Curriculum-Reports (ID 1025)

• Teaching Chronology in History
  Teaching Chronology in History

  History - Our Curriculum Report

  At Cardwell, chronology is taught at the beginning of each History unit explicitly and then referred to throughout each lesson. During lessons, dates of prior events and periods are reviewed, and children are given the opportunity to place these on their class timelines to understand the concept of ‘time.’

  

  Children have the opportunity to complete incidental pieces of work where the concept of time, sequencing and chronology is applied to different contexts such as changes in religion, power and governance. The learning below shows how we achieve this through our History curriculum.

  I enjoy History because I get to learn about the lives of different people and what they did to change the world.

  

  The life of Florence Nightingale and Mary Seacole in Year 2

  In Year 2, children have looked at the life and work of Florence Nightingale before, during and after the Crimean War. After engaging in discussion, they then worked in groups to sequence the key parts of her life in chronological order. They used words such as year, decade and century to describe how long ago this happened. Year 2 learned that Florence is responsible for setting up modern nursing techniques in hospitals. Without her recommendations, the NHS would not be the same!

  

  Toys from the Past in Year 1

  In Year 1, children have looked at a range of toys and grouped them into old and new toys to understand the difference between ‘then’ and ‘now.’ They then moved onto putting them onto a timeline to understand how toys have changed through the years.

  My history lessons are fun, enjoyable and interesting because they make me want to question a lot of things.

  The Romans in Year 4

  In Year 4, children have looked at what was happening in Britain before the invasion of The Romans and discovered that Britain was occupied by the Celts. They used historical sources to describe the key features of their civilisation. Year 4 learned of Emperor Claudius’ successful invasion of Britain in 43CE, followed by how Roman rule changed Britain forever in the years which followed. In doing this, children were able to understand the changes which accrued over a period in Britain.

  

  A timeline from the Y4 knowledge organiser for this topic.

  

  The Ancient Greeks in Year 6

  In Year 6,children have drawn their own timelines to scale and placed events which occurred during the Ancient Greek period in chronological order. They then discussed the events which came before and after and the reasons for these. They ended their lesson by learning of concurrent civilisations; these are civilisations which occur at similar times elsewhere in the world. Year 6 have learnt that the mighty Persians existed concurrently and were always at war with the Greeks. Not only this, but Britain, at the same time, was experiencing the Iron Age – a direct link to Year 3history on pre-historic periods.

  

  The Anglo-Saxons and Vikings in Year 5

  In Year 5, children have looked at the events which occurred between the Anglo-Saxons and Vikings to determine who had the most control over England. To do this, they first placed the events from 789-1066 CE in chronological order then created a graph to show who held the most power. They discovered that the Anglo-Saxons and Vikings were never united and fought for power and control of Britain continuously.

  Timelines help us to understand the exact time the event happened in the past and what came before and after.

  Timelines help us learn of key dates. For example, The Titanic, which was in the 19th century.

• Dance in PE
  Dance in PE

  PE - Our Curriculum Report

  Dance across the school is giving the children a wonderful opportunity to be creative and express emotions and feelings through movement to music. It allows the children to develop their skills of movement, co-ordination, and agility. As a school we ensure all pupils learn to lead active, healthy lives and are immersed in a broad range of different physical activities. Our children enjoy PE because it involves cross curricular links with other subjects.

  Sport makes me happy and allows me to be more confident in the classroom. It allows me to communicate my ideas, speak up in lessons and explain the work to my friends.

  EYFS – Nursery and Reception

  The children in EYFS have started to develop their skills of balance, agility, and co-ordination. Here the picture shows the children responding to replicated movements and then going onto creating their own movements.

  Dance in Year 1

  In year 1, children have been developing their balance, agility, and co-ordination. The children are participating in the topic, ‘The Zoo’ and are exploring which big parts of the body they can move on. They are focussing on a range of different, controlled movements showing character expression. The children are learning the skills of responding to rhythm and creating their own movements.

  Dance in Year 4

  Dance in Year 4 Children in Year 4 have been building on their dance skills by exploring the topic of ‘Space’. The focus is exploring movement through improvisation and introducing unison and matching. The children are extending sequences with a partner in the role of an astronaut.

  I love PE because I get to show perseverance every lesson. At first, I sometimes find it difficult, but eventually I learn the new skill and then I can teach it to a friend

  Dance in Year 6

  In Year 6, the children have been consolidating and extending their learning on the Greeks. This dance topic has cross curricular links to our history topic on the Ancient Greeks and our art topic on Greek sculptures. The children have been able to identify Greek gods and portray their facial expressions through dance. This has supported them in interpreting and responding to music. The focus of the learning is to use their Greek knowledge to enhance movement quality and dynamics during dance. The children are extending sequences with a partner using compositional principles and are creating movement using improvisation where movement is reactive.

  PE helps me to learn new skills such as balance and working collaboratively. It makes me feel more energetic and ready for the next lesson.

• Programming in Computing
  Programming in Computing

  Computing - Our Curriculum Report

  At Cardwell Primary School, our computing curriculum has been developed to ensure every child can achieve excellence in computing. The computing curriculum will enable children to value and understand the importance of computing and technology in their lives; become positive, confident users of technology; develop a deeper understanding of technology and its place in their world and understand how to navigate online life safely and effectively.

  Programming is one of the key strands of computing. Below you can find a model of how this important strand is taught through the school.

  

  Early Years Foundation Stage

  Technology plays a key role in the early learning area of Understanding the World. Through a rich learning environment, children will encounter many opportunities to explore, appreciate and use technology purposefully.

  

  Year 1: Programming toys to move around a map

  Children in Year 1 have programmed a toy to move around a map to find buried treasure. They started by thinking of algorithms for their routes, and then imputed these as stored programs for the robot. They are now masters of algorithms!

  

  Year 2: Programming a sprite to move around the screen in Scratch

  Year 2 children have built on work they previously learnt in Year 1 by programming a sprite (such as a spaceship) to move around the screen. This unit acts as a springboard for programming in Year 3.

  

  Year 3: Creating a storyboard and programming an animation in Scratch

  The children in Year 3 created an animated cartoon by translating a storyboard into a series of scripted instructions (program) forgraphic objects.

  

  Year 4: Planning and programming an educational drill -style game in Scratch

  Year 4 started by looking at educational games. They then planned and designed a game, with a clear target audience in mind. The children focused on creating a game for times tables practise. They created a working prototype, and then developed it further to add functionality and improve the user interface. They tested their game to make any necessary changes.

  

  Year 5: Planning and programming a catching or racing game in Scratch

  Year 5 pupils planned their own simple computer game. They designed characters and backgrounds, and created a working prototype, which they developed further based on feedback they received from their peers.

  Year 2: Programming a sprite to move around the screen in Scratch

  Year 2 children have built on work they previously learnt in Year 1 by programming a sprite (such as a spaceship) to move around the screen. This unit acts as a springboard for programming in Year 3.

• Teaching Drawing in Art
  Teaching Drawing in Art

  Art - Our Curriculum Report

  At Cardwell, drawing is taught explicitly as part of our Art curriculum, it is embedded within a purposefully sequenced and progressive syllabus, as one of the five key skills. Throughout the Curriculum for Art, the skill of drawing will be taught and enhanced by sharing with children the work of key classical and contemporary artists from around the globe.

  I love art because I feel happy when I draw.

  I’m proud of my artwork being on display.

  

  Expressive Arts in EYFS

  Is where the children’s interaction with drawing begins, using drawing to represent ideas like movement, expression or loud noises. The children are encouraged to develop their own creative ideas with increasing complexity and detail, such as representing a face with a circle and including details. They then include different emotions in their drawings like happiness and sadness and talking together about their meanings. We encourage the children to draw from their imagination and observation. We support children to add further details to their drawings by selecting interesting objects to draw, and by pointing out key features to children and discussing them.

  

  Features Focus in Year 1

  In Year 1, children are able to express their feelings through drawings, having made anatomical observations of faces/limbs. In consideration of Claudette Johnson’s style of reflection portraiture. The children practice accurately drawing features considering the size, shape and positioning. Following on from their initial experiences in EYFS, the children consider how emotion can be reflected in detailed observations of facial expressions.

  I enjoy art lessons because they help me to develop my drawing skills.

  Marvellous Mountains and Swan’s Safari in Year 2

  In Year 2, the children use, sketching, paint and pastels to create a mountainous landscape influenced by the style of David Hockney. They practise drawing mountain ranges by sketching from photographs. Additionally, the children explore the style of John Macallan Swan, in order to emulate his drawing of safari animals. Children gain an understanding of the artist’s love of sketching animals from the circus, zoo and on safari. They practice their line drawing and observational sketching from images of safari animals, before selecting an animal to draw as a contribution to class composition of an African safari.

  My teacher shows me the steps I need to follow for drawing accurately.

  

  Stone Age Art and Urban Landscapes in Year 3

  In Year 3, the children gain an understanding of art as a form of communication, through reading the story of The First Drawing and exploring the paintings discovered in Stone Age caves. The children research the history of drawings, Stone Age cave paintings and refer to the illustrations from the text. Their creation of cave drawings then contributes to a class composition, which will express emotion, in a dream sequence narrative. Furthermore, through the exploration of L.S Lowry’s artwork and style, the children consider proportion, perspective and depth of field. They discuss the historical and cultural developments of the artist and their forms. They also look at the composition, materials used, artist’s messages, similarities and differences in style. Before creating a sketch of the River Thames/Thames Barrier, using Lowry’s style and techniques, whilst linking to the Year 3 Geography curriculum.

  I enjoy learning about the techniques for sketching, I can relate the skills to our focus artists.

  

  

  Tudor Portraiture in Year 4

  In Year 4, children explore the cultural and historical significance of Hans Holbein’s work in relation to Tudor period portraits, which were very popular amongst the noble families of the time. The children gain an understanding about how having your portrait painted was a sign of nobility and wealth. Building on their skills from Year 3, the children experiment with drawing a portrait outline, working in stages to ensure accurate proportion. The children create a Tudor style portrait, replicating Hans Holbein’s style and techniques. Considering shades and tones before adding finer details, using different drawing materials.

  I like art because it gives me a good feeling and I can improve my expertise.

  

  Responses to Racism in Year 5

  In Year 5, the children create drawings of people layered with a range of pattern and colour inspired by Chris Ofili’s work. By exploring Ofili’s interesting take on use of materials, children Identify layers of patterns and drawing and relate them to a range of themes. Building on their observational drawing skills gained in KS1 and lower KS2, they first generate accurate drawings of an animal or person. Then focus on accuracy and detailing, including using lines to create movement within drawing.

  I enjoy art because it brings me joy and happiness, it’s a chance to be imaginative and creative.

  

  Popular Portraits in Year 6

  In Year 6, the children reflect on their own transition and growth throughout primary school by creating self-portraits. The children look at range of portraits by Picasso and Sophia Oshidin, in order to reflect on the artist’s personal style. Moreover, the children look at cubist style artwork to explore creating portrait art through combinations of shapes.

  They also compare accurate andexperimental drawings, to juxtapose classic and contemporary styles. The children use mirrors to sketch self-portraits, first outlining shape and features with pencil, then adding colour andoutlines to create stylistic interpretations of themselves at the end of their primary school journey. Then they evaluate their compositions in relation to theartist style, process and use of self-expression. Bringing them full circle from their initial facial drawing in EYFS and moving them toward KS3.

  

  I enjoy art because it brings me joy and happiness, it’s a chance to be imaginative and creative.

• Working Scientifically
  Working Scientifically

  As part of the Primary Curriculum, all children work scientifically during each of the topics they learn about. It is embedded alongside each of the topics’ substantive knowledge and allows children to focus on the key features of scientific enquiry, including:

  • asking questions

  • identifying and classifying

  • making predictions

  • setting up tests

  • observing and measuring

  • recording data

  • interpreting and communicating results

  • evaluating Carrying out practical investigations and experiments is a valuable part of their scientific learning and an element that all children across the school enjoy.

  Experiments are so much fun; I enjoy making predictions and seeing if I am right.

  I enjoy doing different experiments because it helps me to understand why things happen.

  Here are some examples of how we have been working scientifically so far this academic year at Cardwell:

  Amazing Animals in The Early Years Foundation Stage (EYFS) In EYFS, the children’s scientific learning is encompassed in many areas, particularly Knowledge and Understanding of the World. They focus mainly on asking questions about the world around them as they experience natural phenomenon and making connections between their observations. During their ‘Amazing Animals’ topic, children explored a vet’s role play area and made links between the needs of different animals. A creepy-crawly woodland set up in a ‘Tuff Tray’ allowed children to explore the small world figures and think about similarities and differences between the creatures. “The butterfly is flying. Bees can fly too.” Evie, Reception.

  The butterfly is flying. Bees can fly too.

  

  Everyday Materials in Year 1

  In Year 1, the children explored, named, discussed and raised and answered questions about everyday materials. This allowed them to become familiar with the names of materials andproperties of a variety of different objects. They worked scientifically to compare and group together a variety of materials on the basis of their simple physical properties. The children thenenjoyed following the steps in a straight forward scientific enquiry to test which material would be best for making an umbrella, recording their results on a simple table.

  It was fun to test materials and find which one to use!

  

  

  Animals including Humans in Year 2

  After finding out about the basic needs of animals, Year 2 focused on the importance of nutrition, exercise and hygiene for humans. They conducted an investigation to test the best way to wash their hands, initially making a prediction about which method they thought would remove the most bacteria. Using cinnamon to represent the bacteria, children then carried out the investigation and wrote a conclusion to explain what they had learnt.

  Experiments help my brain get smarter and understand why something happens.

  

  Rocks in Year 3

  Children in Year 3 have learnt about different types of rocks and how they are formed. They handled different rock specimens and used enquiry skills to compare and group together different kinds of rocks on the basis of their appearance and their simple physical properties. They placed their findings onto a table and looked for patterns within their discoveries, using their knowledge of rocks to discuss why this could be.

  I really liked learning about rocks. We felt and looked at rocks and then could compare and group them together.

  

  States of Matter in Year 4

  In Year 4, children built on their knowledge of materials gained in KS1. They began to sort materials into solids, liquids and gases, after learning about the properties of each and worked scientifically to observe changes in state, in materials such as water and chocolate, linking the process to an increase or decrease in temperature. The children set up tests and used equipment, including thermometers, to observe and record these changes. They also researched the temperature at which a variety of different materials change state, for example, when iron melts.

  I enjoyed learning how to change one state of matter to another.

  Properties and changes in Materials in Year 5

  Continuing their learning on materials, children in Year 5 used their knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating. They carried out a test by working through the investigation process, creating a detailed and labelled scientific diagram to describe their chosen method. The children continued to work scientifically to answer questions surrounding the suitability of different materials, such as ‘which would be the best materials to make a container from in order to keep a drink warm or ice cream frozen?’. After making predictions, they focused on writing up a conclusion to explain their findings.

  In Science lessons, you get to predict things and then experience if it’s correct or wrong, and why.

  

  The Circulatory System in Year 6

  The Circulatory System, an Animals including Humans topic, allowed the children in Year 6 to learn more about the human body. After identifying and naming the main parts of the human circulatory system, and they described the functions of the heart, blood vessels and blood. They then worked scientifically to conduct an investigation into the effect of different activities on their heart rate, displaying their results in both a table and a line graph. This made it easier to interpret their findings, in order to draw conclusions.

  My favourite thing I have learnt about in Science is Biology because we learn about the human body, which is crucial in understanding what happens in our lives

  
  

• Sentence Success in French
  Sentence Success in French

  French is a subject which is widely enjoyed at Cardwell, and is accessible to all children.

  Being able to read, write, speak and understand increasingly complex sentences in a modern foreign language will enable the children to communicate confidently with native speakers and enhance their opportunities in an increasingly global future employment market.

  I think I like French because we can communicate more, and I enjoy it because we work together as a team to help each other – if you don’t know a word you can ask someone.

  I enjoy learning French at Cardwell because we can learn more about the language and about all the food. We get to do fun activities in French and learn about the culture.

  

  Numbers, colours, animals - Year 3

  After learning key greetings, Year 3 have moved on to learning numbers and colours; individual words that will be the building blocks of future sentences. In their Animals unit, they have added determiners to the nouns, learning that all French nouns are either masculine or feminine, and that this affects the spelling of determiners and adjectives relating to those nouns (unlion, unevache).

  

  Getting the gist of a story in French – Year 3

  In their last unit of the year, Year 3 are introduced to the story of le Petit Chaperon Rouge(Little Red Riding Hood), and enjoy learning to read and comprehend longer sentences. They will learn to understand the gist of a text rather than translating each individual word; a sophisticated skill, yet one that is very useful in successful language learning. It is also their first exposure to different verb tenses.

  What’s the weather like today?

  Year 4 have begun to develop their understanding of, and ability to construct, compound sentences to answer the question ‘What’s the weather like today?’(Quel temps fait-il?).After learning phrases to describe each type of weather, they will join them together with an adverb to create sentences such as ‘Today, it is raining.’ By the end of the unit, they will be able to describe the weather in different parts of France using main and subordinate clauses: Dans le nord de la France, il y a du soleil(In the north of France, it is sunny).

  At the Café – Year 5

  

  Year 5 have practised combining greetings, lists of noun phrases, and complex questions and answers, in their role play in a French café, scripting and acting out full dialogues about what they would like to eat and drink. They have thereby experienced what it would actually be like to have a conversation in full sentences with a French speaker - a practical scenario which some may one day experience, if they travel to a French-speaking country.

  Le Weekend - Year 6

  By the end of Year 6, the children are able to draw on a wide repertoire of versatile words and phrases learned throughout Key Stage 2. They can confidently construct and adapt their own sentences in order to communicate their ideas and opinions. In their topic ‘Le Weekend’, they will learn to manipulate sentences to describe what activities they do at the weekend, at what time, and how they feel about them.

• Teaching Health and Wellbeing in PSHCE
  Teaching Health and Wellbeing in PSHCE

  Health and wellbeing is one of our core PSHCE themes at Cardwell. As part of this theme, children in EYFS to Year 6 had the opportunity to learn about the importance of Road Safety during some workshops from the Road Safety Education team. The children enjoyed learning about school crossing patrols; how to keep safe when they are out and about and pedestrian skills through role-play and problem-solving activities. The learning below shows how this was achieved.

  PSHCE is fun. We are given the opportunity to share our thoughts and opinions as well as explain how we really feel about important topics. We learn how we are different and have the right to make our own choices.

  Reception-Who helps us to keep safe?

  Through role-play and stories, Reception learnt how to keep safe when they are out and about and who can help them with this. Some of the key messages the children took away from the workshop were:

  • hold hands
  • stay on the pavement
  • stand on the pavement at the kerb
  • stop, look, listen

  find a safe place to cross
  

  Crossing the road can be dangerous. We need to hold our grown-ups hand and look both ways before we can cross safely.

  Year 1 and 2- What helps us to stay safe.

  During their workshop, Years 1 and 2 secured their understanding of the Green Cross Code with the help of some friendly characters and exciting props. They discussed how rules and restrictions help them to keep safe as well as how to identify risky and potentially unsafe situations in order to help them take steps to avoid or remove themselves from them.

  First, we have four rules: Think, Stop, Look and Hear. You must always hold a parent’s hand when you cross the street because if you go by yourself you might get hit by a car or even cause a car accident.

  Year 3 and 4 - What keeps us safe.

  The Year 3 and 4 workshop taught the children how to recognise hazards that may cause harm or injury and what they should do to reduce risk and keep themselves (or others) safe. The children enjoyed exploring braking distance and the importance of wearing a seatbelt to help keep their body protected and safe. They also looked at different scenarios regarding keeping safe in the local environment such as near rail, water, road and the safe use of digital devices when out and about.

  We learnt the importance of wearing a seat belt because if you don’t you could fly forward in the car and go through the windscreen. The activities were really fun because we were learning about Road Safety and had resources to help us understand.

  If you put your seatbelt under your arm, it will be on your belly which will squash your insides. This may result in you having to be hospitalised for 5 months.

  Year 5 and 6- What can influence the decisions we make.

  Years 5 and 6’s workshop was all about looking at the functioning of the brain when faced with multiple sources of information, as would be the case when we are out and about on the roads. The photos show an introductory feely bag activity where the children had to guess what was in the bag - a clue to the subject of the workshop. Many children guessed a tyre, but it was in fact a model of the brain! The third photo shows the final activity, which was a 10-question quiz in which the children were presented with a selection of images - each time, one would be either replaced or removed, and the children had to spot which this was.

  The workshop was really interesting. We learnt that your brain can’t take too much information in at one time. It is extremely important that you put your phone away so that you do not get distracted when you cross the road.

• Learning Mathematics
  Learning Mathematics

  Maths - Our Curriculum report

  Our teachers use the National Curriculum to build on progression from year to year using high-quality resources from White Rose Maths, Mastering Number, and Classroom secrets to plan daily, small-steps of learning. Children are supported to master the maths curriculum through exposure to a range of concrete, pictorial and abstract representations of maths.

  

  Curriculum

  Our whole curriculum is shaped by our school vision which believes that every pupil regardless of their social and economic background, religion, ethnicity or Special Education Need has the right to high-quality education.

  Lessons

  Maths lessons are taught daily. Each lesson is carefully planned and sequenced starting with recapping prior learning and fluency tasks that centrally focus on key arithmetic skills and efficient recall of key facts. This is then followed by children having the opportunity to apply these skills in reasoning and problem-solving tasks. Children that require additional support are provided with scaffolds and those children that have understood a concept in depth are then given further challenges to deepen their understanding.

  Through the delivery of a high-quality maths curriculum, quality first teaching and scaffolds, we have high aspirations for all our children to become fluent mathematicians and inspire a love of problem solving and reasoning through varied maths tasks, rich sophisticated and real -life problems.

  Pupil voice

  We value what our pupils say and listen to their viewpoints. Here are a few statements.

  When asked whether children enjoyed their Maths lesson a child in Year 1 had responded, strongly agree. She was clear about what she needed to improve on and stated counting in steps of 2 and 5. She was able to say which resources in her classroom she used frequently to enable her to understand the learning, naming the number line, hundred square and tens frames.

  A child in Year 2 explained that she felt challenged in Maths and when asked whether she responded to feedback by her teacher she said:

  My teacher explains the questions to me if I have got anything wrong and then I correct it.

  We aim to illuminate the relevance of Maths and how it underpins our daily life. A child in Year 4 understood the importance of why Maths is taught and said:

  I want to do well in Maths as it will help me in my career in later life.

  A boy in Year 3 also felt that maths is important to him and said if he were to go shopping, he would need to pay with theright amount of money and recognise the correct coins to use.

  Children in Year 5 and 6 also felt they were challenged and had the opportunity to go back and revisit and check their work. A child in Year 6 said:

  After I finish my activity, I can go back and check my lessons from before.

  We asked our pupils what they did if they were unsure what to do, many responded with:

  I ask my partner for help and then my teacher.

  A child in Year 6 stated that she would refer to the learning wall for support.

  

  

  

  

  The Mastery Approach

  Throughout the school, we use concrete, pictorial and abstract approaches to build competency in understanding some maths strands, enabling all children to experience hands on learning when discovering new mathematicaltopics which allows them to have clear models and images to aid their understanding.

• Teaching AT2 in Religion
  Teaching AT2 in Religion

  Religion - Our Curriculum Report

  At Cardwell, AT1 (learning about religion) and AT2 (learning from religion) are strands that are weaved throughout each RE unit of work. AT1 allows children to learn about religion, whereas, AT2 enables children to learn from the religion, making links and drawing on their own personal experiences.

  Self And Others, Symbolism And Rituals, Right & Wrong, Fairness & Justice In EYFS.

  
  Self And Others
  Children begin by developing a sense of themselves and belonging, which is then further developed when they start to think about others developing sensitivity and respect towards others.

  
  Symbolism And Rituals
  Here, children begin to explore that there are a variety of ways in which people live their life, and that symbolism and rituals are an everyday part of life. For example: green and red men on a crossing.

  
  Right & Wrong, Fairness & Justice
  Children begin to understand their need for agreed values, develop a sense of responsibility by expressing feelings and interacting positively with each other.

  Belonging In Year 1

  In Year 1, we begin to identify various groups people can belong to and discover what it means to belong to a particular group. Following on from this, we explore different ways we recognise those from different religions, by their clothing and where they worship. We identify what matters to us and others, including those with religious commitments, and share their personal their responses.

  I enjoy learning different religions because it helps us to learn about what other religions do.

  Celebrations in Year 2
  In Year 2, Through a focus on celebrations and festivals in Year 2, we learn about place of celebration in people’s lives and learn about the beliefs of two religions, Christianity and Judaism. We learn the meaning of the different festivals, the way in which the festivals are celebrated around the world, and reflect on their own lives and communities from it.

  We have learned about different celebrations, I really enjoyed learning about the Christingles.

  Creation in Year 3
  In Year 3, we start to investigate the patterns and rhythms in nature, change, growth and start to consider the cycle of life. We also explore Humanist’s ideas around the creation of the world. It provides an opportunity for the children to reflect on attitudes to life, living things and the world, and what make links between religions and their own personal beliefs.

  At the Café – Year 5

  Year 5 have practised combining greetings, lists of noun phrases, and complex questions and answers, in their role play in a French café, scripting and acting out full dialogues about what they would like to eat and drink. They have thereby experienced what it would actually be like to have a conversation in full sentences with a French speaker - a practical scenario which some may one day experience, if they travel to a French-speaking country.

  End of Life’s Journey - Year 6
  In Year 6, get the opportunity to investigate beliefs about life and life after death, encouraging them to reflect on and express their hopes for their future. Whilst this is can be a very sensitive subject, children are encouraged to discuss these points of life, in a very sensitive manner. We have the opportunity to share feelings of loss caused by separation, and consider how faith and belief can provide some answers to life’s most challenging and ultimate questions, and also challenges attitudes, values and commitments in life. We consider how important it is to celebrate the lives of those they have lost and how remembering can help the healing process. In turn, it’s a chance to reflect our attitudes, values and commitments in the light of this learning.