Waterside Primary School

Our Curriculum

Curriculum Statement:

 

At Waterside we strongly believe in providing a curriculum that develops children’s knowledge of the world, whilst also providing them with the life-long skills, the aspiration and the ambition to be healthy, successful, environmentally aware citizens that believe in contributing positively to society.

 

Throughout the journey through our school, opportunities will be created that empower children to become curious, questioning learners who can develop and find personal interests and talents whilst also being challenged to think creatively, debate and discuss with clarity, and even fail successfully.

 

This is done though well sequenced planning of a rich and broad curriculum, regular wider whole-school events, visitors and visits, residential trips, a wide range of sporting experiences and pupil led events and opportunities.

 

Yr R EYFS curriculum overview

Yr 1 curriculum overview

Yr 2 curriculum overview

Yr 3 curriculum overview

Yr 4 curriculum overview

Yr 5 curriculum overview

Yr 6 curriculum overview

 

Support guides for Parents and Children:

Age Related Expectations:

National Curriculum in England 

Maths End of Stage Expectations for Waterside Child

Reading End of Stage Expectations for Waterside Child

Writing End of Stage Expectations for Waterside Child

Other support:

Grammar definitions and help guide

English_Appendix_1_-_Spelling

Early Years Foundation Stage

 

The Early Years Foundation Stage (EYFS) applies to children from birth to the end of the reception year. Children entering Dolphin Class (our Reception class) come from a range of settings, and we work with parents and other settings and professionals to provide a smooth transition into our school.

 

Aims and Objectives

• To celebrate diversity, and promote equality of opportunity for all children
• To provide a curriculum that is broad, relevant and personalised which offers continuity and progression and develops their physical, intellectual, emotional and social abilities
• To acknowledge each child’s individual strengths and address her/his special needs
• To provide a secure and stimulating environment that encourages children to be active learners, and enables each child to develop her/his unique pattern of interests and talents
• To build positive partnerships with parents and the wider community to promote the development of the whole child

 

The EYFS is based upon four principles:

• A Unique Child
• Positive Relationships
• Enabling Environments
• Learning and Development

 

Areas of Learning

 

The EYFS is made up of seven areas of learning: three Prime Areas and four Specific Areas:

 

Prime Areas

1. Personal, Social and Emotional Development.
2. Physical Development.
3. Communication and Language.

 

Specific Areas

1. Literacy
2. Mathematics
3. Understanding the World.
4. Expressive Arts and Design.

 

All areas of learning are delivered through a balance of adult led and child initiated activities.

 

Learning through Play

 

At Waterside play underpins the Early Years Foundation Stage curriculum, as it is through play that children often make sense of the world around them. The children are involved with group and individual play, some initiated by adults and some by children. Children are able to take risks, make mistakes, and learn from them. We encourage our children to be resilient, reflective, responsible, resourceful and reasoning learners just like all our learning pirates at Waterside.

 

Observation, Assessment and Planning

 

In the Early Years Foundation Stage we plan using Long, Medium and Short term planning. Long term plans take into account themes and festivals, the needs of the children at different times of the school year such as induction and transition and seasonal changes. Medium term plans focus on key skills to develop in focused teaching. Short term plans respond to the needs of groups of children and individuals, developing interests and providing next steps in learning.

 

We make regular assessments of children’s learning and we use this information to ensure that future planning reflects children’s Next Steps.  Assessment in the EYFS takes the form of observation, tracking sheets and ‘Tapestry’ which involves the teacher and other adults as appropriate. Tapestry also informs parents and teachers of the child’s progress and wow moments.

 

Within the final term in Reception, we provide a written summary to parents, reporting their child’s progress against the seven Early Learning Goals – Emerging, Expected or Exceeded.  We also report on the Characteristics of Learning of each child. We then give an opportunity for the parents to discuss these judgements with their child’s Reception teacher.

 

Maths in the Early Years

In EYFS, the children are encouraged to explore maths in relation to their surroundings and experiences.  They are introduced to key vocabulary and number, through conversational play, early on and encouraged to discuss their thoughts and findings.  They are encouraged to explore their understanding of number sense through interactive and relevant themed activities, alongside deeper questioning from all adults.  The environment in which the children have free access has many mathematical opportunities, with exciting things for the children to explore, sort, compare, count, calculate and describe.

During this year the children are supported, questioned and observed in the following mathematical areas:

• Number – children learn to count and the value of numbers, higher and lower. These skills support them to solve problems, use money and calculate more or less.
• Shape, Space and Measure – these skills support children to understand size, weight, capacity, position, distance, time and money and compare quantities, objects and solve problems.

Art and design

In the EYFS Art and Design is taught as an integral part of the Early Years Foundation Stage Curriculum. Teachers and other adults develop children’s love of art and design by ensuring there is a ‘messy table’ available most days. Children will be encouraged to explore different mediums and techniques for mark making. Teachers and other adults also develop children’s knowledge and understanding of design technology through allowing children to have access to ‘tools’ on a daily basis. Children will be encouraged to develop their cutting and fixing skills by exploring various techniques.

Religious Education

The requirement to teach religious education applies to children in Reception class in the Early Years Foundation Stage. The cycle of enquiry offers opportunities for both adult-led and enhanced, child-initiated learning activities.

 

Computing

 

Computing doesn’t stretch to early years (EYFS), but technology is mentioned in the EYFS framework. One of the areas of learning, Understanding the World, sets out that children should have the opportunity to explore, observe and find out about technology.

 

A typical day in Dolphin Class…

Autumn Term

Autumn term is an important time for the children to familiarise themselves with their classroom environment and the school environment. Children learn to settle into new routines and follow school rules. The adults in the classroom enjoy learning about each child, building up relationships with both children and parents and we observe how child likes to learn. We take into account their likes and dislikes to help with a smooth transition from pre-school. By the end of the term children have become very settled and enjoy their new routine. They understand what is expected of them, and enjoy being part of the whole school environment.

The day consists of short phonics and maths sessions – 10 minutes a day but the majority of the day is centred on continuous provision. During this time children learn to play alongside each other and start to work towards their early learning goals. Staff develop their play to reach specific learning outcomes but follow their interests. Children free flow inside and outside supported by the adults in the class. The children become independent learners during these sessions, selecting resources to enhance their activities and with support of the adults some great learning outcomes evolve from play. We also have time in the day to share many stories and sing songs.

During the first few weeks staff make initial assessments as to where the children according to the early learning goals.

After October half term the children start PE lessons with our sports coach and with their class teacher too.

Mid-morning the children enjoy a snack. This is fruit and milk and shared sat together at tables talking and engaging with each other and members of staff.

The children start by joining in with lower schools assemblies initially but gradually build up to whole school assemblies and by the end of term they are already confident enough to take part in a lower school nativity production!

Play times are spent as a class for a short period and then we find they are keen to join the rest of the lower school at playtime and he order children enjoy welcoming Year R into the playground and making sure they are OK at lunch time too.

Spring Term

In spring term children have already been gradually been introduced to activities such as phonics, maths, funky fingers (fine and gross motor skills activities), shared reading and maths. These sessions take place each morning before play and are teacher led.

After morning play the children have continuous provision up until lunch time. After lunch we a have 20 minutes maths session and then we move into continuous provision. We feel it is important to end the day celebrating each other’s work. The put a piece of work into our epic box to share and celebrate at the end of the day.

During continuous provision the class teacher sets objective led planning. This runs on a 2 week cycle. Each adult in the classroom has a selection of children whom they focus on during this time. They do this by supporting and enhancing their play and working alongside them to help them achieve certain goals. The class teacher and support staff are in constant communication about how each child is progressing and what their next steps are.

Summer Term

At the end of Reception, children are assessed against Early Learning Goals, with the key areas being PSED (Personal, Social & Emotional Development), Communication & Language, Physical Development, Literacy and Mathematical Development. Although we still aim to have a healthy balance between child led and teacher led activities the children will experience some more adult led activities that at the beginning of the year. There is a higher focus on writing now that their motor skills and phonic skills are developing and a writing session is added into the morning activities. We continue with all our other lessons and during continuous provision we use objective led planning to help each child work towards their early learning goal.

Phonics and Spelling

Phonics is taught from Nursery to Year 2, and in KS2 if required.

We follow the Letters and Sounds Principles and Practice of High Quality Phonics Six Phase Teaching Programme progression scheme produced by the Department of Education and Skills.

Children are expected to enter school already having completed phase 1 in their nursery provision. However phase 1 should be continued alongside the other phases. Phonics in Reception (Phase 2, 3) and Year 1 (Phase 4, 5) is taught for a daily 20 minute session.

By the end of Year One the children will be tested on phonic knowledge with the phonics screening tests which is submitted to the local authority.

By the end of Year Two children should be equipped with the phonics that they need in order to read and write and hopefully have completed up to phases 6.

 

In Y2 the Babcock No Nonsense Spelling program replaces Phase 6 of Letters and Sounds and is taught a minimum 3x a week (20 minutes) within discrete whole class sessions. Where Phase 5 was not secured for children – this should be taught in daily discrete sessions for groups or individuals during Year 2.

 

In Y3-6 the Babcock No Nonsense Spelling scheme is used to teach whole class spelling discretely 3x a week (20 minute) within discrete whole class sessions. This is separate from the testing of spelling words.

 

Where children are behind their peers the must catch up additionally to age related expectations and will be taught phonics or previous years spelling rules to fill their individual gaps. This can be implemented by a teacher or teaching assistant.

 

Writing

 

At Waterside we aim to deliver an engaging and exciting Literacy curriculum driven by experiences and high quality texts. The Literacy curriculum is delivered daily across the school and takes form in several ways;

 

• Literacy lessons

 

• Discrete whole class sessions for specific areas of Literacy; reading, phonics spelling and handwriting

 

• Opportunities to write at length in all areas of the curriculum

 

In Literacy sessions we incorporate all areas of the curriculum; reading, sentence level work, grammar, spelling, writing and speaking and listening within a learning journey. The learning journeys that we create are designed to use high quality texts, models and examples to engage, inspire and enable the children to produce high quality outcomes or their own. Wherever possible we make the outcomes purposeful so that children feel excited and proud of the work they have produced and get opportunities to share this with a wider audience. For example children may make books to share with other children, produce writing (speeches or poetry) to be performed. Letters they write may be sent and responded to.

 

In order to achieve greater depth in their writing children are given regular opportunities to reflect on the strategies and choices they have made in their writing and the impact.

 

Children across the school are given regular opportunities to edit their writing in green pen – making changes to the non-negotiables – with an enhanced focus on spelling, punctuation and word choices.

 

Handwriting:

A joined style in taught discretely at least once a week in Year 1 and follows the letter formation that is in the Appendix of this document. This continues in Year 2 until standard for handwriting is met for the majority of the class.

In Year 2 – 6 where handwriting standard in not met there will be at least 20 minutes discrete teaching of handwriting for groups or individuals, with daily opportunities to practise.

 

Reading

 

• Whole class Shared Reading of same text
• All children must be able to see text (either big book, multiple copies, on screen using visualizer)
• All children must read every session (choral reading, parrot reading, read to a partner, read to self)
• Built in questioning/ discussion – using Hampshire questions stems
• Minimum 3 x 40 min sessions a week (Year 2-6) – maybe shorter in Year 1
• In Year R – stories are shared daily with built in questioning
• Follow up activities – planned and focused upon the teaching of reading skills – following the 6 strands in the HAM documents
• Cover sheets and learning intentions should always reflect the reading skill being taught as well as the curriculum objective and task.

 

Mathematics

 

Throughout KS1 and KS2 the children take part in daily maths sessions, all of which are channelled to challenge, revisit, consolidate and highlight areas for future work.  Children in KS2 are also able to access daily ‘Maths Meetings’, which are designed to further embed the key facts and language of the primary maths curriculum.  As part of their mathematical journey the children will have numerous experiences of a range of topics in their year group.  These themes may include all, or some of the following:

• Number and place value
• Number – addition, subtraction, multiplication and division
• Number – fractions, decimals and percentages
• Ratio and proportion
• Algebra
• Measurement
• Geometry – properties of shapes
• Geometry – position and direction
• Statistics

 

Great maths teaching starts with the basics for a short period for all pupils and then ramps up to the next and more difficult stages (for everybody to try) and then looks to scaffold for those who need it. It involves lots of teacher explanation, demonstration etc

Throughout KS1, the emphasis is upon building key building blocks for future success.  The principal focus of the mathematics teaching is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. The children are encouraged to question, explore and explain through active experiences.  They are encouraged to use a multi-representational approach that further consolidates their learning and provides a stimulating and exciting maths curriculum.  This is possible due to the rich and challenging problems available, alongside the encouragement to use resources available to enrich their learning.

During their time in KS2, the children are supported in using the resources and approaches to maths, from their formative years.  Every child is encouraged to use and access resources if still needed; in order to consolidate their learning.  They are further challenged  to solve problems by applying their understanding to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

They are challenged to provide more recorded explanations for their work, developing the ability to reason and make links alongside the use of derivation boards. Their confidence and ability to calculate mentally is strengthened, through regular practice and reinforcement; paying particular attention to the learning of times tables facts.   Throughout this key stage the children are closely monitored through self/peer and teacher assessment.

Across Key Stage 1 and 2 there is also the expectation that parents/ carers will engage with, and support, their child’s learning in maths.  Every half term, each year group sends out KIRFS – Key Instant Recall Facts- so that home learning can take place, practising mental strategies and knowledge that is needed in order to fully succeed within that year group.

In both Key stages the focus is on fluency, accuracy and problem solving.  Children with secure, mastered, understanding will be challenged through rich and sophisticated problems before moving onto new content. Those who are not confident with the content will be supported to consolidate their understanding through additional teaching before moving on, at the same or similar pace.

 

Science

Science is an important aspect of the curriculum across KS1 and KS2 at Waterside. It provides the foundations for understanding the world which can be achieved by building key knowledge and understanding of concepts. This will also help to develop a curiosity about the world in which we live.

The skills of enquiry should be at the heart of every science activity.

 

Across both key stages children will have opportunities to work scientifically, starting in KS1 with observation, gathering data, describing relationships and asking questions, these skills are then developed in lower KS2 as well as introducing more scientific language, classification and fair testing.

 

In upper KS2 children will be expected to further develop the skills taught throughout their science education so far and begin to learn how conclusions support their work but more often raise more questions and being able to adapt their experiments to produce more precise answers to their questions. This will equip Waterside pupils with the scientific knowledge required to understand the world around us today and the implications for the future of science and the world.

 

Science at Waterside is taught in one of 2 ways, most science topics are taught separately from other curriculum areas focusing on the scientific concepts and skills needed to fully understand the learning. Some topics throughout the curriculum lend themselves to being the main topic focus for a term where this becomes the focal point to most cross curricular learning for the duration of the unit.

 

Teachers will either use one afternoon a week to teach science or block out a few weeks to cover the unit using most afternoons and ensuring that there is full coverage of the curriculum. It is a statutory requirement that science is taught for 2 hours per week.)

 

Progress in science is recorded through teacher assessment linking to Hampshire’s key ideas for each unit of work. Assessment is then used to inform future planning and ensure that the children are supported and ready to engage in an ever changing scientific community.

 

DT

 

At Waterside we follow the ‘Design (plan), Make, Evaluate’ approach to the teaching of DT, as outlined in the National Curriculum Programmes of Study document. DT learning is recorded in Topic books and should typically evidence all three stages (Plan, Make and Evaluate). Due to the practical nature of design and technology, evidence of work undertaken by children can be in the form of teacher’s notes or as a photographic record.

Design and Technology education involves two important elements – learning about the designed and made world and how things work, and learning to design and make functional products for particular purposes and users.

In Design and Technology, children acquire and apply knowledge and understanding of materials and components, mechanisms and control systems, structures, existing products, quality and health and safety.

The skills learned in Design and Technology also help with learning across the curriculum. Their knowledge about the properties of materials helps in science and the practice of measuring accurately helps in maths. These skills help in IT through the children’s use of computer control and, naturally, in art and design.

Design and Technology education helps develop children’s skills and knowledge in design, materials, structures, mechanisms and electrical control. They are encouraged to be creative and innovative, and are actively encouraged to think about important issues such as sustainability and enterprise.

There are three core activities children engage with in Design and Technology:

• Activities which involve investigating and evaluating existing products
• Focused tasks in which children develop particular aspects of knowledge and skills
• Designing and making activities in which children design and make ‘something’ for ‘somebody’ for ‘some purpose’

These three activities are combined in sequence to create a Design and Technology project.

 

ICT

The use of ICT falls broadly into 3 categories:

• Computer Science
• Information Technology
• Digital Literacy:

 

The core of computing is computer science, in which our pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. (Computer science covers topics such as: How computer networks work, algorithms, sequence, selection and variables)

Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content.  Information technology is very broad as it involves the creation, organisation and manipulation of digital content in both key stages – digital content could be interpreted as many things from audio to images to film and beyond.

Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world. (Digital literacy covers topics such as Word processing, using word and other office software, databases, web publishing, creating surveys.)

 

E-safety:

We have a duty to ensure children are equipped for a digital world. To this end, e-safety is embedded in the curriculum from the foundation stage. Every year the school will take part in Internet Safety Week (February) and Hour of Code (December

 

 

History and Geography

At Waterside, many links are made between humanities and other foundation subjects through our lively topic based approach. Children have opportunities to ask and answer questions and to take part in discussions and debates. Links are also made with core subjects; reading and recording information supports children’s literacy learning, using maps to represent objects, studying space, scale and distance, learning how to use grid references, and using timelines, calendars and graphs gives meaning to mathematical concepts in real life.

 

Experience outside the classroom is an important part of learning in geography and history across all key stages. We include as many opportunities as we can to involve children in practical research and enquiry. Visits and visitors are also used to support teaching and learning in a range of subjects.

 

In Key Stages 1 and 2, teachers either use the afternoons or whole days to teach Thematic lessons to cover the full range of thematic subject area:  Geography, History, Art & Design and Design Technology.

 

In Key Stages 1 and 2, History and Geography are taught through our Thematic Curriculum.  Topics are outlined on the Long Term Plan which ensures a range of coverage across the key stages.

 

Art

 

Teachers link Art objectives to units of teaching and use the National Curriculum as a basis for their planning.

Units are chosen to ensure coverage, progression but most importantly a love of art across the key stages. With a focus on drawing, painting, sculpture, printmaking, ICT, collage. (Painting and drawing is carried out in every year group each half term alongside the focus art project).

An artist study will be studied in each year group in Art as part of theme or as a standalone if no link can be made.

Sketchbooks

In Art, class sketchbooks are used in Key Stage 1 and 2.  Sketchbooks are carried up with the child so that children can regularly record, collect and explore ideas and images, information relevant to current and ongoing work and experimentation.

The sketchbook does not follow the school’s presentation or marking policy; we feel very strongly that the sketchbook belongs to the child. It’s not just a book – but is a space where children can freely express, create, develop and learn as well as respond to artists, designers, architects and/or craftmakers. 

 

In Key Stages 1 and 2, through a variety of creative and practical activities, children are taught the knowledge,

understanding and skills needed to engage in an interactive process of Art & Design. They work with a range of mediums from watercolours to charcoal to gain an understanding of the different forms allowing them to make the best choices to be a successful artist.

 

Teachers use the National Curriculum key skills to assess children’s progress in Art & Design based on: observations during lessons; work in sketch books and the children’s finished design and evaluation.

MFL

Learning a foreign language is a statuary foundation subject for every pupil in Key Stage 2. An understanding of the structure of a new language helps children to deepen their knowledge of their own language, as well as providing them with the opportunity to reinforce knowledge and skills in other curriculum areas.

 

At Waterside Primary, French is taught as our modern foreign language.

 

• In Years 5 and 6, children are taught by a specialist teacher from a local secondary teacher and in Years 3 and 4 children are taught by their class teacher. Links with the secondary school aims to form a solid foundation for language learning at Key Stage 3.
• All teachers aim to provide an engaging and supportive learning environment which encourages and develops a positive and enthusiastic attitude to learning a new language. Comparisons are made between English and French to enhance their understanding of both languages.
• Emphasis is on the sounds and pronunciation of French words allowing pupils to communicate in and out of the classroom in a foreign language. Skills are developed across all areas to include speaking and listening and writing and grammar.
• Teachers aim to encourage and increase a greater cultural understanding: festival days and cultural events are explored and discussed.
• Pupil progress is recorded through ongoing teacher assessment. The outcomes of assessments are used to inform planning, target individuals / groups and ensure support and resources are provided for the children.

 

 

PE

We believe that physical education and sport has a vital role to play in the physical, social, emotional and intellectual development of children. Physical education and sport are important in giving children the knowledge, understanding and tools to make informed choices about healthy living and have a positive impact on their own health and well-being.

 

The physical education curriculum at Waterside, aims to provide for pupils’ increasing self- confidence through an ability to manage themselves successfully in a variety of situations. Children will have the opportunity to take part in a wide range of sports and physical activities, carried out in a safe and supportive environment, where effort and hard-work, as well as success, is celebrated and enjoyment and working together is promoted.

 

Through the use of REAL PE schemes of work across all key stages, the children develop their agility, balance and coordination, success in healthy competition and cooperative learning. Teaching styles do not always focus on sport specific skills, instead encourage creativity, cooperation and self-challenge.

 

During their time at Waterside, the children will also have access to a range of sports and physical activities that challenge them to improve their personal fitness. These include REAL PE, football, cross-country, tag-rugby, hockey, tennis, sports day events, dance, gymnastics and multi-sports, taught during school time or in an after school club.  These activities are delivered either by class teachers, for whom physical well-being is a priority, or by a highly qualified sports coach.

 

Through the opportunity to participate in team games, inter/intra school competitions (arranged with local schools by our local school sports partnership) and sports day children are also encouraged to understand the importance of fairness, collaboration and communication.

 

All children, regardless of ability or need, have access to at least two hours of physical education per week.  Planning for differing abilities is based on the STEP principal (making changes to the space, the task or time, equipment and people).

 

This time can also be increased by taking up opportunities in regular sporting activities, during and after school.

 

The Golden Mile:

The whole school is also committed to an extra hour a week of physical exercise that takes the form of ‘The Golden Mile’.  The Golden Mile is a measurable health & physical activity initiative accessible to all of our pupils, which reinforces the message that regular daily exercise, all year round, is beneficial to long-term health and fitness.  The children take part at their own pace; setting their own challenges and are rewarded for completion at a number of stages.

 

PSHE

At Waterside Primary School the PSHE learning programme reflects the school ethos and demonstrates and encourages respect and consideration for oneself and others and a responsibility for their own actions.

 

In Key Stage 1, pupils develop skills to manage feelings in a positive and effective way and develop confidence in sharing their views and opinions. They learn to recognise and name feelings and express positive qualities about themselves. Pupils are encouraged to set themselves goals and helped to make decisions about which impact on their health and well-being. Pupils identify and respect differences and similarities between people, recognise how their behaviour affects other people and that bullying is wrong and know how to get help dealing with it.

 

In Key Stage 2, pupils learn to recognise their own worth and that of others and face new challenges positively. They are encouraged to express their views with confidence and listen and show respect for the views of others. Healthy lifestyles, including what affects mental health and risks involving substances and drugs are discussed. Pupils learn about the bodily and emotional changes at puberty, and ways of dealing with these in a positive way are discussed. Various types of relationships are investigated and skills are developed to maintain good relationships or to challenge negative behaviours such as stereotyping and aggression. They learn about rights, responsibilities and duties.

 

PSHE is not just delivered in isolation but firmly embedded in all curriculum areas. At Waterside Primary School the main content is delivered through a weekly timetabled session or a blocked day of activities and discussion.

 

RE

Good teaching in religious education will have a positive impact on the way children and young people think, speak and act in a complex and diverse world. We aim to help our pupils explore their own perspectives on life, understand what it can mean to live with a religious orientation, as well as considering other ways of life, including the non-religious; and foster awareness of the wide variety of ways of life in our local and national communities, and around the world. We do this through the Hampshire ‘Living Difference III’.

Foundation Stage (Year R) children in general will engage with aspects of Christianity and ‘the other religion being explored in KS1 (See Living Difference III), which at Waterside is Hinduism

At Key Stage 1 children study Christianity and Hinduism

At Key Stage 2 children study Christianity, Judaism and Islam.

In Years 3 and 4 this will be Christianity and Judaism and in Years 5 and 6 children study Christianity and Islam. Teachers at Key Stage 2 must liaise with Key Stage 1 teachers to ensure three religions in addition to Christianity are explored through the primary years.

The Living Difference III approach is a process of enquiry into concepts, where a concept is understood as a name for, or way of referring to, an idea that exists or has the possibility of existing in a particular kind of way under particular conditions; for example compassion, hope, community or justice.

As people struggle to express their experience of their own existence in the world, concepts can come to gain particular significance. Some are shared between religions, such as worship or prayer. Others are also translatable between languages, such as between English and Arabic in terms of God and Allah; however they may also have significantly nuanced meanings distinctive to one tradition. In addition to this, some concepts are used uniquely in one particular tradition, for example the Church and sangha, and are, therefore, characteristic of one particular tradition and/or context in which they came about and have quite distinctive meanings in one tradition.

In Year R and Key Stage 1, children will first have opportunities to respond to their experience of Group A concepts. It is expected that as children move through Waterside, over time they will have opportunities to engage with all three groups of concepts.

Within each unit the children use the enquiry skills of Religious Education in Living Difference III, which are the enquiry skills of Communicate, Apply, Enquire, Contextualise and Evaluate.  In Foundation Stage and Key Stage 1, greater time is given to the Communicate and Apply steps of the enquiry process where the children are generally still working with ideas that are familiar to them.  They think about their own experience of a concept, before exploring their own responses in relation to others’ experience.  They then become even more aware of others’ responses and might give examples from their own experience of the concept in different situations.

Focus Question: An overarching enquiry question must contain ambiguity. For example, an enquiry into the concept of belonging in Year 1 may be “Is it important to belong?” The concept of freedom may have a question “What is the cost of freedom?”, or into the Christian concept of reconciliation, “Is reconciliation humanly possible?”