Curriculum-Gallery-2025-26 (ID 1098)

• English
  English

  English has a significant role both within education and beyond. It is a subject in its own right and the medium through which the whole curriculum becomes accessible. Communication is a key aspect of everyday life in all societies. At Awbridge Primary we strive to develop the children's spoken language, reading, writing and vocabulary as essential aspects of the teaching of every subject. We aim to cultivate a passion for books and a long-lasting enthusiasm for literature; from Year R through to Year 6 stories and poems are shared daily and books are an essential feature of our classrooms.

  Spoken language is embedded in the English curriculum with the inclusion of reciting poetry, debates, etc. Whether participating in role play or drama, we provide all children with meaningful opportunities to speak with confidence and enjoyment; to equip them to become effective communicators.

  Children need a secure understanding of phonics to become effective readers and throughout Year R and Year 1 children have daily phonics lessons, learning to decode words for reading through blending sounds. As children develop into fluent readers, they learn to build comprehension skills through guided in-depth analysis of good quality texts, to infer information and to give their own viewpoint. Our aim is for all children to become lifelong readers and we encourage children to foster a love of reading from the very start through story based topics which ensure children experience a broad range of literature with exciting and varied vocabulary. Our library contains a wealth of engaging texts for children to delve into and explore.

  Reading and writing are inextricably linked and we strive to promote a love of both through a number of ways using text based learning from high quality rich texts. Children learn that purpose and audience lie at the heart of writing which in turn informs choice about vocabulary, language and text structure. Children study a broad range of fiction and non-fiction including picture books, heritage texts, contemporary texts, short stories, poetry and media clips. Each quality text is carefully chosen to provide excellent and engaging examples of the grammar and composition objectives set out in the National Curriculum for each year group. Handwriting, spelling and grammar are woven through learning journeys. Children become skilled at planning their writing as well as editing their work for effectiveness. The wider curriculum provides an essential opportunity for transferring these skills so that their significance becomes embedded in practice.

  English Curriculum Overview Chestnut

  English Curriculum Overview Willow

  English Curriculum Overview Conifer

  English Curriculum Overview Beech

  English Curriculum Overview Oak

• Mathematics
  Mathematics

  Mathematics is a creative and highly inter-connected discipline that has been developed over centuries. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. At Awbridge, through the teaching of mathematics, we promote the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

  
  At Awbridge, we follow the White Rose curriculum mapping, ensuring that teaching is cyclical and builds on small manageable steps in order to help children understand the concepts. When introducing new concepts, we use the concrete, pictorial, abstract approach in order to embed understanding and build competency. We are developing a mastery approach to learning and aim to promote mathematical thinking through talk. We provide plenty of opportunities to build reasoning and problem solving elements into the curriculum whilst also focusing on developing pupils’ fluency.

  Teaching Safeguarding through Mathematics

  At Awbridge through our curriculum we support children to…

  • solve problems through enquiry
  • use equipment safely e.g. compass
  • help other children who are struggling sensitively
  • use different representations to solve the problem
  • understand that it is positive to make mistakes and learn from them
  • develop resilience to keep trying and applying knowledge through practise
  • increase their own self esteem by not comparing themselves to others but trying to achieve a personal best

  Curriculum Values in Maths

• Geography
  Geography

  At Awbridge, Geography provokes and provides answers to questions about the natural and human aspects of the world. Geography is an investigative subject which allows children to develop a greater understanding and knowledge of the world, its interconnectedness and their place within it as a global citizen. The diverse Geography curriculum enables children to develop an understanding of concepts, knowledge and skills that are transferable to other areas of the curriculum and are used to promote their spiritual, moral, social and cultural development.

  Our Geography learning journey is designed to ensure that teaching equips children with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. The pupil’s knowledge about the world helps them to deepen their understanding of the interconnectedness between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge and skills are thoughtfully practiced, developed and sequenced throughout their primary school journey. This continually developing schema of knowledge and skills allows children to explain how the Earth’s features at different scales are shaped, interconnected and change over time.

  As a school, we aim to inspire a lifelong curiosity, fascination and respect of their world which will grow and develop with them for the rest of their lives, equipping them with vital knowledge and skills for their further education and beyond.

  Teaching Safeguarding through Geography

  At Awbridge through our curriculum we support children to…

  • develop a sense of responsibility and understand the impact of humans on the environment for example climate change, litter
  • recognise the risks associated with some aspects of the physical environment and responding to those risks

  • tackle stereo types, listen to the views of others and recognise how different cultures interact with the world

  • be able to plan a course safely using maps and compasses, knowing how to get to a destination safely
  • develop an awareness of the natural world as an antidote to the digital world, being observant and mindful in the outdoors

  Curriculum Values in Geography

• History
  History

  Through our teaching of history, our main aim is to foster our pupils’ curiosity to know more about the past and help them to understand how events and people have influenced our daily lives today. We build these values through investigations into our understanding of the world in Early Years and continue into Key Stage 2 where we explore the local history as well as other past cultures. We think History builds key investigative skills and the curiosity it inspires helps our children understand the world around them, including their own history. We have fantastic links into the past within our own school or the church that we regularly visit, and these relations are used to our advantage.

  History learning is carefully mapped and throughout Key Stage 1 our pupils will develop an awareness of the past through the study of significant individuals who have achieved nationally and internationally. They will also study significant events linked to the local area as well as studying changes within living memory and those events beyond living memory that have had a significant impact nationally or globally.

  In Key Stage 2 pupils will develop a secure understanding of local, British and world history, making connections and contrasts over time as well as using appropriate historical vocabulary and having a greater appreciation of chronology. Our intention from the teaching of both disciplinary and substantive knowledge is to allow all pupils to make comparisons and connections with past cultures, use historical vocabulary accurately and to ask, investigate and answer questions to further their own understanding.

  Although History is often taught discreetly it also forges strong links with other curriculum learning. We use an enquiry based approach where children are challenged and motivated to make their way through ‘six stages’ and learn to investigate, consider, reflect and review events from the past. Children are given opportunities to develop their understanding of the past through the use of artefacts, historical documents, photographs, reports and other written sources. They are given opportunities to research using electronic media. Many of our educational visits outside of the classroom have a historical focus including the SeaCity Museum and Fishbourne Roman Palace. Our teachers encourage the children to develop a growth mindset, accepting that they may not have all the answers but determinedly strive to draw their own conclusions and justify their opinions.

  Teaching Safeguarding through History

  At Awbridge through our curriculum we support children to…

  • raise questions through an enquiry approach and create a hypothesis (reasoning), be prepared to change an opinion or belief
  • understand the difference between fact and opinion
  • appreciate the effect that actions can have on others (consequence) and learn from problems in the past
  • show respect when working with artefacts and pose good questions to deepen understanding
  • show empathy and respect for differences in other cultures and different generations
  • understand that learning from the past is deepened by reflecting on the present and this can always change
  • remain objective and that it is not always possible to define what is right and wrong

  Curriculum Values in History

  History Curriculum Overview

• Science
  Science

  At Awbridge we aim to introduce children to the world of living things, materials and scientific revolutions through delivering an inclusive, engaging and inspiring science curriculum. Children will leave Awbridge with a range of scientific skills, which will ensure they continue to build on their understanding of scientific concepts throughout their lives. We promote a passion for science, which will allow children to be inspired by science in the wider world and develop a questioning approach, thus operating successfully as scientists.

  Science learning is carefully mapped and builds on previous learning. It is a mixture of discretely taught units and some cross-curricular links. The use of an enquiry-based approach, including how to investigate and answer questions provides children with opportunities to work alongside others and show resilience with trial and error for science is as much about finding out what does not work as what does! Investigative and enquiry-based work encourages children’s independence with choosing equipment, making predictions, testing hypothesis and drawing conclusions. We also acknowledging the importance of fair testing and changing variables which are all skills which can be transferred across other subjects.

  The overall aim is to ensure that all children within Awbridge Primary School receive accessible and high-quality science provision which is meaningful and contextualised. There are a variety of science focused school trips including visiting zoos, local beaches and residential visits which involve elements of science, such as animal classification and habitats. Our fantastic School grounds are utilised as much as possible to support learning.

  Teaching Safeguarding through Science

  At Awbridge through our curriculum we support children to…

  • make informed choices and decisions to using given information and also through observations
  • understand that sexual behaviour can have a reproductive purpose
  • develop confidence to express and voice their own ideas
  • listen, respect and reflect on other people’s views and findings
  • understand that science should be undertaken in safe way, both practically and emotionally. Using tools and apparatus
  • that when making decisions try to change in one variable at a time, making links between ideas and learn from it
  • predict risk and make adaptations
  • value personal hygiene and recognise the importance of personal space
  • form effective and sensitive questions
  • work in diverse groups and partnerships, accepting children with specific needs
  • be aware of religious beliefs and show empathy for these
  • adopt different role within a group and challenge stereotypes

  Curriculum Values in Science

  Science Curriculum Overview

• Physical Education
  Physical Education

  At Awbridge Primary School we believe that physical education is an essential part of a child’s development. We have developed a balanced programme, offering a variety of activities, both within the curriculum and through our extensive range of extra-curricular clubs, tournaments and inter house competitions. Positive participation in physical education will enable our children to build self-esteem, team work and positive attitudes in P.E.

  Physical Education starts as soon as children start in Year R where they are taught the core skills of agility, balance and coordination. We ensure all children are provided with a broad and balanced physical education curriculum, where there is progression of skills throughout the year groups. Emphasis is placed on building each child’s confidence, competence, character and creativity in each area of the physical education curriculum. As a result the children enjoy the benefits of team play and exercise, contributing to a healthy lifestyle.

  We have a full competition programme running throughout the year which include intra school competitions (level 1) and inter school competitions (level 2 and 3).

  In-house dance and gymnastics festivals offer the children the chance to perform in front of an audience and share their learning in P.E. with the school community.

  We offer a wide variety of sports clubs which are run after school. We have links with 360 Degree Sports Coaching who deliver a vast range of activities with a vision to develop sport for all.

  The sporting year culminates with our annual sports day where the children can showcase their talents over a range of track and field events throughout the day.

  Teaching Safeguarding through Physical Education

  At Awbridge through our curriculum we support children to…

  • understand the importance of keeping healthy/well-being/physically and mentally
  • recognise that everyone is different and the importance of developing a positive body image
  • move safely and apply skills in a physical space with an awareness of others
  • show respect to all referees and judges and staff who are making decisions based on their observations and knowledge
  • set personal goals and encourage others to achieve theirs
  • work in teams and encourage others to play a positive role in games physical challenges
  • select team members fairly and be inclusive to everyone
  • develop positive self-care and organisational skills
  • manage emotions including anger and disappointment when not being able to win

• Art and Design
  Art and Design

  At Awbridge Primary we believe that our rich curriculum will allow children to learn about and be inspired by great artists, artworks, styles and different cultures’ art from around the world. Art and design is an essential means of creative expression that boosts self esteem and gives children opportunities to ask questions and think deeper, working at individual and collaborative levels. It is these opportunities to work together for a common purpose that demonstrates to children that their contribution is important. The exploration of artworks helps to promote open and enquiring minds allowing children to interpret, challenge and evaluate what is communicated.

  Across the Primary years, Art is planned in a way that children can build on a progression of skills using a broad range of art and design techniques. We aim to develop inquisitive learners with a lifelong passion for learning that will hold them in good stead as they approach their Secondary education, and indeed from there to employment opportunities. A cross-curricular approach ensures there are meaningful opportunities for retrieval practise of the skills learned.

  As an outlet to communicate personal ideas and feelings, children are taught about the lives and works of a range of artists, craft-makers and designers. They look at similarities and differences between artists, comparing traditional and contemporary works as well as art from a range of cultures. Engagement in creative and critical thinking are key tools in enabling children to produce their own artwork, thereby boosting confidence, building resilience and encouraging children to be risk takers; traits associated with good mental health. Each child values their sketchbook as a place to develop and experiment with ideas and techniques as they build knowledge and skills, reflecting on and evaluating their outcomes.

  We encourage children to take great pride in their artwork and it is displayed as much as possible. Throughout the year children have the opportunities to foster links with local Secondary schools and participate in community projects.

  Teaching Safeguarding through Art

  At Awbridge through our curriculum we support children to…

  • understand that all art should be respected and valued
  • that everyone can be an artist, everyone has a different opinion of what is ‘good art’
  • accept that the outcome might not be as expected and to
    maintain a positive mind-set
  • celebrating success with positive praise
  • to reflect and making choices including accepting reflections from others
  • accept and recognise the differences of the human form and viewing life drawing with respect

  2025-26 Art Learning Overview

• Computing
  Computing

  Computing is at the heart of every modern household and therefore will be key to their journey through life. As Digital Natives, children at Awbridge need to be able to use and express themselves as well as develop their ideas through information and communication technology. We strive for pupils who are equipped to use information technology to create programs, systems and a range of content whilst instilling fundamental behaviours, which will allow children to keep themselves safe online.

  The Computing curriculum has four key areas – Computer Science, Digital Literacy, Use of Technology and Safety. Each year children consolidate and build from previous learning. There are many opportunities for children to work collaboratively, as well as individually, and it is through these opportunities that children will develop a range of skills such as teamwork, tolerance and resilience. We are well resourced with class sets of ipads and Chromebooks as well as laptops and PCs around school.

  The teaching of the Computing curriculum at Awbridge is highly practical which enables all children to be successful and make excellent progress.

  The overall aim is to equip pupils with a high-quality Computing education in order for them to use computational thinking and creativity to understand and change the world.

  Teaching Safeguarding through Computing

  In our computing curriculum we support children to…

  • model expectations and responses to information
  • predict risks and take appropriate action to keep yourself safe online
  • take responsibility for what you say and do - links to social media
  • respect other people’s experiences, thoughts and be prepare to reflect and challenge appropriately
  • develop a healthy digital attitude, recognising the impact of excessive use on mental and physical wellbeing
  • follow a set of instructions and reflect on the effectiveness of those choices

  Curriculum Values in Computing

• Design Technology
  Design Technology

  The study of Design and Technology helps prepare children for our ever-changing world. By developing their practical life skills, it assists children in evolving a greater awareness and understanding of how everyday products are designed and made. The subject draws upon a range of skills, including mathematics, art, computing and science, and promotes curiosity, resilience and innovation. In addition to this, it encourages children to become creative problem solvers, both as individuals and as part of a team.

  we teach the children technical skills, covering a range of skill areas, including Construction, Mouldable Materials, Mechanisms, Textiles and Food and Nutrition. We feel that the teaching of Food and Nutrition is a great importance and holds great relevance in current times.

  At Awbridge Primary School, the Design and Technology curriculum is carefully mapped, with some units taught discretely and others with cross-curricular links. We follow the ‘Design, Make, Evaluate’ approach to the teaching of DT, as outlined in the National Curriculum Programmes of Study document. Working in unison with the evaluate stage of the design cycle is for the children to investigate past and present products. This form of market research is an integral part of the design process and enables children to consider, discuss and improve their own designs.

  Children develop problem-solving skills and have the opportunity to take risks in their learning as they make links in their experiences, choose ways to do things and persist when challenges occur. Through practical work, children begin to select resources, test ideas and choose ways to solve problems. During the evaluation stage of our ‘Design, Make, Evaluate’ approach, children are encouraged to reflect upon their work and the work of others against design criteria, considering the effectiveness of the methods and resources used, and responding to constructive feedback from others. Teachers assess children’s knowledge, understanding and skills in design and technology by making observations of the children working during lessons. Children are also encouraged to be critical of their own work, highlighting their own next steps.

  Teaching Safeguarding through Design & Technology

  At Awbridge through our curriculum we support children to…

  • to gain and understanding of the touch and feel of certain materials
  • accept when something goes wrong or doesn’t turn out as expected
  • celebrate the success of others to give encouragement and boost self-esteem
  • choose materials safely including things like no sharp edges etc.
  • use tools and resources that are appropriate for a task
  • work inclusively with all children who may have different needs
  • express opinions, giving and receiving constructive feedback
  • work safely when managing food intolerances
  • develop tenacity to innovative and be creative in their thinking

  Curriculum Values in DT

  DT Curriculum Overview

• Modern Foreign Languages
  Modern Foreign Languages

  Awbridge Primary School use the Language Angels scheme of work and resources to ensure we offer a relevant, broad, vibrant and ambitious foreign languages curriculum that will inspire and excite our pupils using a wide variety of topics and themes. All pupils will be expected to achieve their full potential by encouraging high expectations and excellent standards in their foreign language learning - the ultimate aim being that pupils will feel willing and able to continue studying languages beyond key stage 2.

  The intent is that all content will be continuously updated and reviewed annually, creating a dynamic programme of study that will be clearly outlined in both long-term and short-term planning. This will ensure that the foreign language knowledge of our pupils progresses within each academic year and is extended year upon year throughout the primary phase and, in so doing, will always be relevant and in line with meeting or exceeding national DfE requirements.

  The four key language learning skills; listening, speaking, reading and writing will be taught and all necessary grammar will be covered in an age-appropriate way across the primary phase. This will enable pupils to use and apply their learning in a variety of contexts, laying down solid foundations for future language learning and also helping the children improve overall attainment in other subject areas. In addition, the children will be taught how to look up and research language they are unsure of and they will have a bank of reference materials to help them with their spoken and written tasks going forward.

  The intent is that all pupils will develop a genuine interest and positive curiosity about foreign languages, finding them enjoyable and stimulating. Learning a second language will also offer pupils the opportunity to explore relationships between language and identity, develop a deeper understanding of other cultures and the world around them with a better awareness of self, others and cultural differences. The intention is that they will be working towards becoming life-long language learners.

  Aims

  The national curriculum for languages aims to ensure that all pupils:

  • understand and respond to spoken and written language from a variety of authentic sources
  • speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
  • can write at varying 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.

  Key Stage 2 Objectives

  • listen attentively to spoken language and show understanding by joining in and responding
  • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
  • engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
  • speak in sentences, using familiar vocabulary, phrases and basic language structures
  • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
  • 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 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, and adapt these to create new sentences, to express ideas clearly
  • describe people, places, things and actions orally and in writing

  Teaching Safeguarding through Modern languages

  At Awbridge through our curriculum we support children to…

  • experience a positive and supportive environment to practice a foreign language
  • develop communication skills so that you can make yourself understood
  • develop inter-cultural understanding and acceptance
  • recognise and focus on similarities not just differences
  • develop a tolerance of differences
  • read body language and facial expressions to develop empathy
  • develop respect in recognising that not everybody speaks English
  • be aware of those who have speech and hearing problems

  Curriculum Values in Languages

• Music
  Music

  At Awbridge, we endeavour to engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they will be encouraged to develop a critical engagement with music, allowing them to compose, appraise and perform with confidence.

  The teaching of music is arranged in different elements including performing, composing and appraising. As part of their class music lessons, children will have the opportunity to perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians. They will learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and to progress to the next level of musical excellence. In addition, they will understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

  At Awbridge, every child has the opportunity to learn a range of instruments, including whole class tuition. They will receive tuition from specialist teachers, with their class and perform to their parents at the end of the school year.

  Additionally, all pupils sing every week in Singing Assembly where they learn a variety of songs.

  Children in Years 4 to 6 have the opportunity to be part of the school choir, performing at school and community events throughout the year. We perform at Romsey Abbey every year for the Awbridge, Halterworth and Wellow Collaboration Carol Service. In addition, we perform with Romsey School at their Carol Service in the Autumn term and collaborate again with a variety of schools in the Romsey Schools Choir Festival. Awbridge Choir also perform at several others events: at Kent’s Oak and Awbridge Village hall at Christmas; charity events such as George’s Trust Coffee Morning and at our school Christmas and Summer Fayres.

  To develop focussed tuition in music, at Awbridge, pupils are provided with the opportunity to learn a wide range of instruments individually or in small groups, with peripatetic teachers.

  Children are also given the opportunity to learn to play their favourite pop songs during Rock Steady practice. They work as a team in a rock band to learn each part on keyboard, guitar, drums and vocals.

  Music is an integral part of daily life at Awbridge, within the classroom and beyond. Its positive effects upon the well-being of pupils is both recognised and celebrated.

  Teaching Safeguarding through Music

  At Awbridge through our curriculum we support children to…

  • develop a cultural awareness
  • accepting and respecting different preferences in music
  • recognise that music can generate emotions in selves and others
  • be a respectful audience for example at rocksteady concerts i.e. not chanting one name and why
  • give and receiving constructive criticism
  • share instruments and taking turns to understand that some people are more sensitive to sound than others

  Curriculum Values in Music

  Music Curriculum Overview

• PSHE
  PSHE

  At Awbridge our PSHE (Personal, Social, Health Education)

  Curriculum aims to give our pupils the knowledge to understand the choices they face as they grow up and the skills to make safe choices as they prepare to become adults.

  PSHE education equips children with the knowledge, understanding, skills and strategies required to live healthy, safe, productive, capable, responsible and balanced lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices, and in achieving economic wellbeing. A critical component of PSHE education is providing opportunities for children to reflect on and clarify their own values and attitudes, and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future.

  Through the PSHE curriculum, the pupils of Awbridge Primary School are provided with opportunities to enhance their spiritual, moral, social and cultural development through: cooperation, communication, evaluation, reflection, decision making and managing their emotions. The children learn about their human rights and engage with issues of diversity, identity and equality through exploration of similarities and differences between people and their experiences, and the discussion of social and moral dilemmas.

  At Awbridge Primary School, teachers use a wide range of teaching strategies, including role play, discussion, group work and circle time as a vehicle for delivering, discussing and reflecting on life skills.

  Through regular assemblies led by members of staff and visits from outside experts and agencies, including representatives from a variety of charities, PHSE is embedded into the daily life of the school. These activities, combined with teacher-led discussion, circle time and informal talks about issues as they arise, mean that learning in this vitally important curriculum area is always relevant to what is happening in class, school or the wider world. Across the school, topics and lesson content are adapted to the needs of each group and the school is skilled at making sensitive issues accessible to pupils in a safe and supportive environment.

  Teaching Safeguarding through PSHE

  At Awbridge through our curriculum we support children to…

  • manage friendships including how to manage social situations like playtime, conflict, difference of opinion
  • develop respect and trust through their behaviour and responses
  • resist negative pressure from peers
  • know how to keep themselves safe online and in the real world
  • regulate their own behaviour and emotional responses
  • know how to call the emergency services and the importance of doing so wisely and safely
  • recognise who are trusted adults in times of need
  • how to maintain positive emotional and physical health and hygiene
  • become supportive peers and citizens who listen to others with respect and live comfortably with difference
  • be respectful of money and recognise the value of a resource
  • know when not to share personal information and how to respect the physical space of others
  • understand how certain drugs can be dangerous and the difference with those that are prescribed but always acting with safety in this area
  • understand that sex is an activity which takes place between consenting adults which may lead to reproduction
  • recognise that families take many different forms

• Religious Education
  Religious Education

  The study of R.E or Religious Education in school allows children to interpret and respond to a variety of religious concepts, values, beliefs and practices. Here at Awbridge, our aim is that all pupils understand the nature of religion and acquire an understanding of the beliefs, practices and strengths of all faiths, particularly those represented in our school and community.

  The R.E. curriculum at Awbridge is taught in accordance with the legal requirements of the Agreed Syllabus for Hampshire, ‘Living Difference III’. This syllabus places emphasis on the exploration of meaning, purpose and values of different faiths, through a concept driven approach. Continuity and progression is ensured through carefully developed medium-term planned units, which are delivered half-termly and each Key Stage covers different religious belief systems in depth. Through high quality RE provision, the children are then able to make reasoned judgements about religious issues, listen to and have respect for others’ views and they feel comfortable to express their own thoughts.

  Through our study of these RE units in class but also through assemblies and termly visits to our local Church, we also emphasise the aims and values of our school and seek to promote children’s spiritual, moral, social and cultural development. Assemblies provide a chance to come together as a school community, to learn about different faiths and festivals, to reflect on important ideas or to celebrate achievements. We have assemblies most days, as a whole school, as well as a weekly key stage assembly. Awbridge Primary School has strong links with the local village church and we will attend services there at Harvest, Christmas and Easter. In addition, our Key Stage 1 children perform their Christmas Nativity show in the church to parents and members of the local community.

  By fostering a responsible and caring attitude towards each other and developing relationships with others in the community, our pupils are prepared for the responsibilities, opportunities and experiences they will encounter throughout their lives.

  Teaching Safeguarding through Religious Education

  At Awbridge through our curriculum we support children to…

  • develop objectivity when considering texts and stories
  • recognise difference and diversity and learning from this
  • develop knowledge of all religions that promote understanding and tolerance
  • develop racial awareness and how to talk about it using acceptable language
  • resist extremism and prevent radicalisation
  • understand traditions, rituals and routines (respecting
  • listen to RE stories and texts
  • reflect on ethics/morals what is acceptable and not acceptable
  • use discussion, debate, circle times (knowing it’s okay not to take part if it’s a sensitive issue) to develop tolerance and wider thinking
  • challenge our own beliefs about what happens in the world not necessarily religious views
  • think about what can be seen as right and wrong from different points of view

  Curriculum Values in RE