Swan Lane First School

Learn, Play & Grow Together

Rynal Street, Evesham, Worcestershire WR11 4QA

01386 446540

[email protected]

Our Curriculum 

Swan Lane’s Whole School Curriculum Aims


We aim for our school curriculum to enable all pupils to:

  • Acquire basic knowledge of mental and physical skills appropriate to their individual needs at school and to their future role as citizens.
  • Be able to adopt and apply their understanding and skills in a variety of situations
  • Develop an independence of thought that encourages reliance and flexibility and allows them to play a full part in society
  • Develop a reasoned set of attitudes, personal moral values and beliefs that lead to respect, tolerance and understanding for all people, but particularly for those of different social, ethnic and religious backgrounds
  • Acquire an understanding of the contemporary social, cultural, economic and political order and the interdependence of individuals, groups and nations
  • Understand the nature of human achievement in science and the arts and experience personal achievement in these fields
  • Evaluate continually their own performance against commonly agreed and realistically determined objectives
  • Acquire self-confidence, self-respect, self discipline and self motivation so as to be able to continue the learning process throughout adult life and to operate successfully in society
  • Use language, number and information technology effectively


The Curriculum must be:

  • broad so that, as a whole and in its parts, it introduces each learner to a wide range of concepts, experiences, knowledge and skills and promotes spiritual, moral, social, cultural, intellectual and physical development
  • balanced so that each area of the curriculum is allowed sufficient time for its contribution to be effective and a variety of teaching strategies, learning activities and assessment opportunities are selected
  • relevant so that all subjects and elements contribute to a sound education which prepares pupils for the opportunities, responsibilities and experiences of future life
  • coherent so that its various components are connected logically and the links are clear to each learner
  • differentiated so that what is taught and how it is taught is matched to and develops individual pupils’ abilities and aptitudes
  • continuous so that pupils make progress in their learning and in the development of their skill base and discontinuities and repetition are avoided within each institution and between phases of education
  • participatory so that the child, parent, teacher and community is given the opportunity to contribute to determining the curriculum and pupils are actively involved in the learning process and encouraged to undertake learning throughout their lives
  • bespoke so that the curriculum reflects the locality in which the children live and also addresses gaps in children’s knowledge in areas that fall outside the traditional curriculum.