Our aim is to provide our children with an exciting, engaging, broad and balanced curriculum built around our Learn Together Curriculum and the National Curriculum whilst following the interests of the children. We believe that children learn best when they experience a varied and diverse range of activities and subjects.
We believe that outdoor learning is very important and we aim to get the children out into the local and wider community as much as possible. We aim to use our school grounds, neighbouring parks and gardens to develop this further whilst taking the children on educational visits further afield to give them wider learning opportunities and experiences.
National Curriculum Years 1 to 6
From Year 1 upwards we follow the National Curriculum which includes a range of subjects, focussing on English and Maths.
Teachers are given the autonomy to plan topics which are of interest to the children. These topics are then carefully thought through to cover a wide range of subject areas. Our topic choices aim to encompass all areas of learning and provide many opportunities to develop our children’s English and Maths skills. English and maths are taught every day both across various subjects and in discrete lessons.
THE EARLY YEARS FOUNDATION STAGE CURRICULUM
Children in our Reception class follow the Early Years Foundation Stage Curriculum through a play-based approach to learning. The curriculum includes the following seven areas of learning:
• Personal, Social and Emotional Development
• Communication and Language
• Physical Development
• Understanding the World
• Expressive Arts and Design
In an Educate Together school, a daily period of time is set aside for the ethical education curriculum, which is delivered in addition to the National Curriculum. This program is called the “Learn Together” curriculum and is published by Educate Together. It defines the core values of all teaching and learning in the school, including where the British Values are taught in school. It is subject to continuous review and development.
The programme is divided into four strands: Moral and Spiritual Development, Justice and Equality, Ethics and the Environment and Belief Systems. The curriculum specifically addresses the Educate Together ethos and it is here that the values that the school seeks to model in its ‘characteristic spirit’ are articulated and explained in greater depth.
The aim is to help children develop a critical knowledge, understanding and awareness of right and wrong. Teachers aim to develop a strong awareness of social, ethical and moral standards through reflecting on the meaning and purpose of life. The strand should encourage and develop the individual on their journey to inner discovery and empower the child to make informed moral choices.
The general aim of the strand is to develop in children a critical knowledge, understanding and awareness of issues relating to human rights, equality, culture and diversity, social justice and social inclusiveness and to empower them to make a difference.
This strand explains and explores the major belief systems and life stances in the world in an educational manner, teaching children about these faiths and beliefs without endorsing any particular one as religious truth. This strand of the curriculum is usually very important to ensure that children of all backgrounds feel fully part of the school.
Particular care is taken to represent non-theistic, humanist, atheist and personal life stances as equally valid as traditional religions.
During the year, an Educate Together school may mark – in an age appropriate way – festivals such as Chinese New Year, Easter, Hindu festival of lights (Diwali), Harvest Festivals, Samhain (Halloween), Darwin Day, Ramadan and Eid, Hanukkah and Christmas.
The school develops in children a knowledge, appreciation and respect for their environment to empower them to take an active role in its stewardship. The environment is defined to include concepts of social, economic, political and environmental sustainability.
Children are expected to participate in the study of environment and social issues in their own community and take appropriate action. This may involve setting up an eco-school committee, visiting the elderly, surveying waste, traffic or water use in the area, setting up mini social enterprises and making representations to the local council or political representatives.
The program allows the school to explore the similarities and differences with the older celebrations that underlie many of these festivals. Examples would be how Celtic festivals and practices underpin the way that Easter is celebrated in Britain or the solstice-based festivals that occur in many religions around the end of the year.< less
We are a Bronze RRS school.
Article 2: All children have rights, no matter who they are, where they live, what their parents do, what language they speak, what their religion is, whether they are a boy or girl, what their culture is, whether they have a disability, whether they are rich or poor. No child should be treated unfairly on any basis.
Article 42: You have the right to know your rights! Adults should know about these rights and help you learn about them, too.
At Parklands Educate Together we have a commitment to our ethos and encourage our children to have an understanding of their rights.
Now that we have moved into our new building we will be working towards achieving the Unicef UK’s Rights Respecting Schools Award (RRSA), Silver.
We are always striving to create the best possible learning environment for our children and we hope this focus and achievement shows that we are committed to promoting and realising children’s rights and encouraging adults, children and young people to respect the rights of others in school.
We will set up a pupil-led steering group and have an action plan to ensure that:
We will look to run a virtual workshop for parents this year, to provide you with more information about the above.
You have the right to education which develops your personality, respect for other’s rights and the environment.
Article 29 of the UNCRC says that a child or young person’s education should help their mind, body and talents be the best they can. It should also build their respect for other people and the world around them. In particular, they should learn to respect:
Education should prepare children and young people for a responsible life in a free society. It should teach them how to live in an understanding and tolerant way that is non-violent and that respects the environment.< less
We all have values by which we and our families try to live our lives by. These can include values such as integrity, trust, respect, kindness, perseverance, justice and so on. Our Values include all the British Values and incorporate these into our curriculum.
At Educate Together we have our 4 core principles and the objectives in the Learn Together curriculum. We use values to teach about this.
Each month we look in depth at one and bring it into all we do. This way the children begin to think for themselves what they, their families, the school and their friends think is important. We find that discussing values helps children to realise that whilst we may all have different beliefs and different cultures or ways of life we actually share much in what we believe in.
By referring back to the values children can begin to think about how to behave and respond to the situations they come across in life. They are helped to understand what is important to their own family and to others. This way they will grow up able to understand and find the shared values with all people they come across.
Are there any faiths or cultures that do not value honesty, respect, friendship or kindness? By sharing and discussing these we realise that we have far more in common with each other than what separates us.
To see our Value of the Month timetable click here:
British Values are important to us and fit in completely with Learn Together and our values. They represent the relationships we form with one another and underpin our ethos.
Parklands is committed to serving the community and surrounding areas. We recognise the multi-cultural, multi-faith nature of the United Kingdom and understand the crucial role our school plays in promoting these values.
We encourage admissions from all those entitled to education regardless of faith, ethnicity, gender, sexual, political or financial status. We are an inclusive school and the promotion of modern British values and democracy is clearly evident within our school.
We understand the importance of the current Ofsted guidance: should ensure that they and the school promote tolerance and respect for people of all faiths (or those of no faith), cultures and lifestyles; and support and help, through their words, actions and influence within the school and more widely in the community, to prepare children and young people positively for life in modern Britain.
Children are actively encouraged to have a voice and share their views and opinions regularly.
Each child contributes their ideas to their own class charter. This sets rules for classroom conduct and establishes the standards of behaviour children can expect from each other over the year. Pupils have the opportunity to have their voices heard through Learn Together sessions and through our pupil questionnaire. Children use debating in their learning and understand the principles they should follow. Our school behaviour policy ensures that both sides of any dispute are taken into account, with agreed sanctions in place. Parents, Carers and staff complete questionnaires which provides them with the opportunity to share views of the learning at Parklands and suggest ways in which the school can be improved further.
Rule of Law
The importance of laws, whether they be those that govern the class, the school, or the country, are reinforced throughout our regular school days, as well as when dealing with behaviour. 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. Our school and class rules, rewards and sanctions, which are displayed in all classrooms and referred to regularly and consistently upheld are a practical example of this. The concept of the Rule of Law is also reinforced through teaching activities in our citizenship curriculum.
Within our school, children are actively encouraged to make choices, knowing they are in a safe and supportive environment. As a school we educate and provide boundaries for young children to take risks and to make choices safely, through the provision of a safe environment and empowering education. Children are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our E-Safety and PSHE lessons. Whether it is through choice of learning challenge, how they record their learning, lunch options, participation in extra-curricular clubs and opportunities, children are given the freedom to make choices and make decisions.
As an Educate Together school, mutual respect is at the heart of our values. Children learn that their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect. Respect is reinforced through our behaviour policy, school and class rules.
Tolerance of those of Different Faiths and Beliefs
We place a great emphasis on promoting diversity with the children. Collective Worship is regularly planned to address this issue either directly or through the inclusion of stories and celebrations from a variety of faiths and cultures. Our RE and PSHE teaching reinforce this. Each year the children explore a world faith alongside their learning about Christianity. By the time they leave us, all children have learnt about the beliefs and practices of people of the following world faiths; Judaism, Sikhism, Hinduism, and Islam. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school. As part of our Whole School Pause entitled ‘Around the World’ the children have experiences of many cultures including language, food, dress and beliefs and customs.
Preventing Radicalisation and Extremism
Radicalisation is defined as the act or process of making a person more radical or favouring of extreme or fundamental changes in political, economic or social conditions, institutions or habits of the mind.
Extremism is defined as the holding of extreme political or religious views. The Governing Body of Parklands has a zero tolerance approach to extremist behaviour for all school community members. We rely on our strong Christian values to steer our work and ensure the pastoral care of our children protects them from exposure to negative influences.
We are fully committed to safeguarding and promoting the welfare of all its children. As a school we recognise that safeguarding against radicalisation is no different from safeguarding against any other vulnerability. At Parklands all staff are expected to uphold and promote the fundamental principles of British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs. All staff and governors have undergone Prevent training.
•Children are encouraged to adopt and live out our Core Values. These complement the key “British Values” of tolerance, respect, understanding, compassion and harmonious living.
•Children are helped to understand the importance of democracy and freedom of speech, through the SEAL (Social, emotional aspects of learning).
•Children are taught how to keep themselves safe, in school and when using the internet.
•Children participate in local community events so that they appreciate and value their neighbours and friends who may not share their faith background.
•Children’s wellbeing, confidence and resilience is promoted through our planned curriculum and extra-curricular learning opportunities.
•Children are supported in making good choices from a very young age, so they understand the impact and consequences of their actions on others.
Our curriculum promotes respect, tolerance, diversity and British values. In Key Stage 1 we study several famous British people such as Guy Fawkes, Florence Nightingale, Queen Victoria and Major Tim Peake. We also celebrate or commemorate key dates in British history such as Bonfire Night and Remembrance Day. British history is interwoven within our topics. We study geographical and historical elements of Britain. We learn about the Roman Empire and its impact in Britain. We study the life of Henry VIII, World War I as well as looking as the lives of significant British explorers. We also look at crime and punishment across the ages.
As a school we hold Remembrance Day commemorations where children purchase poppies, a two minute silence is held.< less
Our school Mental Health lead is: Jeremy Hughes
Parklands Educate Together Primary Academy is committed to supporting the emotional health and wellbeing of every child. We believe that the school can help pupils build resilience and improve their mental health.
Our Learn Together curriculum, in particular our Moral and Spiritual strand focuses on supporting children both physically and emotionally to promote positive mental health and we provide a range of opportunities for children to actively support this.
As a school we actively encourage the children to express and talk about their feelings including how we can look after our bodies both physically and mentally. The children have opportunities to talk with adults who they are comfortable with in a safe, nurturing environment.
Information for parents and carers of primary aged children.
We all have ups and downs in life but in childhood it can be particularly hard to cope with sad feelings and worries that arise when things are hard or scary. There may be times when your child is unhappy or struggling emotionally. You may notice that they seem low or worried or that their behaviour changes. We may notice that they seem withdrawn or upset at school.
If you are worried about your child’s mental health then you are not alone. Many parents and carers have similar worries and stresses . There is good support available from local and national organisations. The sooner you seek help the better for your child and you.
To find information on local support services please click here.
The School – Please talk to us about your concerns, so that we can work together to help your child feel better. In the first instance please speak to your child’s class teacher by arranging a convenient time to call them. They will then liaise with Steve, our Mental Health Lead for further advise and support.
Your GP – A GP can check any physical symptoms linked to your child’s health and talk with you about their emotional well-being making a referral to a specialist service if necessary.
The School Nurse – Parents/carers can contact the North Somerset School Nurse Service for advice and support on a range of health issues.
Child and Adolescent Mental Health Service (CAMHS) – A free NHS service that assesses and treats 0-18-year olds with emotional, behavioural or mental health difficulties.
Off the Record – Counselling service for young people
The following organisations provide reliable information and advice to help parent/carers to support their child when experiencing emotional difficulties:-
Young Minds: – Help for Parents – Information about all aspects of child mental health, including a Parent Helpline 0800 802 5544
You’re Never too Young to Talk Mental Health – leaflet for parent/carers of primary aged children
Childline – Lots of information and tips for children of all ages about feelings and difficult situations
Minded for Families – Free learning resource about mental health for parents and carers
Happy Maps – Lots of information about health topics including mental health, organised under different age groups including pre-school and primary age
Every Mind Matters – NHS endorsed tips and advice to help children and young people and equip parents with knowledge to support them
Your own mental health and wellbeing is critical to your ability to support your child/children. Being a parent or carer can be difficult, especially if you are facing personal or financial challenges. It can help to talk to someone, such as a friend, family member or your GP, if you feel comfortable doing this. The following organisations can also offer information and advice to help:
The Wellbeing College – Directory and database of groups, activities and courses in the community that can support adult wellbeing.
Talking Therapies – Accessed through G.P or self-referral.
Bath Mind – Tel: 01823 276 892
Samaritans – Tel: free 116 123
NHS Choices: moodzone – Helps manage stress, anxiety, depression. https://www.nhs.uk/conditions/stress-anxiety-depression/improve-mental-wellbeing
1 Big Database – links to a wide range of useful information for families including Ofsted registered childcare, parenting support, groups, clubs and events.
Rainbow Resource – Signposts to organisations, services, support, activities and groups for children and young people aged 0-25 with additional needs.
Citizens Advice – Independent charity that provides free, impartial advice and information on a range of issues including housing, employment and debt.< less
At Parklands Educate Together, Art is an important part of developing our children’s ability to develop their individual creativity, express their ideas and understanding and to work both individually and collaboratively with others.
During their time at PET, children will learn about a diverse range of artists and movements and will develop the knowledge and skills to experiment, invent and create their own works of art. Each year group studies an artist in depth.
Teachers use the progression of skills document when planning units so that they can identify the skills children need to be taught. Within each unit the sequence of lessons includes:
Generating ideas- children explore an artist in depth and use correct vocabulary to discuss and analyse works of art. They look at the artists use of tools, techniques and formal elements. In Key Stage 2 children use a sketchbook to record their ideas and experiences and explore different versions of an idea.
Making- Children use their own ideas and their knowledge of the artist and techniques explored to create their own artwork.
Evaluating- children critique their own and others’ work.
The children’s learning is further enhanced with a whole school arts week in the summer term where the children have the opportunity for collaborative working and exploring the different styles and techniques of artists.
At Parklands, Computing is taught as a specific lesson but also in a cross curricular manner. By the time they leave us, our pupils are competent digital citizens, able to understand the science of computing, use a variety of technology effectively and creatively, and behave safely and responsibly online. Computing at Parklands is taught in different ways:
Children learn about how to use algorithms to create, debug and test computer programmes to achieve a range of different functions, from creating animations to solving simple problems. This strand also teaches children how to apply computational thinking to other areas of their learning.
They will study how to use technology, both hardware and software, to accomplish objectives. In this strand, children learn how to use programmes like Word and Excel to process data, how to operate laptops and tablets to support their learning across the curriculum, and how to use cameras and microphones to create multimedia projects.
Digital Literacy is the study of how to use technology in a responsible way. This strand recognises that technology and the internet is a huge part of the world that our pupils will be growing up in, so it’s important that we teach them how to do this safely and responsibly. This strand covers our work on online safety, but also covers how children can make sure that they avoid harming others online and how they can identify the credibility and truth of things they see online.< less
At Parklands Educate Together we strive to provide a high-quality education in English.
The study of English develops children’s abilities to listen, speak, read and write for a wide range of purposes, including the communication of their ideas, views and feelings. Children are enabled to express themselves creatively and imaginatively, as they become enthusiastic and critical readers of stories and poetry, as well as non-fiction texts.
It should provide opportunities for all pupils, whatever their age, gender, ethnicity, attainment and background. Quality texts are chosen to reflect our diverse community including characters and plots from all backgrounds and abilities. Children gain an understanding of how language works by looking at its patterns, structures and origins. Children use their knowledge, skills and understanding in speaking, listening, reading and writing across a range of different situations and through cross curricular activities.
English is a Core subject of the National Curriculum. It is broken into three strands within the curriculum (Reading, Writing and Spelling, Punctuation and Grammar).
The Write Stuff provides opportunities for children to build on knowledge and skills through experience days and sentence stacking lessons (‘stacking lessons’), all of which are linked to the class’s current core text (which changes termly). Through the ‘stacking lessons’ pupils explore the vocabulary and writing processes used by the author in detail. This helps pupils internalise the writing and language structures found in the core-text being studied, which encourages the pupils to apply these skills in their own writing. The approach moves from dependence towards independence with the teacher using shared and guided teaching to develop the ability in children to write creatively and powerfully.
Alongside The Write Stuff, we use elements of the Talk for Writing approach. The children use Talk for Writing planning structures to help plan their own writing pieces. All our narrative writing is based on the 10 types of narrative: wishing tale, warning tale, conquering the monster tale, finding tale, journey tale, losing tale, rage to riches tale, tale of fear, meeting tale, character flaw tale. This approach ensures the pupils understand the basic structures of different narrative types.
More information coming soon.
At Parklands, we offer two schemes that foster a love for reading and support children’s literacy development: Read Write Inc. Phonics and Accelerated Reader. We also use a whole class guided reading approach too!
Read Write Inc. Phonics is a comprehensive phonics program designed to teach children how to read with fluency and accuracy. It follows a systematic approach that introduces children to sounds and letter formations in a structured and engaging manner. Through a combination of phonics lessons, interactive activities, and decodable books, our children acquire essential phonics skills, develop their vocabulary, and improve their reading comprehension. This program empowers our pupils to become confident readers, laying a strong foundation for their future academic success.
Once children become fluent, confident readers, we use a programme called ‘Accelerated Reader’. This is an innovative reading management tool that motivates and assesses students’ reading progress. It allows students to choose books that match their interests and reading abilities – even after they have finished a systematic synthetic phonics scheme. After reading a book, students take a short online quiz that measures their comprehension and vocabulary skills. This personalised feedback helps teachers track individual progress, identify areas for improvement, and provide targeted support. Accelerated Reader promotes a culture of independent reading, encourages critical thinking, and helps our pupils develop a lifelong passion for reading!
At Parklands, we also believe in the power of whole class guided reading to enhance students’ reading comprehension skills and foster a love for literature. Whole class guided reading is an interactive and collaborative approach where our teachers lead a reading session with the entire class. During these sessions, pupils engage in rich discussions, analyse texts, and develop critical thinking skills. By exploring a variety of fiction and non-fiction texts together, students build their vocabulary, expand their understanding of different genres, and deepen their comprehension abilities. Whole class guided reading creates a supportive and inclusive learning environment, allowing every student to actively participate, share their thoughts, and develop their reading skills alongside their peers.
Together, Read Write Inc. Phonics, Accelerated Reader and whole class guided reading are a powerful combination, fostering a supportive and stimulating environment where every child can flourish as a reader!
We understand the important role families and carers have in supporting their child’s reading and writing and we continue to think of new and innovative ways to develop the home-school partnership.
At Parklands, we provide a varied and enjoyable Geography Curriculum which is high quality and inclusive in its nature. Staff have high expectations of all children and challenge them to progress through the curriculum and to achieve high standards in Geography.
Our subject based approach, in line with the National Curriculum, forms the basis of our Geography teaching and allows all children to develop a range of skills, including:
Alongside these skills, children also develop an understanding of the wider world with topics focusing on different countries and continents which are compared with our own. Children also get to investigate their local area and develop an understanding of the country they live in.
Children will learn:
Alongside this, we will develop the children’s learning through practical investigation and exploration wherever possible, using our local environment and wider sources of information.
At Parklands, we provide a varied and enjoyable History Curriculum which is high quality and inclusive in its nature. Staff have high expectations of all children and challenge them to progress through the curriculum and to achieve high standards in History.
Our subject based approach, in line with the National Curriculum, forms the basis of our History teaching, allowing all children to develop a range of skills, including:
Alongside these skills, children also develop an understanding of their place in time, with a focus on developing an understanding of when events happened and what was going on elsewhere in the world at the same time. Children also get to investigate the History of their local area and develop an understanding of how the country they live in developed over time.
Children will learn:
Learning is enhanced by visitors or trips wherever possible.< less
At Parklands, we provide a high quality, inclusive and enjoyable Maths Curriculum. We have high expectations and aim for all children to progress through the curriculum and to achieve high standards in maths. Our approach, in line with the National Curriculum, forms the basis of our Maths teaching and allows all children to use a range of resources, reason mathematically, make connections to develop fluency and apply their knowledge to real-life situations, in a range of contexts. We use the White Rose scheme alongside mastery materials from the National Centre for Excellence in the Teaching of Mathematics (NCETM). This system is sequenced to allow progression from one lesson to the next; prior knowledge (from the previous year / lesson) is discussed and checked to ensure the children can retrieve key information required for new learning. We aim for all children to build on their learning in logical steps leading to them knowing and remembering more.
Children will learn:
To enjoy the subject and appreciate what mathematics is, what it involves and why it is important.
To appreciate the importance of mathematics in our everyday lives.
To understand the underlying principles of mathematics, and be able to apply them to different situations.
To be able to use and apply maths confidently, in mental, investigative and computational settings.
Years 1-6 can be found on the White Rose website:
This provides a lot of information for parents & carers, as well as the different strategies used at school.< less
What is our vision for Music at Parklands ET?
Children will leave school with a solid understanding of basic musical theory.
This will include:
How will our children learn Music?
We follow the ‘Real PE’ scheme at school, which encourages positive attitudes towards physical and mental health in schools.
Children cover a range of sporting elements during their time at school, learning new skills.
Swimming starts in Year 3.
We had an amazing Sports Day- thanks for your support.
In November 2020, we undertook a parent consultation on proposed changes to Relationships, Health and Sex Education at Parklands Educate Together.
This has informed our Policy, which can be found on our policies page.
At Parklands we use the PSHE Association to support planning and teaching RSHE.
We teach children Spanish, using the scheme of work on the Language Angels site.
Children will learn basic vocabulary in order to be able to speak simple sentences and hold a conversation. Learning takes the form of repeating words and phrases, talking to partners and singing songs in Spanish.
The language angels website has more information:< less
At Parklands, our science curriculum aims to prepare children for the wider world. We strive to ensure that the lessons we deliver achieve the three aims of the science national curriculum so that pupils understand the science and have the skills to engage with the knowledge and recognise where it fits in the wider world. We believe in the curious child and encourage Science intent our children to ponder, ask questions and find out answers to big questions for themselves, reflecting on that which they have discovered. The knowledge they acquire is deepened through the use of essential scientific enquiry skills and working scientifically is a core feature of our science curriculum.
Our children tackle a range of problems, forming questions, generating and testing ideas and designs and deciding how to seek solutions. They explore, gather and make sense of evidence, test out hypotheses and evaluate processes and outcomes. They learn the possibilities of science, design and technology, as we excite them through a range of hands-on lessons and activities linked to a termly area of the science curriculum. We have close links to STEM and regularly invited STEM ambassadors in the school to share their knowledge and expertise around Science. At Parklands, we encourage our children to constantly question and think like scientists. This engagement in real-life science really allows them to engage and inspire them to become the scientists, engineers, designers and innovators of the future.< less