Curriculum Subjects

 “Every child is an artist. The problem is how to remain an artist once we grow up” Pablo Picasso

Intent

Implementation

Long Term Map

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. - The National Curriculum, 2014

Intent

Within an ever changing and technological world, Bliss Primary School understands and values the importance of teaching computing from a young age. Future generations will rely heavily on their computational confidence and digital skills in order to support their progress within their chosen career paths; our role is vital in giving the children the foundations in order to live in an ever-evolving, technological world. 

It is our school’s intention to equip our children with the relevant skills and knowledge that is required to understand the three core areas of Computing: Computer Science, Information Technology and Digital Literacy. 

Computing is an integral part to a child’s education and everyday life. We intend to support our learners to access and understand the core principles of this subject through engaging activities; also ensuring they understand the advantages and disadvantages associated with online experiences. We strive for our children to develop as respectful, responsible and confident users of technology; aware of measures that can be taken to keep themselves and others safe online. 

We intend:  

• to instil an enthusiasm and appreciation of computing via engaging and well-planned lessons; 
• to follow a scheme of work, in conjunction with the National Curriculum, which provides progression and a breadth of knowledge across all year groups; 
• to ensure that staff continue to access the opportunities to attend subject relevant CPD in order to deliver sessions with confidence and to help identify areas in which they can use computational skills within a cross-curricular approach as part of their termly topics; 
• to ensure that pupils develop a respectful and responsible attitude towards using information and communication technology, especially with regards to their own and other’s safety 
• to provide a safe space in which pupils can navigate and interact with the digital world.

Implementation

At Bliss Primary, we follow the ‘Teach Computing’ scheme of work which covers all aspects of the National Curriculum. This scheme was chosen as it has been created by subject experts and based on the latest pedagogical research. It provides a progression framework where computing content (concepts, knowledge, skills and objectives) has been organised into interconnected networks called learning graphs. 

The curriculum aims to equip our learners with the knowledge, skills and understanding they need to thrive in the digital world of today and the future. The curriculum is broken down into 3 strands: computer science, information technology and digital literacy. 

This scheme of work gives full coverage of the national curriculum for computing aims to ensure all pupils: 

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

A key part of implementing our computing curriculum is to ensure that safety of our pupils is paramount. We take online safety very seriously and we aim to give children the necessary skills to keep themselves safe online. Children have a right to enjoy childhood online, to access safe online spaces and to benefit from all the opportunities that a connected world can bring them, appropriate to their age and stage. Online safety and responsible use of technology are topics covered in computing and PSHE lessons, assemblies and during events such as Safer Internet Day. 

To help with our implementation of the computing curriculum we have a variety of hardware available, including: 

• Laptops, 
• iPads, 
• Beebots,
• Crumbles, 
• Makey Makey’s. 

Each teacher is provided with: 

• A laptop, 
• An iPad ,
• An Interactive Whiteboard.

Impact

Our children enjoy and value Computing and know why they are doing things, not just how.  

The success of the curriculum itself will be assessed via the analysis of twice-yearly progress data, lesson observations, reviewing children’s work and pupil voice. This will then inform future adaptions of the scheme of work and help to ensure that progression is evident throughout school.   

In order to demonstrate that we have accomplished our aims, pupils at Bliss Primary should: 

• be enthusiastic and confident in their approach towards Computing; 
• be able to talk confidently about their work, and share their work with others; 
• be able to identify the source of problems and work with perseverance to ‘debug’ them; 
• create and evaluate their own project work; 
• have a secure understanding of the positive applications and specific risks associated with a broad range of digital technology; 
• transition to secondary school with a keen interest in the continued learning of this subject.

Long Term Map

National Curriculum & Long Term Map

Online Safety

Being online is an integral part of children and young people’s lives. The internet and online technology provides new opportunities for our children's learning and growth, but it can also expose them to new types of risks. It is fundemental that we develop our children's understanding of managing these risks. We teach online safety regularly within both our computing curriculum and via our PSHE 3D Dimensions curriculum.

Parents and Carers

The following Government document is written to help parents and carers naviagte online safety in order to support their children: Support for Parents and Carers to Keep Children Safe Online

Please download the National Online Safety App in order to access their brilliant free guides on using apps and games. 

CEOP- Think U know online safety: 4-7 year olds    8-10 year olds      Advice for parents

Intent

At The Bliss Charity school, children receive a design and technology curriculum which allows them to exercise their creativity through designing and making. They will leave our school with the skills they need to pursue careers within science, technology and maths industries regardless of their gender, race, disability or socio-economic background. 

Design and Technology is the activity by which children develop their research, problem-solving, teamwork and creative thinking skills. It is a vital part of pupils’ learning at Bliss because it equips our children with an extensive range of practical skills that they will need if they choose to follow a career in industries such as construction, engineering, fashion and design. Skills are taught progressively to ensure that all children are able to learn, practise and develop as they move through the school. Value is given to practical activities where children can apply their knowledge using a hands-on approach in order to achieve specific learning outcomes.

Implementation

The teachers plan based on the National Curriculum objectives for Design and Technology and the Kapow scheme of work; taking into account the children’s prior learning in previous units and year groups. On long term plans, it is outlined which units will be taught throughout the academic year and when, making links where possible to other areas of the curriculum to make their D & T learning as contextualised and meaningful as possible. The medium-term planning is supported through Kapow and is where teachers teach sequential lessons building on children’s skills, knowledge and understanding.

All teaching of D & T follows the design, make and evaluate cycle. Each stage is rooted in technical knowledge. The design process will be rooted in real life, relevant contexts to give meaning to learning. Whilst making, children will be given choice and a range of tools to choose freely from. They will be encouraged to make mistakes as this is an integral part of design and technology and enables children to keep learning. The focus is on the process but not necessarily product.

To evaluate, children should be able to evaluate their own products against a design criteria. Each of these steps will be rooted in technical knowledge and vocabulary. 

The key skills we teach the children are:

• cooking and nutrition,
• mechanisms,
• structures,
• textiles,
• electrical and mechanical systems.

Impact

We want the children at The Bliss Charity School to develop their imagination, their critical thinking and their understanding of the world around them through their love of Design and Technology. We aim for our children to question and think innovatively about the world around them in order to design and develop their own products with a purpose in mind.

By the time the children leave this school they will have:

• 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 a deep 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 and skills accurately.
• The ability to manage risks well to manufacture products safely and hygienically.
• The vocabulary to explain the process and outcomes of their work.
• A passion for the subject.

Long Term Map

''So many of the world's current issues – at a global scale and locally - boil down to geography, and need the geographers of the future to help us understand them.” - Michael Palin

Intent

What does geography look like at The Bliss Charity School?

The intent of our geography curriculum at The Bliss Charity School is to stimulate children’s curiosity with the world around them through the teaching of key knowledge concepts and skills, which will enable pupils to think and act like geographers. Our curriculum intentions are:

• To build upon the child’s personal geography by developing knowledge, understanding and key skills through studying places and themes.
• To use an enquiry led approach to enable pupils to develop their questioning skills and think like a geographer.
• To equip pupils with the substantive knowledge of diverse societies and cultures; physical and human processes and interdependence.
• To enable pupils to gain the necessary disciplinary knowledge, which will provide children with a set of skills that can help them to make sense of the world and their place within it.
• To develop pupils’ fieldwork skills in order to answer questions about places in our locality and compare findings to contrasting locations.
• To deepen understanding of environmental issues and sustainability and think critically about human behaviour and how this impacts the world in which we live.
• To use our creative curriculum to enhance children’s learning and enjoyment in geography and strengthen understanding of key knowledge concepts.

Implementation

How is our geography curriculum organised?

To achieve our aims, our geography curriculum is designed to help children know more, remember more and deepen understanding of key concepts and skills. The Bliss Charity School adopts a creative curriculum which uses both discrete teaching of geography while also making use of strong links between subjects to deepen understanding and engage pupils. 

The curriculum is implemented in the following ways:

• Substantive knowledge content is sequential and organised so that children have opportunities to revisit prior knowledge, build on what they know and deepen their understanding. Our substantive concepts are: place, scale, interdependence, human and physical processes, environmental and cultural diversity.
• Disciplinary knowledge is embedded throughout our geography curriculum and revisited at different points within each key stage, with skills becoming increasingly more complex as children progress through the school. Our disciplinary concepts are: map skills, fieldwork, similarities and differences, research and enquiry and cause and consequence.
• Geography is mapped using the National Curriculum objectives to ensure coverage, depth and balance. Cross-curricular opportunities are used to make strong links between subject areas, which deepen understanding and engage pupils in their learning.
• Progression in skills document is used to ensure that teachers have a secure knowledge of the expectations within each year group; can build on prior knowledge and use this to help children retrieve information that will embed learning in geography.
• Vocabulary document is used to make sure pupils are proficient in using geographical language that is needed to help them understand the substantive knowledge and engage with disciplinary concepts that enable them to ‘think like a geographer’.  

Impact

How do we review and assess learning in geography?

The geography subject leader, senior leadership team and class teachers are all involved in measuring the impact of our geography curriculum. Teaching and learning reviews show the positive impact of our geography curriculum and provide evidence for the good progress that pupils make in geography across each key stage.

By the time children leave The Bliss Charity School, they have a deeper knowledge of their locality, the United Kingdom and countries in the wider world. They can compare and contrast places using subject-specific vocabulary and understand human and physical processes in different locations. Furthermore, pupils can apply their geographical knowledge to conduct a range of  enquiries and know how to use fieldwork skills to investigate places in depth.

The impact of our geography curriculum is reviewed through:

• Whole school Teaching and learning reviews, which are carried out by the geography subject leader. These are evaluated and provide an ongoing review cycle that informs future Subject Action Plans.
• Lesson observations and learning in books.
• Pupil voice is used to evaluate learning in geography.
• Meetings with the subject-linked governor are used to evaluate our geography provision, assess the impact and offer support in developing the subject further.

Long Term Map

 

Intent

At The Bliss Charity School, we use the Kapow Primary scheme that has been adapted to include our local history and reflect the needs of our children. This enables children to confidently gain a coherent knowledge and understanding of their own local history, Britain’s past and that of the wider world. Children will be inspired to know more about the past, think critically and ask perceptive questions. They will explore key enquiry questions and answer these critically using the knowledge they have gained within the topic, referring to evidence. This is done through an immersive, creative and topic-linked curriculum.

Studying History allows children to appreciate the many reasons why people may behave in the way they do, supporting children to develop empathy for others while providing an opportunity to learn from mankind’s past mistakes. Bliss aims to support pupils in building their understanding of chronology in each year group, making connections over periods of time and developing a chronologically-secure knowledge of History.

Implementation

To achieve this, history is embedded within our curriculum using the Kapow Primary scheme, to ensure a depth of experience and knowledge. This is mapped using the national curriculum and is demonstrated through our history curriculum design, progression of learning objectives and skills and engaging lessons. Cross curricular outcomes in history are used when appropriate, with strong links between the history curriculum and English lessons, to provide further contextual learning. Our school provides numerous immersive experiences to deepen children’s understanding of time periods through trips, workshops and topic days.

The Kapow Primary scheme emphasises the importance of historical knowledge being shaped by disciplinary approaches, as shown in the diagram above. These strands are interwoven through all our History units to create engaging and enriching learning experiences which allow the children to investigate history as historians do. Throughout the learning sequence at Bliss, history is made relevant to pupils by linking to the theme of ‘children’ as an investigative thread through several units, with local links when possible.

Children use timelines to reinforce their chronological understanding of the history of Britain and how this links to the wider world. These are utilised and built upon through each year group. Key disciplinary and substantive concepts are introduced and revisited through enquiry questions for each unit.  Children are given opportunities to draw upon the knowledge and evidence they have explored to answer them critically. This provides our children with the key skills and knowledge needed for the next step of their education.

Impact

As historians, when children leave Bliss they can show an enjoyment and curiosity towards learning the history of Britain and the wider world. Children can demonstrate through assessments, enquiry questions, evidence of work and data that they confidently and competently show they have a clear chronological understanding of the British and world history they have covered. Children can recognise similarities, differences and significance between people and events and are able to evaluate different sources of information. They can demonstrate a strong knowledge base of the history covered, and be able to recall key information. They can use their acquired knowledge and understanding of core historic skills and apply them in their ever-changing world.

Long Term Map

 

Handwriting using the Kinetic Letters programme at The Bliss Charity School

We strive to ensure all our pupils achieve:

• Fluent, legible and speedy handwriting that can be performed automatically, so that the attention of the brain is on the content of the writing.
• The stamina and skills to write at length, with accurate spelling and punctuation.
• Competence in transcription (spelling and handwriting) and composition.
• The ability to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.
• A comfortable and efficient pencil hold and working position.

We do this by using the Kinetic Letters handwriting programme.  Teaching of the programme commences in Reception where children are taught the correct pencil hold:

Children are taught all of the Kinetic Letter families, upper case letter formation and number formation:

Once chilren have mastered the letter families and are starting and finishing letters in the correct place, they will be taught to join their writing following the Kinetic Letters joining programme.

Intent

The Bliss Charity School’s Modern Foreign Languages curriculum aims to widen pupils’ experiences of other cultures and instil a love of language learning. Through a carefully sequenced curriculum, pupils are equipped with the knowledge and skills they need to communicate fluently, confidently and with spontaneity.

Teaching in Modern Foreign Languages will lay the foundations for language learning that encourages and enables pupils to apply their skills to learning further languages beyond Key Stage Two. The curriculum supports children in becoming language detectives and deepens pupils’ understanding of the English language, focusing on similarities and differences in sound patterns, vocabulary and grammar.

Implementation

The Modern Foreign Languages curriculum is designed with six strands that run throughout. These are:

• Speaking and pronunciation
• Listening
• Reading and writing
• Grammar
• Intercultural understanding
• Language detective skills

Our curriculum mapping document shows which units cover each of the National Curriculum attainment targets as well as each of the strands.

Through our scheme, pupils are given opportunities to communicate for practical purposes and familiar subjects and routines. The scheme provides balanced opportunities for communication in both spoken and written French. In Year 3, the focus is on developing oral skills, before incorporating written French in Year 4.

The languages curriculum is a spiral curriculum, with key skills and vocabulary revisited repeatedly with increasing complexity, allowing pupils to revise and build on their previous learning. Cross-curricular links also allow children to make connections and apply their language skills to other areas of learning.

Impact

The impact of our curriculum can be monitored continuously through both formative and summative assessment. By the end of Key Stage Two, pupils will:

• Be able to engage in purposeful dialogue in practical situations (e.g., ordering in a cafe, following directions) and express an opinion.
• Make increasingly accurate attempts to read unfamiliar words, phrases, and short texts.
• Speak and read aloud with confidence and accuracy in pronunciation. Demonstrate understanding of spoken language by listening and responding appropriately.
• Use a bilingual dictionary to support their language learning. Be able to identify word classes in a sentence and apply grammatical rules they have learnt.
• Have developed an awareness of cognates and near-cognates and be able to use them to tackle unfamiliar words in French, English, and other languages.
• Be able to construct short texts on familiar topics.
• Meet the end of Key Stage 2 stage expectations outlined in the national curriculum for Languages.

Long Term Map

Intent

At The Bliss Charity School, maths is taught to give our children an exciting learning experience which enables them to have a solid understanding of number through a process of enquiry, reasoning and problem solving. The children are taught to explore features of shape and space, and develop measuring skills in a range of contexts, as well as develop a practical understanding of the ways in which information is gathered and presented. Our aim is to provide children with the confidence in mathematics needed to enable them to express their ideas fluently and talk about the subject using accurate mathematical language.

Implementation

To achieve this, a range of learning strategies are used, including working both collaboratively and independently. A mastery approach is used, which enables all children to develop a deep understanding of maths. During lessons, children develop their conceptual understanding through the use of CPA. Mathematical fluency is also embedded into lessons as the children strengthen their ability to recall facts and apply that knowledge rapidly and accurately. This overall knowledge and understanding is then used to solve a wide

range of problems, while children who grasp concepts quickly are challenged through new, increasingly sophisticated problems. Where appropriate, maths is embedded within our creative curriculum which is mapped using the national curriculum and is demonstrated through class topic maps, challenge focused planning and engaging lessons.

Impact

When children leave Bliss as mathematicians, they can demonstrate, through assessments, evidence of work and data, that they confidently and competently calculate, reason and solve problems thus enabling them to understand and appreciate relationships and patterns in both number and space in their everyday lives.

Long Term Map

Useful Maths Links

• MyMaths
• Times Table Rock Stars 
• White Rose Maths

Mathematics Vocabulary Downloads

Intent

At The Bliss Charity School, we recognise that learning to read is the most important skill a child will learn at school. It unlocks a child’s ability to learn across the curriculum. Our goal is to ensure children gain a fluent ability to communicate, read at an early age and foster a love for reading.

Children will be taught to decode and blend quickly and accurately as part of the early teaching of word reading. This is done during daily Read Write Inc. phonic sessions from Reception to KS1. Through half termly assessments, we ensure that children are working at a challenge level in a group matched to their ability. Children receive additional support, where needed, to help them on their journey to becoming a confident reader. This support may continue into KS2.

Children are given many other additional opportunities throughout the day and throughout the school to read for pleasure. These are often topic linked to hook children’s interest and link their learning across the curriculum.

Implementation

At The Bliss Charity School, we use the DFE validates programme Read Write Inc. (RWInc) to teach phonics every day. This programme provides a discrete, consistent and structured approach to teach every child read by the end of KS1.

Daily sessions are completed in Reception to Class 2. The programme is then continued into KS2 for targeted children who need extra support with the mechanics of reading. All sessions are led by trained members of staff.

Children are assessed every half term and placed into homogenous groups, with matched reading books to their ability. Sessions include the learning of the English alphabetic code, along with the alternative graphemes for each phoneme. They are taught to decode and blend words together and look out for ‘tricky/red’ words (common exception words). Children will apply these skills to read sentences in high quality books that are matched to their increasing knowledge of phonics. They will have the chance to re-read these texts and improve their fluency.

Children take home a RWInc book which is matched to their phonic knowledge. They also take home a sharing book of their own choosing.

All children’s progress is tracked through the half-termly assessments. Children in Reception and KS1 who need more support will receive additional phonics interventions throughout the week to address gaps in their knowledge or fluency. Children who still require the RWInc programme in KS2, receive these discrete sessions in addition to their classroom practise across the week.

Impact

As readers, when children leave KS1 they are able to read words quickly and fluently without overtly sounding out. Children can demonstrate through assessments, evidence of work and data that they understand and show an interest of what they have read and use their phonetic skills to decode unfamiliar words. All pupils, including our lowest readers, make sufficient progress.

Pupils are familiar with and enjoy listening to a wide range of stories, poems, rhymes and non-fiction. They develop a love for reading.

Consequently, by the end of their primary education at Bliss, pupils are able to read fluently and confidently in any subject in their forthcoming secondary education.

Long Term Map

At The Bliss Charity School, we recognise that learning to read is the most important skill a child will learn at school. It unlocks a child’s ability to learn across the curriculum. Our goal is to ensure children gain a fluent ability to communicate, read at an early age and foster a love for reading.

Overview

We use the Read Write Inc. programme with fidelity to teach early reading. All members of staff at this school have been trained to deliver this programme and the systematic style of teaching really appeals to the children. Children are regularly assessed and grouped accordingly in order to meet the learning needs of every child.

The programme is taught to all Reception, Class 1 and Class 2 children daily. Any individuals in KS2 who still require the programme, will continue to receive separate Read Write Inc. sessions throughout the week.

Read Write Inc. tutoring is given to children in KS2 who need extra support to keep up their progress and complete the programme.  

What to expect at home

All children start the Read Write Inc. programme in Reception. As the children learn to identify sounds and blend together words, they will bring home sound sheets and eventually progress onto books. The books they bring home will all contain familiar sounds that they have already learnt at school. Please read these books as much as possible with your child.

Sometimes your child might bring home a book that they know well. Please don’t say, ‘This is too easy.’ Instead, encourage your child to tell you the story out loud; ask them questions about things that happen or what they think about some of the characters in the story. Aim for each book to be read at least 3 times at home:  

• Once for learning the words
• Once for building fluency
• Once for understanding the story and comprehension

Each book has ‘green’ words (words which use phonics) and ‘red words’ (common exception words which you can’t decode), which you can practise before attempting the book.

See the attached file in the side bar “Support your child with reading at home” for more information and a phonics sound mat containing all set 1, set 2 and set 3 sounds your child will be learning.

Parent films

These films show parents and carers how to support their children’s reading at home. These can be accessed through the Ruth Miskin Website or on their YouTube Channel.  

Read Write Inc. - Ruth Miskin - Parents info

More information

Watch video tutorials on https://www.ruthmiskin.com/en/find-out-more/parents/  to help you to understand more about Read Write Inc. Phonics and how to help your child read and write at home.

Free e-books for home reading: http://www.oxfordowl.co.uk/Reading/

Ruth Miskin (Read Write Inc.) Facebook: https://www.facebook.com/miskin.education

Here are some YouTube videos which show how each of the sounds are pronounced.

Set 1:

Set 2

Set 3

Oxford Owl e-books

You can access free e-books and audio books on Oxford Owl’s website: https://www.oxfordowl.co.uk/for-pupils/pupil-homeUsername: BlissClass1Password: BlissClass1

Glossary

• ‘Special Friends’

Special friends are a combination of two or three letters representing one sound, e.g. ck, ay, igh, oa.

• Fred Talk

Fred the Frog helps children read and spell. He can say the sounds in words, but he can’t say the whole word, so children have to help him.

To help children read, Fred (the teacher) says the sounds and then children say the word.

For example, Fred says c-a-t, children say cat, Fred says l-igh-t, children say light.

• ‘Fred in your head’

Once children can sound out a word, we teach them to say the sounds silently in their heads.

We show them how to do this by:

Whispering the sounds and then saying the whole word;

Mouthing the sounds silently and then saying the whole word;

Saying the whole word straight away.

Intent

At The Bliss Charity School, PE is taught so that children have fun learning through exercise and active play. We aim for EVERY child to  always be active and enjoy fun physical exercise no matter what their ability may be. We inspire children to be competitive through individual and team challenges. Walso encourage the children to take ownership of improving their own personal health.

Implementation

To achieve this, we have susttainably embedded Real PE, gymnastics, swimming and dance into our curriculum which is mapped using the PE national curriculum and demonstrated through outstanding lessons. We give teachers the confidence and sufficient knowledge required to deliver these high-quality PE lessons.

Impact

We aim to develop the children at Bliss so, when leaving primary school, they have the fundamental key abilities needed to be successful in PE, sport and life.

Long Term Map

Intent

At The Bliss Charity School PSHE is taught to give our children an exciting learning experience which enables them to develop the knowledge, skills and attributes they need to keep themselves healthy and safe, and prepared for the opportunities, responsibilities and experiences of adult life. Our aim is to provide the children with the confidence and knowledge that will enable them to make informed decisions about their wellbeing, health and relationships, and to build their self-efficacy.

Implementation

To achieve this, a range of learning strategies are used, including working both collaboratively and independently. High quality, evidence-based and age-appropriate lessons help to prepare  children for life in modern Britain through four core strands: Protective Behaviours, Health and Wellbeing, Relationships (including Sex Education) and Living in the Wider World. Protective Behaviours is taught as a practical approach to personal safety and is a process which encourages self-empowerment. The Health and Wellbeing strand focuses on the characteristics of good physical health and mental wellbeing, while the Relationships strand focuses on teaching the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and adults. As part of this strand, Sex Education is also taught to support pupils’ ongoing emotional and physical development. The Living in the Wider World strand focuses on developing the skills and understanding needed to function successfully in modern society, including the fundamental values of British citizenship. All strands complement and reinforce the school’s ‘Metacognition Programme’ and its ‘RESPECT Rules’.

Impact

When children leave Bliss, they can demonstrate through lesson participation and evidence of work that they competently keep themselves healthy and safe, and are prepared for the  opportunities, responsibilities and experiences of adult life. They can use their acquired knowledge and understanding to support them in making informed decisions about their wellbeing, health and relationships.

British Values and Protected Carachteristics

The Fundamental British Values

• Democracy
• Rule of law
• Individual liberty
• Mutual respect
• Tolerance of those of different faiths and beliefs

Being part of Great Britain

As a school, we value and celebrate being part of Britain. In general terms, this means that we celebrate traditions and customs throughout the year; including, Harvest Festival, Remembrance Day, May Day, Easter services and Christmas celebrations! We also value and celebrate national, charity and sporting events.

Learning about being part of Britain is also part of our school curriculum. In Geography and History, we ensure that the children have a better understanding of what Britain is, learning more about:

• capital cities and countries, rivers and mountains
• the local area
• how ‘Great Britain’ differs from ‘England’ and ‘the United Kingdom’ where Britain is in relation to the rest of Europe and other countries in the world
• British history, Monarchs, rulers and significant events that defined society

Democracy

Children, parents and staff have many opportunities for their voices to be heard. Democracy is central to how we operate.

An obvious example is our School Council. The election of the School Council members reflects our British electoral system and demonstrates democracy in action: candidates make speeches, pupils consider characteristics important for an elected representative etc. Made up of two representatives from each class, the School Council meets regularly to discuss issues raised by the different classes.

Other examples of ‘pupil voice’ are:

• using Pupil Feedback forms, children are asked to respond and reflect on the teaching and learning.

• Pupils are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard. We encourage pupils to take ownership of not only their school but also of their own learning and progress. This encourages a heightened sense of both personal and social responsibility and is demonstrated on a daily basis by our pupils.

The Rule of Law

The importance of rules and laws, whether they be those that govern our school or our country, are referred to and reinforced often, such as in assemblies and when reflecting on behaviour choices. Children are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves, and the consequences when laws are broken. These values are reinforced in different ways:

• visits from authorities such as the police;
• during Religious Education, when rules for particular faiths are thought about;
• during other school subjects, where there is respect and appreciation for different rules (in a sports lesson, for example).

Individual Liberty

Alongside rules and laws, we promote freedom of choice and the right to respectfully express views and beliefs. Our pupils are encouraged to know, understand and exercise their rights and personal freedoms and are taught how to exercise these safely, such as in our online safety lessons.

Through the provision of a safe, supportive environment and empowering education, we provide boundaries for our young pupils to make choices safely; for example:

• choices about what learning challenge or activity;
• choices about how they record their learning;
• choices around the participation in extra-curricular activities.

Mutual Respect and Tolerance of Those with Different Faiths and Beliefs

Our pupils know and understand that it is expected and imperative that respect is shown to everyone, whatever differences we may have, and to everything, whether it is a school resource, a religious belief or something else. Children learn that their behaviour choices have an effect on their own rights and those of others. All members of the school and wider community should treat each other with respect.

This is also enhanced:

• through Religious Education and other lessons where we might develop awareness and appreciation of other cultures;
• in English through fiction;
• in Art, Music and DT by considering culture from other parts of the world.

Picture News

As part of our curriculum, each week across school we look forward to our Picture News activities. Picture News allows the children to be aware of our wider world and reflect upon things they might never have thought about or experienced before. All children are encouraged to form their own opinions about each topic. We link these ideas closely with British Values and learn about life in modern Britain.
Each week they are introduced to provoking, open-ended questions, linked to current events and British values, through our Picture News assembly.

Protected Characteristics

The Equality Act became law in 2010. It covers everyone in Britain and protects people from discrimination, harassment and victimisation. Everyone in Britain is protected. This is because the Equality Act protects people against discrimination because of the protected characteristics that we all have. Under the Equality Act, there are nine Protected Characteristics.

1. Age
2. Disability
3. Gender reassignment
4. Race
5. Religion or Belief
6. Marriage or civil partnership
7. Sex
8. Sexual orientation
9. Pregnancy and maternity

At Bliss, we actively promote these in our curriculum and work to embed them into our ethos. Please find a table where which shows how each characteristic is taught through our PSHE programme.

Long Term Maps

 Mid-year Personal, Social, Health and Economic (PSHE) Review

Over the last few years, there have been many developments to the national Personal, Social, Health and Economic (PSHE) curriculum.  In accordance with these changes, we have adapted our Personal, Social, Health and Economic (PSHE) policy.

Our Personal, Social, Health and Economic (PSHE) Policy has been written to ensure The Bliss Charity School meets the requirements of the National Curriculum 2014 for Science and the non-statutory framework for Personal, Social, Health and Economic (PSHE) Education and Citizenship for Key Stages 1 and 2.   

In line with the Education Act 2002/Academies Act 2010, we aim to provide a balanced and broad-based curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and in society, whilst also preparing pupils for the opportunities, responsibilities and experiences of later life. 

Our PSHE Policy also takes into account the DfE’s ‘Relationships Education, Relationships and Sex Education (RSE) and Health Education (June 2019, updated September 2021)’, ‘Teaching Online Safety in School (June 2019, updated January 2023)’ and ‘Parental Engagement on Relationships Education (October 2019)’. 

Our Personal, Social, Health and Economic (PSHE) Policy explains how Relationships Education, Health Education and Sex Education are taught at The Bliss Charity School.

Please find a link below to our reviewed PSHE policy.

 Relationships Education and Health Education are statutory curricula from September 2020 – please see the attached guide ‘Understanding Relationships and Health Education in your child’s primary school: a guide for parents.’

In the UK, parents and guardians have the right to withdraw their children from Religious Education (RE) classes if they wish. This means that, while RE is a compulsory subject in most schools, parents can choose to remove their child from all or part of the lessons, based on their personal beliefs. If a parent decides to exercise this right, they should speak with the school to discuss the process and explore alternative activities for their child during RE lessons. Schools will always aim to support families in making the best choices for their child's education while respecting their values and beliefs.

Long Term Map

Intent

The Bliss School recognises and values the importance of science and scientific enquiry. Science at Bliss aims to develop a fun, practical and engaging high-quality curriculum that inspires the next generation to succeed and excel in science. We do this through fully adhering to the aims of the national curriculum and fostering a healthy curiosity and interest in the sciences.

At the heart of our progressive science curriculum is scientific enquiry. Wherever possible we intend to deliver lessons where children learn through varied systematic investigations, leading to them being equipped for life to ask and answer scientific questions about the world around them. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes.

Throughout the programmes of study, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group, as well as the application of scientific skills. We ensure that the working scientifically skills are built-on and developed throughout children’s time at the school so that they can apply their knowledge of science when using equipment, conducting experiments and investigation, building arguments and explaining concepts confidently, being familiar with scientific terminology and, most importantly, to continue to ask questions and be curious about their surroundings.

Implementation

The acquisition of key scientific knowledge is an integral part of our science lessons. The progression of skills for working scientifically are developed through the year groups and scientific enquiry skills are of key importance within lessons. Our spiral curriculum ensures that essential knowledge and skills are revisited with increasing 

complexity, allowing pupils the opportunity to revise and build on their prior learning.

At Bliss, teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in science. Our approach to the teaching and learning of science involves the following.

• Science will be taught, either by making links through class termly topics or discretely to ensure high quality learning and where possible to allow children the opportunity to make links across the curriculum.
• Our strategy is to enable all children to be catered for through adapted planning suited to their abilities. Planning involves teachers creating practical, engaging lessons with opportunities for precise questioning in class to test conceptual knowledge and skills, and assess children regularly to identify those children with gaps in learning.
• We plan for problem solving and real-life opportunities that enable children to find out for themselves. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom through our Metacognition programme.
• Working Scientifically skills are integrated into lessons, along with conceptual understanding, to ensure these skills are being developed throughout the children’s school career, and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in keeping with the topics.
• Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding.
• Teachers identify and demonstrate a range of scientific enquiry types such as comparative and fair testing, observing over time, identifying, classifying and grouping, pattern seeking and research.
• Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning.

Impact

The approach to the teaching of science at Bliss results in a fun, engaging, high quality science education, that provides children with the foundations for understanding the world that they can take with them once they complete their primary education.

Children will be able to ask questions and reflect on knowledge. They will work collaboratively and investigate and experiment practically. Our children will be able to explain the process they have followed and be able to reason scientifically.

So much of science lends itself to outdoor learning, and we provide children with opportunities to experience this. Pupil voice is used to further develop the Science curriculum, through questioning of pupils’ views and attitudes towards Science, to assess the children’s enjoyment of science, and to motivate our future scientists.

To follow.