Literacy development development development development In responding to a poem, story or text; pupils can be ‘I wonder what you think happens next?’ ‘How would you feel if you were the person in the story?’ ‘Where have you met these ideas before?’ By appreciating the beauty of language By exploring stimulus for thinking about the consequences of right and behaviour; pupils can speculate and apply their learning to their own lives. When they do this they are developing their speaking, listening and higher order thinking skills. By considering different perspectives. By supporting conceptual and language development through an understanding of and debates about social issues By providing opportunities for talk in a range of settings By pupils telling stories from own cultures and backgrounds creating the idea that ‘everyone has a story to tell’ By providing opportunities for pupils to engage with texts from different cultures Geography We promote spiritual development We promote moral development We promote social development We promote cultural development By using Google maps and asking pupils to imagine what it 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. By comparing their lives with pupils living in other countries or other part of the UK, possibly through a schools linking programme www.schoolslinkingnetwork.or g.uk or www.epals.com or through contacts with a different Diocese. 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 working towards an Eco School status By providing positive and effective with the wider community, both locally and through linking with other schools with different demographics both in the UK and globally By considering social responsibility e.g care for the environment, impact of traffic on the local area, tourism By making links with other countries through schools linking and cultural theme days. By exploring links through the British Council and European Union. By exploring cultures that have had, and still have an impact on the local area. History We promote spiritual development We promote moral development We promote social development We promote cultural development
‘move us’ deeply people relax expression from different times and places PE We promote spiritual development We promote moral development We promote social development We promote cultural development 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 By discussing fair play and the value of team work. By developing qualities of commitment and perseverance By developing positive sporting behaviour By developing a sense of belonging and self esteem through team work By developing a sense of community identity through taking part in inter school events By learning about the history of sport, and where they originate from By making links with national and global sporting events such as the World Cup and the Olympics By exploring rituals surrounding sporting activities PSHE/Circle Time We promote spiritual development We promote moral development We promote social development We promote cultural development By developing awareness of and responding to others’ needs and wants By exploring meaning and purpose for individuals and society By developing resilience and inner strength By exploring what is right and wrong and to work out what we need to do in this particular community to make sure everyone thrives. By making explicit links to the school’s distinctive ethos as a church school. By helping pupils to engage in a democratic process for agreeing the rules for community life. By creating opportunities for pupils to exercise leadership and responsibility; pupils might be asked ‘Why do we think this important?’ ‘What could we do about it?’ ‘Who would like to take it further?’ By exploring how different cultures can offer great insights into how we lead our lives Religious Education We promote spiritual development We promote moral development We promote social development We promote cultural development By experiencing wonder and joy through learning about and from stories, celebrations, rituals and different expressions of religion and worldviews By asking and responding to questions of meaning and By exploring morality including rules, teachings and commands such as The Golden Rule, the ten commandments, the sayings (hadith) of Muhammad, By investigating the importance of service to By exploring the qualities which are valued by a civilised society – thoughtfulness, honesty, respect for difference, independence and interdependence By exploring similarities and differences between faiths and cultures By considering in particular different cultural expressions of Christianity; for example, using the Ngara crosses resource (St Edmundsbury and Ipswich
purpose By considering questions about God and evaluating truth claims By exploring spiritual practices such as worship and payer, and considering the impact of these on believers and any relevance to their own life others in Sikhism, Hinduism and Buddhism By exploring religious perspectives and responses to evil and suffering in the world By asking questions about the purpose and meaning of reconciliation and salvation e.g exploring Yom Kippur, Christian salvation story By using the Eco RE provided by Norwich Dioceseenquiries By asking questions about the social impact of religion Diocese) By learning about UK saints and those to which their school might be named after By engaging with text, artefacts and other sources from different cultures and religious backgrounds Science We promote spiritual development We promote development We promote social development We promote cultural development By demonstrating openness to the fact that some answers cannot be provided by Science. By creating opportunities for pupils to ask questions about how living things rely on and contribute to their environment. By using tools such as Star Walk allow pupils to plot the stars in relation to their location and open up questions about the size of the universe and how it might have been formed 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 opportunities during Science lessons to explain how to keep 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