"And as you wish that others would do to you, do so to them."
How have you been a good friend today?
"Love is more important than anything else. It's what ties everything completely together."
How did God show his love for the world?
How do you show your love for others?
What can you do today to show love to other people?
'God said to human beings, "Fill the earth with people and look after it. Care for all that I have made."'
What is our responsibility to care for God's world?
How can I behave responsibly today?
Who relies on me to act responsibly?
"I am the Lord your God. I am holding your hand, so don't be afraid."
How was Jesus courageous?
What helps people to be courageous?
How have you shown courage today?
"It is better to be honest and poor than dishonest and rich."
Why is it important to be honest?
"Try to earn the respect of others."
Romans 12:17, paraphrase
Who do you respect and why?
What sort of behaviour earns respect?
What do you do to show you respect someone?
Discover our curriculum vision for children by clicking on the links below.
Spiritual people have:
• A sense of enjoyment and fascination in learning about themselves, others and the world around them. An outstanding level of religious understanding and knowledge of the Christian faith and Anglican traditions.
• A wide knowledge and deep understanding across a range of religious and beliefs; in particular how Christianity is a worldwide faith.
• The opportunity to pose a range of beguiling questions relating to God’s creation.
• A strong understanding of how the beliefs, values, practices and ways of life within any religion interrelate and connect together.
• The ability to reflect on their own beliefs, religions or otherwise, that inform their perspective on life.
• Show an interest in, and a deep level of respect for different people’s faiths, feelings and values.
• A willingness to reflect on their experiences and the ability to link the study of religion and belief to personal reflections on meaning
Successful readers have:
• An enjoyment of reading.
• Excellent phonic knowledge and skills.
• Fluency and accuracy in reading across a wide range of contexts throughout the curriculum.
• Knowledge of an extensive and rich vocabulary.
• An excellent comprehension of texts.
• The motivation to read for both study and for pleasure.
• Extensive knowledge through having read a rich and varied range of texts.
Happy, safe people understand…
• Their own identity, their personal qualities, attitudes, skills, attributes and achievements and what influences these. How to maintain
boundaries around their personal privacy, including online.
• Relationships, including different types and in different settings, including online.
• What constitutes a healthy, balanced lifestyle. This includes physically, emotionally and socially healthy and focuses on relationships,
work-life, exercise and rest, spending and saving and lifestyle choices.
• How to identify, assess and manage risk, rather than simply the avoidance of risk for self and others.
• How to identify safe behaviour and as well as strategies to employ in different settings, including online in an increasingly connected
• Diversity and equality in all its forms.
• Rights (including the notion of universal human rights), responsibilities (including fairness and justice) and consent (in different
• Change (as something to be managed) and resilience.
• Power and how it is used and encountered in a variety of contexts including online; how it manifests through behaviours including
bullying, persuasion, coercion and how it can be challenged or managed through negotiation and ‘win-win’ outcome.
• Career possibilities, including enterprise, employability and economic understanding.
Happy people have the ability and willingness to do the following things:
Try new things
Success does not come knocking on the door. We all need to go out and find something in which we can experience success. Finding something that we are good at builds confidence. Some pupils
may not be good at the things they spend most of their time doing at school, which can make it even more important that schools have a broad and rich curriculum with something for everyone. As
adults, however, we learn that just because we may be good at something doesn’t necessarily mean that we enjoy it. Successful people enjoy what they do. In fact, they love what they do. What they do gives them energy; work feels like play and time flies by. These are the lucky people who have found their energy zone. These people don’t need any external or material reward to motivate them; they do what they do simply because they love it.
This is something that most of us don’t want to hear. If we want to get really good at something there are no short cuts. Accomplishment is all about practise and hard work. Pupils need to
understand the benefits of working hard. They need to know that work is good and not something that should be avoided. Many pupils become frustrated if they don’t accomplish something
immediately. With a television culture of ‘overnight’ success, it is important to teach them that it may take hours and hours of hard work to become really good at something and that in real life
success is not easy for anyone.
Children are living in the most intensely stimulating time in the history of the Earth. They are bombarded with images from television advertisements, websites, games consoles and mobile phones. It has never been so important to teach our children how to concentrate. Of course, every teacher will tell pupils of the need to concentrate, but few will teach them how.
To be really successful, pupils need to learn to push themselves. Most adults realise that if they want a healthier lifestyle, joining a gym doesn’t change much. We have to push ourselves to go to the gym. In fact, going to the gym doesn’t change much either if we don’t push ourselves when there. There are lots of ways pupils need to push themselves. For example, when they don’t feel like doing things, when they feel shy, when they think they might fail and when their friends are trying to stop them doing what they want to do. It can be really difficult to push oneself, but it is essential for
To help children to be successful we need to help them to keep having ideas as they get older. This involved finding multiple solutions to problems, asking questions and generating ideas.
Successful people are always trying to make things better. This doesn’t mean there is anything wrong with what they have but they know that there is always room for improvement. They try to make good things great. Rather than making any radical transformations, however, they tend to make lots of small adjustments. This is what we can teach our children: great things do not happen
suddenly. They are the result of lots of tweaking and refinement. We can all make things a little bit better. We can all take small steps to greatness.
Successful people use what they know to try to be useful to others. Instead of asking ‘What’s in it for me?’ they ask, ‘What can I give?’
Not give up.
Successful people have bad luck, setbacks, failures, criticism and rejection but they always find a way around these problems. Children need to understand that if they have bad luck, they are not
alone. Most of us tend to focus on the accomplishments of successful people rather than their mishaps or setbacks. We need to tell children about the times we failed, were rejected and criticised but also how we bounced back.
Successful mathematicians have:
• A commitment to and passion for the subject.
• An understanding of the important concepts and an ability to make connections within mathematics.
• A broad range of skills in using and applying mathematics.
• Fluent knowledge and recall of number facts and the number system.
• Fluency in performing written and mental calculations and mathematical techniques.
• The ability to show initiative in solving problems in a wide range of contexts, including the new or unusual.
• The ability to think independently and to persevere when faced with challenges, showing a confidence of success.
• The ability to embrace the value of learning from mistakes and false starts.
• The ability to reason, generalise and make sense of solutions.
• A wide range of mathematical vocabulary.
Successful artists and designers have:
• A passion and commitment to art and design.
• The ability to use visual language skillfully and convincingly (for example, line, shape, pattern, colour, texture, form) to express
emotions, interpret observations,
• convey insights and accentuate their individuality.
• The ability to communicate fluently in visual and tactile form.
• The ability to draw confidently and adventurously from observation, memory and imagination.
• The ability to explore and invent marks, develop and deconstruct ideas and communicate perceptively and powerfully through
purposeful drawing in 2D, 3D or digital media.
• An impressive knowledge and understanding of other artists, craftmakers and designers.
• The ability to think and act like creative practitioners by using their knowledge and understanding to inform, inspire and interpret
ideas, observations and feelings.
• Independence, initiative and originality which they can use to develop their creativity.
• The ability to select and use materials, processes and techniques skillfully and inventively to realise intentions and capitalise on the unexpected.
• The ability to reflect on, analyse and critically evaluate their own work and that of others.
Succesful designers in technology have:
• A passion for the subject and knowledge of, up-to-date technological innovations in materials, products and systems.
• Significant levels of originality and the willingness to take creative risks to produce innovative ideas and prototypes.
• An excellent attitude to learning and independent working.
• The ability to use time efficiently and work constructively and productively with others.
• The ability to carry out thorough research, show initiative and ask questions to develop an exceptionally detailed knowledge of users’ needs.
• The ability to act as responsible designers and makers, working ethically, using finite materials carefully and working safely.
• A thorough knowledge of which tools, equipment and materials to use to make their products.
• The ability to apply mathematical knowledge.
• The ability to manage risks exceptionally well to manufacture products safely and hygienically.
Successful musicians have:
• A passion for and commitment to a diverse range of musical activities.
• A rapidly widening repertoire which they use to create original, imaginative, fluent and distinctive composing and performance work.
• A musical understanding underpinned by high levels of aural perception, internalisation and knowledge of music, including high or rapidly developing levels of technical expertise.
• Very good awareness and appreciation of different musical traditions and genres.
• An excellent understanding of how musical provenance - the historical, social and cultural origins of music - contributes to the diversity of musical styles.
• The ability to give precise written and verbal explanations, using musical terminology effectively, accurately and appropriately.
Successful coders and users of technology have:
• Competence in coding for a variety of practical and inventive purposes, including the application of ideas within other subjects.
• The ability to connect with others safely and respectfully, understanding the need to act within the law and with moral and ethical integrity.
• An understanding of the connected nature of devices.
• An imaginative approach to investigation.
• The ability to communicate ideas well by using applications and devices throughout the curriculum.
• The ability to collect, organise and manipulate data effectively.
Successful communicators have:
• A passion for writing.
• Excellent transcription skills.
• Fluency and accuracy in spelling and grammar.
• Use of an extensive and rich vocabulary.
• Ability to write for a wide range of purposes.
• Ability to use standard English when speaking and writing.
• Capability to communicate effectively and have the confidence to do so.
Active, healthy people have:
• The ability to acquire new knowledge and skills exceptionally well and develop an in-depth understanding of PE.
• The willingness to practise skills in a wide range of different activities and situations, alone, in small groups and in teams and to apply these skills in chosen activities to achieve exceptionally high levels of performance.
• High levels of physical fitness.
• A healthy lifestyle, achieved by eating sensibly, avoiding smoking, drugs and alcohol and exercising regularly.
• The ability to remain physically active for sustained periods of time and an understanding of the importance of this in promoting long-term health and well-being.
• The ability to take the initiative and become excellent young leaders, organising and officiating, and evaluating what needs to be done to improve, and motivating and instilling excellent sporting attitudes in others.
• Exceptional levels of originality, imagination and creativity in their techniques, tactics and choreography, knowledge of how to
improve their own and others’
performance and the ability to work independently for extended periods of time without the need of guidance or support.
• A keen interest in PE. A willingness to participate eagerly in every lesson, highly positive attitudes and the ability to make informed choices about engaging fully in extra-curricular sport.
• The ability to swim at least 25 metres before the end of Year 6 and knowledge of how to remain safe in and around water.
Successful scientists have:
• The ability to think independently and raise questions about working scientifically and the knowledge and skills that it brings.
• Confidence and competence in the full range of practical skills, taking the initiative in, for example, planning and carrying out
• Excellent scientific knowledge and understanding which is demonstrated in written and verbal explanations, solving challenging
problems and reporting scientific findings.
• High levels of originality, imagination or innovation in the application of skills.
• The ability to undertake practical work in a variety of contexts, including fieldwork.
• A passion for science and its application in past, present and future technologies.