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Curriculum Provision

The information below summarises the Curriculum Plan for the year, for each of the classes. If you would like more information regarding the curriculum please refer to the Curriculum Policies or contact school.

At Church Aston Infant School we recognise that the personal development of children, spiritually, morally, socially and culturally plays a significant role in their learning and achievement.  Our aim is to promote high standards of personal behaviour.  Through the curriculum offer we provide  opportunities for children to explore and develop their own beliefs and values, spiritual awareness and gain an understanding of their social and cultural tradition with an appreciation of the diversity of other cultures.  We use the SEAL framework (Social and Emotional Aspects of Learning) to develop children’s social, emotional and behavioural skills.


Opportunities for Spiritual, Moral, Social and Cultural development are planned across the curriculum.  Activities include:


  • Golden rules and Golden Time.
  • School rules
  • Participation in a range of different educational visits.
  • Participation in National Anti-Bullying Week.
  • Participation in workshops and live performances with dance and music from other cultures.
  • Opportunities to learn songs, play instruments and listen to music from other cultures.
  • Studying art from other countries.
  • Reading literature from other cultures and countries.
  • Participation in charitable events e.g. Children in Need, Comic Relief, Sports Relief, Water Aid and collections for the Royal British Legion and Emergency Relief Funds.
  • Use of assembly themes to explore other cultures e.g. festivals, Chinese New Year, Hannukah and Diwali.
  • Links with St Andrew’s Church and other buildings of religious belief.
  • Use of focus weeks e.g. Creative Arts Week to foster an appreciation of art from different cultures.
  • Playground Friends
  • School Council.


The spiritual development of pupils is shown by their: 

  • ability to be reflective about their own beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values;

  • sense of enjoyment and fascination in learning about themselves, others and the world around them;

  • use of imagination and creativity in their learning;

  • willingness to reflect on their experiences.


The moral development of pupils is shown by their:

  • ability to recognise the difference between right and wrong, readily apply this understanding in their own lives, and in so doing respect the civil and criminal law of England;

  • understanding of the consequences of their behaviour and actions;

  • interest in investigating, and offering reasoned views about, moral and ethical issues and being able to understand and appreciate the viewpoints of others on these issues.


The social development of pupils is shown by their:

  • use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds;

  • willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively;

  • acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. The pupils develop and demonstrate skills and attitudes which will allow them to participate fully in, and contribute positively to life in modern Britain.


The cultural development of pupils is shown by their:

  • understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others;

  • understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain;

  • knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop our country;

  • willingness to participate in, and respond to artistic, sporting and cultural opportunities;

  • interest in exploring, understanding of, and respect for different faiths, and cultural diversity, and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.