||WE PROMOTE SPIRITUAL DEVELOPMENT
||WE PROMOTE MORAL DEVELOPMENT
||WE PROMOTE SOCIAL DEVELOPMENT
||WE PROMOTE CULTURAL DEVELOPMENT
|By making connections between pupils’ numeracy skills and real life
By considering pattern, order, symmetry and scale both man made and in the natural world
|By engaging pupils playfully; for example, in unequal shares of resources, why might someone be upset if they received less than other people?
By reflecting on data that has moral and ethical implications; for example pupils might consider the difference in amounts of money spent on non-essentials
|By the sharing of resources within the classroom, the negotiating of responses and group problem solving
||By asking questions about the history of maths: for example, ‘What do the Egyptians, Greeks and Indians discover that we still use in maths today?’
||In responding to a poem, story or text; pupils can be asked ‘I wonder what you think happens next?’ ‘How would you feel if you were the person in the story?’ ‘Where have you met these ideas before?’
By appreciating the beauty of language
|By exploring stimulus for thinking about the consequences of right and wrong behaviour; pupils can speculate and apply their learning to their own lives. When they do this they are developing their speaking, listening and higher order thinking skills.
By considering different perspectives
|By supporting conceptual and language development through an understanding of and debates about social issues By providing opportunities for talk in a range of settings
||By pupils telling stories from their own cultures and backgrounds creating the idea that ‘everyone has a story to tell’ By providing opportunities for pupils to engage with texts from different cultures
||By demonstrating openness to the fact that some answers cannot be provided by Science.
By creating opportunities for pupils to ask questions about how living things rely on and contribute to their environment.
|By offering pupils the chance to consider the wonder of the natural world and the inventions which have made the world a better place.
By encouraging pupils to speculate about how science can be used for both god and evil.
By considering that not all developments have been good because they have caused harm to the environment and to people.
|By using opportunities during Science lessons to explain how to keep other people safe and how they might protect a younger or vulnerable young person.
By exploring the social dimension of scientific advances e.g. environmental concerns, medical advances, energy processes
|By asking questions about the ways in which scientific discoveries from around the world have affected our lives. There is a rich heritage of scientific discoveries from Hindu, Egyptian and Muslim traditions.
||By exploring the beauty of languages from around the world By exploring the way language is constructed
||By helping pupils to have an accurate and truthful understanding of another culture
||By learning the skill of communicating in different ways
||By appreciating the language and customs of others
||By considering how things would be different if the course of events had been different; for example what difference would it have made if the Vikings hadn’t invaded?
||By exploring the results of right and wrong behaviour in the past
By considering some of the characteristics of people who have had a bad influence and caused suffering to others. What have others done to stop injustice? Are there examples from their own local area?- Josiah Wedgewood
By going beyond the facts and asking pupils to make hypotheses and pose questions such as ‘what if…?’
|By giving the trigger for discussions about how groups and communities organised themselves in the past.
By considering questions about social structure in the past.; for example, What might pupils say about the rights of children in earlier times? Is it important that society looks after young children? Are there people who still don’t get a fair deal?
By encouraging pupils to talk to their parents and grandparents when learning about the past.
|By exploring local history and history around us
By taking pupils on visits to heritage sites such as Middleport Pottery and Ford Green Hall
||By using Google maps and asking pupils to imagine what it might be like to live in different parts of the world.
By making links with history when exploring the environment and speculating on why the landscape is as it is.
By comparing their lives with those living in other countries such as Africa or other part of the UK
|By considering how people treat the environment; posing questions such as, ‘How are we changing our surroundings – are some things for the better and others for the worse?’ Who benefits and who suffers? What should be our personal response to these? Who should look after our environment?
||By providing positive and effective links with the wider community
By considering social responsibility e.g care for the environment, impact of traffic on the local area, tourism
|By learning about other cultures around the world.
||By experiencing wonder and joy through learning about and from stories, celebrations, rituals and different expressions of religion and worldviews
By asking and responding to questions of meaning and purpose
By considering questions about God and evaluating truth claims By exploring spiritual practices such as worship and payer, and considering the impact of these on believers and any relevance to their own life
|By exploring morality including rules, teachings and commands such as The Golden Rule, the ten commandments.
By investigating the importance of service to others in Sikhism, Hinduism and Buddhism By exploring religious perspectives and responses to evil and suffering in the world
By asking questions about the purpose and meaning of reconciliation and salvation e.g, Christian salvation story.
|By exploring the qualities which are valued by a civilised society – thoughtfulness, honesty, respect for difference, independence and interdependence
||By exploring similarities and differences between faiths and cultures
By learning about UK saints and those to which our school is named after-St Luke
By engaging with text, artefacts and other sources from different cultures and religious backgrounds
||By developing awareness of and responding to others’ needs and wants
By exploring meaning and purpose for individuals and society
By developing resilience and inner strength
|By being a dementia friendly school.
By exploring what is right and wrong and to work out what we need to do in this particular community to make sure everyone thrives.
By making explicit links to the school’s distinctive ethos as a church school
|By helping pupils to engage in a democratic process for agreeing the rules for community life.
By creating opportunities for pupils to exercise leadership and responsibility; pupils might be asked ‘Why do we think this important?’ ‘What could we do about it?’ ‘Who would like to take it further?’
|By exploring how different cultures can offer great insights into how we lead our lives
||By providing plenty of rich opportunities for pupils both to explore the spiritual dimension and natural phenomena e.g. Natural disasters
By promoting the process of ‘reviewing and evaluating’
By enjoying and celebrating personal creativity By reviewing and evaluating created things
|By exploring how emotions and inner feelings are expressed though painting, sculpture and architecture.
By responses to and use of visual images to evoke a range of emotions
|By sharing of resources. By exploring social conflict and resolution.
By exploring art as a powerful social tool e.g. in advertising,
|By experiencing a wide range of creative media from around the world.
By working towards the ‘Arts Mark’ Platinum award.
||By allowing pupils to show their delight and curiosity in creating their own sounds. By making links between their learning in literacy (or other curriculum area) with music being played as background
By considering how music makes one feel and can ‘move us’ deeply
|By exploring how music can convey human emotions such as sadness, joy, anger… By appreciating the self discipline required to learn a musical instrument
||By exploring how an orchestra/ choir/ band works together By discussing What would happen if musicians in a band/group didn’t co-operate
By appreciating how music is used in different ways in different settings e.g. for pleasure, for worship, to help people relax
|By giving all pupils an opportunity to learn a musical instrument and to take part regularly in singing.
By encouraging pupils to listen and respond to traditions from around the world.
By appreciating musical expression from different times and places
||By wondering at the power of the digital age e.g. use of the internet By understanding the advantages and limitations of ICT
By using the internet as a gateway
|By exploring the moral issues surrounding the use of data By considering the benefits and potential dangers of the internet – eg campaigns for charities and injustice as a force for good. Cyber bullying
||By links through digital media services with other schools and communities By highlighting ways to stay safe when using on line services and social media
By discussing the impact of ICT on the ways people communicate
|By exploring human achievements and creativity in relation to worldwide communications
By developing a sense of awe and wonder at human ingenuity
||By delighting in movement, particularly when pupils are able to show spontaneity
By taking part in activities such as dance, games and gymnastics which help pupils to become more focused, connected and creative.
By being aware of one’s own strengths and limitations
|By discussing fair play and the value of team work. By developing qualities of self-discipline, commitment and perseverance
By developing positive sporting behaviour
|By developing a sense of belonging and self esteem through team work
By developing a sense of community identity through taking part in inter school events
|By learning about the history of sport, and where they originate from
By making links with national and global sporting events such as the World Cup and the Olympics
By exploring rituals surrounding sporting activitieS