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Art and Design

At Leverstock Green School we teach Art and Design in a number of different ways. Through topic based units and home learning projects children will be given opportunities to produce creative work, exploring their ideas and recording their experiences. They will develop their artistic skills through drawing, painting, sculpture and other art, craft and design techniques using a wide range of resources. They will evaluate and analyse creative works using technical language. Finally, they will learn about great artists, craft makers and designers, and begin to understand some of Art and Design's historical and cultural roots.



There have been many changes to the new curriculum. Computing has seen a very big change in focus. It is no longer just about secretarial skills, word processing or presentation making. It has moved more to programming and children learning how to keep themselves safe on the internet.


There are three main strands of the new Computing curriculum: information technology, digital literacy and computer science.

Information technology is about the use of computers for functional purposes, such as collecting and presenting information, or using search technology. Digital literacy is about the safe and responsible use of technology, including recognising its advantages for collaboration or communication. Finally, computer science will introduce children of all ages to understanding how computers and networks work. It will also give all children the opportunity to learn basic computer programming, from simple floor robots in Years 1 and 2, right up to creating on-screen computer games and programmes by Year 6.


At Leverstock Green we ensure within each of our computing topics we have an element of E-safety. This helps ensure the children feel confident when using computers and the Internet, and know what to do if they come across something either inappropriate or makes them feel uncomfortable.


Design Technology

Leverstock Green School we believe that Design Technology encourages our children to learn how to take risks, become resourceful, innovative, enterprising and capable citizens. We teach Design Technology in a number of different ways. Through topic based units, home learning projects and enterprise weeks children will be given opportunities to design and build a range of products for an intended market. They will develop their creative, technical and practical expertise using a variety of resources such as woodwork tools, kitchen equipment and construction materials to name but a few. Design Technology helps our children develop their problem solving skills as they will critique, evaluate, test, adapt and improve their ideas and products. Finally, children will look at the history of Design Technology in order to understand the impact technology has on daily life and the wider world.



During their study of French at Key Stage 2, pupils will have the opportunity to develop both their written skills and oral speaking skills. The aim of this study is to lay the foundations before progressing on to Key Stage 3. Pupils will have the opportunity to focus on and develop their pronunciation, listen and respond orally to questions and statements and develop their written skills within the French language. Pupils will develop their vocabulary with strong cross-curricular links including such things as family, actions, school, at home, food, animals, sports and what life is like in France.



Throughout Key Stage 1 and Key Stage 2, we aim to provide children with the skills, knowledge and understanding to appreciate both physical and human geography. We do this by using a range of sources and, where possible, first hand experiences. At first, children are taught to understand our local geography in relation to their own experience; for example, by mapping their own route to school. They move on to study the geography of the United Kingdom and its proximity to countries they have visited, followed by learning about global geography and the impact of physical geography on human life and vice versa.



When teaching History, we actively encourage children’s natural curiosity through the use of a range of primary and secondary sources as well as experiences outside the classroom. Our pupils are encouraged to develop their knowledge of Britain’s past and that of the wider world, as well as how societies change and develop over time. They are taught to scrutinise the evidence and ask questions to deepen their understanding. We aim to provide experiences beyond the confines of the classroom to enhance their learning; for example, by visiting nearby St Albans or London museums.



At Leverstock Green C of E Primary School, music is taught throughout the school from Nursery to Year 6. Children experience a variety of music from different eras and places around the world as part of their class topics and whole school assemblies. Children enjoy practical opportunities to play instruments and sing, as well as opportunities to listen to a range of live and recorded music. In year 4, children are given the opportunity to play hand bells and in year 5 children enjoy class ukulele lessons. Key stage 1 and key stage 2 choir rehearsals run weekly during lunchtimes where children learn a variety of songs as well as vocal and performance techniques. At the end of every school day, children and staff come together to sing as part of Collective Worship. Children are invited to perform and showcase their hard work annually in an evening concert for parents and carers.



Key stage 1

Pupils will develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

Pupils will be taught to:

  • master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
  • participate in team games, developing simple tactics for attacking and defending
  • perform dances using simple movement patterns.


Key stage 2

Pupils will continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They will develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

Pupils will be taught to:

  • use running, jumping, throwing and catching in isolation and in combination
  • play competitive games, modified where appropriate (for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis), and apply basic principles suitable for attacking and defending
  • develop flexibility, strength, technique, control and balance (for example, through athletics and gymnastics)
  • perform dances using a range of movement patterns
  • swim fluently using a variety of strokes
  • take part in outdoor and adventurous activity challenges both individually and within a team
  • compare their performances with previous ones and demonstrate improvement to achieve their personal best.



Personal, social and health education (PSHE) is an important and necessary part of your child’s education. It is not statutory or part of the National Curriculum however schools have some statutory responsibilities.


Under section 78 of the Education Act 2002 and the Academies Act 2010, schools must provide a ‘balanced and broadly-based curriculum’ which promotes ‘the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life’.

Children’s wellbeing is defined in the Children Act 2004 as 'the promotion of physical and mental health; emotional wellbeing; social and economic wellbeing; education, training and recreation; recognition of the contribution made by children to society; and protection from harm and neglect.'

In relation to promoting pupil wellbeing, pupil safeguarding and community cohesion, statutory guidance on Keeping Children Safe in Education states that 'schools should consider how children may be taught about safeguarding, including online, through teaching and learning opportunities; relevant issues are explored through PSHE.'

The Equality Act 2010 also places duties on schools not just to address prejudice-based bullying but also to help to prevent it happening, and in doing so to keep vulnerable groups safe.


At Leverstock Green School, in PSHE lessons and in opportunities across the curriculum, children develop the knowledge, skills and attributes they need to keep themselves healthy and safe, and are prepared for life and work in modern Britain; this includes the importance of physical activity and diet for a healthy lifestyle, financial education, sex and relationship education (SRE), drug education identity and equality. Our aim is to develop skills and attributes such as resilience, self-esteem, risk-management, team working and critical thinking in the context of health and wellbeing, relationships and living in the wider world. PSHE lessons reflect the needs of our children and equip them with the knowledge and understanding necessary to make safe and informed decisions.

Children develop confidence and responsibility and make the most of their abilities, develop good relationships and respect the differences between people, develop a healthy, safer lifestyle and are prepared to play an active role as citizens.


The Department for Education has recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs.” Leverstock Green School supports this expectation through its ethos and work and seeks to maintain and develop well established work and values in all aspects of school life. We are fortunate to have a diverse community to draw upon to develop learning opportunities.

British values are reinforced regularly in the following ways:

  • democracy – debate in lessons across the curriculum, Change Team elections and responsibilities, Ancient Greece in history, pupil voice for leadership monitoring
  • the rule of law – class and school rules, behaviour expectations including those within Rights Respecting School beliefs, through PE and fair play in extra-curricular sports activities
  • individual liberty – encouragement to develop individuality and pursue interest and talents through lunchtime clubs and extra-curricular activities, human rights including the loss of liberty explored in worship and PSHE lessons
  • mutual respect - one of our key Christian values; identified by all school stakeholders and in our school mission statement. Children are taught to respect each other and adults, understand that everyone is different but equally important and to have empathy towards others.
  • tolerance of those with different faiths and beliefs – PSHE combines with our RE curriculum which includes opportunities to learn about and respect other faiths and beliefs embracing those children from different religious backgrounds. Visits are made to different places of worship and visitors are invited into school to share their faith and beliefs with children.


Religious Education

RE at Leverstock Green School can be defined as being about developing children’s awareness and understanding of religion. As a Church of England school we focus predominantly on Christianity, but we teach all the major world religions as well as non-faith world views. Our teaching focusses on encouraging each child to become informed and inquisitive about their own religious beliefs, practices and lifestyles and those of others. Over time we hope that children will grow as citizens of a religiously and culturally diverse society, aware of similarities and respectful of differences.

RE in the Foundation stage is delivered through experiences and contexts according to the developmental statements in the Early Years Foundation Stage. This may be partly through short periods of directed input which highlight key festivals, celebrations, religious symbols and religious vocabulary by reference to children’s own experiences, use of persona dolls and involvement of the wider community for example, visits from key members of a religious group or visits to a local place of worship.


Throughout key stage 1, pupils explore key questions through enquiry into Christianity whilst also drawing from at least one of Hinduism, Islam or Judaism, as well as nonā€religious worldviews as appropriate. They look at and examine sacred texts and faith stories and the meanings to believers. They find out about rituals, lifestyles and daily practices. They learn to recognise that beliefs are expressed in a variety of ways, and begin to use some specialist vocabulary. Pupils ask relevant questions and develop a sense of wonder about the world. They talk about what is important to them and others, reflecting on their own feelings and experiences and developing a sense of belonging.

Throughout Key Stage 2, pupils explore the impact of religion and belief locally, nationally and globally. They consider the beliefs, teachings, practices and ways of life central to religion. They learn about sacred texts and other sources and consider their meanings. They begin to recognise diversity in religion, learning about similarities and differences both within and between religions and beliefs. They extend the range and use of specialist vocabulary, recognise the challenges involved in distinguishing between ideas of right and wrong, and valuing what is good and true. They communicate their own beliefs and values and those of others in the light of their learning.

We enrich the RE curriculum with trips to places of worship, visitors from Christian and other world faiths, photographs, and handling religious artefacts. Children across all key stages express their understanding through drama, speaking and listening, poetry, art, writing, dance and music. They also make use of ICT resources to research and record their findings.

Parents have a right to withdraw their child from RE lessons and worship but it must be understood that such activities make a contribution to cross curricular objectives pursued during the school week. Any parent who wishes this must first consult the headteacher.