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Schoolsworks is a multi-academy trust in West Sussex. Our aim is to create small hubs of schools which work closely together to collaborate, share best practice and improve outcomes for children.


Edward Bryant

2020 2021 GALLERY


Our Edward Bryant School Curriculum

As Edward Bryant School is situated in a unique location, perched between the South Coast and the South Downs, we have tailored our curriculum using our environment to enhance our children's learning experience. We have high aspirations for all of our children and celebrate their cultural diversities.  Currently, we have children from over 15 different countries on our role and our curriculum enables individuals to succeed both academically as well as engaging in wider society.

As a result of the large number of languages spoken within the school, we have designed our curriculum to enable the pupils to develop their spoken language and extend their vocabulary.  This greatly benefits all of our children as they are exposed to higher order vocabulary. 

As a starting point when designing our curriculum, we selected high quality texts to study, ensuring that the children will hear a wide breadth of books in their time with us.  We instil in all children a love of reading by using Modern Texts to Historical Classics and include authors such as Shakespeare and Dickens.  We make sure that children and teachers have time to read for pleasure.

We also encourage reading by  welcoming authors to our school to share their stories with the children.  Among others, they have recently included Frank Cottrell-Boyce, Dave Shelton, Sue Hendra and Paul Linnet.

In the Early Years the children are encouraged to experiment with early mark making every day.  This quickly progresses on to all children writing daily sentences.  As they progress through the school, the children are taught to use Talk for Writing techniques which enables them to rehearse spoken language before recording their creative ideas on paper.

All subjects follow a planned progression through the primary school and take into consideration the children's previous experiences, as well as what they will be learning next.  The following photos show some of our year groups learning journeys.

We enhance our curriculum by giving the children extra opportunities that they may not have chance to experience outside of school.  As well as visits to local environmental areas of interest we have also run trips to Chichester Festival Theatre, Weald and Downland Open Air Museum and Pallant House Art Gallery.  On top of this we also  have close links with Chichester University.  We organise two residential trips, one in Year 4 and one in Year 6.  To see what sort of fun the Year 6 children get up to when they travel down to Devon, click here.

You can view our whole school curriculum overview for Year 1 to 6  here.

View Our Early Years Curriculum Here

Reception Curriculum Overview 2020-21.pdf

Reception Curriculum Overview Autumn 1 2021

Reception Curriculum Overview Autumn 2 2021

Reception Curriculum Overview Spring 1 2022

Reception Curriculum Overview Spring 2 2022

Reception Curriculum Overview Summer 1 2022


Art at Edward Bryant School has been designed to engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. It aims to provide the pupils with opportunities to think critically and develop a more rigorous understanding of art and design.

Each year, there are two art units that are designed to develop the skills of drawing, painting, printing, textiles and sculpture, These start from the study of a real object, to enable children to develop the skill of looking critically and closely at an object, before capturing it through observational drawing. Skills are developed through teaching children the techniques that build in sophistication. For example, printing starts with simple printing with objects (cotton reels, leaves etc) to block printing with several colours and cut outs. At EBS we believe that pupils need to be taught skills so that they can select and apply a range of techniques to independent work. All pupils have sketchbooks in which they are encouraged to record both their thoughts and their work.

In order to develop pupils’ critical eye and appreciation of art, pupils discover and learn about great artist in history and develop their understanding of the historical and cultural development of their art forms. Children study works of art in every year group and will be aware of many artists from a range of cultural backgrounds. Pupils are also exposed to rich and subject specific vocabulary.

As well as making links to our key texts, we base aspects of our art work on our immediate environment focusing on objects in the school grounds and the art sculptures in Hotham Park. Local trips include visiting the beach, Pallant House Art Gallery in Chichester and the River Arun.

Updated February 2021

To view our Art curriculum click here.


The aim of our Computing Curriculum is to ensure that the children at Edward Bryant School are given the opportunity to gain the knowledge and skills needed to become digitally literate. 

Many of our children arrive at Edward Bryant having had limited opportunities to use different technologies.  For this reason, we have invested in a range of hardware including iPads, PCs, Chrome Books and several online learning platforms.  They include, among others, Purple Mash, Espresso Education and Scratch.  These platforms allow access in school and at home giving the children first-hand experience of using different technologies in different environments, and the ability to extend their learning in their own time. 

At Edward Bryant School we have designed a curriculum that focuses on the four main strands as identified in the National Curriculum.  Our curriculum builds on previous learning by giving every year group the opportunity to revisit these strands.   

Computer Science (Coding)

Children are taught to create, debug and follow simple sets of instructions (algorithms). 

Information Technology 

Children are taught to use appropriate software and applications to create, store, retrieve and manipulate digital content. 

Digital Literacy 

Children are taught to apply their digital skills to a range of technology, recognising common uses both inside and outside school. 

Online Safety 

Children are taught how to be responsible and safe users of technology. They are taught to recognise and report unsafe practices and to understand how to keep private information safe online. 

We passionately believe that everyone has a right to be safe online and that we can help to create a safer internet together.  Therefore, online safety is taught and discussed regularly in computing lessons, PSHE and assemblies. We use high quality resources including DfE recommendations from sites such as thinkuknow.  In KS1, the children are taught to use passwords, keep personal information safe and that people online can be strangers. In KS2, the children learn about their digital footprint, cyberbullying and effective searching. 

The majority of our computing lessons are taught discreetly during PPA.  We are lucky to have very digitally literate staff teaching these lessons.  To ensure that we get the most from our Computing Curriculum and we stay up-to-date with new developments we have subscribed to several computing communities including Coding Club and we have enrolled on online courses by the Raspberry Pi Foundation including Get Started Teaching Computing

While developing our curriculum we trialled several software packages and selected the ones that best supported our vision.  For example, in Year 3 coding is taught through Espresso Coding, using both iPads and Chrome Books.  This scheme uses sequences of short lessons that help to develop the children’s understanding of programming while letting them progress at their own speed.  By Year 5, the children will move on to more independent coding using online communities such as Scratch.  


 In computer club, the pupils in the above video made a game board and created a set of instructions so the BeeBot could collect all the apples and get to the end of the board in one go. This wasn’t easy, the children had to think hard and work together.

Information technology, is also used throughout the school to support learning in other subjects, ranging from English to Art.  As a result, our children are given the opportunity to use and develop their creative and problem-solving skills in a wide range of contexts and scenarios.? Children in KS2 are also able to extend their learning through after school activities, including a coding and a digital photography club. 

To see our Computing Overview, click here.

 Updated October 2021

Design Technology

At Edward Bryant School, we believe that design and technology helps to prepare children for the developing world and encourages them to become curious and creative problem-solvers, both as individuals and as part of a team. Through the study of design and technology, we aim to combine practical skills with an understanding of aesthetic, social and environmental issues. Design and technology gives all children the opportunity to become discerning and informed consumers and potential innovators. It provides the children with a greater awareness and understanding of how everyday products are designed and made.

Each year, there are three DT units that are designed to develop the skills of asking questions about how things work, developing construction skills and handling appropriate tools, equipment, utensils and construction material safely, with increasing control. Across Key Stages 1 and 2, we plan design and technology activities so that they build upon prior learning of the children. We give children of all abilities the opportunity to develop their skills, knowledge and understanding and ensuring progressive challenge, breadth and depth to their design and making. The units are focused on the following areas: cooking and nutrition, materials and construction including mechanics. The planning is completed through a cross curricular approach ensuring that design technology has a link to the topic/s being studied. Subjects such as English, Maths, Science and Computing are reinforced through design and technology by giving children the opportunity to complete written plans, apply mathematical knowledge, employ scientific knowledge and use a range of resources including computers. At EBS we believe that pupils need to be taught skills so that they can select and apply a range of appropriate techniques to independent work.

At the end of a unit, children review their own and each other’s work, focusing upon an evaluation of the finished product and how effectively it meets the learning objective. Due to the practical nature of design and technology, evidence of work undertaken by children can be in the form of teacher’s notes or as a photographic record.  Samples of the design process and end product are also valuable evidence.

Updated February 2021

To view our Design Technology curriculum click here.





At Edward Bryant School, we believe that geography is a rich and varied subject that gives children the opportunity to learn about diverse places, people, resources, environments and the effect we have on our plant. It inspires a curiosity and fascination about the world from an early age and fosters enthusiasm and a passion for learning. Geography is an investigative subject, which develops an understanding of concepts knowledge and skills. At EBS we aim to develop children’s core knowledge of Geography and inspire a curiosity to discover the world and its people. At the heart of our Geography curriculum is the children’s sense of place and the core skills such as compass work, map reading, the use of electronic navigation tools and data handling.  

Throughout the Geography Curriculum at Edward Bryant, children will learn about some of the Earth’s key physical and human processes. They will deepen their understanding of the interaction between physical and human processes and how this affects landscapes and environments. Many contemporary challenges – climate change, food security, energy choices – cannot be fully understood without a geographical perspective.

We aim for children to live their lives as knowledgeable and responsible citizens, aware of their own local communicates in a global setting. To this end we ensure that Geography enables pupils to recognise their contribution to, and responsibilities for, their locality, their country and the wider global community.

Children explore human and physical geography to deepen their understanding of where they live, how and why places have developed and how it compares to other places in the world. To support this, we aim to maximise the opportunity for fieldwork to enhance learning. In addition to making links to our key texts, we take full advantage of being on the south coast, our close proximity to the harbour at Littlehampton and the River Arun and the South Downs National Park, as well as using our school grounds and the local park to enhance the children’s geographical learning. Through this they will be exposed to rich and subject specific vocabulary.

Pupils are taught to communicate and decipher information by using maps, images of people and place and numerical data. They also develop important geographical skills such as being able to use a compass and grid references to describe a location. Our pupils have access to a diverse Geography curriculum that allows continuous development of key geographical knowledge throughout their time at our school.

Whilst the importance of geographical knowledge is recognised, we aim to enable children to become lifelong geographers who have the skills and attitudes to continue to appreciate the world around them. Our school community is made up of children from a wide range of backgrounds and this is reflected and celebrated in the learning we do.

To view our Geography curriculum click here.

Updated February 2021


Studying history gives pupils the opportunity to develop an understanding of why the world and its people are the way they are today.  Children are encouraged to ask questions as they explore the diversity of human experience, past lives and societies. 

The aim is that by the end of their primary education, children will have a chronological overview of British history from Stone Age to present day and are able to draw comparisons and make connections between different time periods and their own lives.  Interlinked with this they look at some aspects of world history.  The children will explore the ancient civilisations of Egypt and Rome developing their understanding of trends over time and across other civilisations.

At EBS history is taught through investigation and enquiry. Children develop an understanding of how History has had an impact on their lives today both locally, nationally and internationally. Whilst it is important for children to have facts, they are encouraged to be independent and critical thinkers which in turn fosters an understanding of ‘why’ as well as ‘who’, ‘what’, ‘when’ and ‘where’. We believe that History should be an interactive subject which strives to ignite a child’s natural curiosity. As well as making links to our key texts each unit includes opportunities for children to investigate, handle artefacts, examine pictorial evidence, watch historical footage, take part in role play activities, visit relevant sites and museums and where appropriate, experience oral history, engaging with historical characters and ways of life.

Our curriculum provides a rich variety of topics that cover The Stone Age to World War II. Each topic has an overarching question which is referred to at the end of the lesson to see how different events and actions build a deeper understanding of a historical period. Pupils will explore this question using a variety of investigative skills, engaging and becoming more familiar with historical skills such as analysing and debating the reliability of sources, making comparisons between historical periods, devising historically valid questions, drawing conclusions from sources and making links between events. Through this, pupils will also be exposed to rich and subject specific vocabulary.

Underpinning this is an emphasis on children understanding the world around them, their country and their values. 

At the end of each unit there is the opportunity for pupil voice to be heard; each class chooses a theme related to the topic that they haven’t yet covered but are intrigued to learn more about, be it the celebrations and festivals, battles or culinary delights!  This sharing of their learning helps to foster an enthusiasm and sense of curiosity about the past, encouraging the children in their first steps towards being life-long learners.

Updated February 2021

To view our History curriculum, click here.


Maths at EBS follows the Inspire Maths Curriclum.   Inspire Maths builds firm foundations and a deep understanding of mathematical concepts through a concrete-pictorial-abstract approach, emphasising mastery to help children become confident and independent mathematicians.

  • ‘Inspire Maths’ is built on the proven approach to teaching mathematics in Singapore, recognised globally as one of the most impactful ways to teach and learn maths.
  • ‘Inspire Maths’ has been developed with leading UK educational experts and correlated to the new National Curriculum in England. It was selected by the Department for Education and NCETM for the national textbook research project with Maths Hubs
  • The programme follows a concrete – pictorial – abstract approach which ensures deep understanding of mathematical concepts during individual lessons and over time.
  • Carefully-designed spiral progression in the programme builds up knowledge over time, enabling all children to become confident mathematicians.
  • Inspire maths guided sessions promote discussion and exploration, with a strong emphasis on mathematical language, speaking in full sentences, and reasoning (by children consistently being required to explain how they know).
  • Inspire maths guided sessions include specific questions, which draw out children’s understanding and identify and misconceptions immediately. Examples of these questions include:
  • How do you know?
  • What do you know?
  • What do you see?
  • What is the relationship between…?
  • Say it in a full sentence
  • What if…
  • Prove how you know
  • Is there another way?
  • Use resources to explain your thinking

Inspire Maths is a high-quality textbook programme which can be used from Y1- Y6 and helps every child to achieve maths mastery. The pupil textbooks introduce concepts in a highly scaffolded way, helping children to make meaningful connections between mathematical ideas.

Each child records their learning in a practice book as well as a maths journal. The practice books reinforce the concepts that have been introduced and encourage extensive opportunities for independent practice. This builds fluency through frequent and varied practice leading towards mastery of concepts. Practice books include a variety of questions and word problems (including non-routine) for consolidation, and challenging questions.

The Teacher’s Guides provide a clear pathway to quickly identify gaps for immediate intervention and opportunities for further practice or enrichment.

Updated February 2021

 To find out more please watch the PowerPoint Presentation below:

Inspire Maths Workshop


At EBS we believe that music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen without discrimination to the best in the musical canon.

The national curriculum for music aims to ensure that all pupils:

  • perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians.
  • learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence.
  • understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

At Edward Bryant, we use the Charanga Musical School Scheme.  This scheme uses integrated, practical, exploratory and child-led approach to musical learning.  The interrelated dimensions of music are weave through the units to encourage the development of musical skills including listening and appraising,  creating and exploring, and performing.

How the Scheme is structured

Each unit of work comprises the of strands of musical learning which correspond with the national curriculum for music:

 Listening and Appraising

  1. Musical Activities
  • Warm-up Games
  • Optional Flexible Games
  • Singing
  • Playing instruments
  • Improvisation
  • Composition
  1. Performing

Teaching music at Edward Bryant Primary School ensures that we:

  • develop our voices expressively and creatively to promote the enjoyment of music.
  • play tuned and untuned instruments musically with the opportunity to perform in solo and ensemble contexts.
  • appreciate and understand a wide range of high quality live and recorded music drawn from different traditions.
  • develop an understanding of the history of music.

To view our Music curriculum, click here.

Updated February 2021 

 Phonics and Spelling


  • to ensure that all children are taught strategies that will enable them to become fluent, enthusiastic readers and confident writers.

How do we do this?

  • Through the explicit, regular teaching of phonics and phonic strategies using a systematic, synthetic phonics approach
  • Through the explicit, regular teaching of spelling patterns and rules in a consistent progression
  • Through high quality formative assessment leading to careful differentiation for all ability groups
  • Through modelling the use of the phonic strategies when reading, leading to the finding of meaning in the text
  • Through fostering an atmosphere of enjoyment around reading and writing

Curriculum Content

In Foundation Stage and Key Stage 1:

  • Daily phonic sessions enhanced by a multi-sensory teaching approach.
  • Continuity provided by the Phonics Bug scheme which is based on the Government’s Letters and Sounds Phases 1-6
  • Explicit teaching of spelling patterns linked to the phonics scheme
  • Teaching of reading and writing of ‘tricky’ words as outlined in Letters and Sounds
  • Lots of sharing of good quality picture books, poems etc to encourage enjoyment of reading

In Key Stage 2:

  • A catch –up phonics programme for any children who are not secure in their phonic knowledge
  • The systematic teaching of spelling. This is not just about phonological work and spelling patterns. Children also need to be taught explicitly about the structure of words (morphology) to guide their spelling
  • Teachers should be aware of the value of overlearning, i.e. revisiting and practising words. Little and often is the most effective method.


  • Through the use of phonics trackers for individuals and groups where appropriate
  • Through regular spelling tests
  • Through formative assessment of reading and writing during lessons

Below is a link to the Phonics Bug scheme which is based on the Government’s Letters and Sounds Phases 1-6.

Phonic Bug

School Phonics Policy

EBS Phonics Help Videos


At Edward Bryant School, we are committed to promoting all our pupils’ personal, social, health and their emotional well-being.  It is important that our children feel secure and happy to take on challenges in life and learning. Within PSHE we teach Relationship and Health where pupils are taught the importance of positive behaviour and good relationships with others. We focus on diversity, differences and a celebration of each child’s unique qualities. We place a high importance on our children’s well-being and want them to be able to build their self-efficacy.   We teach PSHE as a discrete subject as well as ensuring it is embedded across our curriculum.

Pupils will be taught through these three underlying core themes, within which there will be a broad overlap and flexibility.

1) Health and wellbeing             

2) Relationships              

3) Living in the Wider World

At Edward Bryant we enhance our PSHE and relationships curriculum by adding in Working With Other (WWO) activities which help pupils develop good relationships through trust, communication and problem solving. 

Peer Mediation lessons run through the school from Year 2 upwards and through the Peer Mediation Scheme we teach children to problem solve their own quarrels and issues and train our Year 6 children to mediate.  There is a full application process before they are selected for the training.

Click here to see our PHSE curriculum overview


Physical Education

At Edward Bryant School, we have made the PE curriculum as varied as possible so that all children experience a range of sports and physical skills. We ensure a coverage that ranges firstly from Fundamentals and Introduction to PE units for EYFS and KS1, alongside dance, gymnastics, ball skills, net/wall games, team building, yoga, target games, athletics, fitness, striking/fielding and sending/receiving. This is built upon in KS2 with more specific sports being taught such as tag rugby, hockey, dodgeball, dance, tennis, fitness, athletics, rounders, gymnastics, football, swimming, cricket, basketball and badminton. The PE curriculum has been carefully planned specifically to each year group so that, as the children move through the school, their skills are extended and developed. Through this, pupils will also be exposed to rich and subject specific vocabulary. We use Get Set 4 PE which details our progressive coverage.

Incorporated with this, we aim to educate the children on the physical and mental benefits of a healthy, well-balanced and active lifestyle. Every half term the focus of PE is different, allowing children to explore a range of sport, some of which is competitive, and other physically demanding activities.

Throughout the PE curriculum at Edward Bryant, children will learn and develop important physical skills, such as hand-eye coordination, body movement and control, handling and controlling different sporting equipment. The importance of team work, sportsmanship and fair play is constantly reinforced and valued throughout the school. Through the sports they encounter, the children will become equipped with the skills to work both independently and as a team, built on fairness and respect. 

We link our teaching into our local area sports competitions (West Sussex West School Sports Partnership). Throughout the year, Edward Bryant takes part in competitions and sports matches that take place off site. These experiences enhance the importance of team work, good sportsmanship, fair play and enjoyment of sport. As well as these inter-school competitions, we take part in intra-school competitions such as our annual Sports Days and ‘chocco-tournaments’ for netball and football at Easter. Further events that we attend include DanceHouse and Keysteps Gymnastics.

Via our link with the West Sussex West School Sports Partnership, we provide children with the opportunity to become ‘Bronze Ambassadors’ and ‘Future Flyers’. Bronze Ambassadors are positive role models within the school and are taught how to influence and inspire young children, develop and improve their communication skills with children and adults and lead and manage their peers by showing initiative and taking responsibility. These children are passionate about PE and sport in school. Future Flyers are selected as strong all-round sports pupils who display an advanced skill level and understanding across a variety of activity areas. They have a passion for sport and show dedication and motivation.  The programme is designed to expand their awareness of sports, improve their fitness and agility and increase their knowledge in essentials such as teamwork and leadership.

We hold the Gold School Games Mark award. The organisation aims to keep competitive sport at the heart of schools; providing more young people with the opportunity to compete and achieve their personal best.

At Edward Bryant School we are passionate about providing a wide range of extra-curricular clubs, many of which are sports based. Over the year we provide clubs including: football, netball, gymnastics, fitness, dance, karate, basketball, tag rugby, film club, Lego, board games, gardening, art and crafts, colouring, cooking, rounders, tennis, homework, choir and Spanish.

Year 4 and 5 go swimming throughout the academic year. They are taught at The Arun Leisure Centre swimming pool and the lessons are differentiated to suit all levels and the children’s individual needs. Edward Bryant also take part in the annual local swimming gala.

Year 6 annually attend a residential in Devon where they are provided with opportunities to take part in adventurous outdoor education activities including kayaking, team building, canoeing, coasteering, abseiling, raft building and river scramble.

Both EYFS and Year 6 carry out Bikeability during the year. For EYFS this is taught using balance bikes where they have lots of fun, gain confidence and develop their balance and coordination skills. For Year 6, it is a cycle training programme that teaches children practical skills and gives them the understanding they need to ride their bikes on the road.

Please check the PE premium spending document found on our school website for how we spend PE funding.

To view our PE overview click here.

Update: February 2021 

Updated March 2021


Reading is an essential skill that underpins all other learning across the curriculum. Research shows that children who enjoy reading achieve more success right across the curriculum. Being a successful reader in school will lead not only to success in other subjects; the children will be set up as readers for life, with all the benefits that this brings. For this reason, we teach all children to love books. In every classroom there will be time for all children to read independently, read aloud and be read to during the school day.   Across KS2 the children are able to take quizzes on comprehension and vocabulary using the Accelerated Reader.  The use of Accelerated Reader also allows the teachers a simple way of checking pupils engagement and progress. 

We start by teaching phonics in Reception using the Phonics Bugs programme. Children learn how to ‘read’ the sounds in words and how those sounds can be written down. This is essential for reading, but it also helps children learn to spell well.

The Phonics Bugs programme is a dynamic hands-on programme that brings phonics to life with engaging, interactive activities that reinforce learning.

 The children also practise reading (and spelling) ‘tricky words’, such as ‘once,’ ‘have,’ ‘said’ and ‘where’. Once children can blend sounds together to read words, they practise reading books that match the phonics and the ‘tricky words’ they know. In this way they start to see themselves as readers and this increases their confidence.

Each term, the teaching of the wider curriculum in all year groups is embedded in the reading of a high-quality text. This Text/Context approach provides opportunities to deeply immerse the children in a carefully chosen book and link much of the learning within English and the wider curriculum in a purposeful manner. It is alongside this text that the explicit skills necessary for effective comprehension will be taught as part of our English lessons.

We also encourage reading by  welcoming authors to our school to share their stories with the children.  Among others, they have recently included Frank Cottrell-Boyce, Dave Shelton, Sue Hendra and Paul Linnet.

Throughout teaching there is a high focus on being vocabulary rich and opportunities are planned through ‘word of the day’ and ‘word of the week’ activities that focus on investigating the meaning of new words and exploring others related words.   These activities help to increase the children’s vocabulary.

“After nourishment, shelter and companionship, stories are the thing we need most in the world.” Philip Pullman.

Updated February 2010


RE is an important part of a child’s education as it enables them to develop their beliefs and values as well as their sense of identity and belonging. It makes a significant contribution to the spiritual, moral, social and cultural development of all pupils, whether or not they are from a religious tradition, and has an important role to play in developing the British values of mutual respect and tolerance. 

At Edward Bryant, our children gain knowledge and understanding of a range of religions and worldviews; these include Christianity, Islam, Hinduism, Judaism and Sikhism, as well as considering the beliefs of those that are not religious.  This knowledge enables them to develop into informed, responsible and compassionate members of our diverse society.

In our school, RE is taught in accordance with the West Sussex Agreed Syllabus for Religious Education (2020-2025). We ensure progression across the Key Stages by using the Discovery RE Scheme; this Scheme is recommended by the West Sussex Standing Advisory Council on Religious Education (SACRE) in their Good Practice Guide and this enquiry-based model encourages the development of our children’s critical thinking skills.

At Edward Bryant, the aim for the RE curriculum is to put forth challenging questions about the meaning of life, beliefs about God, issues of right and wrong and what it means to be human. It develops children’s knowledge and understanding of Christianity and other religions and worldviews and provides opportunities for reflection and spiritual development. It enables our children to recognise both similarities and differences within and between religions and to develop respect for others whose faith and beliefs may be different from their own. This is done through promoting civilised debate and in-depth discussions. 

 We aim to deliver the RE curriculum in an exciting and dynamic way. Teachers have access to a range of religious artefacts to support their lessons and, where possible, trips to different places of worship within the local community are encouraged. Through these opportunities, our children are provided with hands-on authentic experiences as we understand the value of experiential learning.

Our teachers endeavour to offer pupils the opportunity to encounter the authentic voice of faith and belief.  We celebrate those pupils who want to share their own unique and personal religious experiences; this is particularly beneficial when pupils give their peers deeper, personalised insights into particular religious traditions or festivals. In these situations, our pupils become the “experts” and we believe that this not only raises their self-esteem by having their voices heard but helps others to respect religious and cultural differences too. We also welcome members of our school community, including parents and relatives, into our school to come and speak to our classes about a particular RE topic. We believe that these types of experiences greatly enhance the quality of our children’s learning in RE. 

When planning lessons, teachers at Edward Bryant also endeavour to make cross-curricular links with other subjects. For example, extended writing opportunities are often incorporated into RE lessons so that children can share their ideas, opinions and views in a structured task such as a diary entry, a letter or a story. Through opportunities of this nature, children are immersed in rich, subject specific vocabulary and also develop a greater understanding of their own emotions and feelings. Drama activities are also encouraged to reinforce teaching points and to allow children to express their thoughts about a particular topic.

Ofsted (2021) states that, ‘RE is vital in preparing pupils to engage in a diverse and complex multi-religious society’. At Edward Bryant, we believe the subject gives our children valuable insights into the diverse beliefs & opinions held by people today and encourages them to value not only themselves but the pluralistic communities within which they live.

Click below to view our RE Curriculum.

Whole school RE overview

Discovery RE Parent Information

Updated January  2022


Children have lots of questions about the world around us.  At EBS we aim to provide them with the necessary core scientific knowledge and investigative skills to answer their questions.  Our science curriculum provides a rich variety of topics that cover all the core scientific disciplines and contexts that the children can relate to their everyday lives and beyond.

Alongside acquiring scientific knowledge, children are taught skills such as generating their own lines of enquiry, making predictions, analysing results, observing changes over time, collecting results in a variety of ways, drawing conclusions from their observations and evaluating their own method and the reliability of their results. Underpinning this is an emphasis on children actively participating in their own practical investigations and experiments, utilising the classroom, wider school environment and the local environment and community.

Within each academic year, children will study a range of scientific topics. In Key Stage 1 science is often closely linked to the unit of work being studied while in Key Stage 2, children are taught Science as a discrete subject, covering a specific topic each half term. Each Science topic is primarily based around one of the three core disciplines (Biology, Physics and Chemistry), with children touching on all three every year. Through this, pupils are exposed to rich and subject specific vocabulary.

At EBS, we seek to exploit our local environment to bring the study of science to life. We study our school grounds over the year, visit the beach to compare environments and explore nearby nature reserves. We bring science into our classrooms, for example we hatch eggs and grow vegetables in the school allotment. We recycle paper, have an Eco team to help us conserve electricity and keep our site litter free.

To view our Science curriculum click here.

Updated February 2021


At Edward Bryant School we believe that the learning of a foreign language provides our pupils with an invaluable experience in educational, social and cultural terms.  Learning another language widens the children’s world, develops their communication skills and helps them to understand their own culture and the culture of others. We have chosen to teach our children Spanish as it is one of the most spoken languages across the globe.

Aims and Objectives

  • To introduce children to another language in a way that is enjoyable and fun.
  • To develop children’s understanding of different cultures.
  • To make children aware that language has structure and that the structure differs from one language to another.
  • To foster an interest in learning other languages.
  • To develop children’s speaking, listening, reading and writing skills.
  • To lay the foundations for future study, so that when children go to secondary school they will do so with a sound basic knowledge of some linguistic structures and associated vocabulary.

At EBS, we want to encourage our children’s self-esteem as well as understanding and respect for people from different cultures, lifestyles and customs. Our aim is to expand their personal horizons, instill in them a love of learning and to foster inquisitive minds, self-discipline and self-motivation. As well as discrete lessons, teachers promote Spanish to be spoken as part of the school day by encouraging children to use their language skills in a range of different activities, for example taking the register, writing dates and celebrating birthdays. We want to ensure that children at EBS see learning a foreign language as an ongoing process and not a one-off event. We want every child to be an enthusiastic learner. 

To view our Spanish curriculum, click here.


At EBS we aim to enable children to express themselves creatively and imaginatively through their writing.  Through daily high-quality English lessons, we provide children with opportunities to become enthusiastic and critical writers who understand how language works and recognise its patterns, structures and origins. Children use their knowledge, skills and understanding across a range of different writing experiences and through cross curricular activities.


  • Develop a love of writing, build resilience and encourage a have a go attitude
  • Use a range of spelling strategies and apply them in their independent work
  • Develop a fluent, legible handwriting style and take pride in the presentation of their work
  • Be able to evaluate their own and others writing in a constructive and purposeful way

From reception to year 6, children are exposed to as many high-quality texts as possible, including fiction, non-fiction and poetry.  We make sure that children and teachers have time to read for pleasure.  Children are immersed in these texts during our English lessons and they become the focus of our cross curricular learning too.  These texts range from modern texts to historical classics and include authors such as William Shakespeare, Charles Dickens and Michael Morpurgo as well as local writers.  You can see the texts currently used on our Curriculum Overview.

There are children of differing abilities in our school. We recognise this fact and provide suitable learning opportunities for all by matching the challenge of the task to the ability of the child.  In the Early Years, children are encouraged to experiment with early mark making every day.  This quickly progresses on to all children writing daily sentences.  As they move through the school, the children are taught to use Talk for Writing techniques which enables them to rehearse spoken language before recording their creative ideas on paper.

Children also have the opportunity to participate in a variety of speaking and listening activities such as drama, talk partners, small whiteboard activities and this allows a wide range of vocabulary to be explored.  EBS recognises the importance of exposing children to a wide range of rich and sophisticated language and the children take part in Word of the Week and Word of the Day activities – where a wider range of vocabulary is explored.   Research has shown children with an extensive knowledge of words experience greater successes later in life.

Updated February 2021