What is the purpose of our RE Curriculum?
How does RE promote the spiritual development of each child:
As we are a Catholic school, the RE curriculum is central to the whole school and underpins all teaching throughout the school. Our RE curriculum takes every opportunity to develop, stretch and promote every pupil’s spiritual development using the up-to-date Diocesan schemes of work at Key Stage 2 ‘Learning and growing as the People of God’ and the Catholic Curriculum directory at Key Stage 3. We also implement the Catholic Pupil Profile within the department to allow all pupils the opportunity to challenge their understanding of their own faith and to ensure that they are well rounded citizens. The RE curriculum fully informs the Catholic Life of the school as we can explore God’s and Jesus’ teachings throughout the subject and this further helps to challenge and stretch everyone’s spirituality. Opportunities for reflection are consistent within every lesson to ensure that we can progress in our faith journey and reflect on how the lesson has impacted on our own understanding and spirituality, as well as having the opportunity to think about how we can aspire to show this in our everyday lives.
What is the intent of the RE curriculum?
We are a Catholic school, and we are committed to the Catholic Faith, recognising, and valuing every individual as special and unique in the image and likeness of God. Religious Education at St. Bede’s respects and promotes each child’s innate capacity for wonder, awe, reverence, and spirituality. Our Religious Education curriculum leads our children to aspire not to have more, but to be more; children are taught about God’s love; they learn about their Christian responsibilities; children are provided with experiences of church, Catholic and Christian traditions, as well as being taught to be respectful and understanding of people and traditions from other faith backgrounds. Through Religious Education our children learn about their unique place within the home, school, and parish community.
The RE Curriculum at St Bede’s aims to ensure a fluid transition from First schools within the MAC and to High School, providing a progressive curriculum, stretching, and challenging pupils in each year group. This is ensured through consistent and regular collaborative meetings and planning with First schools and the High school within our MAC. This enables planning to be robust and shows a progression in knowledge, understanding, as well as spiritual development for every child. Furthermore, GCSE topics are introduced within year 8 giving pupils a strong foundation and scaffolding knowledge of key elements of the GCSE syllabus, for when they enter High school, which can then be built upon.
Furthermore, the RE curriculum has been structured and organised so that relevant topics are taught at key points within the Liturgical calendar, as well as key events within the year. However, careful consideration has gone into the curriculum to also support and enhance the teaching across all curriculum areas within the school, providing a broad and balanced curriculum, which motivate and engage pupils. Also, there is a strong focus on the enhancement of Literacy and Numeracy skills within RE, as well as a whole school focus, again to help enhance the use of these skills across all areas of school.
How does the RE support the broader development of the child?
Religion and beliefs inform the values and are reflected in what we say and how we behave. RE at St Bede’s is an important subject, developing an individual’s knowledge and understanding of the religions and beliefs which form part of contemporary society. The Religious education curriculum provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong, and what it means to be human. It can develop pupils’ knowledge and understanding of Christianity, of other principal religions, other religious traditions, and worldviews, whilst ambitiously challenging all pupils to develop their own opinions. Greater depth pupils are pushed and challenged within all lessons using higher order thinking skills and with extension units through our school’s virtual curriculum.
Learning about and from religions and beliefs, through the distinct knowledge, understanding and skills contained in RE within a broad-based curriculum, is essential to achieving the aims of preparing pupils for the opportunities, responsibilities, and experiences in later life. Exploring the concepts of religion and belief and their roles in the spiritual, moral, and cultural lives of people in a diverse society helps individuals develop moral awareness and social understanding.
RE at St Bede’s plays an important role in preparing pupils for adult life, employment, and lifelong learning. It helps children and young people become successful learners, confident individuals, and responsible citizens. It gives them the knowledge, skills and understanding to discern and value truth and goodness, strengthening their capacity for making moral judgements and for evaluating different types of commitment to make positive and healthy choices.
RE makes an important contribution to a school’s duty to promote community cohesion. It provides a key context to develop young people’s understanding and appreciation of diversity, to promote shared values and to challenge racism and discrimination. The RE subject matter gives opportunities to promote an ethos of respect for others, challenge stereotypes and build understanding of other cultures and beliefs. This contributes to promoting a positive and inclusive school ethos that champions democratic values and human rights.
How does RE link to other subjects at St Bede’s?
RE is at the heart of our ethos at St Bede’s with curriculum links across the school. RE sits within the HART Faculty but is seen as the CORE of the school. When planning the RE curriculum we have and how this fit in to our whole school vision, then linked with subjects in the HART faculty and then explored explicit links between subjects across school. Through collaborative planning we have ensured that the Catholic Pupil Profile is embedded within each subject and their lessons, as well as links to Catholic Social Teaching which is taught as a stand-alone unit within RE. This is to ensure a clear knowledge and understanding of the principles of Catholic Social Teaching in the context of the wider world and not just within an RE lesson.
Furthermore, when planning the RE curriculum we have liaised with heads of department within other subject areas across the school to see whether RE could be linked with the teaching within that department to help pupil with continuity of learning and use of skills. For example, with the teaching of Judaism in Year Spring 1, we have made sure that this is linked to art, where they also look at Judaism and Jewish artwork. This enables pupils to use their knowledge and understanding of the religious views and worship from their RE lessons and use this to enhance their understanding and interpretation of Jewish artwork in their Art lessons. We have also linked units within Year 5 with art, where pupils look at the story of creation in the book of Genesis. This links with Art, because they focus on drawing natural forms within their lessons.
What is the purpose of our Key Stage 2 English Curriculum?
How does Key Stage 2 English promote the spiritual development of each child?
Throughout our ambitious Key Stage 2 English curriculum, we take every opportunity to develop and promote every pupil’s spiritual development. We implement the Catholic Pupil Profile at every opportunity to allow pupils to understand their own faith and to ensure that they are well-rounded citizens. The Catholic Life of the school is at the heart of the Key Stage 2 English curriculum as we are able to explore God’s creation through the subject and this further helps to develop and enhance each individual’s spirituality. One way this is achieved is through the ‘Deeper-Thinking Question’ for each of the units covered – these questions encourage the children to explore their faith whilst also linking it back to their current learning. Opportunities for reflection are exploited to ensure that we are performing in God’s image and that we are able to be the very best that we can be – this is done through regular reflections of how our current lessons link to the Catholic Virtues and Values that we focus on each half term. Please see the website sheets for more detail on how Key Stage 2 English topics are linked to the Catholic Ethos.
What is the intent of the Key Stage 2 English curriculum?
Our Key Stage 2 English curriculum has been designed in collaboration with our Key Stage 3 English curriculum as well as MAC schools to ensure a seamless transition from ages 4 – 16. The Head of Key Stage 2 English has regular ‘English Best Practice Group’ meetings with the first schools to ensure that the transition from first to middle school is as smooth as possible and to work cooperatively together. We have planned our curriculum so that Key Stage 2 are exposed to a wide range of texts, genres and skills which are then further refined in their Key Stage 3 English curriculum. Topics and skills are chosen based on the content of the National Curriculum as well as relevant texts that engage and challenge our children and are ordered in such a way that skills are gradually built on.
Reading is a huge priority for us as a department, as it is as a whole school, and all our children spend time in the library with a dedicated librarian where they read and quiz, using the Accelerated Reading programme. In Key Stage 2, the children complete a STAR reading test which gives them a reading age and then they follow the structured format of Accelerated Reading where they quiz on books before moving up to the next level. In order to develop our children’s love of reading, our library is regularly restocked and we encourage children to bring in old books which they have loved reading for others to read also. Various competitions and incentives can also be seen in our library to further engage our readers.
By the end of Key Stage 2 English, our intent is that children are as prepared as possible for their end of Key Stage 2 Statutory Tests; that they are prepared to entre Key Stage 3 where these skills can be further developed and that they enjoy the various aspects of literacy due to a rich and engaging curriculum and enthusiastic staff who are passionate about their subject.
How does the Key Stage 2 English support the broader development of the child?
Our Key Stage 2 English curriculum has been designed to support the broader development of the child through the topics and texts which we cover. We aim to provide children with a rich and varied aim of books which they can access through the library, whilst promoting our Modern British Values and Catholic Values and Virtues throughout the content of the topics. Children are exposed to texts from a range of cultures and focus different genres, including fables, where important messages are delivered. We also support the broader development of the child through character analysis and key themes such as good vs. evil in the texts that we are covering.
To ensure children interact in a social setting, we encourage group work in Key Stage 2 English to help children with their social and emotional skills. In order to advance their academic skills, children are then encouraged to apply these skills that they have developed in a group setting to their own independent work.
The well-being of our children is at the heart of all we do and Key Stage 2 English staff have regular Pupil Progress Meetings where each individual child is discussed to ensure that the needs of all are being met and so we can provide any additional support, where necessary, as quickly as possible.
How does Key Stage 2 English link to other subjects at St Bede’s?
When planning Key Stage 2 English, we looked at how the schemes fit in to our whole-school vision, and then explored explicit links between subjects across school, where possible. For example, in Year 5 English, we start off with adventure stories to link with the ‘Miracles of Jesus’ in RE and our ‘Deeper-Thinking Question’ is ‘where can we see real-life adventures in the Bible?’. Simultaneously, Geography teach a unit on ‘Places and Journeys’ which helps to encourage our children to think of a wider range of settings for their stories.
Books that are chosen also have a cross-curricular link. For example, in Year 6, the children read ‘You are Awesome’ by Matthew Syed, a book which helps to empower young readers with a sense of self-esteem whist offering sensible life advice throughout. We chose this text to help support our SMVSC curriculum and also due to the fact that the well-being of our children and their social and emotional development is at the core of our Key Stage 2 English curriculum.
The Key Stage 2 English curriculum also has a direct link to RE and Catholic Social Teaching through the ‘Deeper-Thinking Questions’ for each of our topics and also through the exploration of the Catholic Virtues which are often used as reflections at the end of lessons.
The Head of the Language and Communication Faculty has met with all heads of departments across the school, ensuring that literacy is a focus in each of the children’s lessons. This has been achieved through shared literacy starters; staff meetings to develop non-English teaching staff’s understanding of the various terms that children are exposed to in their English lessons, the inclusion of traffic light punctuation in each subject and learning walks which have resulted in the sharing of good practice across the departments. Literacy across the curriculum is a huge focus for us and is monitored regularly throughout the year.
What is the purpose of our KS3 English Curriculum?
How does KS3 English promote the spiritual development of each child?
The KS3 English Curriculum reflects the Catholic Virtues, which we follow in St. Bede`s Catholic Middle School and across the MAC, in all its SOWs across Y7 and Y8. The varied curriculum gives pupils relevant opportunities to develop and promote their spiritual development as they explore different topics in each term and have a plenty of valuable opportunities to discuss their findings with the rest of the school community. Pupils have got many opportunities for reflection of their learning and for promoting the Catholic Virtues in their everyday life as well as they are given opportunities to act in God`s image by making faith-gilled, wise and discerning decisions when studying serious topics, such as discrimination, racism and prejudice in various literary works of many famous authors or historical fact files.
What is the intent of the KS3 English curriculum?
The KS3 English Curriculum in St. Bede`s Catholic Middle School ensure a smooth transformation of reading and writing key skills from KS2 to KS3 and leading towards GCSEs in KS4. This is possible through a close cooperation with first schools and high schools, mainly St. Augustine`s. More precise and collaborative work with St. Augustine`s enables the KS3 English Curriculum to be more developed, ambitious and more relevant to pupils who are given many valuable opportunities to greatly develop and stretch their reading and writing skills which are closely related to new GCSE expectations and specifications for English Language and Literature. Pupils are offered variety of engaging and relevant topics and genres to study which are closely linked with the main topics and genres they will be further studying in KS4 English which give them a solid base of key skills to build on in their high school.
The topics have been sequenced in such a way to allow pupils to develop their reading and writing skills in greater depth to reflect new more targeted skills in GCSE English Literature and Language Exams. The SOWs contain many literary works of various famous authors (contemporary or traditional) which challenge pupils` understanding of the world, social issues (e.g. racism, discrimination) and their own personal values. Pupils have many challenging opportunities to develop their writing skills by studying closely different styles of writing (formal and informal) as well as exploring different types of writing, e.g. travel writing, creative writing, descriptive writing, etc. These different opportunities offer pupils to be more prepared for their transition to high schools as well as they set a solid base for their life skills. Overall, the focus of the study in KS3 English ensures broad and balanced curriculum.
How does the KS3 English support the broader development of the child?
In KS3 English, we aim to develop pupil`s understanding of the world around them by studying many topics which are closely linked to environmental, racial or prejudice issues (e.g Black Lives Matter). Pupils are encouraged to discuss these issues, deepen their own knowledge by questioning and come up to valid conclusions based on their own values and opinions. Teachers maintain a high level of questioning (closed or open questions) in all lessons and encourage their pupils to be curious about the topics as well as be responsible for their own actions and decisions. Furthermore, in reading, pupils are encouraged to read a variety of contemporary and traditional texts to deepen and broaden their knowledge of many social issues and conflicts (e.g. WW1 and 2) by looking at a wide range of fiction and non-fiction novels, texts or extracts. The KS3 English reading approach includes independent reading and reading for pleasure, using variety of fiction and non-fiction books available in the school library via Accelerated reading. In this way, pupils have great opportunities to be in charge of their own learning and exploring the world around them through the eyes of different authors and different genres. Regular reading of different genres also enriches their vocabulary and introduces them to more ambitious word choices and sentence constructions in their written work.
In writing, pupils are challenged to apply their writing skills and knowledge studied in lessons in their own pieces of creative or factual writing which then reflect not only their level of maturity and imagination, but also the level of formality which is required for the type of writing they are required to produce which can be challenging at times. Many lesson tasks and activities are closely linked with the GCSE specifications and require pupils to be more considerate, attentive and accurate. All pupils` hard work is appreciated and valued in lessons.
Pupils have got many relevant and planned opportunities to reflect on their learning though peer and self-assessment which play a crucial part in building pupils` self-confidence and faith in their own skill and abilities. Pupils are made aware of their strengths, weaknesses and the key skills which are required for life moving forward to consider when pursuing a career as well as we aim to develop pupils` understanding of their pathways and vocations by reinforcing the importance of English in their future life.
How does KS3 English link to other subjects at St Bede’s?
KS3 English, as a subject, sits within the Language and Communication faculty. In History, inference and deduction skills are used when exploring more difficult historical texts and accounts. Moreover, pupils use different writing styles when producing different types of writing, e.g. diary entries, letters, poems, etc. to reflect what they have learned in particularly History lessons.
In Geography, pupils are often involved in whole class discussions and teacher`s skilful questioning is used to deepen pupils` knowledge as well as their curiosity about how the world around them works. Pupils are asked to use their key skills to write to explain, describe or persuade in their work. In Science, pupils are encouraged to use more sophisticated and subject-specific vocabulary as well as more formal style of writing which they are taught in KS3 English lessons.
In RE lessons, pupils use similar analytical skills as in KS3 English lesson when analysing different literary texts, Bible or different extracts. They have to be able to evaluate texts accurately and to express themselves their findings clearly through using the key method of Point, Evidence and Explanation.
In Science lessons, pupils develop further their writing skills further by practising more writing to explain and describe. In all subjects across KS3, pupils will focus on subject specific vocabulary which contributes well towards their spelling skills and reading comprehension skills.
What is the purpose of our Maths Curriculum?
How does Maths promote the spiritual development of each child?
The maths curriculum is underpinned by the Catholic Virtues we share in St. Bede’s Catholic Middle School and across the multi-academy. This enables pupil’s spiritual development to continue to flourish as they grow and progress through their learning journey. Pupils reflect on their learning with purpose and progression by analysing and evaluating their learning strategies and the clear links with our virtues. An example of this would be to look at being learned with their knowledge of numbers and place value and wise in how they apply those patterns to decimals or how they are curious and active when exploring the properties of 2D and 3D shapes. Pupils serve God by using and developing the gifts given by God to each individual to realise their potential.
What is the intent of the Maths curriculum?
The maths curriculum in St. Bede’s looks to ensure a positive and effective, fluid transition in numeracy skills from 4 to 16 years. It does this through consistent cooperation with first schools and the high school. A collaborative look at the MAC calculation policy enables strategies to build through the years, strengthening from one year to the next, thus enabling pupils to effectively develop their arithmetic skills with precision scaffolding. Similarly, the curriculum begins to introduce early year 9 topics to aid the high school journey through to GCSE, enabling St. Augustine’s to offer more modules.
The topics within the maths department have been carefully structured to allow the children to grow in both confidence and accuracy through repetition in different contexts. An example of such is to introduce multiplication during the topic of area and perimeter, followed by a multiplication and division topic which can take their skills further in order to use the formal written methods for long multiplication and long division, and seeing context for it. Topics are also spread so that they can be revisited to ensure that skills stay sharp throughout. Fractions, Decimals and Percentages are recapped at the end of key stage 3 in line with where St. Augustine’s begin their teaching.
How does the Maths support the broader development of the child?
At St. Bede’s the pupils develop inquisitive and enquiring minds and we are passionate about making clear links between maths and the world around them. Pupils are always encouraged to strive to challenge themselves and to think deeply in regards their understanding of maths and how they can successfully apply their prior learning to a wide range of everyday problems. Through our progressive success criteria, pupils are encouraged to be ambitious in the challenges they take on to get the very best out of their lessons and their own development. Pupils take part in mixed ability let’s think lessons in order to develop their own metacognition whilst giving them the opportunity to debate and discuss alternative strategies with their peers.
Through quality first teaching, pupils are actively encouraged to accept responsibility for the behaviour and respect of others within lessons and to understand the consequences of their actions on themselves and others around them. This in turn helps pupils to build self-confidence and self-esteem within the subject.
Problem solving skills and teamwork are fundamental to maths, through creative thinking, discussion, explaining and presenting ideas. Students are always encouraged to develop their reasoning skills and are stretched to explain their concepts and processing. Self and peer marking work enables pupils to support others and understand their own strengths and areas to develop whilst improving and developing their communication skills.
Pupils are made actively aware of the need for mathematics and the skills required for life moving forward, and to consider this as being extremely important when pursuing a career. STEM opportunities are available to support this including, Go for Set and robotics club. Maths is also woven into the Virtual Curriculum to ensure seamless links and opportunities to use and apply mathematical content are always prevalent.
How does Maths link to other subjects at St Bede’s?
Maths, as a subject, sits within a STEM faculty made up of the STEM subjects. Through this faculty system science, technology, computing and maths are planned carefully and meticulously to ensure clear links across the subjects are explored. Measuring accurately and converting units of measure links with science, when conducting practical experiments, and technology, when creating projects. This enables pupils to have a better understanding and grasp of shape and space. Function machines, sequences and the order of operations link strongly with coding and algorithms in computing. This ensures that pupils appreciate the importance of the order of instructions in a procedure. Interpreting and presenting data in maths allows pupils to develop their statistical skills meaning they can access secondary sources data in the humanities subjects. There are clear links with art and design when looking at repeating patters, tessellation and isometric views of shapes in maths. A link between music and maths can be seen when looking at fractions, linking it with music notation as beats in a bar. Roman numerals are taught across maths and History to show its relevance, development, patterns and to highlight why we now use Arabic numerals today.
What is the purpose of our Science Curriculum?
How does Science promote the spiritual development of each child:
Throughout our Science curriculum, we take every opportunity to develop and promote every pupil’s spiritual development.
We implement the Catholic Pupil Profile at every opportunity to allow pupils to understand their own faith and to ensure that they are well rounded citizens.
Science informs the Catholic Life of the school as we are able to explore God’s creation through the Reproduction and Earth and Space units, in particular, and this further helps to develop and enhance each individual’s spirituality. Opportunities for reflection on the awe and wonder of the Universe and its associated content, processes and phenomena are exploited whenever possible to ensure that we are performing in God’s image and that we are able to be the very best that we can be.
What is the intent of the Science curriculum?
· Our (Upper) KS2 Curriculum builds on the firm yet concrete ideas acquired at our feeder first schools, which are firmly in line with the Lower KS2 National Curriculum Science document. Learning at first school is referenced in lessons, so as to build recall skills. In Year 5 we start with a series of Cognitive Acceleration through Science Education lessons (CASE/Let’s Think) which, alongside the Let’s Think Maths lessons, begin pupils’ cognitive development towards the abstract thinking and reasoning skills needed to access higher levels of achievement at GCSE and also achieve success in whatever line of employment they follow; it also enables them to make appropriate life choices for themselves. These skills are then put into practise from this early stage up until pupils’ exit from St Bede’s in Year 8 and become habit by the time they go onto high school. After the end of the first Let’s Think block of lessons, we follow the Hamilton Trust UKS2 schemes of work, which, in addition to teaching the subject knowledge requirements of the National Curriculum, provide clear and ample opportunities to follow the working scientifically aspects of the NC. These lessons provide appropriately differentiated challenge and stretch each child to achieve their highest possible attainment.
· At KS3, we are now following the AQA 2-year KS3 course which then leads seamlessly into the AQA GCSE courses followed at St Augustine’s High School. This is based on the National Curriculum for Science.
· Across the MAC, opportunities have been created and taken for staff to meet with their counterparts, in order to plan this previously-mentioned seamless curriculum from age 4-16. Our ambitious adoption of Let’s Think enables pupils to access more abstract material at an earlier stage and allows us to investigate KS3 skills in KS2.
How does the Science curriculum support the broader development of the child?
· At St. Bede’s the pupils develop deep thinking and question the world around them. Pupils are always encouraged to delve deeper into their understanding of Science to relate it to the world around them. Pupils take part in mixed ability Let’s Think Science lessons in order to develop their own metacognition.
How does Science link to other subjects at St Bede’s?
· Science, as a subject, sits within a STEM faculty made up of the STEM subjects. Through this faculty system science, technology, computing and maths are planned carefully to ensure links across the subjects are clear and explored.
What is the purpose of our French Curriculum?
How does French promote the spiritual development of each child?
Throughout our French curriculum, we take every opportunity to develop and promote every pupil’s spiritual development. We implement the Catholic Pupil Profile at every opportunity to allow pupils to understand their own faith and to ensure that they are well rounded citizens. France is mainly a Catholic country and we take every opportunity to discover and discuss the Catholic celebrations in the country at key points in the year drawing a parallel with England and our school whenever possible. Opportunities for reflection are exploited especially at the beginning of each lesson when we say a Prayer in French.
What is the intent of the French curriculum?
Our ambitious French curriculum has been designed in collaboration with our MAC schools to ensure a seamless transition from 4 – 16. We have discussed with the first schools which main themes and topics should be covered such as greetings and colours. We have then planned our curriculum so that Key Stage 2 discover France and its culture as well as being able to introduce themselves, discuss their family, home and origins, likes and dislikes through different topics (food, clothes…). The topics in Key Stage 2 are picked to reflect mostly on a different foreign Catholic culture. Maths and English are also a focus in lessons to support our pupils through a broad and balanced curriculum as they prepare for their KS2 SATs.
By Key Stage 3, pupils are able to discuss their free time and holidays and also have a look at their school, home and local area. This links perfectly on to the Pearson GCSE French Course that is studied by pupils at St Augustine’s. Here they need to have a look at international and global events and issues or further studies, ambitions and volunteering. We cover the key skills to give them a solid grounding for their KS4 studies. This is combined with the work they have done with culture and simple phrases at Key Stage 2 to be able to introduce themselves. Key Stage 3 pupils have also learned French Catholic celebrations which are also covered in our Religious Studies curriculum.
How does the French support the broader development of the child?
Our French curriculum has been designed to look at another culture and other French speaking countries across the globe, whilst promoting our British Values by keeping mutual respect for and tolerance of those who are different in culture, faith or without faith at the centre of our studies. We look at living in France, what makes France so special, the festivals and traditions, its history and its government amongst other topics. Through French, some students are better able to reflect and take pride in their own foreign origins. Some students can demonstrate a better understanding of French as they speak a foreign language at home. French is a subject which allows all students to be able to be accepted for who there are and celebrate where they come from. Being a different subject compared to others, French helps pupils through more interactive tasks and games which are proven from research to help the well-being of all children. Working in groups has also helped the pupils interact in a social setting, whilst completing their own essay writing can help them define who they are.
How does French link to other subjects at St Bede’s?
When planning French, the Head of Department has looked at how it fits in to our whole school vision, then explored explicit links between subjects across school, looking at different cross-curricular activities. French has evident links to Poetry, Religious Education and Arts in general, amongst others, as Key Stage 3 students can design a calligram using a French prayer or create a collage in the style of Matisse whilst Key Stage 2 students create a bookmark in the style of Pointillism or a pompom with the French flag’s colours. Constant references and comparisons are made with the English language in French when looking into grammar and vocabulary, this at both Key Stage 2 and 3. This has helped pupils’ continuity and understanding in these curriculum areas and helps to both challenge and support them.
Naturally, being such a spiritual subject, as France is a Catholic country, we have many links to RE and have explored these and have developed lessons within each year groups to focus on celebrations and traditions discussed in RE lessons, as well as in our daily Catholic Life at St Bede’s.
What is the purpose of our History Curriculum?
How does History promote the spiritual development of each child:
Throughout our History Curriculum, we have many opportunities to reflect on our Catholic Values and spiritual development as we apply them not only to ourselves but to people and events in history.
Pupils are encouraged to perform in God’s image and be generous with their efforts and talents. As pupils evaluate important events and decisions, that have formed our world into what it is today, they can decide for themselves what is right and wrong and compare past actions to how God calls us to be, and to do.
Within our school’s ethos, pupils are encouraged to grow and develop in their own faith journeys and practice. The caring and supportive nature of our school enables them to grow academically, morally, emotionally and socially and our History lessons have a part in that.
What is the intent of the History curriculum?
St. Bede’s History curriculum has been designed in collaboration with our MAC schools to establish consistency and flow across pupil’s transition throughout their school education. Our aim at St. Bede’s is to make sure all pupils gain the knowledge and love for learning in our history lessons so that they can extend their learning through their traditions and into their futures. The intent of our history curriculum is to develop each child as a whole person.
It is important that we learn from events in history to develop our own sense of empathy and understanding of other cultures, conflicts and progressions. Pupils discover developmental changes throughout history in Britain and how they affect the world we know today. There is also the opportunity to look wider around the world and to see how history elsewhere has its influence on us; for example, slave trade and segregation in America, different cultures and religions practiced around the world and at different times.
How does the History support the broader development of the child?
In History, pupils grow to be grateful for their blessing each day when learning about people who struggled in the past and formed the world we have today. In doing this they become generous with their own gifts and blessings to understand and help others by practicing attentive reflection. Pupils also act compassionately as they comprehend how different generations had to be discerning to make decisions to create movements in history. This gives pupils the opportunity to reflect on their own morals and emotional development as they become curious in these decisions that shaped our world. Pupils explore their British values by learning about Britain’s changes in democracy and law under different leaders and beliefs.
The history curriculum at St. Bede’s is well differentiated. There is opportunity for every child to access the learning objectives and outcomes. The broad and balanced nature of the curriculum allows pupils to utilise their strengths to achieve targets, which all pupils can thrive and grow with. Learning what has previously happened in the world and what we have learnt from it is an essential skill to progressing.
How does History link to other subjects at St Bede’s?
There are many cross curricular links within History at St. Bede’s. In KS3 English lessons, pupils study WWI poetry and look into life in the trenches. They also discover how people were discriminated against during WWII and the Holocaust though the novel ‘Boy in the Striped Pyjamas’. In Year 7, pupils read ‘Journey to Jo’burg’ where they explore segregation and race which will help understanding when studying the African-American Slave Trade.
Due to the broad and balanced content and outcomes, history can include many parts of different lessons; from Medieval football rules compared to their PE lessons today to fighting for human rights and exploring stereotyping and discrimination like in our SMSVC curriculum.
Religious Education has a strong link with history, especially as we explore the development of the church. How Vikings invaded our monasteries, Kings and Queens fought for religions and even invented new religions by making changes to suit themselves. Lessons include our Catholic Virtues throughout the curriculum, inviting pupils to develop their spiritual and cultural growth.
What is the purpose of our Geography Curriculum?
How does Geography promote the spiritual development of each child:
The Geography curriculum at St Bede’s has, at its heart, the desire to ensure that all of our pupils are given the opportunity to grow and develop in their spirituality though the study of God’s creations. The Catholic pupil profile has been embedded throughout each lesson to enable pupils to contemplate a deeper appreciation of the world around them through the study of its people, its places, and its social constructs, building empathy, compassion and curiosity from within.
By Implementing the Catholic pupil profile into each lesson, pupils are stretched to consider how and why changes have taken places over time, how other people live differently to themselves, and how we can appreciate and care for those outside of our community as well as those within it. Thus developing in each pupil, a sense of their own relationship with God.
What is the intent of the Geography curriculum?
The geography department at St Bede’s is intent on building and developing an ambitious curriculum to challenge and stretch all pupils regardless of age or ability. A curriculum that blends seamlessly from first school through to high school, which will ensure pupils gain the knowledge and skills they will require not only for their GCSE’s but for later life.
In order to achieve this, we have formed good links now with Trinity high schools head of geography to enable us to collaborate and improve upon the content we offer at KS3. The impact of which will ensure that from September 2021 pupils receive in-depth and inspiring lessons that engage and challenge them to apply their knowledge and deepen their thinking. Topics such as Asian adventure and power of Europe have been developed to broaden our provision whilst other topics such as extreme climates and global warming have been redesigned to ensure they are current, relevant and accurate.
In KS2, topics have also been adapted and some removed on grounds of relevance, to ensure that pupils start their formal geography education by gaining and understanding key skills such as locating continent’s and European countries in an atlas or on a globe, they then move on to consider the geographical aspects of different cultures and settlements in both LIC’s and HIC’s, then in year 6 they move on to consider Geography as the study of climate and weather, rivers and environments in their local community. This ambitious learning curve ensures that pupils in KS2 appreciate that Geography is a subject in its own right, and that it covers many aspects not only locational.
How does Geography support the broader development of the child?
Geography supports the broader development of the child by encouraging them to ask and discuss ‘deeper thinking’ metacognition questions, such as why the World was created as it was, why we suffer from natural disasters and why we have differences in communities and what is our role in caring for our planet.
Pupils are regularly exposed to moral dilemmas which they are encouraged to discuss and consider, such as the impact of natural hazards and relationships between nations. Pupils develop emotionally through Geography lessons by comparing and contrasting what we have in our community with others. Their thinking is always challenged and questioned.
Through Social Constructivism, pupils are always encouraged to develop socially, listening to the views and thinking of others, this also supports their wellbeing by encouraging others and being respectful of different perspectives. Through their developed academic thinking and extended knowledge of the world, the aim is children become more confident in their role in the world and what their perceived vocation might be, appreciating opportunities and different cultures.
How does Geography link to other subjects at St Bede’s?
Where possible at St Bede’s we try to keep topics across subjects similar so for example in year 8, pupils look at Tourism in geography during the autumn term, this links with the work of the English department where they are looking at travel writing and the French department where they look at Holiday vocabulary. Some other examples of links to other subjects,RE and CST- CST is taught in Geography through understanding differences in communities, recognising and celebrating diversity in cultures. This is all based on the model of Jesus. Maths – Use of graphs for weather and population comparison across all four-year groups. English – Reading articles and other material to improve reading ability which is a current driving factor. Climate in Africa topic in year 7 links directly to the English topic where they are reading and studying the book ‘Journey to J’Burg’. Science – Links to the water cycle in year 6, and Global warming in year 7. History – Year 5 topic of settlement and Year 6 topic of Local geography look at the history of settlements in Britain.Art – Pupils are given opportunities once per topic to produce work through their creativity such as posters or comic/story boards.Computing – Pupils are encouraged to use ICT to research as well as present work where possible.
What is the purpose of our Art Curriculum?
How does Art promote the spiritual development of each child:
“12. In order to communicate the message entrusted to her by Christ, the Church needs art. Art must make perceptible, and as far as possible attractive, the world of the spirit, of the invisible, of God” (Pope John Paul II). Through our teaching of the Arts, we aim to create the very best Artists, Designers and Photographers. It is our intention to implement the Catholic Pupil Profile to develop enthusiastic learners of Art in order to fulfil their God-given talents. The Arts takes every opportunity to offer a creative, ambitious and engaging curriculum which enthuse, motivate and inspire our pupils to enrich their spiritual development using the Catholic values and virtues. Furthermore, the Art curriculum is designed to allow pupils to understand their own faith which plays a valuable part in the education of our pupils at St Bede’s Catholic Middle School and across the MAC.
The ambitious Art curriculum encourages pupils to creatively express themselves through their artwork, with a means to engage with and understand the world around them and their relationship with it. Embedded in our broad and exhilarating Art curriculum is the exploration of the work of other artists and designers from a vast spectrum of backgrounds, genders, ethnicities and beliefs. The Art curriculum is designed to promote pupil’s willingness’ to be reflective about their own beliefs and their own experiences. Pupils will investigate visual, tactile and other sensory qualities of their own and others work; experiencing great admiration and respect for their peers’ work when they see the level of achievement and progress. Throughout the Art curriculum, pupils learn to become independent, adopt resilience and focus in applying their technical skills to projects that develop their self-expression in an appropriate manner.
What is the intent of the Art curriculum?
The Art department works within the Creative Arts faculty and is committed to building strong working relationships across all departments at St Bede’s Catholic Middle School and across the MAC. The Art curriculum has been designed carefully in collaboration with our MAC schools to support pupils fully in their transition from reception, through middle and on to high school. The Art curriculum has been developed to ensure art is brought to life and inspires pupils to achieve and make progress from their first school, Our Lady of Mount Carmel, St Thomas More or St. Peter’s Catholic First School and gain transferrable skills for GCSE’s at St. Augustine’s Catholic High School & Sixth Form.
The vibrant art department has the facilities to develop pupils’ creative curiosity allowing pupils to create work in a wide variety of media including a kiln for clay work and a fully equipped computer suite. Throughout pupil’s art journey, pupils can push the boundaries of their discipline by exploring new techniques in an inspiring, safe and supportive atmosphere.
As a Platinum Artsmark school with Trinity Championship status, we are very proud that we can achieve qualifications for pupils in the arts; for example, all year 8 pupils take part in the Bronze Arts Award through curriculum time in music and art lessons. Selected pupils are invited to take part in the Silver Arts Award. We have strong links with the schools’ three feeder primary schools and deliver workshops to year 4 pupils which allow them to achieve the Discover Arts Award before arriving at St Bede’s Catholic Middle School in year 5. The ambitious Art curriculum also aims to work to the individual needs of pupils allowing all pupils to develop key skills, knowledge and techniques that provides a sound platform for pupils to make the necessary progress towards Key Stage 4.
The Art curriculum is built to build confidence, stretch and encourage pupils to take ownership of their work, giving pupils the opportunity to explore a range of starting points for practical work. For example, pupils explore both digital and non-digital media, including photography and sculpture. Skills developed in Key Stage 3 also include; drawing, painting, printmaking and artist analysis. The overall emphasis will be on enhancing pupils’ skills in preparation for GCSES, as well as developing core transferable skills, such as collaboration and communication.
How does the Art’s support the broader development of the child?
At St Bede’s Catholic Middle School, the Art curriculum encourages pupils to widen their contextual knowledge as well as expressing their own identity and style. Within the Arts curriculum all pupils are given the opportunity to:
· Develop their own personal style and approach when making a piece of creative work
· Challenge themselves and think about the world they live in
· Express their ideas, beliefs, traditions and opinions about their sense of self and identity
· Develop an ability to communicate their thoughts, feelings and opinions using the language of art, music and drama
· Develop a deeper appreciation of the world around them, seeing new and innovative ways of interpreting it
· Generate original artwork
· Develop a knowledge and appreciation of artists, musicians, actors, designers and crafts peoples work from the past and present
· Make critical judgements clearly and reasonably about their own and others work
· Evaluate their on-going practice, engage with and consider other people’s work
· Accept praise and criticism equally and fairly as a positive experience
· Work successfully as part of groups, in collaboration with other artists, organisations and communities
· Exhibit, show and share what they have done as an individual or in collaboration with others
· Explore the Arts through other cultures and welcome diversity
Beyond the Arts Curriculum itself we have extra-curricular activities run at lunchtime with an open-door policy. It is our mission to consolidate the learning that takes place in art lessons, introduce new skills and techniques and challenge and stretch pupils. For example, pupils have the opportunity to work on canvas, create large paintings, sculptures and enhance their photography skills. The extra-curricular activities also involve cross curricular projects such as the school production and banners for sports day. In addition, pupils can also explore their own ideas to create their artwork. Pupils can also discuss classwork and receive one to one support.
Furthermore, displaying art around the school is extremely important. We aim to display pupils art work as professionally as possible. These displays are an essential part of the art teaching strategy. We feel everyone can learn to create art and everyone can learn to understand and appreciate art.
How does Art link to other subjects at St Bede’s?
The Art department works within the Creative HARTS faculty, which is made up of foundation subjects Music, Art, History, Geography, PE and RE. The Arts curriculum has been carefully designed to ensure topics link closely to a range of subjects to allow pupils to use their art skills to reflect on and explore topics in greater depth. For example, the Art and Music department work and deliver Arts Award and schemes of work through close collaboration in year 8, but also to maintain our excellent status in the country. The Arts curriculum also connects with English. For example, the Foundation group study both ‘Fantasy Stories and Space’ at the same time as their English lessons and during year 7, pupils will complete a project based on ‘Alter Egos’. Furthermore, year 8 pupils explore ‘Exploring Horror and Gothic stories’. The Arts curriculum also works alongside the Science and History department, the Foundation group will create their own volcanoes to support their Igneous rocks topic and pupils in year 8 are given the opportunity to study ‘World War II’ alongside their History lessons. The Art curriculum also links closely with Maths through all schemes by discussing measurements, geometric shapes, data sampling and questionnaires.
The Art curriculum being such a spiritual subject, proudly has a strong links to RE throughout all year groups. Pupils explore a range of topics including, Advent, Lent and Holy week. Furthermore, the Art curriculum is designed to allow pupils to understand their own faith and other’s such as Hinduism and Islam. This structure allows pupils to develop knowledge and understanding of art, craft and design in historical and contemporary contexts, societies and cultures.
What is the purpose of our Technology Curriculum?
How does Technology promote the spiritual development of each child?
Technology is a brilliant opportunity for students to explore and develop their own individual spirituality and faith. They follow a 4-stage process – Research, Design, Make and Evaluate. Throughout this process they will look deep within themselves, and also to God, to help them. Whether it be for inspiration in their design ideas, or for being discerning when they are designing, the catholic pupil profile is strongly implemented into the subject.
What is the intent of the Technology curriculum?
Pupil’s technology journey starts at year 5 where they will be based tested on all things DT. They will then move on to a technology project at the end of year 6’s art curriculum to help prepare students for the subject.
The intent of Technology within the curriculum is to provide pupils with hands on learning experience through textiles, food and nutrition and resistant materials. This in turn develops metacognition skills which are vital to becoming better thinking, self-reflecting and resilient problem solvers.
In year 7 textiles, the pupils learn how to follow instructions to make a pencil/gadget case – using a combination of hand and machine sewing. In year 8 the pupils get to design and make their own soft toy, producing their own templates and growing in confidence in hand and machine sewing.
In Resistant materials, the pupils design and make their own keyrings and clocks out of acrylic in year 7. They get taught how to use a variety of hand and bench mounted tools: all are able to work safely and independently in this environment and many of the pupils thrive in taking ownership of different areas of the learning environment. The pupils also get to use the sticker machine, engraver and 3D printer to customise their clocks. In year 8, they research different type of wood carpentry joints and then hand craft a picture frame using them. They then look at putting electronics into their frames in the form of LED spot lights. Again, they use a variety of hand and bench mounted tools however demonstrate better accuracy and skills by producing these joints and circuits.
In food technology the pupils learn the vital life skill of how to make a variety of healthy dishes. The learning follows a demonstration of how to make something and then the pupils will make it the week after. This includes foods such as puff pastry plait, pizza, healthy desserts and savoury quiche.
There has been a collaborative approach with planning the curriculum at St Bede’s. This has helped the subject by including elements of AQA GCSE DT into the scheme of work as there are areas within the KS3 national curriculum which are similar. This ensures that there are gradual progressions in difficulty so that the pupils are developing their practical and KS3/GCSE knowledge. This happens across the 3 areas (RM, textiles and food) so that they are progressing across the subject. This has been ensured by holding regular meetings with our DT contact at Saint Augustine’s, as well as holding meeting with our first schools to ensure there is progression from Reception all of the way up to Sixth form – creating a “seamless curriculum”.
This is a subject for everyone as it is fantastic platform for the students to explore their own capabilities in the design and make world; skills which are used less and less in the modern-day technological world, but have such a huge benefit to the pupil’s own wellbeing and the future work force of Redditch.
How does Technology support the broader development of the child?
The curriculum is constantly linked with the culture of Redditch as the students are reminded in each subject area how local industries would be using the skills that they are learning. With it being a practical subject, it helps develop the student’s social and emotional well-being as they are taken away from the more academic subjects and able to design, make and evaluate something which they have created. The pupil’s take extreme pride in their work and due to this there are little to no behaviour problems. As previously mentioned, this subject is a huge developer of metacognition skills. This means that our pupils are able to push their boundaries of problem-solving skills, therefore improving a plethora of personal traits. These include; resilience, growth mindset, self/peer reflection, leadership, teamwork and planning skills.
How does Technology link to other subjects at St Bede’s?
Technology has links with other subjects in the same faculty. Through Design and technology, students are measuring in textiles and resistant materials, and weighing in food technology. This gives the students valuable, hands on, maths learning experiences. Within the design aspect of the lesson the pupils are using various art skills such as perspective and rendering using colour. We also look at sustainability, which is covered in Science.
Catholic life is strongly prevalent in DT. The virtues are interlinked within the subject and the students are reminded of the wider skills they are learning and how this applies to their catholic life. For example, being curious and active when learning how to handle the bench mounted tools; not to be scared to use them and to be guided with relevant support (either myself or a more able student).
How does SMVSC promote the spiritual development of each child?
The SMVSC curriculum aids the development of insights, principles, beliefs, attitudes and values which guide and motivate us and bring us closer to God.
In this topic, pupils understand that they are serving God by using and developing the gifts given by God to each individual to realise their ambitions, differences and talents – all of which aid themselves in their life choices.
What is the intent of the SMVSC curriculum?
SMVSC (previously SMSC/PSHE/Life Skills) enables our pupils to become healthy, independent and responsible members of our school but also of society. It aims to challenge their understanding of how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up which they will likely face.
How does SMVSC support the broader development of the child?
At St. Bede’s the pupils develop deep thinking throughout all of their subjects and question the world around them, which can often be all drawn together in SMVSC through the cover of the curriculum.
Pupil’s develop an understanding of how to stay safe in their society, the dangers in the world around them but also develop and independence of decision making to what they can do to keep themselves and others safe.
Team work is developed through different tasks throughout all areas of SMVSC and pupils learn how to communicate effectively with each other and also the skills required to be a good and balanced team member. Pupils are encouraged to present their ideas in different ways which develops their own confidence in speaking but also develops their creative thinking and ability to solve problems and discuss these eloquently
How does SMVSC link to other subjects at St Bede’s?
There is a lot of overlap between SMVSC and different curriculum topics in the different activities and topic areas which are covered.
– Maths is embedded into the SMVSC curriculum as tasks which help pupils perceive everyday problems, dealing with money and financial situations and understanding how this can have an impact on their lives. This helps them develop their mathematical reasoning and understanding as well as seeing that Maths comes into their everyday lives.
– Science is very prominent in SMVSC to give the pupils the facts about how to live a healthy and safe life style, keeping fit and healthy (PE) as well as the dangers that they could be faced with in life. These are all good bases for discussions which are very thought provoking and aid children’s discussions but also understanding of the wider world.
– Pupils are encouraged to express their understanding and opinions through many different mediums, such as through letter writing, a song, poem, through the arts, drawing, drama – all which link across many different curriculum areas such as English, Drama, Art and Music.
– Geography is intertwined into the SMVSC curriculum through the delivery of diversity and prejudice towards different cultures, developing an understanding and empathy of different countries, cultures and religions, again reflecting on their own spiritual and moral beliefs and how this is similar to others.
– RE is very closely linked with SMVSC and they work very closely together in the delivery of the RE and SMVSC curriculum content in different ways. Both are very reflective and always bring us back to reflecting on ourselves and our faith/values.
What is the purpose of our Computing Curriculum?
How does Computing promote the spiritual development of each child:
Throughout our broad and balanced Computing curriculum, we take every opportunity to develop and promote every pupil’s spiritual development. We implement the Catholic Pupil Profile at every opportunity to allow pupils to understand their own faith and to ensure that they are well rounded citizens. Computing informs the Catholic Life of the school as we are able to explore God’s creation through the subject and this further helps to develop and enhance each individual’s spirituality. Opportunities for reflection are encouraged to ensure that we are performing in God’s image and that we are able to be the very best that we can be.
· Looking at Catholic Ethos on website sheets
· Virtues and Values displayed in Computing rooms and changed each half term
· Lesson observations & STEM review
What is the intent of the Computing curriculum?
The intent of the ambitious Computing curriculum is that pupils will enjoy high quality lessons experiencing a dynamic curriculum that enables pupils to develop skills that means they have the ability to use digital tools wisely and effectively when communicating, collaborating, problem solving and creating.
Computing will be used to challenge and inspire pupils. The Computing department will make good progress with all year groups and SEN/disadvantaged pupils. Our exit data is in line with the national average and does not have an evident gender difference. Computing will excite and stretch pupils. They will use a variety of good software to experience a range of technology & transfer skills between software. They will produce documents that are fit for purpose and appropriate to an audience’s needs refining and edit their own and others work, being self –reflective. Computing teaches pupils to use computational thinking and creativity to understand and change the world.
· Meeting First school Subject Co-ordinators to make sure there is sound coverage of the NC.
· Meet with St Aug to map curriculum coverage and evaluated and refine units- including Enterprise.
· Collaborative planning across MAC, first to middle in relation to E-Safety. Middle to high in relation to computational thinking and enterprise.
· E-Safety is covered in Autumn during Anti-bullying week and Spring during Safer Internet week as well as dedicated units that link in to using computers safely, effectively and responsibly.
· Learning journey document.
How does the Computing support the broader development of the child?
In Computing we will listen to one another and the pupils are encouraged to take part in group work where they must value the contribution of their partner and work together productively to produce a final outcome. Computing will provide pupils with the experience of challenge, awe and wonder. Technology in all its forms will be used to inspire pupils to seek first-hand experience and be a rich interactive experience. When first-hand experience is not possible technology will be used to display global technological developments. Throughout the curriculum there is a focus on moral issues:
· Is anonymity ok on the internet?
· What is net neutrality?
· What is white-hat hacking? How can it be used appropriately?
In KS3 an Ethics Unit will be covered which describes measures that can be taken to ensure that ethical, legal and environmental considerations which are considered when using computer systems.
In both KS2 and KS3 E-Safety units encourage pupils to think about their wider responsibilities to their communities and how they represent themselves online and how they responsibly communicate with others.
The Computing department encourages pupils to consider the job opportunities that having a qualification in this subject could offer in the future. Real word issues are discussed and the use of technology both positively and negatively on people lives.
· Unit of work- E-Safety, Ethic, Using Computer safety and responsibly.
· Well-being- Computing writing tasks for SMVSC days.
· Academic- Coding and programming tutorials. Cybersecurity challenge
· Vocational- Computing careers board. Robotics competition- linked with industry. Cybersecurity challenge GCHQ
· Learning journey document
How does Computing link to other subjects at St Bede’s?
Where Computing can relevantly link with other subjects it does as evidenced by the 7up/down documents. Throughout the Computing curriculum we are linked to PSHE RSE and Wellbeing covering a variety of strands as identified in the document below. Computing consistently links in with English and Maths during units of work across each of the year groups. The Computing department has collaborated with a number of other subject area in the school to create bespoke tasks for pupils across a range of areas evidence below.
· Word Document entitled PSHE RSE and Wellbeing – St Bede’s Audit edited to just Computing
· 7up/down excel document.
· Learning journey document.
· Linked to Maths, binary, file/storage sizes, processing speed, angles in scratch, rotation, clockwise, anticlockwise- lightbot.
· Linked to English- Y6 Flowol Unit written with the HoD English to include specific literacy tasks.
· Science & Food Tech- Sensors Unit collaboration from science in designing task. Inclusion of knowledge which crosses over with Food Tech.
· Technology- Microbits Y7 and use of flow diagrams
· When specially teaching .ppt skills in Y5 pupils will use the content from other subjects to practise their .ppt skills. This will include History, Geography, Science and RE.
What is the purpose of our Music Curriculum?
How does Music promote the spiritual development of each child?
“Speaking to yourselves in psalms and hymns and spiritual songs, singing and making melody in your heart to the Lord” (Ephesians 5:18-19). It is our intention that every music lesson will be an exciting learning experience where pupils will feel safe to be creative and to worship, to take risks and to develop their musical and artistic skills through topic-based work. Pupils will reflect on their learning, looking at how they have learned using the Catholic values and virtues at the heart of our school and across the MAC. Pupils serve God by singing, playing and contributing to mass and worship sessions, as well as using and developing the gifts given by God to each individual to realise their full creative potential.
What is the intent of the Music curriculum?
The music curriculum at St Bede’s is designed to ensure a smooth transition in confidence and musicality from reception, through middle and on to high school through productive working relationships across the MAC. Music lessons are designed around topic-based activities but all aim to enhance individual skill development and confidence on a range of individual instruments and voices.
As a Platinum Artsmark school with Trinity Championship status, we are very proud that we can achieve qualifications for pupils in the arts; for example, all Year 8 pupils take part in the Bronze Arts Award through curriculum time in music and art lessons. Selected pupils are invited to take part in the Silver Arts Award. We have strong links with the schools’ three feeder primary schools and deliver workshops to year 4 pupils which allow them to achieve the Discover Arts Award before arriving at St Bede’s in Year 5. The music department has also been chosen to receive the county’s Music Mark award for several years in a row due to our ethos and love of music.
It is our intention that all pupils receive and have access to quality music provision and have many opportunities which are fully inclusive and accessible to all. All pupils receive an instrument in year 5 for example and learn how to play it; they may then choose to take this or a different instrument to a higher standard through the instrumental lessons offered through the school in addition to their one hour timetabled music lesson. It is our aim that the Arts are integrated across all curriculum areas through the pedagogy of Arts education and transference of skills. Our music curriculum not only teaches students how to execute the skills to produce their work but also to understand and appreciate all Arts.
How does the Music support the broader development of the child?
At St Bede’s we aim for pupils to stay passionate about the Arts or to develop into lifelong artists, musicians, actors, crafts people, designers. Countless clubs, performances and concerts throughout the year welcome pupil engagement, as well as all pupils through lessons learning to;
· develop their own personal style and approach when making a piece of music to become creative thinkers,
· challenge themselves and think about the world they live in through analysing music from other places,
· express their ideas, beliefs, traditions and opinions about their sense of self and identity,
· develop an ability to communicate their thoughts, feelings and opinions using the language of music and drama,
· develop a deeper appreciation of diversity and the world around them, seeing new and innovative ways of interpreting it,
· develop a knowledge and appreciation of musicians from the past and present,
· make critical judgements clearly and reasonably about their own and others work by being a reflective learner,
· evaluate their on-going practice, engage with and consider other people’s work,
· accept praise and criticism equally and fairly as a positive experience,
· work successfully as part of groups, in collaboration with other artists, organisations and communities to develop their team-working skills,
· perform and share what they have done as an individual or in collaboration with others,
· explore the Arts through other cultures and welcome diversity.
How does Music link to other subjects at St Bede’s?
Music as a subject is part of the HART Faculty, which is made up of foundation subjects Music, Art, History, Geography, PE and RE. The Music and Art departments work and deliver Arts Award and schemes of work through close collaboration in year 8, but also to maintain our excellent status in the country. The music curriculum interweaves with English for example in year 7, covering Saharan Sounds when they study Journey to Johannesburg and Wartime music studies concurrent with War art and Boy in the Striped Pyjamas in English. A link between music and maths can be seen when looking at fractions, linking it with music notation as beats in a bar but we also incorporate literacy and numeracy across all schemes through song writing, analysis and notation work.
What is the purpose of our Physical Education Curriculum?
How does Physical Education promote the spiritual development of each child?
Here at St Bede’s we focus on the key virtues that we can explicitly link to within our subject area; Curious & Active, Intentional & Prophetic and Learned & Wise. We try to encourage all our pupils to reflect on their prior learning and use their previous skills to help them improve their performances. We encourage our pupils to be critical of their learning and try to help other progress as well as be curious to learn more. We focus our curriculum around creating a positive atmosphere allowing our catholic ethos to be instilled within the lessons, by both helping each other and wanting to learn.
What is the intent of the Physical Education curriculum?
Here at St Bede’s, we have a broad and diverse curriculum catering for all our pupils and allowing them all to find a sport that they might want to take part in during later life. We particularly use our sport premium money to target specific groups of pupils to cater for all abilities to allow us to stretch and challenge them. Alongside this we also use the sport premium money to fund teacher contact time through PESSCO to enable us to commit to more competition for our pupils every Friday afternoon within the district. This allows us to give pupils chances to try a range of sports as well as compete in sports at a district, county and national level. We spend regular meetings discussing links to our feeder schools throughout the year. We focus our PE lessons, particularly at KS3, by introducing the GCSE content into our pupils. With year 8 pupils for example we focus on covering muscles and bones of the body during warmups that are both teacher and pupil led. We spend our first unit in year 8 looking at leadership and EVERY pupil plans and leads a warm up; producing a sheet where they must label the muscles of the body they are using; this is an example of where our curriculum is very ambitious in terms of pupil outcomes.
We regularly try to signpost our KS3 pupils to the right choices at GCSE and ensure that we try to inform pupils during parents’ evenings and report writing what the right choice for them might be.
After meeting with our feeder high school, we feel that St Bede’s have a huge role to play in inspiring our pupils to take on sport further into high school. This is something that can really help us to motivate our pupils when making the transition to high school. When meeting with first school’s we discuss important fundamental skills, we expect all pupils to possess when joining us as well as working collaboratively to discuss best teaching in PE lessons. This enables us to develop the child as best as we can from KS1 all the way through KS4 within Physical Education.
How does the Physical Education support the broader development of the child?
Often after lessons pupils are required to reflect on their performances and others and we encourage them to engage in evaluating not only their performances but their actions.
We always encourage our pupils to make the right choices within competitive situations and to think morally, within lessons. In competitive sports we often deal with pupils that struggle to control their aggression and this allows them to experience ways of turning their emotions into a positive.
Physical Education allows our pupils to socially engage in a positive way and to interact with a variety of different pupils. We run numerous sports clubs here at St Bede’s that aim to develop the positive wellbeing of the pupils, clubs like running club and boxercise are important in developing self-esteem amongst our pupils. We also have several strong club links who are involved at a competitive level with running our events and we also signpost pupils to appropriate clubs they might want to take further. This has helped us to achieve School games Platinum mark for the past two years.
We encourage our pupils to engage on an academic level when critically reflecting on their performances.
Within the PE department we offer a sport leadership course encouraging pupils to develop their vocational skills, part of which they undertake leadership and first aid sessions.
We have a range of sports on offer and use this to help the pupils understand that sports come from a range of different cultures and communities.
In line with national curriculum aims we work hard on promoting the importance of having a healthy lifestyle to our pupils, we have one way systems around school and run sponsored walks and recreational clubs such as ‘running club’ that help our pupils keep fit understand the importance of them maintaining this throughout life.
How does Physical Education link to other subjects at St Bede’s?
When focusing on the broader curriculum maths and science are subjects that often cross over and can link with key topic areas. Often within the GCSE curriculum topics such as circulatory system and the skeletal system are covered across our subject and others. We have started to focus on these science topics during different sports in order to help our pupils embed their knowledge. We also ensure that we include numeracy and literacy links within all our PE lessons and try to target lower. As mentioned before, we focus on the key catholic virtues that our subject can focus on and will raise several life issues, for example of how football often is used to help refugees have a positive experience in camps.