Part of the Learning in Harmony Trust

"In the Learning in Harmony Trust, we work in harmony to achieve excellence for all. We live and breathe our values and focus on doing things the right way, providing the perfect environment for all our children to flourish and succeed. And with a diverse range of schools in two contrasting locations, we offer a unique opportunity for professionals looking for a challenging and rewarding career in a supportive, creative and forward-thinking environment."
Click here to find out more about the LiH Trust.

Drew Primary School

Curriculum Information

English

At Drew we teach Literacy in daily lessons across the school, with discrete phonics lessons being taught in the Foundation Stage, Year 1 and Year 2.

Talk 4 Writing

In KS1 we use Talk 4 Writing to support our English lessons.

Talk for Writing is powerful because it enables children to imitate the language they need for a particular topic orally before reading and analysing it and then writing their own version. It builds on 3 key stages:

  • Children begin the ‘Talk for Writing’ process by internalising a text. This is done in a range of ways including text maps, inventing actions for parts of the text and drama. The children learn the text by heart. They are able to identify key features of the text, sometimes independently and other times as a group or class.
  • Following on from this, the children then have to imitate the text they have learnt. They may make simple changes to the original text to alter it slightly. Once they have internalised the reworked text, they then have to ‘box up’. This simply helps them to organise their ideas and acts as a plan for their writing towards the end of the week.
  • The final part of the Talk for Writing process is ‘innovation’. Over the previous weeks the children will have been equipped with the skills required for inventing their own text from beginning to end. They will come up with their own ideas and be able to box them up. They will then be able to produce an independent piece of writing showcasing their text.

Read Write Inc: Literacy and Language

From Year 3 through to Year 6, Drew uses a literacy programme called Literacy and Language. This builds on from EYFS  and KS1’s RWI phonics programme; it ensures continuity and consistency for children’s learning.

Literacy and Language is in line with the new national curriculum. It is designed to develop reading, writing and speaking. It is taught using fun and creative tasks to engage the pupils.  We incorporate drama opportunities to allow children to gain a deeper understanding of the text, to build rich vocabulary and to become articulate speakers.  The input, along with structured writing tasks, allows children to use their new ideas and vocabulary to create final written outcomes. The teaching of spelling and grammar is incorporated throughout the units.

Read Write Inc. Literacy and Language works because we:

  • Ensure every child has a deep understanding of what they read: our complete texts by leading authors are introduced using our three-step approach
  • Teach grammar in context, allowing children to use it with understanding: grammar banks are provided to support teacher knowledge
  • Grow children into articulate speakers: they learn how to present and debate, to reason and justify their answers
  • Engage children with drama and discussion: Literacy and Language children write confidently because they have something to say.

Read Write Inc: Phonics

Read Write Inc. Phonics is a highly successful literacy programme created by Ruth Miskin and published by Oxford University Press.

The four Read Write Inc. programmes are carefully matched to the new curriculum, giving your children the best chance of success in the national tests. They show teachers, teaching assistants and parents step-by-step how to teach all children to become fluent readers, confident speakers and willing writers.

Read Write Inc. Phonics is used by over a quarter of the UK’s primary schools. It is a comprehensive literacy programme, weaving decoding, comprehension, writing and spelling together seamlessly. Ruth Miskin developed the programme during her time as a headteacher in Tower Hamlets. She believes that in order for a school to be successful, every headteacher needs to adopt a consistent whole-school approach to teaching reading, writing and spelling. Fidelity to the teaching programme, rigorous assessment, tracking and one-to-one tutoring ensure that schools guarantee progress for every child.

For information and tutorials on how to support your child learning to read go to:

www.ruthmiskin.com

 Maths

Our aim is for children to achieve mastery of mathematical concepts and be confident when manipulating numbers and ideas.

Through providing children with rich and varied tasks, they are given the opportunity to apply their learning in new and challenging contexts and in a variety of ways.

Children begin to build a deep conceptual understanding of mathematical ideas which enables them to apply their learning in different contexts. Methods, lesson structures and principles developed in Singapore, as outlined by Maths No Problem, underpin our practice and are fully aligned to the 2014 National Curriculum,

The purpose of mathematics in our school is to develop:

  • A positive attitude towards mathematics and to harness enjoyment and curiosity about the subject.
  • An awareness of how the mathematics fits in to the real world.
  • An ability to solve problems, to reason, to think logically and to work systematically and accurately.
  • An understanding of mathematics through a process of enquiry and experimenting. 

How is the curriculum organised?

Based on Singapore Maths principles, our curriculum is designed and organised to ensure that children fully master key maths concepts in a visual and practical manner.

Pupils will explore concepts using concrete materials, before progressing to pictorial and, finally, abstract (the CPA approach).

The main emphasis is on problem-solving using taught strategies. Lessons are practical, fun and engaging with carefully chosen activities to both support and extend all the children’s learning. Importantly children are given time to focus on smaller areas of learning for longer periods of time to begin to gain ‘mastery’.

So what does this mean?

A vital part of achieving mastery is being able to represent ideas in many ways.

At Drew children use practical resources, such as Dienes blocks, cubes and pictorial representations to represent mathematical concepts, to help them understand what the maths they are using really means – allowing them to develop precise and more accurate mental representations. They make links to pictures of problems and ideas, and explain what the links are. They understand mathematical concepts using everyday language (e.g. ‘add’ means ‘together with’), which helps them understand what the numbers and symbols mean.

Problem-solving is crucial to the mastery approach. Children are given opportunity to explore, recognise patterns, hypothesise and be empowered to let problem solving take them on new and unfamiliar journeys. This may take place in pairs, groups, individually or as part of whole-class teaching.

A range of methods are taught to allow children to be able to calculate efficiently and effectively. In the first instance, children assess whether they can carry out a calculation mentally, for example: partitioning (67 + 35 would become 60 + 30 and 7 + 5), using times table facts (I know that 5 x 5 = 25, therefore 5 x 6 is 30). Informal written methods, such as using a number line to aid counting forwards / backwards when adding and subtracting or using jottings are taught before children move onto formal written methods, such as column method or long division.

An emphasis on using the correct mathematical language is imperative and from the beginning, children are encouraged to use the correct vocabulary to that they are able to justify or challenge an answer; reflect and discuss their learning; solve problems in a variety of ways and be able to explain their methods to others

Pupils are provide with a range of opportunities to work collaboratively within class. In these groupings children support each other in mastering key concepts. By cooperating well, they are able to resolve problems and challenges effectively. Higher attaining pupils can quickly move onto ‘mastering’, while others have the opportunity to really grasp the learning.

Across the curriculum pupils:

  • Gain an interest in exploring open-ended problems.
  • Have a sense of enjoyment and fascination.
  • Use imagination and creativity in their learning.
  • Be willing to reflect on their own experiences.

How can parents/carers support learning at home?

Parents and carers can support learning at home by giving pupils opportunities to explore aspects of maths regularly.

These can include rehearsing:

  • Counting forwards and backwards
  • Reading and writing numbers
  • Number bonds
  • Doubling and halving
  • Multiplication and division facts
  • Time (calendars and clocks)
  • Using money in a real life context

Measuring (weight, capacity, length and height) Each year group supplies a learning pack at Parents’ Evenings with tasks and activities to support home learning in mathematics.

Times Tables

At Drew we are part of Times Table Rock Stars; an exciting and fun way to learn our times tables. 

Click here to access Times Table Rock Stars.

Science

Science is a body of knowledge built up through experimental testing of ideas.

Science provides a practical way of finding reliable answers to questions we pose about the world around us.

At Drew, we encourage the development of positive attitudes, pupil independence, inspiring curiosity and encouraging our pupils to develop their ideas through enquiry in order to make sense of the world they live in.

During years 1 and 2, pupils are taught to:

  • Asking simple questions and recognising that they can be answered in different ways
  • Observing closely, using simple equipment
  • Performing simple tests
  • Identifying and classifying
  • Using their observations and ideas to suggest answers to questions
  • Gathering and recording data to help in answering questions

During years 3 and 4, pupils are taught to:

  • Asking relevant questions and using different types of scientific enquiries to answer them
  • Setting up simple practical enquiries, comparative and fair tests
  • Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  • Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  • Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • Identifying differences, similarities or changes related to simple scientific ideas and processes
  • Using straightforward scientific evidence to answer questions or to support their findings.

During years 5 and 6, pupils are taught to:

  • Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
  • Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
  • Using test results to make predictions to set up further comparative and fair tests
  • Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations
  • Identifying scientific evidence that has been used to support or refute ideas or arguments

Here is our curriculum map for Science.

How can parents / carers support their child at home?

Parents, you can help your children to achieve more in Science.

For example, you can encourage them to visit the Science Museum and the library or buy them science books and kits for presents to enhance their enjoyment and learning of science at home.

There are also many websites children can visit to improve their Science knowledge:

Physical Education

We provide a high-quality Physical Education (PE) curriculum which inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities.

We provide regular opportunities for pupils to become physically confident in a way which supports their health and fitness – embedding values such as fairness and respect in the process.

In Key Stage 1, pupils are taught to:

  • master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
  • participate in team games, developing simple tactics for attacking and defending
  • perform dances using simple movement patterns.

In Key Stage 2, pupils are taught to:

  • Use running, jumping, throwing and catching in isolation and in combination
  • Play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending
  • Develop flexibility, strength, technique, control and balance
  • Perform dances using a range of movement patterns
  • Take part in outdoor and adventurous activity challenges both individually and within a team
  • Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

About PE and Sport Premium

Primary PE and Sport Premium is an initiative that aims to help increase and improve the PE and sporting opportunities for children.

This funding is provided jointly by the Department for Education, the Department for Health and Culture and the Department for Media and Sport.

Click here to find out more about how the Primary PE and Sport Premium is used in our school.

Spanish

By studying a foreign language, children are given the opportunity not only to learn about other cultures but, more importantly, to communicate with others too.

It is also a thoroughly enjoyable subject to learn, with emphasis on written, speaking, reading and listening and more on practical tasks, such as drama, story-telling.

By the end of Key Stage 2, children are expected to be given opportunities to learn how to:

  • Communicate orally
  • Share their ideas and feelings using speech
  • Compare their use of English grammar and spelling to another language
  • Express some ideas in writing

The curriculum outlines what children should be taught under more general headings. Some of these include:

  • Listening to a language and joining in to learn everyday words and phrases
  • Learning how to have conversations in another language to share ideas and opinions as well as being able to ask and answer questions
  • Reading texts and stories in another language, carrying out basic comprehension tasks
  • Learning songs, poems, rhymes and stories in another language to help with vocabulary but also with cultural understanding
  • Writing some words and phrases from memory as well as describing people and places with basic sentences

Celebration of diversity and cultures

In our school we like to celebrate other cultures and diversity. When learning a new language, children will be exposed to the culture of those countries.

Culture is a strong part of people’s lives. It influences their views, their values, their humour, their hopes, their loyalties, and their worries and fears. So when you are working with people and building relationships with them, it helps to have some perspective and understanding of their cultures.

As children explore other cultures, it’s also important to remember how much we have in common. People see the world very differently, but they know what it is like to wake up in the morning and look forward to the adventures that of the day. We are all human beings. We all love deeply, want to learn, have hopes and dreams, and have experienced pain and fear.

Our friends in Spain

This year, we are delighted that our school is collaborating with a Primary School in Spain: Colegio Badiel, Guadalajara.

This year both schools are working together in two project "Culture in a box"  and "Green Kid". Children in Year 6 have explored  the concepts of Identity and Cultural Heritage in Spanish. Year 5 have design ecological superheroes and have described them in Spanish. The lower years will be cooking healthy food by following the recipe in Spanish.  

Follow us on Twitter: We will be uploading information of all the activities!

How can I support my child with languages?

The foreign language learning your child experiences at school should be more than enough to set them on their way.

However, you might like to support their learning at home by trying some of the following:

Take an interest, and learn with your child

Learn alongside them: find out the language they are learning and get them to teach you some key words and phrases.

They might like to make a simple poster illustrating key words and phrases, or use sticky notes to label everyday objects in a foreign language. Another good idea is to create a ‘new words’ dictionary for them to record all the new things that they have been learning. You may want to invest in a bilingual dictionary for them to look up further words — there are a great many ‘child-friendly’ versions of these available.

Make it multimedia

Why not find books, films or songs in the language they’re learning? These can be a wonderful way to learn a language without even realising it. Early-readers or lift-the-flap books are brilliant for learning a new language. The Internet is perfect for bringing some cultural learning into your home, allowing as it does access to videos, radio/audio and images from all around the globe. It has never been easier to expand your child’s horizons. There are also many games accessible on line (many of which are free) to help engage your child at home as well as websites (listed below) that include games, eBooks and links to other foreign language sites too.

Make it fun

Above all, make any additional language learning you do at home fun, practical and supportive. Learning a new language can be a little daunting at first but with the help of parents and schools, it needn’t be the case. Even playing simple games (such as ‘Snap’, ‘Guess Who’, ‘Snakes and Ladders’) and adding an element of a foreign language (such as counting, colours or even just answering yes and no) could be a wonderful aid.

Further support and useful links

A good way to help your child is to use some of the online resources that are available.  (e.g Linguascope and Education City) so do ask for login details if you haven’t already been given them.

Other ‘free’ places to look include:

  • Languages pages from the BBC
  • Little Red Languages (free languages resources and activities)
  • Duolingo — a fun and effective way to learn languages

Music

Music is a unique way of communicating that can inspire and motivate children. It is a vehicle for personal expression, and it can play an important part in the personal development of children. Music reflects the culture and society we live in, and so the teaching and learning of music enables children to better understand the world they live in.

At Drew Primary School all children in Key Stage 2 learn to play Steel Pan. We do this through exposing children to different genres of music as well as exposing children to different musical cultures.

 

 

 

 

 

 

 

 

In Key Stage 1 Children are taught to:

  • use their voices expressively and creatively by singing songs and speaking chants and rhymes;
  • play tuned and untuned instruments musically;
  • listen with concentration and understanding to a range of high-quality live and recorded music;
  • experiment with, create, select and combine sounds using the inter-related dimensions of music.

In Key Stage 2 Children are taught to:

  • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression;  
  • improvise and compose music for a range of purposes using the inter-related dimensions of music;  
  • listen with attention to detail and recall sounds with increasing aural memory  
  • appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians. 

Computing

Our aim is to equip our pupils with the foundational skills, knowledge and understanding of computing they will need for the rest of their lives.

We use elements of ‘Switched on Computing’ to plan our lessons throughout the school.

Children learn how computers and computer systems work; they design and build programmes; and they develop their ideas using technology and create a range of content.

Please click here to see 2014 Computing programmes of study.

As specified in the 2014 Computing programmes of study, our aims is to ensure that all pupils:

  • Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
  • Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
  • Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
  • Are responsible, competent, confident and creative users of information and communication technology.

In Key Stage 1, children are taught to:

  • Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
  • Create and debug simple programs
  • Use logical reasoning to predict the behaviour of simple programs
  • Use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • Recognise common uses of information technology beyond school
  • Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

In Key Stage 2, children are taught to:

  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Art 

Art is a subject which enables pupils to be creative in a variety of different ways.

Children think critically and design products to reflect the way in which they see and understand the world.

In Key Stage 1, pupils are taught to:

  • Use a range of materials creatively to design and make products.
  • Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.
  • Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.
  • Describe the differences and similarities between the work of different artists, craft makers and designers, and make links to their own work.

In Key Stage 2, pupils are taught:

  • To create sketch books to record their observations and use them to review and revisit ideas.
  • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay.
  • About great artists, architects and designers in history.

Here is an overview of our current Art topics.

Design Technology

Design and Technology is a practical subject which requires pupils to use their creativity and imagination to design and make efficient products.

In Key Stage 1, pupils learn to:

  • Design purposeful, functional, appealing products for themselves and other users based on design criteria
  • Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
  • Select from and use a range of tools and equipment to perform practical tasks
  • Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
  • Explore and evaluate a range of existing products
  • Evaluate their ideas and products against design criteria Technical knowledge
  • Build structures, exploring how they can be made stronger, stiffer and more stable
  • Explore and use mechanisms in their products.

In Key Stage 2, pupils learn to:

  • Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
  • Select from and use a wider range of tools and equipment to perform practical tasks accurately
  • Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
  • Investigate and analyse a range of existing products
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
  • Understand how key events and individuals in design and technology have helped shape the world
  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • Understand and use mechanical systems in their products
  • Understand and use electrical systems in their products
  • Apply their understanding of computing to program, monitor and control their products.

Here is an overview of our current DT topics.

 Geography

In Geography, children develop a curiosity and fascination of the world that will stay with them through their lives.

They develop respect for the physical world and the vast scope of cultures that make up our diverse planet. 

Our primary focus is for all children to have an understanding of the world: people, places and environments and how they are changing over time.

In Key Stage 1, pupils are taught to:

  • Name and locate the world’s 7 continents and 5 oceans
  • Name, locate and identify characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas
  • Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country
  • Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
  • Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
  • Use simple compass directions (north, south, east and west) and locational and directional language [for example, near and far, left and right], to describe the location of features and routes on a map
  • Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
  • Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment

Use basic geographical vocabulary to refer to

  • Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
  • Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

In Key Stage 2, pupils are taught to:

  • Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
  • Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
  • Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • Use the 8 points of a compass, 4- and 6-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
  • Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region in North or South America
  • Use fieldwork to observe, measure record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies

Here is an overview of our current Geography topics.

Here are some helpful links:

History

We aim for all children to have an understanding of our past and how History will shape their future.

Our curriculum is full of topics which foster awe and wonder and drive children to ask the reason behind the facts.

Our topics help children to gain an understanding of the complexity of people’s lives and the process of change, their own identity and the challenges of their time.

In Key Stage 1, pupils learn about:

  • Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
  • Events beyond living memory that are significant nationally or globally
  • The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods
  • Significant historical events, people and places in their own locality

In Key Stage 2, pupils learn about:

  • Changes in Britain from the Stone Age to the Iron Age
  • The Roman Empire and its impact on Britain
  • Britain’s settlement by Anglo-Saxons and Scots
  • The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
  • A local history study
  • A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
  • The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China
  • Ancient Greece – a study of Greek life and achievements and their influence on the western world
  • A non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.
    Here is an overview of our current Humanities topics.

Here is an overview of our current History topics.

Here are some helpful links for you:

RE

At Drew we believe that Religious Education (RE) contributes to the spiritual, moral, social and cultural development of all children.

Religious Education is important for children to understand each other and to break down fear and prejudice.

Through practising skills such as tolerance or mutual respect, children recognise the diversity which exists within and between communities and amongst individuals. They learn to appreciate the different ways of life and different ways of expressing meaning.

Our aims are to ensure children:

  • Develop a sense of self, of community and of the world beyond.
  • Gain the knowledge and understanding of different religious beliefs, ways of life, symbols, social rules and customs.
  • Realise questions about the different Gods and religion can be interpreted in different ways.
  • Are able to develop their own values, beliefs and attitudes through reflection of their own and others’ experiences.
  • Show sensitivity, tolerance and respect for their own and other’s feelings and actions.

Click here to access the Newham syllabus. 

If any parents have any concern about their child receiving any Religious Education, please contact the school office.

PSHE and C

The teaching of Personal, Social, Health, Economic and Citizenship Education.

(PSHE and C) is underpinned by mindfulness – the teaching of information and skills to empower children to learn now and improve their life chances later and aiming to help them to develop personal awareness.

This enables them to observe their own thoughts and feelings, regulate them and make conscious decisions about their learning, behaviour and lives. The scheme of work brings together PSHE education, emotional literacy, social skills and spiritual development.

Children are taught to:

  • Develop confidence and have a sense of purpose.
  • Value themselves and others.
  • Celebrate the differences between people, thus showing respect for others regardless of race, gender, faith and mental or physical ability.
  • Take responsibility for their learning and make the most of their skills.
  • Act responsibly and make informed decisions.
  • Play an active role as citizens both in school and within the wider community.
  • Develop relationships with others and communicate effectively with them.
  • Live a healthy, fulfilled and safe lifestyle.

Click here to access our Curriculum Map.