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What does your child learn at school each day? Find information about our curriculum subjects here.

At Coychurch Primary, we will endeavour to provide for our pupils a well-structured and balanced education within a caring environment. In order to achieve this, consideration will be given to each individual child’s abilities and interests, thus providing learning opportunities that will allow every pupil to fulfil their true potential.

The school curriculum for 3 to 19-year-olds in Wales was implemented in September 2008 and established a curriculum for the twenty-first century. The curriculum meets the needs of individual learners whilst taking account of the broader needs of Wales.

The school curriculum at Coychurch Primary:

  • focuses on the learner;
  • ensures that appropriate literacy and numeracy skills development is woven throughout the curriculum;
  • offers reduced subject content with an increased focus on the development of communication, numeracy, thinking and IT skills;
  • is flexible;
  • supports Government policy, including bilingualism, Curriculum Cymreig/Wales, Europe and the World, equal opportunities, food and fitness, sustainable development and global citizenship, and the world of work and entrepreneurship;
  • continues to deliver a distinctive curriculum that is appropriate for Wales. The school curriculum at Coychurch Primary comprises of the following areas:


The Foundation Phase encompasses the developmental needs of children. At the centre of the statutory curriculum framework lies the holistic development of children and their skills across the curriculum, building on their previous learning experiences, knowledge and skills. The Foundation Phase curriculum promotes equality of opportunity and values and celebrates diversity.

Positive partnerships with the home are fostered and an appreciation of parents/carers as the children’s first educators is acknowledged.

Children learn through first-hand experiential activities with the serious business of ‘play’ providing the vehicle. Through their play, children practise and consolidate their learning, play with ideas, experiment, take risks, solve problems, and make decisions individually, in small and in large groups. First-hand experiences allow children to develop an understanding of themselves and the world in which they live.

The development of children’s self-image and feelings of self-worth and self-esteem are at the core of this phase. The Foundation Phase curriculum is planned as a progressive framework that spans four years (3 to 7 years) to meet the diverse needs of all children, including those who are at an earlier stage of development and those who are more able.


Throughout their formative years, children’s learning develops more rapidly than at any other time. However, progress is not even and children go through periods of rapid development and times when they seem to regress. A curriculum for young children should be appropriate to their stage of learning rather than focusing solely on age-related outcomes to be achieved. Children should move on to the next stages of their learning when they are developmentally ready and at their own pace.

Indoor and outdoor environments that are fun, exciting, stimulating and safe promote children’s development and natural curiosity to

explore and learn through first-hand experiences. The Foundation Phase environment should promote discovery and independence and a greater emphasis on using the outdoor environment as a resource for children’s learning.


Seven Areas of Learning have been identified to describe an appropriate curriculum for 3 to 7-year-olds that supports the development of children and their skills. They must complement each other and work together to provide a cross-curricular approach to form a practical relevant curriculum. They should not be approached in isolation. Emphasis is placed on developing children’s skills across the Areas of Learning, to provide a suitable and integrated approach for young children’s learning.

The seven Areas of Learning are:

  • Personal and Social Development, Well-Being and Cultural Diversity

  • Language, Literacy and Communication Skills

  • Mathematical Development

  • Welsh Language Development

  • Knowledge and Understanding of the World

  • Physical Development

  • Creative Development.


Personal and Social Development, Well-Being and Cultural Diversity is at the heart of the Foundation Phase and should be developed across the curriculum. F



The National Curriculum subjects have been revised and restructured. These changes have identified the skills for each subject and a range of contexts, opportunities and activities through which these skills should be developed and applied. The content has also been updated to ensure relevance to the twenty-first century and manageability for learners and teachers.

Pupils will study the following subjects through themes:

Core Subjects Mathematics, English, Science
Foundation Subjects Design Technology, Information Technology History, Geography, Art, Music, Welsh, Physical Education, Religious Education, French*,
Personal & Social Education (PSE)


*French as a modern foreign language is currently taught to children in upper Key Stage 2 (Years 5 & 6)


SKILLS FRAMEWORK (3 to 14 yrs.)

The non-statutory framework has been developed with the aim of providing guidance about continuity and progression in thinking, communication, ICT and number for learners from 3 to 19 and beyond. These are skills that will enable learners of any age to become successful, whether in school, the workplace, at home or elsewhere, and they need to be firmly embedded into the experience of learners across all their learning. Their development underpins the requirements of employers and others and will help to address current concerns about skills’ shortages in Wales and other parts of the United Kingdom, Europe and the wider world. The framework is organised into four sections – the development of Thinking, Communication, ICT and Number across the curriculum (see LNF below).



Literacy and Numeracy Frameworks (LNF) have been introduced into all schools in Wales to improve the literacy and numeracy skills of all pupils. The LNF will replace the communication and number element of the non-statutory skills framework and will be a statutory curriculum requirement. The LNF sets out the skills that learners are expected to develop throughout their time in school, from ages 5 to 14, and is broken down into year groups.

• The LNF is split into components for literacy and numeracy, which are in turn split into strands.

• The literacy strands are Oracy across the curriculum, reading across the curriculum and writing across the curriculum.

• The numeracy strands are developing numerical reasoning, using number skills, using measuring skills and using data skills.

• Each strand is further split into elements, with literacy also broken down into aspects.


  1. The LNF will be used to inform teachers’ assessment of learners’ literacy and numeracy skills and will be reported annually to parents/carers.



Digital competence is one of 3 cross-curricular responsibilities, alongside literacy and numeracy. It focuses on developing digital skills which can be applied to a wide range of subjects and scenarios.

The Framework has 4 strands of equal importance, each with a number of elements.

  • Citizenship – which includes:
    • Identity, image and reputation
    • Health and well-being
    • Digital rights, licensing and ownership
    • Online behaviour and cyberbullying.
  • Interacting and collaborating – which includes:
    • Communication
    • Collaboration
    • Storing and sharing.
  • Producing – which includes:
    • Planning, sourcing and searching
    • Creating
    • Evaluating and improving.
  • Data and computational thinking – which includes:
    • Problem solving and modelling
    • Data and information literacy


Relationship and sex education within the school is taught as part of the topic work being undertaken. It is seen as a way of enabling the children to understand the basic health knowledge in a caring environment. Parents may see details of the school’s sex education programme and materials used if they wish and can withdraw their children from sex education sessions.



PSE prepares learners to be personally and socially effective by providing learning experiences in which they can develop and apply skills, explore personal attitudes and values and acquire appropriate knowledge and understanding.


Specifically the aims of PSE are to:

• develop learners’ self-esteem and a sense of personal responsibility

• promote self-respect, respect for others and celebrate diversity

• equip learners to live safe, healthy lives

• prepare learners for the choices and opportunities of lifelong learning

• empower learners to participate in their schools and communities as active responsible citizens locally, nationally and globally

• foster positive attitudes and behaviour towards the principles of

• sustainable development and global citizenship

• prepare learners for the challenges, choices and responsibilities of work and adult life.



The RE framework has been written to comply with the legal obligations for a locally agreed syllabus, which requires:

• the promotion of the spiritual, moral, cultural, mental and physical development of pupils, including those in nursery settings

• appropriate provision for all registered pupils in every maintained school in Wales, including those in reception settings and those up to the age of 19

• that Christianity should be studied at each key stage and that the other principal religions should be those represented in Great Britain

• that religious education be non-denominational, but teaching about a particular catechism or formulary is not prohibited (i.e. similarities and differences in beliefs, teachings and practices of the religious traditions can be studied).



Welsh is taught as a second language to all pupils throughout the school and opportunities are afforded to promote the Welsh ethos and culture. A Welsh assembly is held once a week and Welsh hymns, prayers and songs are learnt. The school is a member of the Urdd.

Teachers use Welsh as part of their everyday teaching and through this approach, pupils begin to develop skills in Bilingualism. Children are encouraged to practise using the language incidentally in school, for example to greet one another, staff and visitors.

The Curriculum Cymraeg is developed within the school curriculum to help instil the sense of Welsh identity within our pupils. The school also runs an Urdd Club to promote the Welsh language.

There is a school Eisteddfod each year on St. David’s Day when children can wear traditional Welsh costume and compete in a wide range of events for their school houses.

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