Safeguarding Notice

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Crockerne Church of England Primary School

To be the best me that I can be

Curriculum Overview

Remote Learning

Our remote leaning matches the curriculum we are teaching in school.  On the class pages you will find timetables with the length of time the work should take.  If you are finding work is taking longer that that then please speak to the class teacher - to see how we can support further. If the work is taking much less time than specified the please speak to the class teacher so they can look at the detail and provide an extension activity if needed.

All work is set through Tapestry or Purple Mash - if you have trouble with your login please email the school office - and we will forward it to the relevant staff member.


Teachers will organise and communicate times to pick up additional resources you may need.

We have some additional devices at school (Thank You Friends) please let us know if we can provide something to support you.

Please ask us for any support you  need - we will help wherever we can.

Guide to Remote Learning


The Crockerne Church of England Primary School Curriculum


We have spent a lot of time investing in designing a high-quality curriculum so that the children at Crockerne get the best out of their time with us. However, there is no use in designing a high-quality curriculum if we don't also consider what it is that we, as teachers, are going to do to make sure that the children can get the most out of it. 


The image below shares some of our core teaching principles that we intend to use when we deliver our curriculum. Many of the principles are already being seen in school. We continually hone our curriculum and respond to the best educational research.  


On our subject pages you will find the core teaching principles are in place throughout all we do. You will find that we are developing our Knowledge Organisers for the general areas of learning within the subjects. Class teachers also produce mini Knowledge Organisers that focus a unit of learning (3 to 4 weeks) within a project.


Crockerne Church of England Primary 

Curriculum Statement



The Crockerne Curriculum



At Crockerne Church of England Primary School, we have developed the curriculum to ensure that the Early Years Foundation stage and the National Curriculum is taught comprehensively throughout the school.


The exciting and engaging topics covered in each phase have been set by the Senior Leadership Team and Phase Leaders, however the teaching staff still have flexibility to manipulate and devise a new take on each topic every academic year. This helps to ensure that each project remains exciting, creative, individual and gives the children some ownership over their learning.


At Crockerne, we believe every child benefits from different approaches to learning and are constantly developing our curriculum to be as flexible and inclusive as possible.


Our curriculum is led by Mrs Lara Furmidge and Mrs Laura Hill.


Crockerne C of E Primary School’s curriculum is designed to invoke enquiry, and nurture curiosity and creativity while connecting children’s learning to the real world through achieving high standards.  We aim to provide the children with a safe place to try out new things and deepen their understanding of the curriculum areas, through a ‘hands on’ approach to their learning. Our school values support the children becoming independent learners, who aim high and respect the Christian ethos of our school. Becoming ‘The best me I can be.’


We use a project-based approach to our learning that enables children to see the links between subjects across the curriculum and deepen their knowledge and understanding of both the curriculum and the world around them.

We use the National Curriculum as the guide to determine the content of our ‘Instructional Programme’ for each subject, which then sets out the detailed knowledge the children will learn in all areas of the curriculum.  This is then used to plan in depth projects across the school.  You can find details of these on our class pages.   


Our projects are ‘Rigorous, Engaging, Authentic Learning’, using children’s interests and abilities, and areas that excite them.  Our projects always start with an engaging (non-googleable) question. For example: Year 3 /4 have a project called ‘Can you save the planet with words?  This is a geographical/Environmental focused study where the children learn about the human and physical geography of the planet and the impact of environmental issues; such as pollution and global warming.  Through their studies they use the power of words to write informative and powerful pieces to give voice to their concerns. Previously, when the children studied this they took centre stage at the local community hall, reading and rapping poems about environmental issues that they had written themselves, which drew a very positive community response. The next time this project is taught, the end-product may be a book or a play.



Whilst assessing the children against the national assessment criteria we are also continually assessing their learning behaviours, how they approach problems and real life situations. This is enhanced by a whole school initiative that uses a gem point reward system linked to learning ‘Gem powers’. (For example, ‘Ruby power’ relates to supportive and empathetic behaviour; ‘Sapphire power’ relates to focus and determination.)


By inviting different professionals and specialists into school and visiting other institutions we are creating links so that the children see at first-hand what they can aim for in life, which professions they might want to pursue and ways in which they can achieve this. Through our projects, we are tackling issues such as obesity and understanding healthy lifestyles and that whatever background you have, there is nothing that you cannot strive to achieve.

Through the planning of projects and cross-referencing the knowledge, we put equal weight on all areas of learning and ensure that pupils see all subject areas as important and interconnected.



The design of the curriculum has been developed so that we provide as many cross curricular links as we can to ensure the curriculum emphasises high standards in both core and foundation subjects.


We are an inclusive school and a firm school community.  We celebrate the children’s learning through the use of rewards based on our ‘Gem Powers’. Our curriculum is accessible to all children, and staff ensure that all learning styles have equal access.


Curriculum research is always developing.  As a school, we embrace new developments; we will continue to adapt our curriculum to develop the best learning for our children.



Whole School Curriculum Overview

September 2020 - Recovery Curriculum


Firstly we would like to thank all our families for supporting the children's learning during lockdown.  We do have some changes and restrictions to make to our curriculum as we reopen.  Our plan for term one is to work with the children to see where any gaps in learning are.  We will then tailor our curriculum offer to include closing these gaps.  Subject leaders have analysed their areas and told each phase the key knowledge that needs to be taught in order to return to our project cycle as soon as possible. For example in year 5 /6 we will be teaching a mini project based on the Ancient Mayan civilisation as this is an area where the children do need to learn the basic knowledge.There will be some programmes we run throughout the year.  On each class page you will find our project overview - this is how it would run without Covid 19.  We want to get back to this as soon as possible.  If you have any queries please speak to your child's class teacher.


Curriculum Vision

The Purpose of our Curriculum