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The Rosary Catholic Primary School

Personal Development

Together, as God’s children,
We realise our dreams,
inspiring and encouraging one another
to reach our true potential,
transforming our world
through our unique gifts.

The development of the whole child as a global citizen of the 21st century is an important part of our curriculum. We therefore have considered the Spiritual, Moral, Social and Cultural aspect of each subject to ensure that these are at the foundation of our teaching.

We encourage pupils to place Gospel values at the centre of their interaction with each other. We fulfil our Mission as Christians. We achieve this through charity fundraising throughout the year for local, national and international charities. During Advent in particular, each year group focuses upon a charity and devises ways in which to raise money for that charity. Each November, we remember those who gave their lives in war fighting for freedom and justice. We co-ordinate a whole school remembrance event as well as selling items for the Poppy Appeal.

Celebrating Diversity: As a school situated in the UK (and more particularly in Hounslow) in the 21st century, we know that the celebration of diversity of culture is integral in educating our young people. We ensure that pupils receive a comprehensive education regarding different faiths, for example through story and assembly, through our Other Faiths learning programme, the celebration of Cultural Diversity Day etc. We are committed to fostering a spiritual, thriving community in which each individual feels valued and able to succeed, and in which each person is encouraged and equipped to fulfil their potential. For us, learning from each other and learning from the world around us  - at a local, national and international level - is a significant part of a child’s experience. We visit the local gurdwara, mosque and synagogue. Members of staff who belong to the Hindu and Sikh religions co-ordinate an assembly and activities on Diwali each year.

We have a well developed PSHE programme and a developing RSE curriculum which encourages pupils to have a sense of self belief and to form positive relationships with others.

Standing up for Justice: pupils have devised the school’s Anti Bullying Charter. Each year, pupils are asked to repeat their commitment to the charter. They demonstrate this commitment through wearing the Rosary ABA (Anti Bullying Alliance) badge.  Pupils’ intolerance of bullying can be seen in how they interact with each other in the playground, in lessons and around the school. Adult interaction is also key in modelling for pupils how to behave respectfully and responsibly. Pupils engage in Internet Safety lessons each year to ensure that they know how to behave responsibly when using the internet. They also engage in the PANTS programme which ensures that they know how to protect themselves and their bodies.

Healthy Lifestyles: we ensure that pupils engage in healthy lifestyles by following our extensive RSE curriculum, PSHE curriculum and science curriculum. We also encourage healthy food choices at lunchtimes – we are re-introducing our Healthy Lunch; Healthy Munch reward scheme.

Spiritual, Moral, Social and Cultural

Religious Education

Spiritual

At The Rosary Catholic Primary School, the spiritual development of pupils is nurtured through regular liturgy, worship and reflection.  Prayer is a central part of the school day for pupils and staff. Pupil led Gospel assemblies, class assemblies and achievement assemblies focus upon the Word of God and reflection upon this teaching.

The richness of Catholic tradition is well planned and celebrated throughout the liturgical year. Opportunities are frequent for the Stations of the Cross, Benediction, Reconciliation, recitation of the Rosary, celebration of class and whole school Masses - In addition to this, all Church feasts are celebrated either in the parish church or within the school building i.e. holy days of obligation.

As we are named the Rosary school, we hold a special devotion to the Rosary prayer and ensure that pupils fully participate in activities associated with this every October. The grotto is used to celebrate the months of October and May. Pupils and parents are fully involved in the celebration of the Eucharist e.g. Holy Communion thanksgiving Mass at Corpus Christi.

The school recognises the vital links between home, school and parish We provide a half termly RE newsletter to inform parents of ways to help their child at home and prayers suggestions as well as providing families with a Prayer Box each week to encourage prayer and reflection in our children’s homes.  

Every classroom has a named saint so that as our pupils progress through the school, they learn the stories of the different saints and celebrate their feasts.

Moral

At The Rosary Catholic Primary School we take seriously the moral call to work for the ‘common good’’. Our pupils learn that social justice and service to others is central to our Apostolic Mission and the moral responsibility of all.

Pupils understand how fundraising is central to Catholic social teaching. Charities are supported at local, national and international level during the season of Advent (a programme of Advent projects) and throughout the year (Cafod, MacMillan, St Paul’s Food Bank, the Poppy Appeal, Catholic Children’s Society, Mbabzi School, Mary’s Meals).

We also encourage our pupils to consider issues of morality through our RE programme and PSHE programme. We encourage pupils to reflect upon issues such as climate change e.g. in Year 3 pupils consider human impact on the planet in their topic of Perfect Planet? and to consider the follies of humanity e.g. the outbreak of World War 1 and its impact on humanity (Remembrance: 1914-1918, Year 6).

Social

At The Rosary Catholic Primary School, our pupils learn that they have a responsibility to humanity and its development and that successful ‘human connection’ is central to a world in which individuals can flourish. We encourage our pupils to work collaboratively and inclusively in both their academic studies and in all their social interaction. We teach them that forgiveness and understanding are central to the social prospering of society and that the values of the Gospel must be ‘lived.’

In our school, pupils learn that they are unique and have been created in love. They are encouraged to develop their God given talents through social participation in sports clubs and events e.g. borough athletics, dance club, judo, football club, and assume responsibility as Rosary Apostles, Junior Road Safety Officers, Eco School Council members, librarians and as Peer Tutors.

We encourage pupils to show kindness and compassion through our Angel Points system whereby rewards are given to pupils for displaying these qualities.

We teach our pupils how to develop loving, fulfilling and socially responsible relationships through our RSE programme.

Cultural

As British citizens, we ensure that our children have a sound understanding of British values. As a school situated in the United Kingdom (and more particularly in Hounslow) in the 21st century, we know that the celebration of diversity of culture is integral in educating our young people. Annually, we ensure that all pupils engage in a celebration of cultural diversity where they learn to appreciate differences in their cultural identity. We deliver a programme of study of other faiths across the school and visit places of worship such as the Gurdwara in Hounslow. We encourage and support families from other faiths in celebrating their beliefs with the wider school community e.g. Diwali is recognised each year: staff wear traditional clothing and the stories and traditions of Hinduism are shared with pupils.

We encourage our pupils to find joy in God’s creation from nature to music, from art to science. We use the chance to experience the museums and galleries of our immediate locality (Hounslow) and the wider locality of London as an opportunity to celebrate God’s presence in the richness of our culture.

Mathematics

Spiritual

In lessons, pupils are encouraged to develop of a sense of wonder about Maths, to delve a little deeper into their understanding and to explore how mathematics relates to the world around them – this helps to promote the spiritual growth of pupils, as they are constantly encouraged to reflect upon their learning.

Sequencing, patterns, measures and ultimately the entire study of Mathematics were created to make more sense of the world around us and we enable each of our pupils to use Maths as a tool to explore it more fully.

Moral

The moral development of pupils is an important thread running through the entire Mathematics curriculum.  Pupils will use Maths in real life contexts, applying and exploring the skills required to reason and solve various problems including conducting an opinion poll on a moral issue.  Pupils are given the opportunity to be aware of the use and misuse of data in a range of issues including those supporting ethical arguments.

Social

Working in groups to problem solve is essential to Maths learning at the Rosary and these skills are developed through creative thinking, discussion, and presenting ideas.  Pupils are encouraged to practise and improve their mathematical reasoning skills by collaborating with others such as explaining concepts to each other.  Self and peer reviewing are essential in enabling pupils to have an accurate grasp of where they are in their development and how they need to improve.  Working in pairs or groups, supporting others and showing mutual respect are a key part of Maths.

 

Cultural

Pupils will explore the Mathematics applied in different cultures such as patterns, symmetry, tessellations and geometric patterns.  Pupils will discuss the use of mathematics in cultural symbols and patterns.

The ability to use exchange rates for foreign travel is also an important life skill that pupils will learn.  Discussion on the cultural and historical roots of mathematics will heighten pupils’ awareness of mathematics culturally and globally.

English

Spiritual

Pupils are provided with opportunities to discuss and role-play real life scenarios which enable them to think about the world outside of school and give opinions on topics that may affect them in the future.Reflection on pupils’ own experiences are highly encouraged in English, as well as independence, creativity and imagination.

Pupils are given time to respond to literature and to empathise with the situations that characters experience. They learn to recognise how others’ beliefs and experiences have shaped the course of literature.

Moral

Through the study of fiction, pupils are given the opportunity to consider different perspectives and empathise with characters. For instance, the study of Shakespeare’s ‘Macbeth’ poses a range of topics and themes for debate such as the threat associated with power and ambition.

Pupils are exposed to texts that deal with moral questions and deal with ethical issues, thus providing them with the opportunity to investigate, reflect and ask questions to broaden their understanding.

Writing non-fiction texts such as newspaper articles, leaflets, reports and reviews help to develop pupils’ ability to apply fiction to real life scenarios.

Social

Participation, creativity, reflection, collaboration and independence are encouraged in all English lessons.  Discussion work, in pairs and group work, alongside studying a wide range of literature, including novels, plays and poetry, helps and encourages the pupils’ social and moral development.  Pupils are provided with opportunities to read texts that portray issues and events relating to modern life or past experience in interesting and challenging ways.  

Cultural

The study of Victorian literature (Year 6) gives pupils opportunities to appreciate British history and culture.  Speaking and listening activities promote the opportunity for pupils to share their own experiences and appreciate other pupils’ perspectives and experiences. School trips and visits from published authors give all pupils the opportunity to access cultural activity alongside the viewing of pantomime performance which otherwise some pupils may not have the opportunity to experience.

Pupils are exposed to a variety of texts to widen their cultural experiences and beliefs. Pupils are encouraged to participate in drama and discussions that help develop their understanding of other people’s attitudes, ideas and behaviour.

 Science

Spiritual

Science can be a spiritual experience and drives us onwards in our search for understanding. We demonstrate an openness to the fact that some answers cannot be provided by Science. We create opportunities for pupils to ask questions about how living things rely on and contribute to their environment. We open up questions about the size of the universe and how it might have been formed. We learn about the scientific perspective on the start of the universe and the evolution of life (with consideration of religious beliefs).

Moral

As teachers, we encourage pupils to be both open minded (generating a hypothesis) and critical (demanding evidence) and to use their understanding of the world around them in a positive manner.

We offer pupils the chance to consider the wonder of the natural world.

We offer pupils the chance to learn about inventions which have made the world a better place.  We consider that not all developments have been good because they have caused harm to the environment and to people.

We consider different perspectives and viewpoints.

Social

As Scientists are collaborators, we provide opportunities for the children to share ideas, data, and results (for further testing and development by others) as these are a key principle of the scientific method. We use opportunities during Science lessons to explain how to keep other people safe and how they might protect a younger or vulnerable young person e.g. safety when using electricity (Year 4, Year 6), or heating/cooling materials (Year 5). We research the social dimension of scientific advances e.g. environmental concerns, medical advances, energy processes.

Pupils research the work of different scientists including chemists, naturalists and behaviourists. We encourage pupils to work together on scientific investigations and to share results (to improve reliability).

Science has a major impact on the quality of our lives. In Science lessons, pupils consider the social impact (both positive and negative) of science and technology. Pupils are encouraged to reflect upon feelings of enjoyment and determination; qualities celebrated through the Rosary’s Growth Mindset characters: Charlie Challenge, Resilient Robin, The Self Motivator and Independent Iris.

Cultural

In Science lessons, we explore and celebrate research and developments that take place in many different cultures, both past and present. We ask questions about the ways in which scientific discoveries from around the world have affected our lives.

We recognise, discuss and celebrate the differences between male and female roles within Science. We celebrate National and International Science events – British Science Week, International Women in Science Day and Space Week.

 Geography

Spiritual

Through teaching geography, we can also develop children’s spiritual development. Essentially, Geography is about studying people; where they live and our relationship with the environment. This involves providing children with the opportunities to reflect on their own values and beliefs and those of others. Children may explore what it to be victim of an earthquake or other natural disaster or to living on tropical islands. Children have the opportunity to explore their own feelings about the people, culture, place and environments that they are learning about.

Moral

Most geographical issues provide opportunities for distinguishing a moral dimension; for example, should deforestation be allowed in a rainforest? Should countries continue to import and export knowing the effect of such activity on global warming? Such issues are explored through fun decision-making activities, where children understand the views held by society, and by various groups within society, and will develop their own attitudes and values in relation to these.

Social

Fieldwork and classroom opportunities that the geography curriculum provides, enhances social development as pupils develop a greater degree of self-discipline and rely on collaborative skills to ensure the learning is successful.

Geography also teaches an understanding of citizenship, where debates and discussions teach pupils about the planning process in a town or city; they learn about national and international trade links how this has an impact on people and places; and understand of the concept of sustainable development.

Cultural

An essential component of Geography is place knowledge. By understanding the features and characteristics their local area, children understand why it is like that, and can contrast where they live with more distant localities, in this country and abroad. This understanding ensures children are aware of the cultural traditions associated with the place they are studying, as well as our own multicultural society.

 History

Spiritual

Through the delivery of our history curriculum, pupils are encouraged to reflect upon their own beliefs and perspective on life in the twenty first century. They are encouraged to have empathy and understanding for past civilizations, recognising how values from the past may be different to the values of the modern world.  Pupils are encouraged to reflect upon their own experiences whilst comparing these to the experiences of past societies, and to form their own opinions. We encourage our pupils to be curious about where humanity has come from and where it hopes to go andto enjoy discovering the history of their world.

A common learning strand linking learning across ages and civilizations in The Rosary Curriculum is ‘Beliefs and Attitudes’.

Moral

History has the power to influence our personal choices, moral decisions, attitudes and values. It encourages us to reflect upon the moral choices and decisions of the past and to gain an understanding of why people in the past acted as they did; to consider if we, as twenty first century citizens, would act in the same way. It gives our pupils an understanding of the values in society and how they can be agents in the process of change – contributing positively towards the greater good.

Pupils have the opportunity to study the consequences of people’s actions, both accidental (e.g. The Great Fire of London, Year 2) and deliberate (e.g. the outbreak of World War One – Remembrance: 1914-1918, Year 6; the withdrawal of Rome from Britain – The Romans in Britain: Invasion and Impact – Year 4; Britain’s Invaders, Year 5). They learn about the courageous choices made by individuals from the past (the Suffragette movement – Democracy, Year 5) and debate the morality of others (e.g. the expansion of the British Empire in Victorian England - The Victorians: Society and Innovation, Year 6; the civil rights movement in America – Events That Have Shaped Our World, Year 6). Pupils are encouraged to form their own opinions and to appreciate differing viewpoints.

Social

History is the story of humanity’s development from the earliest times. It teaches us how respect and collaboration have led to humanity’s most significant achievements, and how an absence of these has led to its greatest follies. Our history curriculum teaches how people throughout the ages have created and developed society (e.g. The Romans in Britain: Invasion and Impact – Year 4) and of how society can breed inequality e.g. the cities of the industrial era and the lives of the poor (The Victorians: Society and Innovation, Year 6). Pupils study the development of Democracy in the United Kingdom (Democracy – Year 5) as a foundation for British values.

Working independently is important but collaborative learning is essential. Pupils are encouraged to take part in hot seating, role play, and discussion, and in collaborative investigation. We encourage our pupils to express their own point of view but also to listen to the point of view of their peers. The nature of our school community means that our pupils have the opportunity to work collaboratively with peers from diverse cultural and socio-economic backgrounds.

Cultural

We encourage our pupils to be inspired by the experiences and achievements of past individuals and civilizations; to appreciate the significance of buildings in our wider locality and the part which they have played in our nation’s history (e.g. Hampton Court - The Tudors, Year 5; The Houses of Parliament - Democracy, Year 5).

Pupils experience the rich learning opportunities provided by London’s museums and the significant contributions of historical figures (e.g. Alexander Graham Bell – Communication, Year 2; Winston Churchill

 Physical Education

Spiritual

We ensure that pupils develop the necessary skills to work in teams or in pairs; a sense of shared goals is promoted. We encourage healthy models of communication and co-operation with others in all sporting activities. A sense of community is nurtured through Sports Leaders and Sport Council Representatives to develop leadership skills and the ability to follow rules and negotiate challenges. We maintain links with local schools within the community for ‘friendlies’. Pupils are encouraged to reflect upon feelings of enjoyment and determination; qualities celebrated through the Rosary’s Growth Mindset characters: Charlie Challenge, Resilient Robin, The Self Motivator and Independent Iris.

Moral

We encourage pupils to lead healthy and active lifestyles as a lifelong journey. We encourage them to develop a sense of right from wrong through fair play in sport, participating in competitive sporting events and extra-curricular activities, giving them a sense of justice and how to respond appropriately in the face of injustice. We encourage the values of fair play, sportsmanship and leadership is celebrated when pupils officiate sporting activities.

Social

We ensure that pupils increase their knowledge and understanding of the body's performance when exercising; leaving pupils amazed at the body's ability. Through Dance and Sport such as Gymnastics, pupils are creative, expressing feelings and emotions in their performances. We allow pupils reflection time to evaluate theirs and others’ performances in order to build a positive mindset and promote progression. Our pupils experience a sense of awe and wonder when observing performance from professional athletes and their peers

Cultural

We give pupils the opportunity to explore dances and learn games from different traditions and cultures including their own. We recognise and discuss the differences between male and female roles within sport, at both elite and amateur levels. We celebrate National and International events such as the Olympics and the World Cup. We promote knowledge on the history of sport in lessons within the PE curriculum and in-class. We engage in off-site competitions attended within the borough – inter competitions. We ensure that on-site competitions are held within year groups and key stages – intra house competitions and we organize trips and workshops in order to enrich experiences, knowledge and skills.

 Art and Design

Spiritual

Pupils at the Rosary develop spiritually in Art by being encouraged to show individuality in a purposeful, meaningful way.  They will explore their own ideas in order to enhance self-identity. 

Moral

Moral development is nurtured through the ability to make judgments about their own and others’ work in order to provide opportunities for evaluation and self-reflection.  Pupils are given opportunities to share their own opinions and justifications about art. 

Social

Opportunities for social development arise through regular peer feedback and assessment.  Pupils are encouraged to work collaboratively, share ideas and express themselves when working in Art.  Pupil work is celebrated and displayed.

Cultural

Cultural development takes place through being exposed to a wide variety of cultures, beliefs and religions.  Artists studied and breadth of materials are selected to make links with other curriculum areas such as History and Geography.  Tolerance and respect of pupils own and other cultures are fostered.

Pupils follow an appropriately structured curriculum that allows them to gain knowledge about a wide range of artists, cultures and processes.  This enables them to form opinions, critically reflect and develop a wider cultural appreciation of their world.

 Design and Technology

Spiritual

By developing the necessary skills to work in teams or in pairs; a sense of shared goals is promoted.
Encouraging healthy models of communication and co-operation with others in all Design & Technology projects.
Maintaining links with local schools within the community.
Pupils are encouraged to reflect upon feelings of enjoyment and determination; qualities celebrated through the Rosary’s Growth Mindset characters: Charlie Challenge, Resilient Robin, The Self Motivator and Independent Iris.

Moral

By encouraging pupils to use sustainable and recyclable materials, contributing to reversing the effects of global warming.

Raise awareness of how our actions contribute to climate change.

To develop a personal awareness of right & wrong that will be used to guide our actions

Developing a collective conscience of how we need to look after our planet.

Social

By increasing their knowledge and understanding of the different elements and skills fostered within Design & Technology.

Allowing pupils’ reflection time to evaluate theirs and others creations in order to build a positive mindset and promote progression.

Pupils see a sense of awe and wonder when devoting time and attention to detail with their Design & Technology creations.

Cultural

By giving pupils the opportunity to explore different types of techniques, from different traditions and cultures including their own.
Recognising and discussing the differences between male and female roles within Design & Technology.
By promoting knowledge of Design & Technology in lessons within the curriculum and in-class.
Organising trips and workshops to enrich experiences, knowledge and skills.

 Music

Spiritual

Music brings the sense of calmness and relaxation for the children. It enhances positive spiritual influences, relieving stress.

Playing relaxing music while the children are working (music with a slow tempo or low pitch) can help the children feel calm. It can help reduce stress and anxiety. It can also help regulate emotions and provide a much-needed break from overstimulation.

Moral

Listening to music can release endorphins which helps if children need encouragement to continue their work.

Children are allowed to express themselves emotionally during music lessons, through their singing/playing musical instruments.

Social

Grouping children together to make music will teach them to work as a team in a way that is fun for everybody whilst still creating something of value.

Music can also help them learn cooperation, sharing, compromise, concentration and most importantly creativity. 

Children are challenged to learn very crucial skills like impulse and self-control – For example, teachers take an already known song that a child can sing and ask the child to leave one of the words from the lyrics out of the song. They can then regulate their emotions when they interact with others.

Children are given opportunities to lead others when singing or playing music instruments. This helps children to progress in leadership skills and boost confidence.

Children work in groups and watch other children for subtle cues, such as volume, timing, and expressiveness to create music. This develops their empathy, as they use these cues to percept and understand each other’s feelings.

Cultural

Musical experiences which enhance processing can therefore impact on the perception of language which in turn impacts on learning to read. For example, exposing the children to the sound, rhythm and intonation of different languages helps them to discriminate between sounds, which is an important component of language acquisition.

Also, listening to music of another culture is a great way for children to experience the idea that they live in a diverse world. Children focus on commonalities with others rather than differences — people across the world dance, sing, rhyme and have fun with music, just as they do.

 PSHE

Spiritual

We are committed to fostering a spiritual, thriving community in which each individual feels valued and able to succeed, and in which each person is encouraged and equipped to fulfil their potential. We teach our pupils to place the values of the Gospel at their centre in order that they may lead lives of compassion, love and care for all.

We ensure that pupils develop a clear understanding of other faiths through our ‘Learning About Other Faiths’ curriculum across the school from EYFS to Year 6 but also through visits to the local gurdwara, mosque and synagogue. Members of staff who belong to the Hindu and Sikh religions co-ordinate an assembly and activities on Diwali each year.

Moral

Through our curriculum, children learn that kindness and social justice are integral to the flourishing of humanity. They learn how moral dilemmas and decisions have been made by societies throughout the ages (history) and that these moral decisions impact every area of our lives in the 21st century (e.g. climate change, justice for poorer communities etc). They learn that working for the ‘common good’ is paramount. This can be seen in their involvement in charitable events and causes, for example collecting provisions for the Food Bank, raising money for MacMillan Cancer Care, fund raising for Cafod etc.  Each November, we remember those who gave their lives in war fighting for freedom and justice. We co-ordinate a whole school remembrance event as well as selling items for the Poppy Appeal.

Pupils develop an understanding that no-one should act as a bystander and that we have a collective and moral responsibility to care for each other. This can be seen in our work on Anti bullying and our pupils’ commitment to the Rosary Anti Bullying Alliance.  Pupils’ intolerance of bullying can be seen in how they interact with each other in the playground, in lessons and around the school. We teach pupils how to behave respectfully and responsibly towards each other.

Social

At The Rosary Catholic Primary School, we ensure that the establishment of fruitful, fulfilling relationships is a priority.  Pupils understand that not only are they an important part of their school community but also an important part of local, national and global society. They learn that they have a responsibility to humanity and its development and that successful ‘human connection’ is central to a world in which individuals can flourish. For us, learning from each other and learning from the world around us  - at a local, national and international level - is a significant part of a child’s experience. As the Rosary Curriculum states, our pupil are 21st century Learners in a 21st Century World.

A significant aspect of social development is the ability of pupils to develop positive attitudes to healthy living. We achieve this by teaching our extensive Relationship Education curriculum, PSHE curriculum and science curriculum, as well as through the thematic learning in each year group. We ensure that pupils learn the importance of physical health (which in itself provides a sound platform for social development) through our PE delivery and that they engage in a curriculum that highlights the importance of emotional and mental health. We teach the importance of pupils’ uniqueness, how to care for themselves and how to remain safe (PSHE curriculum – keeping safe).

We teach them that resilience, confidence and voicing their opinions can change the world for the better. Pupil views are represented through the school council, sports council and Eco Council. Pupils are encouraged to engage in a wide variety of extra-curricular activities including judo, football, dance, violin, guitar.

We ensure that pupils engage in at least 3 off site trips per year. Being so close to Hounslow and its public transport links, we make full use of the Underground and the buses rather than travelling on coaches when we travel off site. This ensures that pupils learn how to navigate the Underground and London bus system confidently and also how to behave respectfully and considerately on public transport.

Cultural

As British citizens, we ensure that our children have a sound understanding of British values. As a school situated in the United Kingdom (and more particularly in Hounslow) in the 21st century, we know that the celebration of diversity of culture is integral in educating our young people. We ensure that pupils participate in at least three off site trips per year to ensure that they have the opportunity to experience the museums and galleries of our immediate locality (Hounslow) and the wider locality of London.

Annually, we ensure that all pupils engage in a celebration of cultural diversity where they learn to appreciate differences in their cultural identity.

 Modern Foreign Language 

Spiritual

Italian supports spiritual development by encouraging pupils to accept and embrace other languages and cultures through the teaching of Italian.  In relation to this, pupils are educated on the religious beliefs and cultural traditions of the people in country of the language they are learning.

Moral

Italian encourages moral development by encouraging the students to respect other cultures and to discuss the moral and social issues of another country. Stereotypes and intolerance are challenged through the teaching of the new language and culture. 

Social

Italian supports social development by encouraging a collaborative approach to learning. Children regularly converse in the target language and often work in pairs or groups during the lessons. Children are encouraged to experiment with the language and learn from their mistakes. The classroom environment is supportive and mistakes are seen not as a failure but as a learning opportunity.

Cultural

Italian supports the cultural development of the children by exposing them to a foreign language and the culture of Italy. It promotes internationalism, connection and pupils’ role within the world.

 Computing

Spiritual

We explore how ideas in computing have inspired our pupils and others. We reflect upon those situations where computers perform better than people whilst understanding the limitations of ICT. We use the internet as a gateway to big life issues through providing opportunities for children to explore their creativity and imagination when developing digital products and we promote self-esteem through pupil opportunities to present their work to others. Our pupils are encouraged to reflect upon feelings of enjoyment and determination, qualities celebrated through pot school’s Growth Mindset characters: Charlie Challenge, Resilient Robin, The Self Motivator and Independent Iris.

Moral

We encourage the moral aspect of Computing through our online safety sessions on which we explore the moral issues surrounding the use of data, trust, copyright and plagiarism. We encourage respect for tolerance of other people’s views and opinions.  We teach the benefits and potential dangers of the internet – e.g. learning about campaigns for charities and injustice as a force for good.  We discuss the moral implications of cyber bullying and the consequences of different courses of actions in response to online scenarios.

Social

We enable social aspects of Computing through links with digital media services and through collaborations with other school communities. We highlight ways to stay safe when using on line services and social media and we promote good etiquette habits when using digital technologies and social media. We discuss the impact of ICT on the ways people communicate and helping pupils express themselves clearly and we encourage collaborative learning through paired activities.

Cultural

We teach our children how to be sensible users of technology and to develop a sense of awe and wonder at human ingenuity. We empower our children to apply their computing skills and knowledge to the wider curriculum and to develop an awareness of their audience when communicating in a digital environment

 Phonics

Spiritual

The Read Write Inc programme is based on 5 Ps:

Praise – Children learn quickly in a positive climate.

Pace – Good pace is essential to the lesson.

Purpose – Every part of the lesson has a specific purpose.

Passion – this is a very prescriptive programme. It is the energy, enthusiasm and passion that teachers put into the lesson that brings the teaching and learning to life. Participation – A strong feature of Read Write Inc lessons is partner work and the partners ‘teaching’ each other. We want our pupils to find love of learning and become confident, proficient, empowered readers and spellers by the time they leave our school. Lastly we want pupils to:

Aspire, Believe, Achieve: Together in Christ.

Moral

To be global citizens of the twenty first century pupils are given plenty of opportunities to read books and learn about different topics, cultures and significant individuals.  Pupils are given opportunities to discuss the challenges in the world today and develop their critical thinking and problem solving skills through discussions.

Social

To have a sense of curiosity and enjoyment in phonics by providing pupils with the opportunities to access high quality phonics teaching and to access a range of fiction and non-fiction texts closely matched to their phonics knowledge.

To be resilient, independent and self-motivated pupils by participating in class debates and discussions where they are able to express themselves and boost their confidence and self-esteem.

To ask questions and to problem solve by planning lessons that are built around curiosity. Pupils are encouraged to ask questions and explore texts and search for meanings in the exciting and colourful phonics storybooks and non-fiction books.

Cultural

To have experience Cultural Capital in a variety of different forms by being given equal opportunities to achieve their best possible standard, whatever their current attainment and irrespective of gender, ethnic, social or cultural background, home language or any other aspect that could affect their participation or the progress of which they are capable.