"And as you wish that others would do to you, do so to them."
How have you been a good friend today?
"Love is more important than anything else. It's what ties everything completely together."
How did God show his love for the world?
How do you show your love for others?
What can you do today to show love to other people?
'God said to human beings, "Fill the earth with people and look after it. Care for all that I have made."'
What is our responsibility to care for God's world?
How can I behave responsibly today?
Who relies on me to act responsibly?
"I am the Lord your God. I am holding your hand, so don't be afraid."
How was Jesus courageous?
What helps people to be courageous?
How have you shown courage today?
"It is better to be honest and poor than dishonest and rich."
Why is it important to be honest?
"Try to earn the respect of others."
Romans 12:17, paraphrase
Who do you respect and why?
What sort of behaviour earns respect?
What do you do to show you respect someone?
We consulted our stakeholders on a draft vision document in the early months of 2020.
Discover our curriculum vision for children by clicking on the links below.
Spiritual people have:
• A sense of enjoyment and fascination in learning about themselves, others and the world around them.
• An outstanding level of religious understanding and knowledge of the Christian faith and Anglican traditions.
• A wide knowledge and deep understanding across a range of religious and beliefs; in particular how Christianity is a worldwide faith.
•The opportunity to pose a range of beguiling questions relating to God’s creation.
• A strong understanding of how the beliefs, values, practices and ways of life within any religion interrelate and connect together.
• The ability to reflect on their own beliefs, religions or otherwise, that inform their perspective on life.
• An interest in, and a deep level of respect for different people’s faiths, feelings and values.
• A willingness to reflect on their experiences and the ability to link the study of religion and belief to personal reflections on meaning and purpose.
Successful readers have:
• An enjoyment of reading.
• Excellent phonic knowledge and skills.
• Fluency and accuracy in reading across a wide range of contexts throughout the curriculum.
• Knowledge of an extensive and rich vocabulary.
• An excellent comprehension of texts.
• The motivation to read for both study and for pleasure.
• Extensive knowledge through having read a rich and varied range of texts.
Happy and safe people understand
• Their own identity, their personal qualities, attitudes, skills, attributes and achievements and what influences these.
• How to maintain boundaries around their personal privacy, including those online.
• Relationships, including different types and in different settings, including those online.
• What constitutes a healthy, balanced lifestyle. This includes physically, emotionally and socially healthy and focuses on relationships, work-life, exercise and rest, spending and saving and lifestyle choices.
• How to identify, assess and manage risk, rather than just the avoidance of risk for self and others.
• How to identify safe behaviour and as well as strategies to employ in different settings, including how to behave online in an increasingly connected world.
• Diversity and equality in all its forms.
• Rights, including the notion of universal human rights.
Responsibilities, including fairness and justice.
• Consent in different contexts.
• Change as something to be managed.
• Power and how it is used and encountered in a variety of contexts including online; how it manifests through behaviours including bullying, persuasion, coercion and how it can be challenged or managed through negotiation and ‘win-win’ outcome.
• Career possibilities, including enterprise, employability and economic understanding.
Happy and safe people strive
The reality is that if we want to get really good at something there are no short cuts. Accomplishment is all about practise and hard work and pupils need to understand the benefits of doing so. Many pupils become frustrated if they don’t accomplish something immediately. With children living in the most intensely stimulating time in the history of the Earth that has been brought about by a bombardment of images and adverts from numerous television channels, websites, games on many platforms and mobile phones with a huge variety of apps. This, coupled with a culture of ‘overnight’ success, it is essential to teach them how to concentrate and that it may take hours and hours of hard work to become really good at something/ It is important to learn that, in real life, success is not easy for anyone.
To be really successful, pupils need to learn to push themselves. Most adults realise that if they want a healthier lifestyle, they can’t just join a gym, they have to push themselves to go, and then push themselves to work hard, and push themselves to eat better rather than indulging in a take away straight after. Pupils should learn that it can be really difficult to push oneself, especially when they don’t feel like doing things, when they feel shy, when they think they might fail and when their friends are trying to stop them doing what they want to do. Learning self-control and resilience helps children to face challenges and keep trying to reach their goal.
It is also important for our pupils to understand that even the most successful people can suffer from bad luck, setbacks, failures, criticism and rejection, but they always find a way around these problems. Children need to understand that when this happens to them, they are not alone. We need to tell children about the times we failed, were rejected and criticised but also how we bounced back.
Happy and safe people aspire
It is important to try new things as success does not come knocking on the door. We all need to go out and find something which we excel at as this builds confidence.
Some pupils may not be good at the things they spend most of their time doing at school (which makes it even more important that schools have a broad and rich curriculum with something for everyone) and, as adults, we learn that just because we may be good at something it doesn’t necessarily mean that we enjoy it. Happy people enjoy what they do. It gives them energy so their work feels like play, which makes time fly by, and they don’t need any external or material reward to motivate them to work hard.
Motivated people like to try to make things better. This doesn’t mean there is anything wrong with what they have or have done, but they know that there is always room for improvement. They try to make good things great. Rather than making any radical transformations, however, they tend to make lots of small adjustments and this is what we can teach our children: great things do not happen suddenly, they are the result of lots of tweaking and refinement. We can all make things a little bit better. We can all take small steps to greatness.
To help children to continue to be happy and successful we need to help them to keep having ideas as they get older. This involves teaching them how to explore their attitudes, values, skills, and achievements and to identify what influences these. They can then evaluate their qualities and identify what they want to change or develop. We can also teach them how to understand others and what they can do to be productive members of the community who ask “What can I do?” rather than “What’s in it for me?”
Happy and safe people succeed
By teaching and nurturing these 10 aspects in our children's lives, we aim to give them the best chance of happiness and success in their lives at school and beyond.
Successful mathematicians have:
• A commitment to and passion for the subject.
• An understanding of the important concepts and an ability to make connections within mathematics.
• A broad range of skills in using and applying mathematics.
• Fluent knowledge and recall of number facts and the number system.
• Fluency in performing written and mental calculations and mathematical techniques.
• The ability to show initiative in solving problems in a wide range of contexts, including the new or unusual.
• The ability to think independently and to persevere when faced with challenges, showing a confidence of success.
• The ability to embrace the value of learning from mistakes and false starts.
• The ability to reason, generalise and make sense of solutions.
• A wide range of mathematical vocabulary.
Successful artists and designers have:
• A passion and commitment to art and design.
• The ability to use visual language skillfully and convincingly (for example, line, shape, pattern, colour, texture, form) to express emotions, interpret observations, convey insights and accentuate their individuality.
• The ability to communicate fluently in visual and tactile form.
• The ability to draw confidently and adventurously from observation, memory and imagination.
• The ability to explore and invent marks, develop and deconstruct ideas and communicate perceptively and powerfully through purposeful drawing in 2D, 3D or digital media.
• An impressive knowledge and understanding of other artists, craftmakers and designers.
• The ability to think and act like creative practitioners by using their knowledge and understanding to inform, inspire and interpret ideas, observations and feelings.
• Independence, initiative and originality which they can use to develop their creativity.
• The ability to select and use materials, processes and techniques skillfully and inventively to realise intentions and capitalise on the unexpected.
• The ability to reflect on, analyse and critically evaluate their own work and that of others.
Succesful designers in technology have:
• A passion for the subject and knowledge of, up-to-date technological innovations in materials, products and systems.
• Significant levels of originality and the willingness to take creative risks to produce innovative ideas and prototypes.
• An excellent attitude to learning and independent working.
• The ability to use time efficiently and work constructively and productively with others.
• The ability to carry out thorough research, show initiative and ask questions to develop an exceptionally detailed knowledge of users’ needs.
• The ability to act as responsible designers and makers, working ethically, using finite materials carefully and working safely.
• A thorough knowledge of which tools, equipment and materials to use to make their products.
• The ability to apply mathematical knowledge.
• The ability to manage risks exceptionally well to manufacture products safely and hygienically.
Successful musicians have:
• A passion for and commitment to a diverse range of musical activities.
• A rapidly widening repertoire which they use to create original, imaginative, fluent and distinctive composing and performance work.
• A musical understanding underpinned by high levels of aural perception, internalisation and knowledge of music, including high or rapidly developing levels of technical expertise. • Very good awareness and appreciation of different musical traditions and genres.
• An excellent understanding of how musical provenance - the historical, social and cultural origins of music - contributes to the diversity of musical styles.
• The ability to give precise written and verbal explanations, using musical terminology effectively, accurately and appropriately.
Successful coders and users of technology have:
• Competence in coding for a variety of practical and inventive purposes, including the application of ideas within other subjects.
• The ability to connect with others safely and respectfully, understanding the need to act within the law and with moral and ethical integrity.
• An understanding of the connected nature of devices.
• An imaginative approach to investigation.
• The ability to communicate ideas well by using applications and devices throughout the curriculum.
• The ability to collect, organise and manipulate data effectively.
Successful communicators have:
• A passion for writing.
• Excellent transcription skills.
• Fluency and accuracy in spelling and grammar.
• Use of an extensive and rich vocabulary.
• An ability to write for a wide range of purposes.
• An ability to use standard English when speaking and writing.
• The capability to communicate effectively and have the confidence to do so.
Active, healthy people have:
• The ability to acquire new knowledge and skills exceptionally well and develop an in-depth understanding of PE.
• The willingness to practise skills in a wide range of different activities and situations, alone, in small groups and in teams and to apply these skills in chosen activities to achieve exceptionally high levels of performance.
• High levels of physical fitness.
• A healthy lifestyle, achieved by eating sensibly, avoiding smoking, drugs and alcohol and exercising regularly.
• The ability to remain physically active for sustained periods of time and an understanding of the importance of this in promoting long-term health and well-being.
• The ability to take the initiative and become excellent young leaders, organising and officiating, and evaluating what needs to be done to improve, and motivating and instilling excellent sporting attitudes in others.
• Exceptional levels of originality, imagination and creativity in their techniques, tactics and choreography, knowledge of how to improve their own and others’ performance and the ability to work independently for extended periods of time without the need of guidance or support.
• A keen interest in PE. A willingness to participate eagerly in every lesson, highly positive attitudes and the ability to make informed choices about engaging fully in extra-curricular sport.
• The ability to swim at least 25 metres before the end of Year 6 and knowledge of how to remain safe in and around water.
Successful scientists have:
• The ability to think independently and raise questions about working scientifically and the knowledge and skills that it brings.
• Confidence and competence in the full range of practical skills, taking the initiative in, for example, planning and carrying out scientific investigations.
• Excellent scientific knowledge and understanding which is demonstrated in written and verbal explanations, solving challenging problems and reporting scientific findings.
• High levels of originality, imagination or innovation in the application of skills.
• The ability to undertake practical work in a variety of contexts, including fieldwork.
• A passion for science and its application in past, present and future technologies.