At Bishop Alexander L.E.A.D. Academy we believe that pupils make the most progress in their learning through a thematic based curriculum. We feel that this method allows for the children to become immersed in a topic and in so doing enhances their skills development, allowing children to reach their full potential. Our themes run on a 2 year cycle. Please see documents attached below.


What is History?

The past influences all aspects of life. Learning about the past gives us a greater understanding of the world in which we live and an understanding of the actions of others. Each child has a personal history and each subject has a historical dimension. This is why the study of history enriches the entire curriculum.

History gives pupils a coherent, chronological narrative of the past and allows them to explore and enquire to find their own answers. It gives children opportunities to learn about the history of our local area, our islands of Britain and the wider world, which helps children develop an understanding of their place in the world. Within this area of study children develop enquiry skills, applicable to many areas of the curriculum and their later life. They gain knowledge of significant events and individuals, using abstract terms and concepts, to place them in their time. Children will also grow in their ability to use different sources to give them a wider understanding of a subject, including artefacts, text, video, the internet, books and visits.

Our aims in teaching History are:

  • To help children develop an interest in their own past, the history of Britain and the wider world.
  • To develop their skills of enquiry by allowing them to pose their own questions, argue, challenge prejudices and discover their own answers.
  • To enable children to develop an empathy with, and an understanding of other people and other times.
  • To ensure children experience a range of historical artefacts and provide opportunities for them to examine primary and secondary sources of information and debate their usefulness.
  • To provide opportunities for children to research, both in groups and independently, and communicate their findings in a variety of ways.
  • To develop their understanding of chronology from the earliest times to the present and the connections between different areas, religions, social groups, events, politics and economies.

How do we teach History?

Throughout our school we believe that History should be taught through an enquiry-led approach. We allow the children to develop their own ideas and develop their skills through carefully posed questions, and the sources we use. We begin with a question, which can be posed by the teacher or the children (as they progress through the school). We then use sources to discover more and hone our investigative skills. We then add in more information which causes our children to change their minds or will add to their answer they are developing. We will model and scaffold critical thinking and questioning to embed topics, showing that there is never only one answer and the importance of perspective. They will sort, organise, analyse and evaluate sources through their studies. Children will work individually and in groups and will record and present their work using oral, visual, written, models and using ICT. We also provide opportunities for trips to enhance our learning through fieldwork, viewing artefacts and exploring historical sites, to bring learning to life.

In the Foundation Stage children develop crucial knowledge, skills and understanding that help them to make sense of the world and form the foundation for historical work in Key Stage 1. They will:

  • Begin to understand the past by exploring their own personal history and that of people familiar to them.
  • Show interest in the past by examining appropriate artefacts.
  • Begin to differentiate between past and present.

In Key Stage 1, History continues the chronological understanding begun in the Foundation Stage. They will explore the lives and lifestyles of people in the recent and more distant past, including those from our local area. Children will:

  • Make links across different periods in history through the study of recent and more distant times.
  • Develop an understanding of historical terms and chronology and begin to apply them correctly, both orally and through written work.
  • Begin to talk about some similarities and differences between people, events and times.
  • Understand some changes within living memory.
  • Carry out historical enquiries using a variety of sources of information and look at how and why the past is interpreted in different ways.
  • Learn about significant individuals and events from our local area, Britain and the wider world.

In Key Stage 2, pupils continue their development of a chronologically secure knowledge and understanding of British, local and world history. Children will:

  • Develop clear narratives across periods and events they have studied, including those from the more distant past, British history, local history and the wider world.
  • Build their own answers to questions and pose their own.
  • Discuss change, contrast, similarities, differences, trends and cause through depth and overview studies of History.
  • Construct informed responses showing thoughtfulness in their selections of historical information.
  • Use a range of sources to gain knowledge of the past.
  • Use appropriate terms and explain their understanding of these.
  • Begin to understand the complexity of the subject.

Extra Information

Click here to view the History Policy 2016

Click here for the guidance on the History National Curriculum from the DfE



At Bishop Alexander we aim to offer our children many different writing opportunities through as many real life experiences as possible. We take children out on visits to inspire their writing and work with them to help them choose relevant content; use accurate punctuation and present their work in interesting and suitable ways.


In school we use two reading systems, Oxford Reading Tree (KS1) and Accelerated Reader (which is reading through 'real books' for year 2 - year 6 pupils). Children in KS1 and EYFS also have the opportunity to take home a choice book of any level.

To fully support your child's learning in reading you could listen to them read every night and fill in their reading diary. Your child should bring a reading book home which is colour banded. This means it has been selected as being the right level for your child.

We also take part in Book Buzz which means twice a year your child will bring home extra, different books. During Book Buzz we get a selection of books into school which we think will excite your child and help them to enjoy reading. They receive a raffle ticket when they complete a Book Buzz book.


All children in foundation and Key Stage One receive daily phonics teaching(Letters and Sounds) to help support their reading and writing. As children move into Key Stage 2 they will receive phonics teaching if needed or move onto a spelling programme. If you would like further information on the teaching of phonics then please look out for Ms. Emes workshops which she runs each year.


SPAG stands for Spelling, Punctuation and Grammar and children are now tested on this at the end of KS2. As well as teaching SPAG sessions we ensure that the teaching of these skills is embedded into all areas of the children's learning.

Click here for guidance on the English National Curriculum from the DfE.


The Bishop Alexander Maths Booklets aim to support parents/carers in supporting their children in numeracy at home. They include the formal written calculation methods we currently teach as part of the "Calculation Policy" at Bishop Alexander LEAD Academy.

The book objective documents below show the objectives from the New Curriculum 2014 children are expected to cover for each year group.


Primary Science Quality Mark

We are delighted to have been awarded the Primary Science Quality Mark. This award is recognition of our school’s commitment to excellence in science teaching and learning and is credit to all the hard work of the staff and children.

Purpose of study


Science provides the foundations for understanding the world. We aim for the children at Bishop Alexander to develop a sense of awe and wonder through their science lessons. They are encouraged to develop a sense of curiosity and a fascination about the world and how it works.





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

    Curriculum Content

    The children will develop scientific knowledge and understanding of five main areas during their time at Bishop Alexander.

    Biology - animals including humans, plants, living things and their habitats and evolution and inheritance.

    Chemistry - every day materials, rocks, states of matter and properties and changes to materials.

    Physics - forces, light, sound and electricity.

    Understanding of the Earth - seasonal changes and earth and space.

    Working scientifically - asking questions, setting up investigations, making observations and measurements, gathering and recording data, drawing conclusions and presenting findings.

    SCI - FRI

    One Friday morning every half term, the children in each phase of the school take part in SCI-FRI. This is a chance for the children to deepen their knowledge, skills and understanding of science using different types of scientific enquiry. The children in KS1 and LKS2 follow the Crest Star Awards run by the BSA.  The children in UKS2 are just about to embark on an exciting project run by the BBC; Terrific Scientific.  SCI-FRI allows the children the time to experience science in a really fun way - it is the highlight of many of the children's science learning.

    Science Stars

    During the last week of half term all the children in school are supported in writing a science report to demonstrate what they have learnt in science.  With clear guidance on the standard of English expected, the reports the children produce are of a high quality and show the children the importance of being able to clearly communicate their learning.  A child from each class is chosen as the Science Star and their achievement is celebrated in assembly and their work is presented on the Science Star board.     

    British Science Week 2017

    For our third consecutive year, we celebrated BSW in March. This year's theme was Changes, so the children were observing a variety of changes related to their main topic themes.  In addition, we were very lucky to have been awarded a grant from the British Science Association to allow us to buy resources for the children to develop their own STEM project, again linked to their topic.  It has been an exciting half term! It was a very successful week. Thanks to all the families who got involved with the Science Selfie competition and with the class activities.




Purpose of study

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as 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.

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Schools are not required by law to teach the example content in [square brackets]. Computing 205

Subject content

Key stage 1

Pupils should be taught to:

  • understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
  • create and debug simple programs
  • use logical reasoning to predict the behaviour of simple programs
  • use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • recognise common uses of information technology beyond school
  • use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Key stage 2

Pupils should be taught to:

  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Computing 206

E-Saftey Support

e-Safety is an important part of keeping children safe at Bishop Alexander LEAD Academy. We have many security measures in place in school, which are monitored both internally and externally, to help safeguard pupils from potential dangers or unsuitable material.

We can only be successful in keeping children safe online if we work with parents to ensure the e-Safety message is consistent. It is important that parents speak to their children about how they can keep safe and behave appropriately online.

It’s essential to be realistic - banning the internet or technology will not work and it often makes a child less likely to report a problem. Education around safe use is essential.

Search engines

Please note that no search engine is ever 100% safe but below provides some links to some “safer” search engines:

Research searching



Kids Yahoo

Google offers a safer search option for children searching on the Internet. Click on the document below for more information.

Image searching




When children are accessing games via Xbox LIVE, privacy settings can be set up. To read more, click on the link below

Websites for more information

CEOP (The Child Exploitation and Online Protection Centre) delivers a multi-agency service dedicated to tackling the abuse and exploitation of children in the real and ‘e’ world. Often it is referred to as an online 999. By clicking on the button, young people and parents can get advice on a range of issues such as viruses, hacking and dealing with bullying online.

Vodafone have produced a Digital Parenting Magazine which informs parents about the various technologies children are accessing today. There is information on Facebook settings, Xbox360 settings, Blackberry controls, jargon busting and many more 'How to Guides'. Well worth a read!

The “Thinkuknow” website is brought to you by the Child Exploitation and Online Protection (CEOP) centre.

Kidsmart gives you lots of advice on how to stay safe online.


At Bishop Alexander LEAD Academy we believe that Personal, Social and Health Education (PSHE) and citizenship enables children to become healthy, independent and responsible members of society. We encourage our pupils to play a positive role in contributing to the life of the school and the wider community. In so doing we help develop their sense of self-worth. We teach them how society is organised and governed. We ensure that they experience the process of democracy in school through the school council. We teach them about rights and responsibilities. They learn to appreciate what it means to be a positive member of a diverse multicultural society.

Aims and Objectives

The aims of personal, social and health education and citizenship are to enable the children to:

  • Know and understand what constitutes a healthy lifestyle;
  • Be aware of safety issues;
  • Understand what makes for good relationships with others;
  • Have respect for others;
  • Be independent and responsible members of the school community;
  • Be positive and active members of a democratic society;
  • Develop self-confidence and self-esteem, and make informed choices regarding personal and social issues;
  • Develop good relationships with other members of the school and the wider community.

PSHE is split into three core areas:

  • 1) Health and Wellbeing
  • 2) Relationships
  • 3) Living in the Wider World

Please see the attached documents for additional guidance on what each of these areas includes.


At Bishop Alexander LEAD Academy, the children and their learning are at the very heart of every decision made. We aim to create a learning environment which promotes respect, diversity and self-awareness and equips all of our pupils with the knowledge, skills, attitudes and values they will need to succeed in their future lives.

The academy will encourage children to make up their own minds and embrace individuality and be ready to accept responsibility for what they do. They will grow through making choices and holding to the choices that they have made.


The curriculum at Bishop Alexander LEAD Academy will provide a range of artistic, sporting and cultural opportunities that encourage pupils to work together, use their imagination, empathise with others and reflect on what they have done. The majority of SMSC will be delivered through cross curricular activities, as well as specific PSHE, RE and circle time activities.

Definitions – as defined by Ofsted, September 2015

Pupils’ spiritual development is shown by their:

  • ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values
  • sense of enjoyment and fascination in learning about themselves, others and the world around them
  • use of imagination and creativity in their learning
  • Willingness to reflect on their experiences.

Pupils’ moral development is shown by their:

  • ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
  • understanding of the consequences of their behaviour and actions
  • interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.

Pupils’ social development is shown by their:

  • use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
  • willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
  • acceptance and engagement with the fundamental British values of democracy(see attached), the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

Pupils’ cultural development is shown by their:

  • understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others
  • understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
  • knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
  • willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

SMSC Policy

Physical Education

At Bishop Alexander, all children in the school have to opportunity to take part in 2 PE sessions each week - one indoor and one outdoor. We follow the National Curriculum - this 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 and active lives.

Key Stage 1

In KS1, pupils are taught to:

  • master basic movements, including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination
  • participate in team games, developing simple tactics for attacking and defending
  • perform dances using simple movement patterns.

Key Stage 2

In KS2, pupils are taught to:

  • use running, jumping, throwing and catching in combination
  • play competitive games (e.g. cricket, football, hockey, netball, rounders, tennis), and apply basic principles for attacking and defending
  • develop flexibility, strength, technique, control and balance (e.g. through gymnastics)
  • perform dances using a range of movement patterns
  • take part in outdoor and adventurous activity challenges both individually and within a team
  • compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Pupils are also given the chance to learn to swim - for the academic year 2014-2015 this takes place in Years 3, 4 and 5 at Grove Leisure Centre.

At Bishop Alexander, we regularly have sports coaches coming into school to work with children and staff to ensure they receive the highest quality PE lessons. Coaches that have worked in school so far this year include

  • Simon - providing Young Leader training for Year 6.
  • Jordan - providing Change for Life training for our After school Club on a Thursday.
  • Dance and Gymnastics Instructor

COMING SOON!!! - Pop-lacrosse, Tri-Golf & Cricket Coaching

Please see the documents below for the school's PE and Sport Funding and review information.

Foreign Languages

Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

Languages programmes of study: Key Stage 2

Religious Education

The aim of Religious Education in Nottinghamshire is that pupils will know about and understand a range of religious and world views. They will express ideas and insights of their own into the significant human questions which religions address, gaining and deploying the skills needed to study religion.

The Agreed Syllabus for RE in Nottinghamshire 2015-2020



Our aims in teaching History are:

  • To help children to develop an interest in their own past and the history of Britain, Europe ad the wider world.
  • To enable children to develop an empathy with, and an understanding of, other people and other times.
  • To ensure children experience a range of historical artefacts and provide opportunities for them to examine primary and secondary sources of information.
  • To provide opportunities for children to research independently and communicate their findings in a variety of ways.
  • To help children to develop an appreciation that today's world grew out of yesterday's.
  • To encourage children's interest in our local area and its resources.

Primary National Curriculum History


What is Geography?

Geography is the study of places and the Earth’s key physical and human processes. Geographical enquiry allows children to learn about their immediate surroundings and the broader world, developing their sense of identity and an awareness of their place in the world. It makes children aware of how the environment can affect their lives and determine decision-making. It develops knowledge of places and environments throughout the world, an understanding of maps and a broad range of investigative skills.

The study of Geography teaches children about their place in an increasingly global world through learning about the United Kingdom and its relationships with Europe and the rest of the world.

Our aims in teaching Geography are:

  • To gain an understanding of globally significant marine and terrestrial places, including their defining human and physical characteristics.
  • To understand the processes which are involved in key human and physical geographical features of the world and how they are interdependent of one another. 
  • To know how spatial variation and change over time occurs.
  • To develop skills of collecting, analysing and communicating data gathered through their own fieldwork and that of others.
  • To deepen their understanding of geographical processes by being exposed to and interpreting a range of sources.
  • To be able to communicate their geographical findings in a range of ways, including maps, writing, numerically and qualitatively.

How do we teach Geography?

Throughout our school we believe that Geography should be taught through an enquiry-led approach, utilising the children’s critical thinking skills. We allow the children to develop their own ideas and develop their skills through carefully posed questions and the sources we use. We begin with a question, which can be posed by the teacher or the children (as they progress). To enhance our learning and to stimulate the imagination we try to relate this to the children’s own experiences and interests in our topics.

In the Foundation Stage children develop crucial knowledge, skills and understanding that help them to make sense of the world and form the foundation for historical work in Key Stage 1. They will:

  • Observe, investigate and identify features in the place they live and the natural world.
  • Show interest in the environment through exploration and discuss what they like and dislike.
  • Create and use simple maps, plans, paintings, drawings and models of observations of the area and imaginary landscapes.
  • Use role play and imagination to explore other cultures, looking at their differences and similarities.
  • Link their investigation and exploration to the geographically based elements of the Foundation Stage curriculum.

In Key Stage 1, Geography continues the understanding begun in the Foundation Stage. They will investigate aspects of the world, the United Kingdom and their local area. Children will:

  • Develop an understanding of subject specific vocabulary relating to human and physical geographical features.
  • Gain locational knowledge through learning about the continents, oceans and the countries, capital cities and surrounding seas of the United Kingdom.
  • Develop their knowledge of place through the study of a small area of the United Kingdom and that of a contrasting non-European country.
  • Understand human and physical geography through looking at the daily and seasonal weather patterns and hot and cold areas of the world in relation to the equator and the North and South Poles.
  • Develop their geographical and fieldwork skills through their use of maps, atlases and globes to study the world. They will also use compass directions and locational and directional language. Children will also use these skills through studying our school and its surrounding environment.
  • Make use of aerial photographs and plan perspectives to look at features of a place and gain an understanding through creating their own maps. School visits will seek to enhance this learning.

In Key Stage 2, pupils expand their knowledge from the local area to include the United Kingdom, Europe and North and South America. Children will:

  • Further develop an understanding of subject specific vocabulary relating to human and physical geographical features of specific places and our globe.
  • Gain locational knowledge through learning about the countries of the world, their features and their major cities. Children will also learn about the counties of the United Kingdom and its key topographical features (including any change over time).
  • Develop their knowledge of place through the study of a region of the United Kingdom, a region of a European country and a region within North or South America.
  • Develop an understanding of physical geography and human geography with increasing depth.
  • Develop their geographical and fieldwork skills through their use of maps, atlases and globes and digital mapping to study the world. They will also use the eight points of a compass and four and six figure grid references. School visits can be used to maximise this learning.
  • Find out about the local area by observing, measuring and recording the human and physical geographical features in the area and present these in a range of ways.

Extra Information

Click here to view the Geography Policy 2016

Click here for the guidance on the Geography National Curriculum from the DfE

Art and DT

Purpose of study

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.


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

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study

Art Day 2015

In the summer Bishop Alexander held its first Art Day. Children from Foundation to Year 6 found out about an artist and had an opportunity to practise and apply skills in the style of their artist. Key Stage 1 have their final pieces; owls made from each child’s lino print in the style of William Morris, which can be found hanging in the corridor.

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