways –

  1. As part of the school ethos, e.g. explicit CPD opportunities in relation to creativity.
  2. As a systematic strategy including key features of teaching and learning, eg. time for pupils to persevere with extended learning across all subject areas
  3. Using the classroom as a creative space, e.g. careful use of colour and texture in the learning areas, external environment utilised in order to maximise teaching and learning opportunities
  4. Use of outside organisations eg. opportunities for pupils to work with artists, musicians, performers, designers and other creative professionals, are promoted


ARCS curriculum framework ensures all members of staff have a clear understanding of how to plan creative and challenging lessons.  It also serves as an entitlement to a broad and balanced curriculum for all children.


The curriculum and its delivery improves pupil outcomes on a range of measures including summative and formative assessments and the school’s own Student Exit Profile, which tracks the development of the whole child.



The story of our curriculum journey so far ………………..

  • Regular seminars for all children and staff explaining each new aspect of ARCS
  • Consultation with parents re The Student Exit Profile benchmarking statements
  • Appointment of Experts in Residence to support the quality of certain subjects .e.g. a reading ambassador and Computing Champion
  • A quality Learning and Teaching Matrix – agreed by all staff
  • Implementation of High 5 Groups
  • Life Long Learning foci using Talk Cards to support conversation in the home
  • School Council views gathered on ‘What makes an Outstanding lesson’
  • Criteria agreed for ARCS curriculum learning space
  • Introduction of House days
  • Introduction of Evelyn Etiquette
  • Inspire afternoons to promote Parental Involvement


The story of our curriculum journey continued …………………

  • Adjustments made to the Fantastic 5
  • Gathering the views of Business Partners regarding the qualities needed in their employees – to integrate into ARCS Curriculum
  • Research on Changing Mind-sets integrated into the curriculum
  • ‘Forest School’ activities introduced for every year group
  • Change of language used for Assessment. e. use of Depth of Learning Index for core subjects and Milestones to Mastery for Foundation subjects
  • Satellite groups to self-evaluate aspects of school improvement through application for varied awards
  • Enrichment of Enhanced Provision areas
  • Expansion of ‘Experts in Residence’ to include sports, geography and history ambassadors
  • Examples of Mastery for children and staff in Maths and Writing displayed in the Room of Requirement
  • Online tutorials to support parents at home
  • Master classes led by each subject leader for all other teachers
  • Monitoring of the Student Exit Profile



The success of ARCS curriculum has been recognised by various awards, e.g. Various Educate Awards, Maths Mark, Reading Mark, Science Mark, School Games Active Mark.


Other schools in and beyond this Authority, have purchased information packs re; ARCS curriculum, to introduce into their own school.


We continue to review and enrich our curriculum at all times, as we consolidate it through a consistent approach across the school.



Information About Each Curriculum Subject


Mathematics is a fundamental life skill.  It helps children to make sense of the world around them.  Opportunities are orchestrated to provide learners with real life contexts in which to apply knowledge and skills.

Our aim is to develop an interest in, and enjoyment of, mathematics by creating learners who are;

  • confident with numbers and have a good ‘number sense’
  • agile in their recall, use and application of basic facts
  • fluent in mental arithmetic methods
  • accurate in their understanding of calculation
  • able to make connections by identifying patterns
  • able to make decisions and reason about approaches, solutions and  conclusions
  • flexible in their approaches in order that they can solve problems and investigate concepts



English is the facilitator for all subjects and is essential to participating fully as a member of society. Such importance is reflected in the dominant role we have nurtured for it in our school. Its mastery empowers the learner and is essential for independent learning. We continually strive to plan and deliver an outstanding English curriculum by; planning opportunities for creative and ‘real life’ learning, providing high quality resources and planning for a balance of knowledge and skill based learning.

Long term planning frameworks reflect our high expectations for the teaching of Reading, Writing, and Speaking and Listening. These frameworks ensure continuity and progression.

The curriculum for English aims to ensure that all pupils:

  • read easily, fluently and with good understanding
  • acquire a wide vocabulary and understanding of grammar
  • appreciate our rich and varied literacy heritage
  • write clearly and coherently, adapting language and style in, and for, a range of contexts, purposes and audiences
  • use discussion in order to learn
  • are competent in the arts of speaking and listening, making formal presentations and participating in debate



Our aim, in the teaching of Art, is to provide the necessary tools, techniques, skills and opportunities to stimulate the children and develop their creativity.

From Nursery to Year 6, children have opportunities to explore a variety of media including drawing, painting, printmaking, collage and sculpture. As the children develop and explore new techniques they will work collaboratively to produce large scale pieces and paintings.

Each class will also develop their knowledge of various artists, architects and designers. They are encouraged to engage in their own research and from opinions about the work of others.

The school is a vibrant, colourful environment and the children are surrounded by stimulating displays and other artists’ work, inside and outside the school. The work children produce in art lessons is displayed and valued.



In Science we aim to create a sense of ‘Awe and Wonder’ for our children, in relation to the world around them.

Through a practical, hands on approach children are encouraged to explore, investigate, observe, hypothesise and reason when learning.

The development of a ‘Science Lab’ enables science to be taught in a real life context, with children wearing safety goggles and lab coats for science lessons as well as using i-pads to further research scientific concepts.

Through the introduction of the new National Curriculum 2014 we aim for all pupils to develop their scientific knowledge and conceptual understanding. With specific Chemistry, Biology and Physics units the children develop an understanding of all aspects of science.

We also aim to develop an understanding of the nature, processes and methods of science, to enable the children to ask and answer scientific questions about the world around them and communicate their understanding at their own level.



A high quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically demanding activities. It provides opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

At Key Stage 1, pupils should develop fundamental movement skills, become increasingly competent and confident, and access a broad range of opportunities to extend their agility, balance and co-ordination, both individually and with others.

At Key Stage 2, pupils continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other.

At Evelyn, we have a proud heritage of competing at a high level in many sports teams such as football, netball, rugby, swimming, cricket etc. We have a ‘Wall of Fame’ which displays our elite athletes’ achievements and showcases our competitions and our successes. We have strong links to other schools, sports co-ordinators and clubs and are proud of our P.E. curriculum.


Design Technology

Our aim for Technology is to develop the confidence and competence to identify, examine and solve real life problems. Pupils develop appropriate vocabulary to design, make and evaluate. This is an integral part of all teaching and learning.

The pupils are given opportunities to develop their capabilities in order to produce accurate work, while giving thought to the constraints of time and cost. A variety of hand tools, materials and equipment is used with thought to safety. At all times the pupils are encouraged to develop their evaluative skills and to take pride in their ability to design and make.

Our theme weeks give children the opportunity to consolidate and extend their knowledge and understanding of structures, textiles and food technology.

From Nursery to Year 6 children are given the opportunity to extend and consolidate their knowledge in a progressive framework.


PSHCE/Philosophy/Relax Kids/Wellbeing/Values for Living

These themes are explored from Nursery through to Year 6. Areas which are dealt with in appropriate year groups include:

  • Friendship
  • Respect
  • Feelings
  • Bullying
  • Growing Up
  • Attendance
  • Absence
  • Punctuality
  • Relaxation
  • Personal wellbeing
  • Meditation
  • Asking rich questions

The children are introduced to, and learn, many aspects of life through our numerous visitors and external visits. We encourage the children to follow our one school rule which is: Respect for ourselves, for others and for the world. We aim to make every child feel important, to have self-respect and respect for others.



Through learning about the past, children will be encouraged to train the mind in a disciplined way, through the use of knowledge, application, analysis and judgement – leading to a greater understanding of the past and present.

We aim in History to develop the pupils’ knowledge and understanding of features of past societies, with particular reference to similarity and difference, change and continuity.

Through learning about their own and other cultures, our children will be given a sense of self respect for themselves and others.

History will inform pupils of the customs and beliefs of the society in which they live. We aim to develop a knowledge of chronology, with which the children can organize their understanding of the past. We encourage children to compare and contrast different periods in history through a particular theme eg. warfare, slavery and culture.

We aim to help children to distinguish between historical facts and the interpretation of those facts.

The use of history enhanced provision areas further extend the children’s understanding of various historical periods.

At Evelyn CP School, children have access to a wide range of sources of evidence and are encouraged to apply the skills of the historian in order to question evidence provided by artefacts, pictures and sources such as books and video.

We aim to provide many different experiences for the children to extend their knowledge and opinions. As well as school-based resources we encourage every class to visit museums or galleries. We also invite outside speakers, which include the Archaeology department at Liverpool University, and drama companies.



Religious Education supports our children in reflecting upon, developing and affirming their own beliefs, values and attitudes. This is done through an exploration of shared human experiences and the place and significance of religion in the contemporary world. The 6 main religions are covered so that children have knowledge and respect for them. Our main emphasis is on Christianity. Spiritual, moral, social and cultural developments are stimulated and encouraged through this subject. The School has adopted the Wirral Agreed Syllabus.

The approach we use in school is cross-curricular, with computing permeating into all other curriculum areas. A Computing Champion works with each class to ensure Teaching and Learning is of a high standard.

Our aims in using computing are that all children will:

  • Enjoy using computing and tackle all applications with confidence and a sense of achievement
  • Develop practical skills in the use of computing and the ability to apply these skills to the solving of problems
  • Use computing as a tool for developing knowledge, skills and understanding for other curriculum areas
  • Understand the capabilities and limitations of computing and the implications and consequences of its use

All classes have access to laptops and ipads with internet access and a central printer. We are continually evaluating and updating our software to ensure it is appropriate. All staff receive regular training. Interactive whiteboards are located in classrooms in each area of the school. Parents of KS2 children are required to give permission for their child to use the internet. Internet access is always supervised.

At Evelyn CP School we ensure that all children are involved in music making which helps them to develop as musicians. We encourage creativity, expression and communication so that all children can develop confidence through successful engagement with music.

A broad range of musical styles and games are represented in the curriculum. Each class also looks at the lives of different classical composers with more of an in-depth study during the year. We value the contribution that everyone makes to the musical life of our school and nurture the capacity that all individuals have to express themselves through music.

Our aim in Geography is to ignite pupil curiosity and enquiry. Opportunities are provided for pupils to share their understanding about the world they know and to develop a deeper knowledge of the wider world.

The planning of teaching and learning in Geography allows pupils to develop and make progress using a real life, skills based and creative approach. Throughout the school, geographical enquiry, skills and fieldwork form an important part of pupils’ work and development in Geography.

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