Our Unique Curriculum at Bishop Alexander LEAD Academy

This year is an exciting year at Bishop Alexander LEAD Academy. We believe we have created a unique curriculum that caters for the needs of all our children and learning community. As well as our core curriculum subjects which include Maths, English, Science, RE, Computing, Art and Design, Design and Technology, PE, PSHE, P4C, Music, Geography and History we have also added additional curriculum units, Speech Language and Communication, Skills for Life and Understanding the Wider World.

To help the children develop their maths skills, we have devised our own programme of learning, which takes place for 15 minutes per day and helps the children develop their fluency skills.

We use Active English to teach Grammar and again, these sessions are taught daily for 15 minutes.

Handwriting is also taught daily, we have developed our own methods and plans for teaching handwriting throughout school.

Phonics is taught daily using the Read Write Inc. programme.

Our Curriculum Model holds an enquiry based approach at the heart of everything we do.

For each theme, our phases choose one or two lead subjects that they focus on more closely, enabling the children to deepen their thinking and learning and to develop enquiring minds, problem solving skills, team work and investigative learning techniques.

This year within our new curriculum themes of, Speech, Language and Communication, Understanding the Wider World and Skills for Life, we have taken one strand from each to focus and embed within our curriculum.

‘Speech, Language and Communication’ this year will focus on developing the children’s conversational skills. These skills are woven throughout our teaching and are also taught in isolation or as part of an extra curricular club.

Our ‘Understanding the Wider World’ strand currently focuses on supporting the children to understand and play an active role in their local community.

For our ‘Skills for Life’ strand a Finance Curriculum has been developed. This will support children in understanding money, budgeting and costing. This will be taught as part of our maths and PSHE curriculum, as well as in isolation and as part of extra curricular clubs.

If you wish to find out more about our curriculum, please see the individual subject information below, click on the following link https://www.gov.uk/government/collections/national-curriculum or do not hesitate to get in contact with the school.

Our New Curriculum Overview

   Autumn 1 Cycle A  Autumn 1 Cycle B   Autumn 2 Cycle A   Autumn 2 Cycle B  Spring 1 Cycle A   Spring 1 Cycle B Spring 2 Cycle A   Spring 2 Cycle B Summer 1 Cycle A  Summer 1 Cycle B   Summer 2 Cycle A Summer 2 Cycle B 
 Whole School Theme  This is me, who are you? We are superheroes!  Let us entertain you  Awesome Artists  Tell me a story  Amazing Authors  Let's Investigate   Design it Make it Long Long Ago   People who changed the world What a wonderful world   Earth Explorers
Foundation  Are all families the same?  What is a hero?  What's your talent?  Can we create art?  Is there always a happily ever after?  What makes a good book?  How does it work?  How could a robot change the world?  What if dinosaurs lived today?  What is out there?  How does your garden grow?  Where is the best place to live? 
 Year 1 and 2  Are we all the same? Is it ever OK to steal?  Would The Beatles have won the X Factor?  Can art talk?  Is there one side to a story?   Are mini Grey's books unique? What will you drive in 2038?  Can you grow a meal?  What lessons were learned from The Great Fire of London?  Did The Lady of the Lamp change our lives today?   Why can't a meerkat live in The North Pole?  Home or Away? 
 Year 3 and 4  What am I made of? Who is your superhero?  Letters entertain you?  Do you need a paintbrush?  What's a story?  Were they authors?  Were your prediction correct?  What do I need?  Whose side are you on?  When shall we party?  Would you eat a persimon?  Why do farmers like volcanoes? 
 Year 5 and 6 What can the eye not see?  What difference can you make to the world?  What made the sixties swing?  Is graffiti art?  Does a story tell a thousand words?  David Walliams or Roald Dahl?  What gap would you bridge?  Are you the next young apprentice?  Why did the axies countries lose the war?  Are you innovative enough to be an inventor?  Is the world wonderful?  Is there a man on the moon? 

Early Years

There are seven areas of learning and development that must shape educational provision in early years settings. All areas of learning and development are important and inter-connected. None of the areas of learning can be delivered in isolation from the others. Our children’s learning experiences enable them to develop competency and skill across a number of learning areas. They require a balance of adult led and child initiated activities in order for most children to reach the levels required at the end of EYFS. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.
The three Prime areas are:
  • Personal, Social and Emotional Development
  • Communication and Language
  • Physical Development
Staff will also support children in four specific areas, through which the three prime areas are strengthened and applied.
Specific Areas:
  • Literacy
  • Mathematics
  • Understanding the world
  • Expressive arts and design
Children’s development levels are assessed and as the year progresses, the balance will shift towards a more equal focus on all areas of learning, as children grow in confidence and ability within the three prime areas. However, if a child’s progress in any of the prime areas gives cause for concern, staff will discuss this with the child’s parents/carers and agree how to support the child. Pupils also participate in daily phonics sessions.
 

Characteristics of Effective Learning

The EYFS also includes the characteristics of effective teaching and learning and the Nursery and Reception teachers plan activities with these in mind. The characteristics highlight the importance of a child’s attitude to learning and their ability to play, explore and think critically about the world around them.
The three characteristics are;
  • Playing and Exploring – children investigate and experience things, and ‘have a go’
  • Active Learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
  • Creating and Thinking Critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things

MFL

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

Phonics

Phonics at bishop alexander academy

At Bishop Alexander L.E.A.D. Academy we follow the Read, Write, Inc phonics programme to teach children to read and spell. This programme is for children from Foundation to Year 2. Any pupils in Year 3 and 4 who need to catch up may also access RWI to help them make rapid progress in reading. Phonics is taught daily in Key Stage 1, for 20 minutes. Children are split in to focussed groups to ensure that learning is tailored to each child’s specific needs. Interventions are also in place for those children requiring additional support.

Children learn the 44 common sounds in the English language and how to blend them to read, and segment to spell. Pupils work within ability groups which are reviewed regularly to ensure children are making rapid progress with their reading. These groups are smaller than a normal class size to enable us to target and support children to achieve their best and learn to read as quickly as possible.

Towards the end of Year 1 (June), all Year 1 pupils are required to take a statutory Phonics Screening Assessment. Within this assessment, children are required to read a number of words that contain the taught sounds. Some of these words are real and others are nonsense words. If a child does not meet the expected score in Year 1, they are required to take the screening again in Year 2.  

You can find out more about Read, Write, Inc. on the website below where there are videos to help parents support children’s learning to read at home and explain how to pronounce the sounds the children are learning in their RWI sessions. Also, below you can find a word mat that we use in school when the children are writing that helps them to select the sound they need.

http://www.ruthmiskin.com/en/parents/

History

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.

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 an enquiry 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 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.

When do we teach history?

Throughout a two year cycle children will have numerous opportunities to develop their knowledge and understanding of significant events and people of the past and investigate how these have impacted on life today. History will be a main focus of learning for various topics throughout Foundation Stage, Key Stage One and Key Stage Two. Where possible, we aim for the whole school to focus on History at any one time to allow the children to not only share their learning in a key stage, but with the whole school, thus creating a history buzz around school.

What do we teach?

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.
Foundation Stage Understanding of the world enquiry questions include:

What if dinosaurs lived today?

What is out there?

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 learn about:

  • changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
  • events beyond living memory that are significant nationally or globally.
  • the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods.
  • significant historical events, people and places in their own locality.
Key Stage 1 History enquiry questions include:

Would The Beatles have won The X-Factor?

What lessons were learnt from The Great Fire of London?

Did the Lady of the Lamp change our lives today?

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

  • changes in Britain from the Stone Age to the Iron Age.
  • the Roman Expire and its impact on Britain.
  • Britain’s settlement by Anglo-Saxons and Scots.
  • the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor.
  • a local history study.
  • a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066.
  • the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China.
  • Ancient Greece – a study of Greek life and achievements and their influence on the western world.
  • a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.
Key stage 2 history enquiry questions include:

Were they authors? (With a focus on Shang Dynasty)

Whose side are you on? (Romans)

Were your predictions correct? (Anglo-Saxons and Scots)

Why did the axis countries lose the war?

What difference can you make to the world?

Are you innovative enough to be an inventor?

Useful websites to support the learning of history

https://www.gov.uk/government/publications/national-curriculum-in-england-history-programmes-of-study/national-curriculum-in-england-history-programmes-of-study

http://www.bbc.co.uk/schools/primaryhistory/

http://www.bbc.co.uk/schools/websites/4_11/site/history.shtml

http://www.primaryhomeworkhelp.co.uk/history/index.html 

English

Reading

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

We also take part in Book Buzz which means that twice a year your child will bring home an extra book. The aim is to further excite and engage your child in reading, offer them greater choice and keep reading fresh with new texts. They may be on a particular theme, text type or by a specific author/s. The books are purchased by school and then filtered into the AR library or class reading areas so that they continue to enjoy the new texts. They receive a raffle ticket when they complete a Book Buzz book. The raffle is drawn at the end of the half term, with the prize being a book voucher.

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 or have an AR number on. This means it has been selected as being the right level for your child.

Spelling, Punctuation and Grammar (SPAG)

For SPaG we use a program called Active English. Active English is an approach for teaching grammatical understanding to primary-aged pupils. It uses the principles of mnemonics to teach and embed the learning in an active and engaging way, providing the pupils with a deeper grasp of language that will benefit them for life. Our first Active English session of the week focuses purely on spelling, as giving children the opportunity to investigate words and make links with previous knowledge is key to them being able to recall and embed their learning. Each class takes home spellings every week and the children are tested through dictations.

Writing

In writing we use a cross curricular approach in order to motivate, engage and immerse pupils in their learning. We aim to create a purpose and link their writing as much as possible to real life experiences.

In FS, KS1 and LKS2 we use Talk for Writing. This programme is powerful because it enables children to imitate the language they need for a particular topic orally before reading and analysing it and then writing their own version.  It follows 3 clear stages imitation, innovation and invention. In UKS2 we follow a more novel based approach in order to further extend pupils and ensure they are confident using the ‘tools’ in their ‘toolbox’.

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

Maths

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

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and non -routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

                                                                                                                              

To this end, the structure of the maths curriculum at Bishop Alexander is based on the belief that pupils learn best when they have a secure understanding of numbers and the number system.  As such, the curriculum model places a high emphasis on ensuring pupils develop a strong understanding of place value, and are confident in their use of the four rules of number.  (addition, subtraction, multiplication and division.)

 Within each year group, the curriculum is organised so that several opportunities are in place to reinforce prior teaching and to build on this to move learning forward. Providing plenty of opportunities to develop numerical fluency, mathematical reasoning, and problem solving skills within calculations, fractions, measures, geometry and statistics.

In addition to 5 hours of taught maths a week, we also have 4 fun fluency sessions, lasting 15 minutes, where children have the opportunity to recall, practise and apply one of the many maths skills. 

Other fun opportunities include having access to Mathletics and TT Rockstars programmes to further enhance their learning.

 Maths homework is set each week, using Mathletics and should children wish to do this at school they have the opportunity to do so at lunch times. 

 

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

Science

Science accreditations

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.  We have also been awarded the Terrific Scientific School of Excellence Award to mark our commitment to investigational work in UKS2. 

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.

Aims

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 take part in 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. The 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 be 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 was a very exciting half term!  Thanks to all the families who got involved with the Science Selfie competition and with the class activities.

During BSW 2018 we are planning to have a big engineering focus.  More details to follow!

 

Computing

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.

Aims

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.

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.

Each phase within the school will, when appropriate, incorporate an area of the computing curriculum within our topic work to ensure relevance.

Coding will be taught using the Purple Mash scheme of work.   Children are also able to access other computing areas from home using this website using their individual logins.

 

https://www.purplemash.com/sch/BishopAlexander

E-Safety 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

nICE

CBBC

Kids Yahoo

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

Image searching

Pics4Learning

picsearch

Gaming

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.

PSHE and SMSC

pshe

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.

P4c

We are also a P4C school. P4C stands for ‘Philosophy for Children’ and children from Foundation to year 6 take part in the sessions. P4C is an approach to learning and teaching, now a recognised worldwide movement and practice, that was founded by Professor Matthew Lipman. Within it, children are taught how to ask their own philosophical questions and then the session is used to develop children’s enquiry and dialogue skills. Children take part in a P4C lesson each week, at times this may be a full enquiry session where children take part in a discussion around a philosophical question they have created or it may be a ‘skills building’ activity in which children develop the skills they need inorder to fully participate in the full enquiry sessions.

http://www.sapere.org.uk/default.aspx?tabid=162

smsc

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.

Planning

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, spetember 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.

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. This takes place at Newark Leisure centre. As we believe water-safety is an extremely important life-skill, we strive for all children to be water safe by the time they leave Primary School. We therefore ensure that catch up sessions are organised for those pupils who are not so confident.

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. 

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

Religious Education

The aim of religious education

  • To stimulate and maintain pupils’ curiosity, interest and enjoyment in RE.
  • To develop an understanding of the influence of beliefs, values and traditions on individuals, communities, societies and cultures.
  • To develop the ability to make reasoned and informed judgements about religious and moral issues, with reference to the teachings of some of the main religions represented in the UK.
  • To develop positive attitudes of respect towards other people who hold different views and beliefs, and towards living in a society of diverse religions.
  • To enhance children’s spiritual, moral, social and cultural development by;-   

- developing awareness of the fundamental questions of life raised by human experiences, and of how religious teachings can relate to them.

- responding to such questions with reference to the teachings and practices of religions, relating them to their own understanding and experience. 

- reflecting on their own beliefs, values and experiences in the light of their work. 

We will achieve these aims by using the program of study, and the 3 areas of learning:

  1. Know about and understand a range of religions and world views
  2. Express ideas and insights about the nature, significance and impact of religions and world views
  3. Gain and deploy skills needed to engage seriously with religions and world views.

The Agreed Syllabus for RE in Nottinghamshire 2015-2020

Geography

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

At Bishop Alexander LEAD Academy we focus on teaching art skills so that the children become confident and can then use these skills and apply them to a final piece. We use our own skills ladders to ensure that children have time to build and develop on their skills year on year.

We use sketchbooks throughout school and these enable the children to practise, investigate and show a learning journey, following the children through the school. They become confident at trying new techniques and can comment on which style or technique has been most effective. We encourage the children to be art critics and comment on what they like, don’t like and to be able to justify their opinions. They look at a variety of different artists and how art compares during different periods of time.

We have separated our art skills in to skills specific areas: Drawing, Painting, Printing, Textiles, Collage, 3D Art, ICT, Sculpture and Artists. These are taught as a unit of work.

This year we have an exciting Art Week planned for the week commencing 22nd January 2018. We will be focussing on drawing and illustrations taken from a focus text. We will be inviting artists to come in to school to share their expertise with us. The week will conclude with an amazing exhibition of the children’s art work. 

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.

Aims

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.

Subject Content

Key stage 1

Pupils should be taught:

  • to use a range of materials creatively to design and make products
  • to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
  • about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. 

Key stage 2

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

Pupils should be taught:

  • to create sketch books to record their observations and use them to review and revisit ideas
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • about great artists, architects and designers in history. 

 

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