Subject We promote spiritual development We promote moral development We promote social development We promote cultural development Mathematics By making connections between pupils’ mathematical skills and real life; for example, create a tali chart of which vehicles are seen in local area in year 2 and creating charts using statistics of UK population in Year 5 By considering pattern, symmetry and scale in both the man made and natural world. By engaging pupils playfully; for example, in unequal shares of resources, why might someone be upset if they received less than other people? By reflecting on data that has moral and ethical implications; for example at harvest time, pupils consider the percentage of people around the world suffering from hunger. By the sharing of resources within the classroom, the negotiating of responses and group problem solving. By analysing social data e.g. on poverty and bullying, including cyber bullying in anti-bullying week. By asking questions about the history of maths: for example, ‘What did the Greeks and Romans discover that we use in maths today?’
Subject We promote spiritual development We promote moral development We promote social development We promote cultural development Science By demonstrating openness to the fact that some answers cannot be provided by Science. By creating opportunities for pupils to ask questions how living things rely on and contribute to their environment. By discussing the BIG QUESTION….Why is there life on Earth? And encouraging children to debate and discuss issues and threats to the human race and planet earth in Year 5. By offering pupils the chance to consider the wonder of the natural world and the inventions which have made the world a better place. By considering that not all developments have been good because they have caused harm to the environment and to people. By encouraging pupils to speculate about how science can be used both for good and evil. By using opportunities during Science lessons to explain how to keep other people safe and how they might protect a younger or vulnerable young person. By exploring the social dimension of scientific advances e.g. environmental concerns, medical advances, energy processes. By asking questions about the ways in which scientific discoveries from around the world have affected our lives. There is a rich heritage of scientific discoveries from Hindu, Egyptian and Muslim traditions.
Subject We promote spiritual development We promote moral development We promote social development We promote cultural development MFL – French is taught from Y3 upwards By exploring the beauty of languages from around the world through topic work e.g. By learning French and knowing where around the world the French language is spoken. By exploring the way language is constructed. By helping pupils to have an accurate and truthful understanding of the French culture. By learning the skill of communicating in different ways. By exploring different social conventions e.g. forms of address in French. By appreciating the language and customs of others. By exploring the literature and culture of other countries. By taking part in cultural occasions e.g. Divali and Chinese New Year.
Subject We promote spiritual development We promote moral development We promote social development We promote cultural development Geography By using Google maps and asking pupils to imagine what it might be like to live in different parts of the world. By making links with history when exploring the environment and speculating on why the landscape is as it is i.e. in the local area. By comparing their lives with pupils living in other countries or other part of the UK, through a schools linking programme e.g Regents International School, Dubai. By considering how people treat the environment; posing questions such as, ‘How are we changing our surroundings – are some things for the better and others for the worse?’ Who benefits and who suffers? What should be our personal response to these? Who should look after our environment? By having an eco committee to promote and encourage others to be eco friendly. By considering the implications surrounding food miles and fair trade By providing positive and effective links with the community, both locally in Blackheath and through linking with other schools with different demographics both in the UK and globally e.g.Dubai and in the UK . By considering social responsibility e.g. caring for the environment in Year 2 and the impact of traffic on the area in Year 1. By making links with other countries through schools linking and cultural theme days e.g. Dubai, Culture Week. By exploring cultures that have had, and still have an impact on the local area e.g. Polish community.
Subject We promote spiritual development We promote moral development We promote social development We promote cultural development Art and Design By providing plenty of rich opportunities for pupils both to explore the spiritual dimension and natural phenomena By exploring different artists’ interpretations of a key figure or event and asking what the artist was trying to convey e.g. birth of Jesus in RE. By allowing pupils to show what they know through their own expression of big ideas about life e.g. ethical issues. By promoting the process of ‘reviewing and evaluating’; for example, visiting a museum and associated follow-up work. By exploring how emotions and inner feelings are expressed though painting, sculpture and architecture. By responses to and use of visual images to a range of emotions. By sharing of resources. By exploring social conflict and resolution. By exploring art as a powerful social tool e.g. in advertising, in representing particular groups. By experiencing a wide range of creative media from around the world. By developing aesthetic and critical awareness at an age appropriate level.
Subject We promote spiritual development We promote moral development We promote social development We promote cultural development Drama By allowing for insight, self- expression and the chance to walk in someone else’s shoes e.g. Different characters from fairytales in Year 1, soldiers from the trenches in Year 6. By expressing what it like to be wronged and what remedies might make things better for the injured e.g. during Anti-bullying Week. By exploring similarities and differences and how respect for others can be expressed. By building self- esteem and encouraging self worth. By taking different roles from other backgrounds. By different dramatic conventions to encourage empathy.
Subject We promote spiritual development We promote moral development We promote social development We promote cultural development Design and Technology By enjoying and celebrating personal creativity e.g designing and making own Celtic and jewellery, shields and weapons in Year 4. By our creative homework that we share and create at home which are celebrated through exhibitions at school. By reviewing and evaluating created things. By raising questions about the effect of technological change on human life and the world around them. By exploring dilemmas that individuals may face and developing practical solutions to these problems By making a contribution to the local society by designing street signs to help the local community in Year 2. By considering cultural influences on design and evaluating them. By asking questions about functionality v aesthetics.
Subject We promote spiritual development We promote moral development We promote social development We promote cultural development Computing By wondering at the of the digital age e.g. use of the internet By understanding the advantages and limitations of ICT. By using the internet as a gateway to big life issues. By using ICT as a medium to capture spiritual reflection e.g creating a digital time capsule in Year 5 By exploring the moral issues surrounding the use of data. By considering the benefits and potential dangers of the internet – e.g. campaigns for charities and injustice as a force for good. Cyber bullying as a danger. By considering the vision of those involved in developing the web. By our digital leader committee creating a safety policy for pupils in the school to sign. By links through digital media services with other schools and communities e.g Our Pupil Leadership Team representing the school as international ambassadors to SKYPE another school in Dubai. By highlighting ways to stay safe when using on line services and social media By prepared to work with technology to forge new relationships. By discussing the impact of ICT on the ways people communicate e.g. Skype. By exploring human achievements and creativity in relation to worldwide communications. By developing a sense of awe and wonder at human ingenuity.
Subject We promote spiritual development We promote moral development We promote social development We promote cultural development PE By delighting in movement, particularly when pupils are able to show spontaneity. By taking part in activities such as dance, games and gymnastics which help pupils to become more focused, connected and creative By being aware of one’s own strengths and limitations e.g. Year 2 and Year 5 swimming lessons and whole school participation in Sports Day. By discussing fair play and the value of team work. By developing qualities of self- discipline, commitment and perseverance. By developing sportsmanship e.g. through shaking the hand of a competitor at the end of an event, regardless of the result. By developing a sense of belonging and through team work to create a dance, participate in a race etc. By placing each pupil into a sports ‘house’ to collect house and PE points awarded by sports coaches in PE. By developing a of community identity through taking part in inter school events By offering a variety of extra-curricular sporting activities that are cross phase/year group, enabling pupils’ to work together in a variety of different groupings and contexts. By learning the history of sport, and where they originate from e.g. The Olympics when studying the Greeks. By making links with national and global sporting events such as the World Cup and the Olympics. By exploring rituals surrounding sporting activities e.g. medal ceremonies, learning and singing the national anthem.