Curriculum Intent Statement


At Manaccan 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.

VOICE-Vocabulary, Outcomes, Integrity, Communication & Enquiry 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. 


Vocabulary-our intent is to provide children with the language required to be articulate learners.


Outcomes- Our intent is to challenge children to achieve their best outcomes.


Integrity- Our Intent is to enable children to be good, tolerant and empathic citizens of the future.


Communication- Our Intent is to enable our children to be good communicators in their written, oral and creative work.


Enquiry- Our intent is to enable children to develop curious, enquiring minds.


We celebrate diversity within our school community.  The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values.  Our intent is 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.


Our small village community’s involvement is an essential part of our curriculum as we celebrate local traditions.


We aim for our children to leave Manaccan with 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.


Curriculum Implementation


Our Curriculum journey begins in the Early Years.  We introduce the fundamental skills and build upon these through a child’s school journey up to Year 6: a bottom up curriculum.


The curriculum consists of many planned experiences in school and out: subject specific lessons, & standalone subject days, assemblies, clubs, sports, trips and visits, workshops, residential camps, fund raising and community work.  Outcomes are 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 core concepts that are the ‘golden thread’ through each subject are used as building blocks to enable our pupils to progress.  Knowledge and skills (see appendix 1) are, where possible, scaffolded within a theme or context each half-term and a progression of learning is planned. In order to ensure that progression and balance is maintained the programmes of study have been mapped across each key stage on a rolling programme. 

All teaching staff devise learning sequences which are flexible and rely on ongoing assessment to respond to the learning needs of all pupils.  No pupil is ‘left behind’ or remains unchallenged.  Units are designed in order for children to make links across the curriculum and to give opportunities to enable children to be global citizens. Planning for themed units ensures that knowledge and skills are pitched correctly and build on prior learning. Lessons are also carefully sequenced to ensure progression in a unit.


Operating a two (KS1) & four (KS2) year rolling programme across all year groups ensures that our mixed age classes explore different learning units throughout their schooling.  The breadth of each unit means that, while our KS1 children were learning about the Great Fire of London, the KS2 children were exploring WW1.  The broad themes also provide opportunities for pupils to reinforce and develop the core concepts and skills in other subjects when appropriate, so for example a history unit on WW1 could link to a historical narrative, significant war poetry and non-fiction texts linked to English and investigating the people and artists affected during the period and how this has influenced their art in an art lesson.


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.




It is recognised that for some pupils the repetition of knowledge and skills to embed the learning is an appropriate and important intervention which may take the form of pre-teach to build confidence in learning before the lesson.  Similarly, support with emotional literacy to access learning may be a vital intervention either in the lesson or alongside learning or out of class as a separate lesson or series of lessons.




Teaching and learning follows the national guidance and legislation for the EYFS.  Pupils have indoor and outdoor continuous access to all seven areas of learning both prime and specific areas of learning: Communication & language, Personal, Social & Emotional Development, Physical Development, Literacy, mathematics, Understanding the world & Expressive arts & design.


We foster and promote the Characteristics of Effective Learning through all that we do. 


We are currently mapping and developing our EYFS long term plan based on the new EYFS framework.  Our intent is that it will be progressive building on pre-existing skills.  It will also encompass the context of school, our school driver ‘VOICE’, what our children bring as a starting point, the school calendar and make reference to the Ks1 provision.  Implementation will also be informed by Development Matters and preparing our children for ‘year one readiness’. Impact is measured formatively and this informs our summative assessment which is based on a holistic view of what our children can demonstrate against each ELG at the end of the Reception year.


Curriculum Entitlement


All pupils have access to a rich and challenging education which takes account of their individual interests and needs. 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 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
  • Local woods



  • Helston Museum
  • Remembrance Day


  • Visit Truro


  • Theatre Visit (Minack)
  • World Book Day-Dress up as a book character
  • Kestle Barton Literacy Day
  • Shakespeare workshop
  • End of year performance



  • Artist in Residence


  • Brass
  • Guitar
  • Piano
  • End of year performance
  • Christmas service
  • ‘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. 




Pupils across the school access daily maths lessons with a focus on varied fluency, reasoning and problem solving activities. We use the White Rose Scheme of work throughout both key-stages and 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. (see 7 aspects of reading on our school website) 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.  Ongoing reading challenges are implemented to encourage regular reading at home.  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.


Phonics is taught using Read Write Inc (RWI) materials.  Pupils are immersed in a directed teaching approach which embeds systematic phonic skills as the core skills for reading.  Sounds are taught in a specific order and regular assessment ensures pupils are grouped according to their ability.  Daily phonics sessions are delivered in EYFS & Ks1.




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.


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, history of art 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.


Our intent in PE is to promote physical activity and healthy lifestyles.  We are fortunate to have a Cluster PE specialist to advise and support our PE curriculum and provision.  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.


Modern Foreign language (MFL) taught is French and is taught across Ks2.  Pupils progressively acquire, use and apply a growing bank of vocabulary organised around topics.  All of these approaches help to equip our pupils with the skills to be confident citizens.


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. Blackberry picking, visiting the local woods for story-telling, writing and maths activities.


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.  Our ‘ongoing’ approach to marking ensures feedback is targeted appropriately and meaningful. Key lessons are used as assessment points where acquisition of knowledge & skills are recorded. Medium term assessments which are cross referenced to our skills progression, inform future planning of units of work.  


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

EYFS Long Term Plan 2022-2023

Key Stage 1 Knowledge Organisers and Overviews
Key Stage 2 Knowledge Organisers