A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It also provides opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.
Our curriculum for physical education 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, active lives.
At Aldbrough Primary School, we believe in providing a broad and varied physical education programme for our pupils and we encourage pupils to interact with other members of the community through inter-school activities and the provision of sporting activities from a variety of external providers.
Key stage 1
Pupils will be taught to develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others.
Most pupils should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.
Pupils are taught to:
- master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
- participate in team games, developing simple tactics for attacking and defending
perform dances using simple movement patterns.
Key stage 2
Pupils continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement.
They are encouraged to enjoy communicating, collaborating and competing with each other. They will learn to develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
Pupils are taught to:
- use running, jumping, throwing and catching in isolation and in combination
- play competitive games, modified where appropriate (for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis), and apply basic principles suitable for attacking and defending
- develop flexibility, strength, technique, control and balance (for example, through athletics and 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.
Swimming and water safety
Pupils are given the opportunity in Key Stage 2 to learn how to:
- swim competently, confidently and proficiently over a distance of at least 25 metres
- use a range of strokes effectively (for example, front crawl, backstroke and breaststroke)
- perform safe self-rescue in different water-based situations.
At Aldbrough Primary School, we follow the Hull and East Riding Agreed Syllabus for the teaching of Religious Education.
RE has an important part to play as part of a broad, balanced and coherent curriculum to which all pupils are entitled. RE subject matter gives particular opportunities to promote an ethos of respect for others, to challenge stereotypes and to build understanding of other cultures and beliefs. This contributes to promoting a positive and inclusive school ethos that champions democratic values and human rights.
Religious education for children and young people:
- provokes challenging questions about the meaning and purpose of life, beliefs, the self, issues of right and wrong, and what it means to be human. It develops pupils’ knowledge and understanding of Christianity, other principal religions, and religious traditions that examine these questions, fostering personal reflection and spiritual development
- encourages pupils to explore their own beliefs (whether they are religious or non-religious) in the light of what they learn. As they examine issues of religious belief and faith and how these impact on personal, institutional and social ethics, they express their responses, thereby building resilience to anti-democratic or extremist narratives
- enables pupils to build their sense of identity and belonging which helps them flourish within their communities and as citizens in a diverse society
- teaches pupils to develop respect for others including people with different faiths and beliefs, and helps to challenge prejudice
- prompts pupils to consider their responsibilities to themselves and others, and to explore how they might contribute to their communities and to wider society. It encourages empathy, generosity and compassion.
- In summary, Religious Education is important because it helps children and young people gain wisdom in the following areas of life:
- cultural, artistic, musical and literary: many great artists, composers, musicians and writers had deep religious and/or philosophical motivation and inspiration for their work. Many use religious themes and employ references to religious literature and thought in their work. How can we understand the insights they are communicating without knowledge of key religious ideas and stories?
- historical and geographical, scientific and technological: what is the meaning of life? Where are we going? What is 'true'? What is ‘best’? Where do we come from? Why are people different and why do they have different tastes and preferences? What is to be gained from a diverse society? How can we understand the history and traditional cultures of Britain and other countries without a knowledge and understanding of the religious and philosophical traditions which helped form them?
- moral and ethical: in the light of the many moral and ethical dilemmas we meet in life, ranging from the personal to the global, what is it to lead a good life? How do we know? Whom should we trust? How can we decide? Religious and philosophical principles and insights can help guide us when faced with moral dilemmas
- personal: How can I be happy? How can I best manage my relationships? What are the skills I need to succeed in life? What emotional resources do I need to maintain a healthy lifestyle? We can get insights from religions and philosophies studied in RE and get practice in 'skills for life' such as empathy, sensitivity, humility and in thinking and communicating well
- political, social and psychological: How can we best understand the relationships between people? Why do religion and belief feature in the news so much? What do religious and belief groups say about various contemporary issues? How can we best understand the religious practices and festivals celebrated by our neighbours? What motivates people? Why are our public institutions set up in the way they are? How do/should people behave when in positions of power? How do/should people react when others have power over them?
- Without knowledge of religions and beliefs, our gathered wisdom in all these aspects of our lives will be incomplete.
The agreed syllabus for religious education has four purposes.
1. To establish an entitlement
The agreed syllabus endorses an entitlement to learning in religious education for all pupils, irrespective of social background, culture, race, religion, gender, differences in ability and disabilities.
This entitlement contributes to their developing knowledge, skills, understanding and attitudes. These are necessary for pupils' self-fulfilment and development as active and responsible citizens.
2. To establish standards
The agreed syllabus sets out expectations for learning and attainment that are explicit to pupils, parents, teachers, governors, employers and the public.
It establishes standards for the performance of all pupils in religious education. These standards should be used to support assessment for learning. They may also be used to help pupils and teachers set targets for improvement and evaluate progress towards them.
3. To promote continuity and coherence
The agreed syllabus for religious education seeks to contribute to a coherent curriculum that promotes continuity.
It helps the transition of pupils between schools and phases of education and can provide a foundation for further study and lifelong learning.
4. To promote public understanding and respect for all
The agreed syllabus for religious education aims to increase public understanding of, and confidence in, the work of schools in religious education.
It recognises the extent to which the public is already involved with religious education, in the form of Standing Advisory Councils for Religious Education (SACREs), LAs, governing bodies and the relevant religious and secular authorities and communities.
It encourages those who are interested to participate in enriching the provision of religious education.
Spiritual and moral development
Section 78 (1) of the 2002 Education Act states that all pupils should follow a balanced and broadly based curriculum which 'promotes the spiritual, moral, cultural, social, mental and physical development of pupils and of society, and prepares pupils for the opportunities, responsibilities and experiences of later life'. Learning about and from religions and beliefs, through the distinct knowledge, understanding and skills contained in RE within a broadly based curriculum, is essential to achieving these aims. 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.
Religious education provides opportunities to promote spiritual development through:
- discussing and reflecting on key questions of meaning and truth such as the origins of the universe, life after death, good and evil, beliefs about God and values such as justice, honesty and truth
- learning about and reflecting on important concepts, experiences and beliefs that are at the heart of religious and other traditions and practices
- considering how beliefs and concepts in religion may be expressed through the creative and expressive arts and related to the human and natural sciences, thereby contributing to personal and communal identity
- considering how religions and other world views perceive the value of human beings and their relationships with one another, with the natural world, and with God
- valuing relationships and developing a sense of belonging
- developing their own views and ideas on religious and spiritual issues.
Spirituality includes beliefs, whether religious or not, the search for meaning or purpose, relationships, creativity, a sense of otherness, wonder and awe, self-knowledge, feelings and emotions. Spiritual development can be the process by which people acquire not only knowledge, understanding, skills and attitudes about spirituality, but also the disposition to foster their own inner spirit, and to recognise it in others.
Religious education provides opportunities to promote moral development through:
- enhancing the values identified within the National Curriculum, particularly valuing diversity and engaging in issues of truth, justice and trust
- exploring the influence of family, friends and media on moral choices and how society is influenced by beliefs, teachings, sacred texts and guidance from religious leaders
- considering what is of ultimate value to pupils and believers through studying the key beliefs and teachings from religion and philosophy about values and ethical codes of practice
- studying a range of ethical issues, including those that focus on justice, to promote racial and religious respect and personal integrity
- considering the importance of rights and responsibilities and developing a sense of conscience.
Morality includes values and principles, attitudes and behaviour, knowledge of social conventions and codes of conduct, and the ability to make decisions about right and wrong. Moral development can be the process by which people develop the knowledge, understanding, skills and attitudes they need in order to make responsible moral decisions and act on them, and also the disposition to do what is right as a point of principle.
Spiritual and moral development has long been recognised as important and relevant to the curriculum as a whole. A requirement to encourage pupils' spiritual and moral development, among other things, was included in the Education Reform Act 1988 and re-affirmed in the Education Act 2002. This specified that the curriculum should promote the spiritual, moral, cultural, mental and physical development of pupils and of society, and prepare them for the opportunities, responsibilities and experiences of adult life.
The spiritual and moral dimension is important not only as a legal requirement but also because of the way it enriches teaching and learning.
Breadth of content
By the time pupils reach the end of key stage 2, they should have had the opportunity of a broad, inclusive religious education, drawing upon Christianity in the main and the other five principal religions represented in Great Britain, plus other religious and non-religious beliefs as appropriate. Christianity must represent at least half of the curriculum studied. Schools should also include studies of religious communities with a significant local presence.
Schools should decide, on the basis of their local context, which religions to study in each phase. It is incumbent upon teachers at subsequent key stages to build upon what has gone before.
Liaising between key stages ensures continuity, coherence and progression and a smooth transition between key stages.
We follow the recommendation that at:
- Early Years Foundation Stage, the learning outcomes are referenced to Christianity and as appropriate to a range of other beliefs and cultures, which could include non-theistic traditions
- Key Stage 1, Christianity and one other principal religion are considered
- Key Stage 2, Christianity and two others are considered
Breadth of learning
Pupils should be enabled to develop their understanding of essential knowledge and key skills by drawing on an appropriate balance of religion and belief in the context of religious and non-religious traditions.
For all key stages, the study of RE must include:
- other principal world religions
- religious communities of local significance
- secular world views such as humanism.
There may be opportunities to study other religious traditions as appropriate to the local context (such as the Baha’i faith, Jainism and Zoroastrianism,) through experiences of dialogue within and between beliefs and visits to, or encounters with, people of a variety of religions and beliefs. Pupils learn to use appropriate specialist vocabulary.
Authentic learning and coherence in RE increase when pupils have opportunities for:
- making explicit links with other subjects
- regular engagement with local faith communities
- thematic exploration
- enquiry-based learning
- experiential learning.
Understanding key ideas is often promoted through:
Identity and cultural diversity
- supporting an exploration of each school’s unique identity and the communities that culturally define it - Who Do We Think We Are?
- studying the relationships, conflicts and collaboration within and between religions and beliefs through interfaith dialogue
- considering what religions and beliefs say about human rights and responsibilities, social justice and citizenship
- developing healthy minds, bodies and spirits inspires healthier lives
- expressing spirituality and understanding of human experience in a variety of ways
- engaging with local religious communities to explore their impact, e.g. Faith-based Regeneration Network
- experiencing sacred spaces, e.g. Learning outside the Classroom
- finding out about the contribution of religious groups to the community, e.g. Big Society
- consider the contribution of faith-based charities in supporting people across the world
Global dimension and sustainable development
- considering stewardship of the earth and global issues
- discussing what religions and beliefs say about health, wealth, war, animal rights and the environment
Science and technology
- disseminating religious ideas and how they inform believers’ lives
- exploring religion and science - issues of truth, explanation, meaning and purpose, e.g. Damaris, BBC class clips
Creativity and critical thinking
- developing pupils’ thinking skills in consideration of questioning beliefs and concepts, e.g. Philosophy for Children
- considering key ideas and questions of meaning in religions and beliefs, including issues related to God, truth, the world, human life and life after death
- influencing ethical moral choices, including forgiveness and issues of good and evil
- engage with concepts in RE through the arts, e.g. Spirited Arts
The right of withdrawal
The parent of a pupil at a this school may request that they be excused from all or part of the religious education (RE) provided. However, much has changed since this right was enshrined in law. In the past, the subject was religious instruction rather than religious education as it is now. Religion and belief have become more visible in public life in recent years, making it even more important that all pupils should have an opportunity to engage in RE. Parents who wish to withdraw their children from RE should be aware of its aims and what is covered in the RE curriculum and will be given the opportunity to discuss this if they wish. It should be made clear whether the withdrawal is from the whole RE curriculum or specific parts of it. No reasons need be given.
Whilst parents or carers have a right to withdraw children from RE, they should note that children may also encounter religions and beliefs in other areas of the curriculum from which there is no right of withdrawal. On occasion, spontaneous questions about religious matters are raised by pupils or issues related to religion arise in other subjects such as history or citizenship. For example, schools promote community cohesion and help pupils to understand ideas about identity and diversity within both religious and non-religious contexts.
Managing the right of withdrawal
Parents have the right to choose whether or not to withdraw their child from RE without influence from the school, although our school will ensure parents and carers are informed of this right, through the school website and prospectus. Where parents have requested that their child be withdrawn, their right must be respected, and where RE is integrated in the curriculum, the school will discuss the arrangements with the parents or carers to explore how the child’s withdrawal can be best accommodated. If pupils are withdrawn from RE, schools have a duty to supervise them, though not to provide additional teaching or to incur extra cost. Pupils will usually remain on school premises.
Schools should ensure that parents who want to withdraw their children from RE are aware of the educational objectives and content of the RE syllabus and that the agreed syllabus is relevant to all pupils, respecting their personal beliefs. They should be made aware of its learning outcomes and what is covered and should be given the opportunity to discuss these. In this way, parents can make an informed decision; the school may wish review their request in discussion with parents each year.
Where a request for withdrawal is made, the school must comply and excuse the pupil until the request is rescinded. Though not legally required, it is good practice for a head teacher to invite parents to discuss their written request. Where a pupil has been withdrawn, the law provides for alternative arrangements to be made for RE of the kind the parent wishes their child to receive. Section 71(3), School Standards and Framework Act 1998.
Key Stage 1
Key Stage 2
1.1 Looking at me looking at you
1.2 New beginnings
1.3 Stepping out
3.2 Faith founders
4.2 Saints and heroes
4.3 Our world
5.1 Expressions of faith
5.2 Faith in action
6.1 Living a faith
6.2 Hopes and visions
6.3 Justice and freedom
Personal, Social, Health and Economic Education
Personal, social, health and economic education is an important and necessary part of all pupils’ education. At Aldbrough Primary School, we teach PSHE, drawing on good practice, and this expectation is outlined in the new national curriculum.
PSHE is a non-statutory subject. To allow teachers the flexibility to deliver high-quality PSHE the Department for Education (DfE) consider it unnecessary to provide new standardised frameworks or programmes of study. PSHE can encompass many areas of study. Teachers are best placed to understand the needs of their pupils and do not need additional central prescription.
However, while the DfE believe that it is for schools to tailor their local PSHE programme to reflect the needs of their pupils, they also expect schools to use their PSHE education programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.
At Aldbrough, we use PSHE education to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle.
(Source: Department for Education, September 2013)
The schemes of work we use at Aldbrough Primary School are from the East Riding of Yorkshire PSHE and citizenship document. The scheme uses the material from the Health for Life Books (2004 edition)
Health for Life
Health for Life recognises that programmes of learning that are relevant to young people need to have the greatest possible flexibility in the resources that support their teaching.
Health for Life is not one linear programme that children have to follow. It offers a progressive framework of areas of learning arranged in themes.
Teachers select from a vast range of possible areas of learning to create modules or themes which are appropriate for the unique needs of their pupils and then build a uniquely relevant programme of study.
Health for Life places the learner at the centre of the learning. Through discussion and enquiry, children are encouraged to reflect on situations and dilemmas, to clarify their feelings, values and beliefs and where necessary extend their knowledge and skills.
All sessions are timeless. Because Health for Life focuses on process rather than content it will never date.
All case studies are constructed in "clean language", (which means language that is clear and unambiguous, while remaining simple and uncluttered, helping each child to imagine their own version of a scene or story without linguistic interference), providing an emotionally complex situation with sufficient detail to stimulate discussion whilst staying relevant to children regardless of culture and environment.
Because our classrooms are "communities of enquiry" and learning starts from the children, Health for Life starts from where children are. The use of classroom based "action research" is at the centre of the Health for Life approach to learning, making use of techniques known as "illuminative research".
We know that young people frequently misunderstand the beliefs and behaviours of their peers. We also know that peer approval, or the mistaken belief that we have to adopt the values and behaviours of our peers if they are to accept us, can be very strong.
"Bus stop people" is a teaching tool which invites children to imagine a group of young people waiting at the bus stop on the way home from school who are all thinking and talking about a particular issue. The teacher then offers them the topic of their choice, inviting the class to write what they think these young people would be saying, thinking and feeling. They are then invited to draw themselves into the picture. What would they be thinking, feeling and saying?
This can be a revelation both to teachers and pupils who may discover that whilst some people feel they are the odd one out, in reality their own views are actually those of the majority.
It is important that young people have a rich body of knowledge to underpin their learning.
SEAL (Social and Emotional Aspects of Learning) themes will sometimes be used in conjunction with the PSHE curriculum under the following headings:
- New Beginnings
- Getting on and falling Out and Say No to Bullying (links to Anti-Bullying Week)
- Going for Goals
- Good to be Me
The principals of PSHE and Citizenship education are embedded throughout the curriculum. It is taught in weekly sessions and supplemented, when appropriate for specific classes, with SEAL sessions and other circle time.
Where the classes are mixed year groups, there may be a two-year cycle to ensure full coverage, adapted to meet the specific needs of each cohort.
SEX AND RELATIONSHIPS EDUCATION
Sex and Relationships Education (SRE) is contracted to the school’s Long Term Plan. The timing of elements of SRE has been designed to complement other curriculum areas particularly that of Human Biology in Science, and Family Life and Values in Religious and Moral Education. SRE will be part of the ongoing P.S.H.E. curriculum. A number of issues concerning the physical, mental and spiritual well-being of children will be covered. The themes will be:-
- Keeping myself safe
- Me and My Relationships
- World of drugs
- Healthy Lifestyles
Children in Years 5 and 6 will have a more intensive and detailed Sex and Relationships Education programme. This will be within the context of a thematic focus considering wider human issues including the workings of the body and the Family of Man.
Definition of SRE:
It is the lifelong learning about physical, moral and emotional development. It is about understanding the importance of marriage and family life, stable and loving relationships, respect, love and care. It is also about teaching of sex, sexuality and sexual health. It is not about the promotion of sexual orientation or sexual activity – this would be inappropriate teaching (DfE Guidance 0116/2000).
• Parents/Carers have the right to withdraw their children from SRE lessons.
Aldbrough Primary aims to provide young people with:
- an understanding of the physical, biological, emotional, social, spiritual, legal and moral aspects of sex and sexuality. We teach SRE within the wider context of building self-esteem, emotional well-being, relationships and healthy lives beginning in the early years through to year 6. This prepares our pupils for the opportunities, responsibilities and experiences of adult life.
Learning outcomes are planned in relation to pupil maturity and age and may include areas such as:
Attitudes and Values
- to learn the value of respect, love and care
- to learn to value and respect ourselves and others
- to develop and understanding and valuing of diversity
- to promote a positive attitude to healthy lifestyle and keeping safe
- to develop an understanding of the value of family life and an appreciation of the many different types of family.
Personal and Social Skills
- to learn how to identify and manage emotions confidently and sensitively
- to develop self-respect and empathy for others
- to develop communication skills with peers, school and family
- to learn how to assess risk and to develop strategies for keeping safe
- to develop the ability to give and secure help
- to develop an understanding of difference and an absence of prejudice.
Knowledge and Understanding
- to recognise and name the main external parts of the body including agreed names for sexual parts
- to know the basic rules for keeping themselves safe and healthy
- to know about human life processes such as conception, birth and puberty
- to develop an understanding of the physical and emotional aspects of puberty
- to know who can provide help and support.
At Aldbrough Primary School, SRE is underpinned by the ethos and values of our school and we uphold it as an entitlement for all our pupils. We recognise the need to work as a whole school community to ensure a shared understanding of SRE and the values under-pinning it and to deliver an effective programme that meets the needs of our pupils. Our school teaches SRE within the following moral and values framework based on the following principles:
- Self respect.
- Respect and tolerance towards others who may have different backgrounds, cultures, feelings, views and sexuality.
- An awareness of the way others feel.
- Mutual support and co-operation.
- Honesty and openness.
- The acceptance of the responsibility for and the consequences of personal actions.
- The right of people to hold their own views within the boundaries of respect for the rights of others.
- The right not to be abused by or taken advantage of by other people.
- The right to accurate information about relationships.
- The value of stable loving relationships.
Other considerations in delivering SRE
What kind of language will be considered acceptable and appropriate for use in RSE lessons?
All Staff will:
- Use the correct terms for all body parts as this is deemed good practice.
- Openly teach pupils what ‘slang’ words mean (where appropriate), and that some are offensive.
- Avoid the use of any slang.
SRE may bring about disclosures of safeguarding children issues and all staff are conversant with the policies and procedures for reporting their concerns.
As a general rule, a child’s confidentiality is maintained by the teacher or member of staff concerned. If this person believes that the child is at risk or in danger, they talk to the named child protection coordinator (Mrs A. Gledden) who may or may not confer with the head teacher before any decision is made.
Promoting British Values
This school follows the guidance issued by the Department for Education (Nov 2014) on "promoting British values in schools to ensure young people leave school prepared for life in modern Britain." We aim to do this by ensuring our children have knowledge and understanding which includes:
"an understanding of how citizens can influence decision-making through the democratic process;
an understanding that the freedom to hold other faiths and beliefs is protected in law;
an acceptance that people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour;
an understanding of the importance of identifying and combatting discrimination."
(Source: Dept. for Education and Lord Nash, 27 November, 2014)