Curriculum Overview

Reading and Phonics

At Castle View Primary Academy we are passionate about teaching children to read as we believe it is one of the most important skills children will ever learn. We want our children to read for pleasure and feel inspired, entertained and informed by the books they read. Being able to read fluently and confidently is key to accessing learning across the curriculum, which is why we place such importance on the teaching of reading at Castle View.

In Reception, Year 1 and Year 2 we follow the ‘Read, Write, Inc’ scheme to teach phonics. Children are taught to recognise initial letter sounds, then move on to learning the sounds that groups of letters make. Simple , enjoyable rhymes help children to remember the sounds, eg ‘ay’ – may I play? and ‘oo’ – poo at the zoo! Children are taught in small groups and regularly assessed to check that they are making good progress, and that they are in a group that matches their stage of phonic development. Children are given reading books that correspond with their phonics level to practise at school and at home.

In Key Stage 2 it is expected that children will have secured their phonics knowledge and are able to tackle reading books outside of the ‘Read, Write, Inc’ scheme. Children will be exposed to a wide variety of fiction and non-fiction at their level, using books from a variety of reading schemes. Children will move through coloured book bands as they make progress in their reading comprehension.

We provide reading workshops for parents and carers so that they can support their child at home with reading. We expect children to read at home regularly and we reward children with certificates, prizes and other treats for regular home reading.

Intent

The 2014 National Curriculum for Maths aims to ensure that all children:

• Become fluent in the fundamentals of Mathematics
• Are able to reason mathematically
• Can solve problems by applying their Mathematics

At Castle View, these skills are embedded within Maths lessons and developed consistently over time. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.

Implementation

The content and principles underpinning the 2014 Mathematics curriculum and the Teaching for Mastery approach at Castle View reflect those found in high-performing education systems internationally, particularly those of east and south-east Asian countries such as Singapore, Japan, South Korea and China. These principles and features characterise this approach and convey how our curriculum is implemented:

• Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics.
• The large majority of children progress through the curriculum content at the same pace.
• Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.
• Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
• Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts.
• Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up.

To ensure whole consistency and progression, the school uses the White Rose Hub Maths scheme and our teaching for mastery is underpinned by the NCETM’s 5 Big Ideas. Opportunities for Mathematical Thinking allow children to make chains of reasoning connected with the other areas of their mathematics. A focus on Representation and Structure ensures concepts are explored using concrete, pictorial and abstract representations, the children actively look for patterns as well as specialise and generalise whilst problem solving. Coherence is achieved through the planning of small connected steps to link every question and lesson within a topic. Teachers use both procedural and conceptual Variation within their lessons and there remains an emphasis on Fluency with a relentless focus on number and times table facts.

Impact

The school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others. Children can underperform in Mathematics because they think they can’t do it or are not naturally good at it. The Mastery approach addresses these preconceptions by ensuring that all children experience challenge and success in Mathematics by developing a growth mindset. Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child.

Intent

Through teaching Science, and in line with the 2014 National Curriculum, our aim is to ensure that all children at Castle View Primary Academy:

• develop scientific knowledge and conceptual understanding.
• develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
• are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future
• to describe associated processes and key characteristics in common language, but they should also be familiar with, and use, technical terminology accurately and precisely.

Scientific enquiry and investigative skills are a major factor in enabling children to be competent, independent learners who have secure knowledge and skills to investigate and think creatively and critically about the world around them. The quality and variety of language that our children hear and speak are key factors in developing their scientific vocabulary and articulating scientific concepts clearly and precisely. It is our intention that children have every opportunity available to allow them to achieve this.

Implementation

At Castle View Primary Academy, Science is taught using a blocked curriculum approach. Our topic led curriculum links our science with other areas of learning including mathematics, literacy and design and technology. Also each year band has a topic that is led by the science teaching. Science teaching will be fun and driven by enquiry. The children will be active and engaged through the use of resources and teaching.

This ensures that children are able to develop depth in their knowledge and skills over the duration of each of their science topics. Teachers use the LPDS (Lancashire Professional Development Service) scheme of work to deliver the topics but may supplement other materials to ensure the curriculum meets our children’s needs.

The children will be assisted in making their thinking clear, both to themselves and others. Teachers will ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.

Where possible, appropriate visits will be linked to the science curriculum to further engage the children and broaden their experiences. These will be reviewed regularly to ensure they are appropriate and meeting our children’s specific needs.

Impact

By building on their scientific knowledge and skills children are equipped to question the world around them confidently. They will have the tools to solve problems fairly and accurately and feel secure and confident in their analysis and reasoning. They will develop high level questioning skills which will support them in all subjects and within the wider world.

Intent

Through teaching Computing, and in line with the 2014 National Curriculum, our aim is to equip children to participate in a rapidly changing world where work and leisure activities are increasingly transformed by technology. Our aim is for children to:

• understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation;
• analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems;
• evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems;
• be responsible, competent, confident and creative users of information and communication technology.

Computing skills are a major factor in enabling children to be confident, creative and independent learners and it is our intention that children have every opportunity available to allow them to achieve this.

Implementation

At Castle View Primary Academy, computing is taught using a blocked curriculum approach. Our topic led curriculum links our computing with other areas of learning including mathematics, science and design and technology.

This ensures that children are able to develop depth in their knowledge and skills over the duration of each of their computing topics. Teachers use the LPDS (Lancashire Professional Development Service) scheme of work to deliver the topics but may supplement other materials to ensure the curriculum meets our children’s needs.  Online Safety is taught both throughout the year and dynamically as the need arises. The school has a range of computers, laptops and iPads that can be used for a range of purposes – for discrete teaching of computing and for use across the wider curriculum.

The school also provides an extra-curricular coding club, in addition to offering computing workshops (visits out to link universities and computing workshops from visitors in school).

Impact

By building on their knowledge of computer science and how digital systems work, children are equipped to use information technology to create programs, systems and a range of content. Our computing curriculum also ensures that children 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.

Intent

In teaching Art and Design, and in line with the 2014 National Curriculum, our aim is to encourage and enrich children’s education whilst developing their critical abilities and understanding of their own and others’ cultural heritages through studying a diverse range of male and female artists.

The children will also have opportunities to reflect upon and evaluate past and present Art and Design, its uses and its effectiveness, contributing to their own personal development in creativity, independence, judgement and self-reflection.

Our aim is for children to:

• Understand the visual elements of art and design (line, tone, texture, colour, pattern, shape, 3D form)
• Practise and develop mastery in the key processes of art: drawing, painting, printing, textiles and sculpture
• Produce creative work, exploring their ideas and recording their experiences
• Evaluate and analyse creative works using the language of art, craft and design
• Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms

Implementation

At Castle View Primary Academy, Art and Design is taught using a blocked curriculum approach. Our topic led curriculum links Art and Design with other areas of learning including Computing and Design Technology. Through a variety of creative and practical activities, we teach the knowledge, understanding and skills needed to engage in the process of creating and designing. The children work in a range of contexts, from home to the wider environment, making their learning relevant and purposeful.

This ensures that children are able to develop depth in their knowledge and skills through the duration of each of their Art and Design topics and show progress throughout their time at Castle View Primary Academy by recording work in sketchbooks. Teachers use the LPDS (Lancashire Professional Development Service) scheme of work to deliver the topics but may supplement other materials to ensure the curriculum meets our children’s needs. The school has a range of specific Art and Design resources that are available for this purpose.

External opportunities are actively sought out that offer the children the chance to participate and exhibit within the wider communities, e.g. LAMSAT and local competitions.

Impact

Using our Art and Design curriculum to develop and build on their skills and knowledge, children are equipped to use art and design confidently, ensuring that they can communicate and express themselves and their ideas creatively in a modern world.

Children learn how to think outside the box and take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present art and design, they develop a critical understanding of its impact on daily life and the wider world and are able to make an essential contribution to the creativity, culture, wealth and well-being of the nation.

Intent

In teaching Design Technology, and in line with the 2014 National Curriculum, our aim is to encourage children to learn to think creatively in order to solve problems and create products that cover the ‘three P’s’: creating a product that is fit for purpose and designed for a specific person (or persons). The children will also have opportunities to reflect upon and evaluate past and present Design Technology, its uses and its effectiveness and are encouraged to become innovators and risk-takers in a rapidly changing world of technology.

Our aim is for children to:

Design

• use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
• generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional diagrams, prototypes, pattern pieces and computer-aided design

Make

• select from and use a wider range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing) accurately
• select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluate

• investigate and analyse a range of existing products
• evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
• understand how key events and individuals in design and technology have helped shape the world

Technical Knowledge

• apply their understanding of how to strengthen, stiffen and reinforce more complex structures
• understand and use mechanical systems in their products
• understand and use electrical systems in their products
• apply their understanding of computing to program, monitor and control their products

Implementation

At Castle View Primary Academy, Design Technology is taught using a blocked curriculum approach. Our topic led curriculum links Design Technology with other areas of learning including Mathematics, Science, Computing and Art. Through a variety of creative and practical activities, we teach the knowledge, understanding and skills needed to engage in an iterative process of designing and making. The children work in a range of contexts, from home to the wider environment, making their learning relevant and purposeful.

This ensures that children are able to develop depth in their knowledge and skills through the duration of each of their Design Technology topics and show progress throughout their time at Castle View Primary Academy. Teachers use the LPDS (Lancashire Professional Development Service) scheme of work to deliver the topics but may supplement other materials to ensure the curriculum meets our children’s needs. The school has a range of specific Design Technology resources that are available for this purpose.

External opportunities are actively sought out that offer the children the chance to participate in projects and collaborate within the wider communities.

Impact

By building on their knowledge of Design Technology and how a design system works, children are equipped to use design technology to create products that cover the ‘three P’s’: creating a product that is fit for purpose and designed for a specific person (or persons). Our Design Technology curriculum ensures that children are able to express themselves and develop their ideas through design technology at a level suitable for the future workplace and as active participants in a technologically creative world.

Children learn how to take risks, becoming resourceful, innovative, enterprising and capable 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. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

Intent

It is our intention that the Geography curriculum will be both stimulating and motivating in order to capture the pupil’s curiosity and fuel their motivation to learn. The children should be provided with exciting learning opportunities so as they enjoy acquiring and developing their skills and knowledge and perceive the world as an interesting place. With a solid foundation upon which they can continue to build their knowledge, we hope that the children will continue to have a curiosity of the world throughout their life.

It is our intention that Geography will promote children’s spiritual, moral, social and cultural development helping them to have a greater understanding of their place in the world, and their rights and responsibilities to other people and the environment.

Castle View Primary Academy aims to promote the children’s interest and understanding about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.

We will encourage the children to ask questions about the world and provide opportunities for them to develop geographical skills and knowledge to be able to answer them.

Implementation

Geography will be taught incrementally using the LPDS Units of work  to ensure that all children meet the requirement of the 2014 National Curriculum.

It is expected that the children will:

• Develop an age-appropriate, accurate knowledge of the location of a wide range of globally significant places and develop their skills in describing the physical and human characteristics of these places.
• Use their locational knowledge to provide a geographical context in which to study and understand important geographical processes.
• Develop an understanding that these key processes play a vital role in the development of key physical and human geographical features of the world.
• Be able to discuss the interdependence of physical and human geography, how variations and changes to the geographical landscape of an area occurs.
• Develop their ability to use key geographical vocabulary which is appropriate and accurate and which evolves from EYFS to Key stage 1 and through to key stage 2.
• They should develop the skills to use and interpret a wide range of sources of geographical information including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS).
• Developing the skills to collect, analyse and present a range of data, gathered through experiences of fieldwork and exploring the local environment, to deepen their understanding of key geographical processes.
• Developing the skills to be able to communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills at writing. It is our intention that the Geography curriculum will be both stimulating and motivating in order to capture the children’s curiosity and fuel their motivation to learn.

Impact

The children will be provided with exciting learning opportunities that they enjoy and they will develop their skills and knowledge and perceive the world as an interesting place. With a solid foundation upon which they can continue to build their knowledge, we hope that the children will continue to have a curiosity of the world and an interest in their local area throughout their life.

Intent

History has always been a subject which we are passionate about at Castle View Primary Academy. The 2014 National Curriculum for history aims to ensure that all children:

• Gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate children’s curiosity to know more about the past.
• Children should learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.
• To begin to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Implementation

At Castle View, these skills are embedded within history lessons and developed through their journey of the history curriculum. By the end of their primary education, children will have a chronological understanding of British history from Stone Age to present day. They are able to draw comparisons and make connections between different time periods and their own lives. Interlinked with this is the need to look at world history such as the ancient civilisations of Greece and the Romans.

The content and principles underpinning the history curriculum are taken from the 2014 National Curriculum. We use the National Curriculum Programmes of study to guide us on the content and focus of each objective to inform our curriculum. These units are enriched by cross curriculum work when appropriate. Teachers use the LPDS National Curriculum Support materials to ensure curriculum coverage through the Primary phase. Teachers will be encouraged to look elsewhere for additional material including on-line resources.  We encourage first hand experiences and visits to enrich the learning for the children e.g. visits to Lancaster Castle, museums and other historical sites. We also encourage a project based approach to learning with an emphasis on people and community in our local area e.g. a focus on the seaside throughout time.

Children learn through enquiry based learning opportunities to gain a greater understanding of our local area.

The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.

Impact

At Castle View we strive to create a supportive and collaborative ethos for learning by providing investigative and enquiry based learning opportunities. Emphasis is placed on analytical and critical thinking which helps children gain a coherent knowledge and understanding of Britain’s past and that of the wider world; we will develop children’s curiosity and a desire to know more about the past. Through this study children learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

Intent

At Castle View Primary Academy a high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching of French should enable pupils to express their thoughts and ideas in a different language and to understand and respond to its speakers, both in speech and writing. In line with the Language Programmes of Study (National Curriculum in England), it should also provide opportunities for pupils to communicate for practical purposes, discover new ways of thinking and read literature in the original language.

Castle View Primary School aims to ensure that all pupils:

• understand and respond to spoken and written French language from a variety of sources including working with other local schools
• speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions whilst improving the accuracy of their pronunciation and intonation
• can write at a greater length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
• discover and develop an appreciation of a range of writing in the language studied

Implementation

Our planning is based on the Rigolo scheme of work which covers all the components of the Programme of Study. The Rigolo scheme will enable children to:

• listen attentively to spoken language and show understanding by joining in and responding
• explore the patterns and sounds of language through songs and rhymes linking the spelling, sound and meaning of words
• engage in conversations and speak in sentences
• develop accurate pronunciation and intonation so that others understand when they are reading aloud
• present ideas and information orally to a range of audiences
• read carefully and show understanding of words, phrases and simple writing
• appreciate stories, songs, poems and rhymes in the French language
• broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
• write phrases from memory
• describe people, places, things and actions orally and in writing and understand basic grammar appropriate to the French language

Impact

The teaching of French at Castle View Primary Academy should provide the foundation for learning further languages, equipping pupils to study and work in other countries. After accessing first quality French teaching, pupils will be adequately prepared for further MFL teaching in KS3.

Intent

At Castle View Primary Academy, we are committed to ensuring the effective delivery of a music curriculum that is accessible to all our children.

Music is a practical, creative subject, which should enhance the lives and learning of all children.

Music is a unique way of communicating that can inspire and motivate children. It gives an opportunity for personal expression and it can play an important part in the personal development of an individual.

Music reflects our culture and society and so the teaching and learning of music enables children to better understand the world they live in.

Our aim is to promote enthusiasm for and the enjoyment of, music in all its forms and also to develop musical skills and knowledge.

By engaging children in musical experiences we can offer our children opportunities to develop skills, attitudes and attributes that can support learning in other areas as well as developing life skills such as listening skills, the ability to concentrate, creativity, self-confidence and a sensitivity towards others.

Implementation

Our music curriculum ensures children sing, listen, play, perform and evaluate.  These skills are embedded in classroom activities as well as the weekly singing assemblies. A variety of performance opportunities exists in the school calendar; these include concerts, class and whole school assemblies and productions. The elements of music are taught in lessons using the online resource Charanga and this incorporates the use of instruments to help develop an understanding of how music is made, played, appreciated and analysed.

In the classroom children learn how to play an instrument and develop an understanding of the different principle of each method of creating notes, as well as how to read basic music notation. They also learn how to compose, focusing on different dimensions of music, which in turn feeds their understanding when listening, playing, or analysing music. Composing or performing using body percussion and vocal sounds is also part of the curriculum, which develops the understanding of musical elements without the added complexity of an instrument.

Impact

Whilst in school, children have access to a varied programme, which allows them to discover areas of strength, as well as areas they might like to improve upon. The integral nature of music and the learner creates an enormously rich palette from which a child may access fundamental abilities such as: achievement, self-confidence, interaction with and awareness of others, and self-reflection. Music will also develop an understanding of culture and history, both in relation to children individually, as well as ethnicities from across the world. Children are able to develop an enjoyment of music in as many ways as they choose – either as a listener, creator or performer.

Intent

Through teaching PE, and in line with the 2014 National Curriculum, our aim is to ensure that all pupils at Castle View Primary Academy feel inspired to participate, enjoy and succeed in competitive sport and other physical activities within a community where everyone feels safe, secure and valued.

We aim to provide a curriculum that is exciting, motivational and inclusive for all our pupils. We will ensure pupils have opportunities to compete in a wide range of sporting activities to contribute towards building character and helping to embed core values such as respect and fairness.

We work towards providing pupils with the core skills needed to unlock their potential and the impact of our PE curriculum will equip them with the knowledge required to live a healthy and active lifestyle.

Implementation

We aim to provide our children with 2 hours of PE and sport weekly. Our Reception and Year 1 classes take part in a ‘Wake Up Shake Up’ session every week alongside developing fundamental skills within designated PE lessons. Our EYFS outdoor provision encourages children to be physically active as much as possible throughout the day and supports the development of the fundamental movement skills.

We use the Lancashire PE scheme to plan our PE curriculum, however class teachers adapt and plan their lessons in order to personalise learning for the needs of the children. Pupils are taught the importance of keeping their bodies healthy and active within PE lessons and this is also fed in through Science and PSHE lessons. Some classes do yoga sessions regularly to support our children with mental health and mindfulness.

In Key Stage 1, the children will develop fundamental skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and in groups. Pupils will take part in a variety of games, gymnastics and dance activities and engage in competitive physical activities.

In Key Stage 2, the children will continue to apply and develop a broader range of skills, learning how to use them in different ways and link them to make actions and sequences in movement. Pupils will have opportunities to take part in a variety of games, gymnastics and dance where they will be encouraged to collaborate, compete and communicate effectively and confidently.

Year 5 children will be taught to swim competently, confidently and proficiently while Year 6 learn essential lifesaving skills.

Our curriculum is enhanced with regular visits and visitors throughout the year, including an assembly and sessions for every class with the Lancaster Bulldogs Wheelchair Basketball team to raise disability awareness. Year 5 children take part in a Bikeability scheme, Outdoor Adventurous Activity days at Borwick Outdoor Education Centre and links with a local high school and community sports hub.

We use our sports funding for membership of the Lancaster and Heysham School Sports Network and the Lancaster School Sports Association to enable us to take part in regular sports activities, events and competitions.

Intent

At Castle View Primary Academy we believe that PSHE is a vital part of children’s education.

The DfE states that schools should seek to use PSHE education to build on the school curriculum and for teachers to be free to address the topics most relevant for their pupils, drawing on good practice and advice from professional organisations.

In new plans from the Education Secretary it will be compulsory for all schools to teach children about good physical and mental health, how to stay safe on and offline, and the importance of healthy relationships. The proposals also state that all pupils will study a new reformed relationships education in primary schools.

This will become compulsory in all schools across the country from September 2020, and will put in place the building blocks needed for positive and safe relationships of all kinds.

Implementation

PSHE lessons are taught for 45 minutes each week for children in Y1-Y6. In the foundation stage, PSHE is an important part of their learning and development so it is planned for in a range of topics covered throughout the year.

Outside of the weekly PSHE lesson children make links between their PSHE learning and other subject areas such as: RE, Computing, History and Geography.   Classes have a range of books to promote inclusion and understanding.  Links to PSHE are made in the headteacher’s assemblies where important issues are covered.  The children in Y6 have a range of school responsibilities.

Outside the statutory PSHE curriculum we also teach children about money, careers and aspirations. Every half term the children will focus on a career and learn through videos, visits, visitors and role play. In addition, we teach the children about Growth Mindset through stories and lessons every half term.

Impact

Monitoring and assessment is on-going. Teachers use key questions at the beginning of a topic then review them when the topic is complete to assess children’s learning.

Intent

In line with the 2010 non-statutory guidance for Religious Education in English Schools, Lancashire SACRE (Standing Advisory Council for Religious Education) promotes, supports and encourages good practice in the teaching of Religious Education (RE). The agreed syllabus aims to ensure that all children:

• Develop understanding of concepts and mastery of skills to make sense of religion and belief, at an appropriate level of challenge for their age.
• Develop positive attitudes and values and to reflect and relate their learning in RE to their own experience.
• Have the opportunity to learn that there are those who do not hold religious beliefs and have their own philosophical perspectives, and subject matter should facilitate integration and promotion of shared values.

At Castle View, we are committed to providing our children with an exciting and positive learning environment, in which they have the opportunity to develop their knowledge and understanding of world religions while contributing to their spiritual, moral, social and cultural development.

Implementation

Religious Education taught in our school (according to the Lancashire Agreed Syllabus Religious Education 2016):

• RE will be taught weekly, each half term, planned by the teacher. This will link with key dates and religious festivals, providing opportunities to celebrate festivals and religions with greater relevance and consistency and enhances a cross-curricular approach. Teachers will use quality artefacts, visits and first hand experiences to engage the children and stimulate their interest. Visit to churches, Buddhist centres and mosques are untaken yearly to embed the learning for the children.
• Teaching of RE is open and objective, it does not seek to urge religious beliefs on young people, nor compromise the integrity of their own religious position by promoting one tradition over another.
• Through RE we endeavour to promote a positive attitude toward people, respecting their right to hold different beliefs from their own.
• Children will develop the values and attitudes necessary for citizenship in a multi-faith and multi-racial society through developing understanding of, respect for, and dialogue with people of different beliefs, practices, races and cultures.
• Children will recognises similarities and differences in commitment, self-understanding and the search for truth. Respecting and valuing these for the common good.
• Through linking with partner schools and local religious settings our curriculum promotes community cohesion.
• We recognise and celebrate the range of cultures and diversity of the school through workshops, assemblies, visitors and shared experiences of staff, children and people from the local community.

Impact

At Castle View Primary Academy, we seek to ensure that all children in our school are educated to develop spiritually, academically, emotionally and morally to enable them to better understand themselves and others and to cope with the opportunities, challenges and responsibilities of living in a rapidly changing, multicultural world. Regular assemblies and celebrations of work taught and learnt during each year group’s RE week will help to celebrate the diversity of the school community and promote positive images of people in the wider community, including their beliefs, traditions, culture, language and history.