Trinity All Saints CE Primary School

Growing Together

Headteacher: J Glendinning

Telephone: 01274 564977

Please use the links on the drop down menu for Rising Stars Parents Guide to the New Curriculum

 

Understanding the National Curriculum  gov.uk      Primary Curriculum  Programmes of Study

 

Curriculum Statement 2015 – 2016

 

At Trinity All Saints we aim to provide our pupils with a curriculum that is broad, well balanced and, above all stimulates the pupils to learn. In addition to acquiring skills and knowledge we aim to help pupils to grow in confidence and maturity so that they can enter secondary school, and later adulthood, with the ability to pursue, wholeheartedly, academic and social activities.

Our core purpose is to teach children to read, write, become mathematicians, know about and learn from the major religions of the world.

Foundation subjects (history, geography, DT, art, music, PE, computing and modern foreign languages) are taught within a topic based curriculum designed to engage and motivate pupils to want to learn and succeed.

As a church school our curriculum is underpinned by our Christian Values and a Restorative Practice approach to relationships so that our pupils respect themselves and each other and take responsibility for their learning, actions and words.

This year a House System was adopted as a means of adding competition and incentive to pupils’ achievements and further increasing a sense of belonging to a community. Children from Nursery to Year 6 belong to a House and join together to support each other in learning each term. The launch of this system involved the pupils discovering what was special about the famous, inspirational local peace makers after which their House is named.

  • Miriam Lord

  • David Hockney

  • Margaret Macmillan

  • William Forster

Even before they became a government agenda, British Values were already woven into our overall curriculum.

Democracy is evidenced through School Council, Sports and House Captains and a commitment to giving pupils a voice in a range of other contexts. Pupils believe that their voice is listened to and valued.

Rule of Law is evidenced through our school and class agreements, our understanding about individual rights and responsibilities towards ourselves and others and our expectation that pupils accept/respect decisions that are made. Pupils understand that school rules/values, Christian Values and the law protects everyone.

Mutual Respect abounds in all areas of the school and pupils are articulate in explaining why our rules and values are necessary and important.

Individual Liberty. Pupils are aware of the choices they have, their freedom and responsibility. Pupils understand the fairness of consequences when wrong decisions are made. They understand that they are free to be themselves within the context of law.

For further details see the individual curriculum links for

RE

English

Maths

Parents Guides

 

 

Trinity All Saints EYFS Curriculum for RE

In the foundation stage children encounter a range of religious education related learning experiences and opportunities across all the areas of learning, but more frequently through:

  • Personal, Social and Emotional

  • Understanding the world

The main themes our RE covers are:

  • Who Am I? Where we explore our own uniqueness, feelings, thankfulness, senses, things we can do and would like to be able to do, our families and our homes.

  • Who Are You? We think about Jesus as a person, how to keep safe, similarities and differences between Jesus/ourselves/friends, Jesus special powers, friendship, how to treat other people, behaviour.

  • Who Is God? We explore children’s ideas of God, God never changes, what can God do? What does God know? God’s family, prayer, God loves them.

We also learn about:

Harvest

Christmas: The Nativity story, Jesus’ birthday, celebrating Christmas.

Christingle

Divali: The story of Roma and Sita, Rangoli patterns.

Easter: Palm Sunday, Good Friday, New life, Easter celebrations.

Chinese New Year: The story of the animals.

Nursery will visit Trinity Church.

In the summer term Reception classes will visit St Wilfred’s Church and All Saints Church to compare them.

Planning for the three main themes is based on and adapted from: http://www.cist.org.uk/index.htm

 

 

 

Trinity All Saints Religious Education at Key Stage 1

Throughout key stage 1, pupils explore the religions of Christianity and Judaism. They begin to learn about different beliefs about God and the world around them through a range of stories, artefacts and other religious materials. Pupils will begin to understand the importance of religion and belief and will ask relevant questions which will help develop their sense of wonder about the world. They explore belonging, why and how belonging is so important. Pupils will begin to note similarities and differences in religions, recognise religious symbols and use religious words. Pupils are encouraged to reflect on how spiritual and moral values relate to their own behaviour. The Christian Values are taught through assemblies and within classes, these underpin everything in the curriculum.

The framework for this curriculum is as follows:

  • The Bible: Pupils explore the Bible, they demonstrate an awareness that the Bible is a special book to Christians. They hear and respond imaginatively to Bible stories about Jesus helping and welcoming people, also stories of creation and the natural world. They are able to retell the Christmas and Easter stories.

  • Jesus: Pupils develop an understanding of Jesus being a special person for Christians, also as a person who helped others. They encounter stories about his birth, life, death and coming back to life. Pupils think about how they can be helpful to others.

  • God: Pupils explore basic ideas about God as creator. They learn key Christian prayers and begin to know when they are used.

  • Ways of life: Through stories, pupils begin to learn that Christians try to follow Jesus’ example. They learn about the Christian values and reflect on their own actions and behaviour.

  • Church: By visiting churches and learning about special ceremonies, pupils begin to understand some of the key features of a church. They think of the church as a special place for Christians, explore and reflect on their own feelings.

  • Judaism: Pupils explore the festivals of Shabbat and Hanukkah. They begin to understand the special place of the home in Jewish family life and recognise some of the marks of the Jewish home.

 

 

 

Trinity All Saints Religious Education at Key Stage 2

Throughout key stage 2, pupils explore aspects of Christianity and a variety of other religions and belief systems, including Islam (Year 3 and 6), Sikhism (Year 4), Buddhism (Year 5), Hinduism (Year 6) and Judaism (Year 6). They find out about different beliefs and practices across these religions, through a range of stories, practical experiences, discussions and personal research. Pupils focus on the importance of religion and belief, comparing their own beliefs and practices to those of other faiths and none, and considering how these link to their everyday lives. They develop a strong sense of respect for others’ beliefs and practices, through identifying similarities to their own beliefs and exploring why these are important. Through discussion and comparison to others’ beliefs and experiences, they gain an understanding of, and respect for, how personal beliefs and practices help them to develop morally and spiritually, reflecting on how this relates to their own behaviour. The Christian Values are taught through assemblies and within classes, strongly underpinning the Religious Education curriculum.

The framework for this curriculum is as follows:

  • The Church: Pupils explore different kinds of churches and the practices that take place across different Christian denominations. They observe celebrations of Christian festivals around the year, taking part in these during church services with the school. They consider the church to be a sacred place for personal reflection, where they join as a community for celebrations.

  • Jesus: Children develop a deeper understanding of the meanings of the major Christian festivals, including Christmas and Easter. They explore aspects of Christmas through exploring the journeys of the different people involved in the Christmas story, stories from the Bible and the Christian belief in the Incarnation. They gain a greater understanding of the significance of Easter through examining the significance of the Stations of the Cross and the events of Holy week, considering the emotions of those involved with Jesus at this time. The teaching of Christian Values is embedded throughout the school and is supported through a range of stories about Jesus. Children are encouraged to apply the teachings of Jesus to everyday life by considering ‘What would Jesus do?’ in their situation.

  • God: Pupils explore the concept of God as a Creator and Protector in Christianity and comparing this belief to the beliefs held by followers of other faiths, including Islam and Judaism. They explore the concept of the Holy Trinity and compare this to others’ beliefs, highlighting similarities and differences across faiths. They write prayers, considering their purpose and putting these into practice through sharing in class and in assemblies.
  • Judaism: Pupils explore the Jewish Creation story, comparing this to Christian beliefs and their own. They explore a variety of Jewish festivals, rites of passage and practices, including the festival of Shabbat, making comparisons between the purpose of each aspect of these customs and their own religious experiences.

  • Islam: Pupils explore the Islamic Creation story, comparing this to Christian beliefs and their own. They explore a variety of Islamic festivals, rites of passage and practices, making comparisons between the purpose of each aspect of these customs and their own religious experiences.

  • Sikhism: Children explore Sikh rites of passage, finding out how these are celebrated and making comparisons between Sikh customs and those of other faiths. They compare these to their own experiences.

  • Buddhism: Pupils find out about the Buddhist belief system and explore a variety of practices, comparing these to their own experiences. They gain a greater understanding of the beliefs of Buddhists through discussions with a Buddhist monk.

  • Hinduism: Children explore the beliefs and practices of Hindus in depth, examining and discussing their beliefs about Gods and comparing these to the Christian belief in the Holy Trinity, along with the beliefs of followers of other faiths and none. They find out about a variety of Hindu festivals and rites of passage, examining the customs involved and the purposes behind these, and comparing these to their own beliefs and customs. Their understanding of Hinduism is enhanced through a visit to a Mandir.

  • Educational visits: Children’s understanding of the Religious Education curriculum is enhanced through a variety of educational visits and visitors to the school. These include; visiting a Catholic Church and a Mosque (Year 3); visiting a Sikh Gurdwara (Year 4), either being visited by a Buddhist monk or visiting a Buddhist temple (Year 5) and visiting a Hindu Mandir (Year 6).

 

 

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