Subject rational

Art and Design

Art and design is a way to introduce children to life in all its breadth and complexity and it can embody the highest level of human creativity. They develop an appreciation of God’s creations, beauty and precision shown in a range of art work. It allows children to understand and develop learning of one’s self, God and the world around them. God created us in His likeness therefore we area creative people and art is an opportunity for us to express this. Our art curriculum challenges children to think critically, observe and reflect and through this exploration of artist ideas and designs, children have the opportunity to experiment, invent, solve problems, persevere and create their own works of art. We encourage children to create a sense of awe and wonder through expression, developing the understanding in art that there is no right answers just expression, this can help children see things differently and can open new ways of thinking. We aim to allow children to take ownership of their work which builds self-esteem, enriches ideas and pride in art work.


The national curriculum for art and design aims to ensure that all pupils:

  • produce creative work, exploring their ideas and recording their experiences
  • become proficient in drawing, painting, sculpture and other art, craft and design techniques
  • evaluate and analyse creative works using the language of art, craft and design
  • know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.


Our computing curriculum aims to equip children with the skills and knowledge to fully partake and keep up to date with the digital world. We encourage children to reflect and critique our use of ICT so that it can be used effectively. Computing is used as a tool to encourage problem solving, communication and showing creativity. Children develop this important life skill seeking opportunities to link with other subjects and develop knowledge and skills. Through coding we develop key problem solving skills and develop an understanding of the skills and processes used in coding. We also ensure through the teaching of key E-safety techniques that our children are equipped with the knowledge of how to stay safe online and encourage that they use technology responsibly. Computing ensures children become digitally literate and so be able to express themselves and develop their ideas through ICT at a level so that they can be active participants in a digital world.


The national curriculum for computing aims 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.

Design and Technology

Design Technology is a subject that allows children to be creative, show self-expression, with some rigorous techniques to develop and innovative designs. Children have the opportunity to use a variety of materials, develop motor skills and learn new processes to develop products fit for purpose. We expect children to persevere and use time, practise, and effort to ensure children learn from setbacks and still develop new designs. Children should consider other’s needs, wants and values to develop high-quality designs that inspires and innovative ideas for the future. It allows children to appreciate inventions and develop understanding of how things work as well as teaching life skills like cooking. Children acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, computing and arts to create, take risks and use skills to ensure their designs are fit for purpose.


The national curriculum for design and technology aims to ensure that all pupils: ·develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world

  • build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
  • critique, evaluate and test their ideas and products and the work of others
  • understand and apply the principles of nutrition and learn how to cook.


Our aims are to explore the wonderful people and places God created around the world. We aim to develop a curiosity and fascination about the diverse places, people and resources in both natural and human environments. Our teaching will inspire children to discover more and want to visit incredible places. As children progress their knowledge will grow in the understanding of the impact and relation between human and physical processes and children develop compassion for people in varying circumstances. This awareness will support children in being an integral part of our society and will encourage children in supporting our area and further afield by developing an understanding for protecting our planet, different places and the people that live in them. We encourage the appreciation of our wonderful landscapes and features both physical and human and respecting the processes that can take place in these areas. Through comparing places, cultures and processes we develop a tolerance and understanding of the world that surrounds us.


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

  • develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
  • are competent in the geographical skills needed to:
    • collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
    • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
    • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.


In History our aim is to inspire a curiosity for children to know more about the past and how people and events from the past have impacted on experiences, cultures and ways of life. The factual knowledge underpins an understanding of communities and cultures around us. It allows children to explore past actions and to show thankfulness to people from the past that can inspire us and have sacrificed for our lives today. It gives children opportunities to explore and appreciate self-worth, families and communities with a context. We encourage the use of ranges of evidence for children to take views, ask critical questions and take on board others opinions to weigh up evidence. Chronology of events and discoveries are used to support children in valuing the gifts we have today in support our ethos. Through looking into rich cultures and heritage we aim for children to develop an understanding of British values and how they relate and impact on their lives.


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

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
  • gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.


Having the opportunity to learn and celebrate other languages is a way in which our pupils can broaden their horizons, improve communication skills with others and learn about different cultures around the globe. We aim to develop a curiosity of other languages and deepen understanding of the world. Through practical lessons we encourage children to explore the use of other languages through speaking and writing. We aim to give children the tools to communicate with others from different countries and the curiosity to learn about other languages from around the world. Learning a foreign language can support in building cross-cultural understanding, of offering hospitality and service to others, and can be a great source of pleasure as we are exposed to the beauty of others’ languages.


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

  • understand and respond to spoken and written language from a variety of authentic sources
  • speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
  • can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
  • discover and develop an appreciation of a range of writing in the language studied.


Music encompasses and allows children to express thought of all our school values. We use music to share worship and develop a spiritual understanding and appreciation. It allows for emotional development and expression. We inspire children to develop a love of music and encourage talents in playing instruments to increase, self-confidence, creativity and a sense of achievement. Music is a creative gift and we use this as an opportunity for children to learn a new skill. By exposing children to a wide range of different styles of music including from other cultures, past times and different parts of the world, we can ensure children gain an understanding and appreciation of God’s creation.


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

Physical Education

Our Physical Education curriculum inspires children to develop skills, knowledge and competitiveness in a wide range of sports. We encourage children to develop talents and gifts in sports as our bodies, minds and spirits are gifts from God that we can nurture and develop. In developing an understanding of the rules and structures of sports we can develop leaders, team work and value individuals’ talents and gifts. Through challenge and taking risks children can use perseverance and put in time, practise and effort to improve themselves. We also use this as an opportunity to teach children about healthy lifestyles and therefore give children life skills to ensure fitness and health is important in their lives. Physical Education opportunities are a great way to show children their potential and appreciate that children have different talents and that it is important to not wrongly glorify our own personal prowess but to consider the specialities we have and encourage others to persevere.


The national curriculum for physical education aims to ensure that all pupils:

  • develop competence to excel in a broad range of physical activities
  • are physically active for sustained periods of time
  • engage in competitive sports and activities
  • lead healthy, active lives

Religious Education

At the heart of our curriculum is our ethos that we are ‘committed to excellence and inspired by Christ’. As a church school the standard of our Religious Education provision should be nothing less than excellent and its impact should be visible in all areas of the curriculum and school life. Religious Education makes a significant contribution to the Christian ethos of our school and should therefore be considered as a priority. Our curriculum gives pupils a sense of being on a quest of discovery and through questioning; reflection and evaluating thinking children should be able to make meaning from what we read in the Bible. In doing so they will discover more about themselves, their relationships with others, their relationship with the world around them and their relationship with God and we take privilege in supporting and guiding children through this. Children are taught within an environment where Christianity is witnessed and experienced in action; pupils will experience a wide range of challenging activities to explore, create and encounter faith ideas and discover answers to their questions. Alongside Christianity pupils will have experience of a range of religions that are seen in our community. Through this we will encourage a tolerance to others ideas and beliefs.


Our curriculum for religious education aims to:

  • enable pupils to encounter Christianity as the religion that shape British culture and heritage and influences the lives of millions of people today;
    ·enable pupils to learn about the other major religions, their impact on culture and politics, art and history, and on the lives of their adherents;
    ·develop understanding of a religious faith as the search for and expression of truth;
    ·contribute to the development of pupil’s own spiritual/philosophical convictions, exploring and enriching their own faith and beliefs.


In Science we encourage children to ask questions and consider ideas about the wonderful world that we live in. We aim for children to develop an understanding of the world around us and how things work. By underpinning our curriculum with knowledge we ensure children can explore, question, investigate and make conclusions. Over time scientists have discovered, explored and created theories and we ensure children have opportunities to question and investigate these ideas. We encourage children to understand how science can be used to explain what is happening, predict how things will behave and analyse causes. Teachers use sound subject knowledge to ensure they can question, further learning and develop children’s investigative skills. As children progress they will use practical materials and skills to develop an awe to find more about the world around us.


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

  • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
  • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
  • are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.