Curriculum

Reading Overview

At Stokesley Primary Academy we believe it is imperative to our children’s lives that they can not only read, but that they become readers. As such, we aim to start their reading journeys with a passion and enthusiasm for stories and books; alongside building their confidence in de-coding and reading for themselves. We hope to ignite a love of reading at this early stage in their lives, that they will carry with them forever.

Reading is the key to unlock learning across all curriculum areas. We carefully select texts and poems so that our children experience a rich diet of texts including classics, contemporary texts and curriculum related books. The books we choose engage and inspire, providing our children with language and literature beyond their current experience.

The teaching of early reading starts with our youngest children in our 2-year-old provision and our nursery. To ensure our nursery children are well prepared and ready to begin learning grapheme-phoneme correspondences (GPCs) and blending from week one in Reception we:

• deliver our curriculum through the use of high-quality stories, songs and rhymes
• teach through a balance of child-led and adult-led experiences
• provide activities that develop listening and attention, including oral blending
• share high-quality stories every day We recognise the importance of all children making a strong start in learning to read.

At Stokesley Primary Academy we have adopted the Little Wandle systematic phonics programme. This is a rigorous programme which ensures children in Reception and Key Stage 1 quickly gain the phonics knowledge and early reading skills that they need.

When your child has learnt enough sounds and is ready to blend these sounds to make a word, they will receive a carefully matched reading book, these are supplemented with e-books to ensure your child has plenty of opportunity to practice their skills. Alongside your child’s phonics books, they will take home a reading for pleasure book. They choose this book for themselves from their class library and will love sharing it with you at home. As this book is not de-codable or in line with your child’s phonic understanding, they will need you to read and enjoy this book with them.

Building on the Little Wandle phonics programme our reading curriculum provides lessons aimed to develop children’s fluence, confidence and enjoying in reading. This includes the development of vocabulary and the sharing of excellent models of reading at levels appropriate to their age and ability. We explicitly teach reading skills through the engagement of a variety of text types, developing comprehension beyond children’s experiences.

Once children are becoming more confident readers we introduce Accelerated Reader, an online tool that allows teachers to manage and monitor children’s independent reading practice. This system grades real books by difficulty and encourages children to choose a book from their allocated range. There is a quiz at the end of each book and intermittent tests across the year. The quizzes provide information for the class teacher so that we can match our teaching to your child’s needs.

Maths

The teaching of maths starts with our youngest children in our 2-year-old provision and our nursery.  Across Early Years, children are taught mathematical concepts using carefully selected stories, rhymes, songs and practical resources. We provide every opportunity to teach maths through real life contexts and play, enabling children to see the uses of mathematics in everyday life.

To ensure our nursery children are well prepared and ready to begin our mathematics curriculum from week one in Reception we:

• deliver our pre-school maths curriculum through the use of high-quality stories, songs and rhymes
• teach through a balance of child-led and adult-led experiences
• prioritise daily counting (including counting physical objects and actions)
• provide real life and play based mathematical experiences 

In Reception we provide:

• a mathematically rich curriculum that embeds mathematical thinking and talk
• daily maths sessions
• regular, purposeful opportunities for counting and reciting numbers
• a balance of teacher led and child led activities to develop the understanding of number, shape, measure and spatial thinking

In KS1 and KS2 we follow a mastery approach. We predominantly use the White Rose scheme of learning for maths which includes every objective from the Primary National Curriculum (2014) and breaks each unit down into small steps, however we do go beyond White Rose to make sure the curriculum is right for our pupils. In addition to this, KS1 are following the NCETM’s Mastering Number whole class intervention daily.

Maths in KS1 swiftly builds on the knowledge and skills taught throughout the foundation stage and early years. We place emphasis on securing the fundamental foundations of maths, ensuring competency and fluency of concepts before applying them to problems and puzzles. Reasoning and justification skills are also taught throughout the key stage.

In KS1 pupils have:

• access to a range of practical resources to encourage understanding and calculation
• regular counting opportunities to develop number pattern awareness and fluency
• daily mathematics sessions
• daily recall sessions known as Five A Day

Maths in KS2 continues to build on the knowledge and skills taught within KS1, ensuring children have a range of strategies to tackle a wide range of problems and puzzles. They continue to access daily recall sessions and both mental and formal mathematical methods are taught so that children can find efficient methods to approach their learning.  

Maths

Science Overview

At Stokesley Primary Academy, we aim to foster children’s natural interest in Science and encourage them to question and investigate in order to help them better understand their world.

Our Science Curriculum engages, challenges and encourages children to be inquisitive and clearly sets out the knowledge, skills and vocabulary that pupils gain at each stage of their learning journey. Our Knowledge Organisers provide clear end points that the curriculum is building towards and carefully sequenced lessons that ensure that pupils progress well over time.

Our curriculum encompasses the acquisition of knowledge alongside how to ‘think like a scientist’ to ensure children gain a deeper understanding of the world around them and encourage greater success as adults.

We provide a broad and balanced curriculum that builds on the knowledge and understanding of the world that our children develop across EYFS. Lessons aim to develop a positive attitude to science as an interesting and exciting part of the curriculum. Children are provided with the confidence to apply their knowledge, skills and ideas in real life contexts both within and outside the classroom and are aware of the uses of science in the wider world.

Our Science Curriculum breaks the National Curriculum into the following ‘Big ideas of Science’:

• Plants
• Living things and their habitats 
• Animals including humans 
• Light
• Sound
• Earth and space
• States of matter 
• Rocks 
• Forces 
• Properties of materials 
• Seasons 
• Evolution
• Electricity

Children’s scientific enquiry approaches develop as they progress through school utilising their maths skills to ensure they acquire accuracy and reliability.  Children reflect on the outcomes of their scientific enquiries, evaluating data and drawing conclusions.

Science

Our Early Years Overview

Stokesley Primary Academy Early Years Foundation Stage is a safe and happy place to learn, work and play. Working in partnership with families the Early Years team are fully committed to providing an engaging and enriching curriculum to build positive relationships with the children and all children are valued as unique learners. 

The children are guided on a nurturing journey enabling them to become more confident and imaginative learners who will have a strong sense of achievement. The fully inclusive curriculum promotes independence and encourages children to embrace challenge and to persevere to gain success. These essential skills will support the children as the move forward into Year 1. 

Stokesley Primary Academy EYFS follows the Early Years Statutory Framework for the Early Years Foundation Stage. This Framework specifies the requirements for learning and development in the Early Years and it is organised into seven Areas of Learning and development:

Prime Areas

• Personal, Social and Emotional Development
• Physical Development
• Communication and Language development

Specific Areas

• Literacy
• Mathematics
• Understanding the World
• Expressive Arts and Design

Through a well organised, stimulating and enabling environment, the children will organise their own play and learning. This play and learning will demonstrate the characteristics needed to become an effective learner, playing and exploring (engagement), active learning (motivation) and creating and thinking critically (thinking).

In the Early Years we plan a broad and balanced curriculum that values children’s prior learning, starting points and cultural backgrounds. We plan child initiated topics that incorporate our schools core values. 

Our carefully planned lessons aim to capture the children’s attention and imagination and create a sense of interest and curiosity. We listen to children’s ideas, assess what they already know about a topic/subject and question what they would like to learn. Topics and learning opportunities are selected with the children’s own interests in mind. They build on children’s prior learning, skills and knowledge.  Communication and Language, Physical Development and Personal, Social and Emotional Development are at the heart of all learning. Topics are planned to ensure appropriate depth and challenge for all.  

The school day is organised effectively to ensure a balance of teacher directed and child initiated activities.  Learning through play is vital. We use the environment to ensure the children’s needs are met through continuous provision.  Continuous provision is to offer children an environment that is safe for them to explore whilst challenging their learning. It should allow children the freedom to explore and become independent learners and develop their skills in making choices. This provision and learning through play is regularly changed and adapted to meet the children’s needs, interests and next steps of their learning and development. It challenges the children to push forward their learning, take risks and create their own learning paths, as well as reviewing this process.

Continuous provision describes all of the different provision areas which are available for children to use every day. Within each of these areas of provision there should be a core range of resources that children can use all of the time, throughout the whole year. Children are able to explore these different areas and through this exploration they can pick up new knowledge and develop new skills.   Planning effectively for continuous provision is crucial and involves a consideration of classroom layout and resourcing that will enable staff to offer a breadth of learning possibilities.

Throughout the EYFS staff use The Development Matters Document and The Early Years Statutory Framework Document to analyse milestones and development of all children. This cover all areas of learning and leads towards Early Learning Goals within the Prime and Specific Areas of learning. Staff record a ‘snapshot’ of evidence of children’s learning to build an overall picture and set next steps for their learning. Formative assessment takes place within every session and helps staff to identify children who requires further challenge or who may benefit from additional support to achieve the objectives. 

Each day children access a daily Maths and Phonics lesson. In addition to daily Phonics and Maths lessons, small groups of children in EYFS also access other targeted interventions. These bespoke interventions provide opportunities for children to revisit previous teaching, reinforce class teaching and to support children in achieving a Good Level of Development in all areas of leaning contained within in the Early Years Curriculum. 

Our young learners understand the importance of respect and British values. We believe there are no limits to what children can achieve. With determination, hard work and a positive attitude anything is possible. If we try, try, try. We can, can, can. Children are also encouraged to show kindness to all and be proud to ‘CARE’ promoting ‘Collaboration, Achievement, Respect and Empathy.

Reading and Phonics Scheme

• Little Wandle Phonics

More Information

If you would like more information about Early Years learning and development please feel free to contact the school and speak to a member of staff. In addition, below are some useful websites. 

https://www.gov.uk/government/publications/early-years-foundation-stage-profile-handbook 

https://foundationyears.org.uk/

https://www.gov.uk/government/publications/development-matters--2 

Art and Design

Our Art and Design Curriculum aims to help children to develop a passion for art and encourages them to become creative learners.  Our children are taught to experiment, explore and create while simultaneously developing core knowledge and key skills. Our curriculum is purposefully designed in order to progress and develop children’s skills in 6 main areas: drawing, painting, printing, sculpture, collage and digital art.  

To support the teaching of art and its place in the world, children learn about famous artists, craft makers and designers that have had a profound impact on the world of art and design. 

At Stokesley Primary Academy, we believe all children have great creative potential and staff are focussed on cultivating, nurturing and encouraging the unique artistic talents of all pupils.

The teaching of art starts in the Early Years curriculum through expressive Arts and Design  

ELG: Creating with Materials
Children at the expected level of development will:

• Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
• Share their creations, explaining the process they have used.
• Make use of props and materials when role playing characters in narratives and stories.

The children’s knowledge and skills are built upon in key stage one and two:

National Curriculum Objectives

KS1

• To use a range of materials creatively to design and make products to use drawing, painting and sculpture.
• To develop and share their ideas, experiences and imagination 
• To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
• To know about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

KS2

• To create sketch books to record their observations and use them to review and revisit ideas
• To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
• To know about great artists, architects and designers in history.

Children are encouraged to develop a critical eye by discussing and evaluating their own work and the work of other artists. Using the inspiration of other artists’ work, children feel empowered to make artistic choices in their own designs and creations.  

Art & Design

Computing

We believe that it is vital for all our pupils to learn from and about Computing and Technology, so that they can understand the world around them. Through teaching our computing curriculum, we aim to equip our children to participate in a rapidly changing world where work and leisure activities are increasingly transformed by technology. It is our intention to enable children to find, explore, analyse, exchange and present information as well as having the skills to manipulate, develop and interpret different forms of technology in an ever-changing world.

In such a fast-moving curriculum, we are constantly looking at new ways of delivering relevant and exciting activities, while still delivering the fundamental skills needed for computing. Using technology safely and responsibly is a main priority and ensuring all pupils are able to use the internet and equipment appropriately is of paramount importance. We encourage our pupils to make links across the curriculum, the world and our local community, to reflect on their own experiences, which are designed in our curriculum, allowing horizontal and vertical links with previous year groups.

The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world. 

At Stokesley Primary Academy we deliver The Enquire Learning Trust bespoke computing curriculum.  This offers a cross curricular scheme of work for EYFS, Key Stage 1 and Key Stage 2 which matches the expectations of the National Curriculum. The curriculum is designed to support teaching and learning and the acquisition of subject knowledge in all areas. Children will have the opportunity to explore and respond to key issues such as digital communication, cyber-bullying, online safety, security and social media.

This ambitious computing curriculum is structured into 3 areas that allow all pupils from EY to year 6 to progress through different categories of knowledge: 

• Digital literacy (mechanics, searching/selecting information and E-safety)
• Information Technology (digital artefacts and computing contexts)
• Computer science (Algorithms, programming, data and systems)

Each area of the curriculum gives pupils time to practice and rehearse the knowledge needed to be proficient at computing and be ready for the next stage of learning. 

Computing

Design and Technology

Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, our pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.

Our ambitious Design and Technology Curriculum encourages our pupils to take risks, becoming innovative and enterprising citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. Our design and technology lessons make an essential contribution to the creativity, culture and well-being of our pupils, giving them the skills, knowledge, vocabulary and experience of the design, making and evaluating process with a real-life context for learning.

Our Design & Technology Curriculum is purposefully designed and sequenced to progressively develop pupils’ design and making skills. We follow the National Curriculum for Design and Technology and we have categorised our content into six areas which are taught progressively throughout the children’s journey in school:

• Mechanisms
• Structures
• Textiles
• Electrical systems
• Food & Nutrition

Our children engage in a number of projects each year.  In each of these projects, children follow a typical sequence of exploration, design, build and reflection: 

• Observe
• Research
• Build skills
• Design 
• Make 
• Evaluate

Each year group also looks closely at significant individuals (designer, architect, mechanic) and existing design linked to their DT projects.  This helps to inspire children and provide a useful insight into job opportunities available to them in the future.

Design & Technology

Geography

Our Geography Curriculum aims to create children who:

• are curious about the world and its people
• have an understanding of their place within the world and how they can impact upon this
• show tolerance and respect towards cultural differences and
• have a commitment to sustainable development and an appreciation of what ‘global citizenship’ means
• understand human and physical features in the world, including natural disasters and climate change
• are confident using a range of geography-based skills.

Key concepts are revisited so that children can develop a deeper understanding as they journey through the school. Meaningful links have been made with other subjects across and within year groups which encourages retrieval.

Each unit of work begins with an overarching enquiry question. Learning then builds over a sequence of lessons to enable children to answer this overarching question. This approach provides opportunities for rich discussion and reflection. Throughout our curriculum, we provide children with opportunities to investigate their local area in order to help children think about their heritage and what makes our local area special.

Our Geography Curriculum is also supported through learning opportunities outside of the classroom, including visits and residential experiences. In addition, we promote Geography through special events such as our annual Harvest Festival and in response to events that are happening around the world.

In-depth studies of the local area, the UK and its regions, and places of global significance are studied to equip the children with knowledge and appreciation of diverse places and cultures. This further embeds our school our school values where we believe all children are equally important, regardless of race, gender, background or ability.

Children develop a deep understanding of the world’s physical and human features and explore these through a creative and dynamic curriculum. Topic-specific vocabulary is taught throughout our curriculum using Knowledge Organisers to enable children to articulate their thoughts and ideas clearly.

By the end of KS2 pupils will have experienced a depth of learning in:

• Locational knowledge
• Place knowledge
• Human and physical geography
• Geographical skills and fieldwork

Children learn how to think, speak and work ‘like a geographer’ by developing their geographical skills over time through a variety of fieldwork activities.

Geography

History

Our History Curriculum inspires pupils to think, read, speak and write like historians and develop a lifelong curiosity about past events and forgotten voices. It is designed to open our pupils’ eyes to the way the world we live in today has been shaped. 

Our History Curriculum is built around the progression of the following ‘big ideas’: 

• Chronology 
• Invasion 
• Civilisation 
• Legacy 
• Monarchy
• Religion 

During a pupil’s journey from Y1 to Y6, our History Curriculum builds on the Knowledge and Understanding of the world our children develop across EYFS. We have carefully designed and sequenced our History Curriculum which clearly sets out the vocabulary, knowledge and skills pupils gain at each stage of their learning journey so that pupils progress well over time. 

Our curriculum has been built using the following components:

Substantive Knowledge (knowledge of the past) and Disciplinary Knowledge (knowledge of how historians investigate the past). 

Our aims are to provide a broad, balanced History Curriculum that ensures development of historical understanding of Britain’s past and that of the wider world. Our curriculum ensures that pupils develop not only their historical knowledge, skills and vocabulary but a love for history that will remain with them for the rest of their lives.

The aims of history in our school are:

• To enable children to know about significant events in British and world history and to appreciate how things have changed over time.
• To develop a sense of chronology.
• To help children understand society and their place within it, so that they develop a sense of their local heritage.
• To develop in children the skills of enquiry, evaluation, interpretation and presentation enabling them to think as historians.
• We ensure that children have as many opportunities to make meaningful links to real life contexts and experiences.

Useful Links

History National Curriculum Key Stage 1 and 2

Historical Association

History

Languages Overview

At Stokesley Primary Academy, we believe that learning a modern foreign language provides a valuable educational, social and cultural experience for all pupils. We aspire to expose our pupils to an MFL curriculum, which is rich in skills and knowledge, develops cultural understanding and produces enthusiastic and life-long language learners.  

Our MFL curriculum is designed to progressively develop children skills in languages through regular taught lessons. Planned units allow pupils to develop the key vocabulary and grammar skills to express their ideas and thoughts in another language, and understand and respond to another speaker. We aim to provide opportunities for pupils to communicate and apply language learning in a practical, meaningful context. In addition to this, through explicit teaching of cultural traditions, we aim to explore differences and similarities in cultures to promote respect and tolerance.

Our modern foreign language taught in Stokesley Primary Academy is French. This is taught to all pupils in Key Stage 2. 

Languages

Music

Our music curriculum at Stokesley Primary Academy follows the award winning Charanga scheme and both develops pupils’ love of music as well as their talent as musicians. 

Our music curriculum is built around three interdependent elements:

• Technical – The ability of instrumental and vocal musicians to exert optimal control of their instruments or vocal cords in order to produce the precise musical effects they desire.
• Expressive – The art of playing or singing with a personal response to the music, making appropriate use of dynamics, phrasing, timbre and articulation to convey emotion.
• Constructive – The understanding of the structure of a musical piece and the process of creating or writing a new piece of music.

As they journey through school, children are taught how to think, work and communicate like a musician and in doing so, they engage with music from a variety of genres, cultures and eras. We are committed to offering the children as many opportunities as possible to become confident and self-reflective musicians and we adopt a practical approach as much as possible, using instruments to bring music to life.

We believe that all children should experience the joy of learning how to play an instrument and we have a range of specialist peripatetic music teachers who provide tuition within school.  There is a charge for these lessons. Please visit the school office for further details.

Our Stokesley Primary Academy choir meets weekly. These children perform in assemblies and at ‘Friends of Stokesley Primary Academy’ events as well as going out into the community to sing in a variety of contexts.  We have made links with Stokesley Choral Society and their associated orchestras.

In addition to weekly singing assemblies we aim to offer other special musical experiences to each year group. These include singing in church; music workshops; Christmas performances and opportunities for singing across the curriculum to enhance retention of key knowledge.

Music

P.E.

Our P.E. Curriculum aims to contribute to the development of the whole child. Through a high quality P.E. programme pupils develop physical competence, confidence and are given opportunities to be physically educated and become physically knowledgeable. Through a combination of high quality lessons and choice of activity, the P.E. provision will contribute to the personal development, enjoyment, success and achievement of all pupils across the whole curriculum and beyond. In addition in will incorporate a healthy and well balanced lifestyle.

P.E. provides pupils with the opportunity to be creative, competitive and face up to different challenges as individuals or as part of a group and team. It promotes positive attitudes towards a positive mind set and lifestyle. Pupils learn how to think in different ways and make decisions in response to creative, competitive and challenging activities. They learn how to reflect on their performance, planning, participation and evaluate actions, this will encourage the development of their ideas and performances to improve the quality of their work.

P.E. helps pupils develop personally and socially. Pupils will work as individuals, in groups and teams, developing concepts of fairness and of personal and social responsibility. They take on different roles and responsibilities, including leadership, officiating and coaching. Through high quality P.E. pupils discover their aptitudes, abilities and preferences and make informed choices about how to get involved in lifelong physical activity.

We offer a range of extra-curricular school sport and activities both after school, lunchtime and in school holiday clubs. Through our school council, children are encouraged to choose the sport clubs they would like after school.  We work with other providers and professionals in the local area to promote sport and encourage children to take up interests beyond the school day.

SMSC forms an integral part of our P.E. curriculum:

• Spiritual – Explore, creativity through producing gymnastic and aerobics routines, creating and developing own attacking and defensive set plays and tactics, reflecting and critiquing their own and others performances. Pupils are encouraged to question throughout lessons – WHY, WHAT, WHERE and HOW
• Moral – pupils learn fair play, trust and team work in lessons, encourage good sportsmanship, respect equipment, facilities and the environment
• Social – Through creating, a sense of community in lessons and clubs, interacting with the community and primary schools. Encourage pupils to recognise and respect social differences and similarities and celebrate success both in and out of school.
• Culture – By gaining an understanding of different sports, use of international examples of different athletes and their achievements. In addition cultural engagement through the Sports for schools program with visiting elite performers.

Check out the links below for some useful P.E. resources and information:

• School Games  https://www.yourschoolgames.com/
• Youth Sport Trust   https://www.youthsporttrust.org/school-games-personal-challenge
• BBC Super Movers   https://www.bbc.co.uk/teach/supermovers
• Cosmic Yoga   https://www.youtube.com/user/CosmicKidsYoga
• PE with Joe   https://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rYQ
• Change for Life  https://www.nhs.uk/change4life
• Active home  https://www.activekidsdobetter.co.uk/active-home

PE

PSHE Overview

At Stokesley Primary Academy, the PSHE curriculum aims to develop learning which results in the acquisition of knowledge and skills that enable children to access the wider curriculum. The aim is to prepare our children to become healthy, independent and responsible citizens now and in their future roles within their community.

To meet the needs of the National Curriculum, we provide a balanced and broadly-based curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils, preparing them for the opportunities, responsibilities and experiences for later life. It aims to help them to understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. We provide our children with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society.
 
At Stokesley Primary Academy, we follow the SCARF curriculum (Safety, Caring, Achievement, Resilience and Friendship.) This underpins and supports our core values - CARE (Collaboration, Achievement, Respect and Empathy) and provides a whole-school approach to promoting behaviour, safety, achievement and wellbeing. There are three main themes of Health and Wellbeing; Relationships; and Living in the Wider World. These are then broken down into six areas for termly coverage and are ordered as follows:

• Me and my Relationships
• Valuing Differences
• Keeping myself Safe
• Rights & Responsibilities
• Being my Best
• Growing and Changing  

Between their entrance to school, and leaving at the end of Year 6, the children will have experienced each theme at a new and appropriate level each year. As a result of this, they will be able to demonstrate progress in the key social, emotional and behavioural skills as they progress through the school. During the children’s learning journey at Stokesley Primary Academy, our intended impact of the PSHE Curriculum is to ensure that children:

• Have a greater understanding and apply the 5 British Values of Democracy, Tolerance, Mutual Respect, Rule of Law and Liberty. 
• Are able to talk confidently about how to keep themselves safe both in and around school as well as in the local community.
• Are able to articulate their feelings and reflect on their emotions and actions positively. Whilst using transferable skills - preparing them to meet unknown situations with confidence.
• Will demonstrate a resilient and healthy attitude towards school by demonstrating pro-social behaviours.
• Become involved in their immediate community and be responsible members of society.
• Grow in their self-knowledge, self-esteem and self-confidence and be prepared for their journey beyond their time at Stokesley Primary Academy

PSHE

R.E. Overview

At Stokesley Primary Academy we value, respect and celebrate the diversity of religions and worldviews that we experience locally, nationally and globally. Our RE lessons, which are taught alongside our PSHE curriculum help us achieve this by providing our children with the knowledge, vocabulary and skills necessary to understand their own beliefs and those of others.

The RE scheme of work (based on the North Yorkshire SACRE Advised Syllabus for Religious Education) is built around the key concepts of believing, living and expressing and builds on the skills and knowledge children develop across EYFS. It is knowledge based, spiritual and creative and gives children the chance to engage with the big questions that religions address.

As they move through school, children study Christianity, Islam, Judaism, Sikhism and Hinduism, as well as other worldviews that feature in History and Geography topics, looking at key beliefs, festivals and practices.

We try to enhance our curriculum through visiting a diverse range of places of worship in our local area and wherever possible we make visits and host visitors to enrich our RE curriculum.  To help bring RE to life in the classroom, we make use of our collection of holy books, clothing and ceremonial items.

Every year, we hold whole school events and assemblies that give our pupils to chance to learn about the meanings behind religious festivals, to experience how festivals are traditionally celebrated and to inspire our children to have a passion for RE.

RE