When

What

Why

Throughout

The skills and attitudes of our 5Rs, a Growth mindset and the Fish! philosophy.

To develop the attitudes, knowledge and skills to become a life long learner.

To develop metacognition and engagement in learning.

To develop personal strategies to grow as a holistic being which support our children as they transition through education to adulthood. 

Throughout

Regularly read books for pleasure, rather than only as part of their schoolwork.

To develop a love of reading, which in turn will develop an essential skill for life.  To find an escape.

Throughout

Regularly take part in singing.

To enjoy this musical activity and experience music from a range of cultures and from throughout history (through the curriculum as well as through events such as our annual Carol concert)

Throughout

Have the opportunity to take part in dramatic performances.

To develop an understanding of the arts and to develop their own interpretative skills.  

To become more confident and extend their ability to project their voice and engage with an audience.

Throughout

Engage in and have accesses to ‘Reading spine texts’ across all phases termly.

To have access to high quality texts across a range of genres, authors and cultural diversity, throughout their time with us from preschool to Year 6 to encourage a love of reading and inspire children as writers

This encourages a wider world view grounded in something they can access and understand.

Also to create a bank/knowledge of different author and text

Throughout

Opportunity for messy play

To experience a variety of materials and opportunities for creativity ‘without set restriction’.

Throughout

Have opportunities to create, to design, to devise, to compose and to choreograph their own work.

Provides a safe space to explore, learn and practise without pressure.

Throughout

Have opportunities to present, display and perform to a range of audiences.

Provides a safe space to explore, learn and practise without pressure.

Throughout

Join in with a ‘School Games Day’ and have the opportunity to engage in team and individual competitions and events celebrating physical skills developed, resilience and resourcefulness.

For example, SCSSP Mini Olympics for Yr4, SCSSP Cross country for KS2, Santa and Easter runs for all, SCSSP New Age Curling

Provides an opportunity to engage in competitive sporting activities within a group and as an individual, using the physical skills they have developed in a specific forum.

Develops resilience and resourcefulness.

Throughout

Engage with visitors who provide expertise and resources bringing the curriculum to life and provide first hand experiences.

For example – local police officers and other emergency service workers, ‘History off the page’ experience days, Geologist and engineer talks.

To support with ‘real-life’ experiences, access to resources, application of skills and learning including giving a context for learning.

Throughout

Have the opportunity to attend a book fair and purchase a book

To have access to books for sale and to be able to choose books for themselves.

Throughout

Have the opportunity to celebrate World Book Day and engage in literary events such as National poetry week.

To have the opportunity to engage with a national event and engage in activities which develop a love of reading and books, which may include dressing up as book characters or words, reading across age groups and a book quiz.

Throughout

Celebrate Christmas and Christmas traditions through various experiences including Christmas lunch, Christmas Parties and a special visit from Father Christmas

To have the opportunity to engage with, enjoy and understand Christmas traditions which are a significant part of British culture. 

Throughout

Celebrate traditions of other cultures within and beyond the local community.

For example, Chinese New Year, Diwali, Eid

To have the opportunity to engage with, enjoy and understand traditions and annual celebratory events which are a significant part of the wider culture of families within our community and beyond. 

Throughout

Have the opportunity to take part in, and benefit from, PTA events such as receive a gift from Father Christmas, run a stall at the summer fete, run a specific fundraising event for the PTA, attend a school disco, bake for the Swavesey Bake Off.

To understand what the PTA is and how it supports the school.

To support the fundraising activities for the benefit of all the children in school.

To take part in activities beyond the curriculum and which may not be able to provided through families.  

To engage in activities as a family.

Throughout

Opportunities to explore the outdoors in all seasons and weather 

For example: flying a kite, making a snowman, collecting autumn leaves, making flower petal potions

To develop a love of being outdoors beyond ‘playtime’

To provide experiences beyond the curriculum

To provide first hand experiences to support an understanding how the outdoor environment changes over seasons

To provide first hand experiences of activities in the outdoor environment beyond the curriculum

Throughout

Explore the local area and be aware of the other activities and resources available to them within it.

For example, visit Fen Drayton lakes, go on village walks, visit village sites of interest

To celebrate and understand the local area 

To understand and appreciate local natural 

To understand the resources available within the local area

To learn to look after the environment around us

Throughout

Opportunities to meet and talk to people of different faiths and cultures.

To provide first hand accounts and experiences from people of different faiths. 

To develop understanding of different faiths.

Throughout

Opportunities to learn about and visit (where possible) different places of worship.

To provide first hand accounts and experiences of different places of worship of different faiths. 

To develop understanding of places of worship linked to different faiths.

Throughout

Use our displays across the school to provide information and access to cultures, traditions and faiths within and beyond our local community.

For example, religious/faith celebrations, timelines, maps of world, RE themes

To use our displays to provide a focus for cultures, traditions and faiths across the world.

To display our children’s work on cultures, traditions and faiths across the world.

To display information from ‘experts and specialists’ (including those of different groups) on cultures, traditions and faiths across the world so children an access this to deepen their understanding and for reference.

Through our primary years

Become a regular user of a library.

To develop a love of reading and an understanding of libraries as a place to find books and information.

Through our primary years

Have access to our SNUG, including the opportunity for regular sensory circuits, where needed.

To support children’s mental health and additional needs through a bespoke environment.

Through our primary years

Have the opportunity to enter our talent competition ‘Swavesey’s Got Talent’

Build confidence, develop creativity, sharing experience/skills from out of school

To have the opportunity to show case and have appreciated their own individual talents. To develop an enjoyment of performing

Chance to display their talent

Celebrate diverse cultures

Through our primary years

Take part in STEM activities during National Science week linked to the given theme

To understand what STEM subjects are.

To understand what National Science week is.

To experience practical science activities on a given National theme beyond the curriculum

To hear first-hand from adults who work in STEM fields about their roles and journey to them.

Through our primary years

Visit age-appropriate events and venues, such as the cinema, a museum or heritage site.

To support with ‘real-life’ experiences, access to resources, application of skills and learning including giving a context for learning.

For example -Duxford in 5/6, Castle trip in year1/ 2, Wandlebury, West Stow in Year 3/ 4. History off the page days across all key stages

Through our primary years

Participate in ‘celebration assemblies’ which highlight children’s successes.

To develop self-esteem and confidence

To develop an understanding celebration

To develop freudenfreude (finding joy in another’s success)

Through our primary years

Visit age-appropriate events and venues, such as the cinema, a museum or heritage site.

To support with ‘real-life’ experiences, access to resources, application of skills and learning including giving a context for learning.

For example -Duxford in 5/6, Castle trip in year1/ 2, Wandlebury, West Stow in Year 3/ 4. History off the page days across all key stages

Through our primary years

Participate in National Events and Days such as the NSPCC Number Day, Children in Need and Sports Relief

To develop an understanding of national campaigns that support children 

To understand that there is support for children when they have different needs.

To develop citizenship through fundraising to support others.

Through our primary years

Have the opportunity to engage in activities which support safe risk taking such as climbing trees, playing snowballs, toasting marshmallows over a fire pit.

To develop self-responsibility, resilience and resourcefulness alongside an understanding of safe risk taking and therefore problem solving.

Through our primary years

Experience assemblies presented by ‘experts and specialists’, including those of different faiths and cultures beyond school staff on varied themes.

For example, a vicar, a person of Hindu faith, an engineer, a geologist

To embed an understanding of a specific theme

To provide real-life experiences of a theme

To provide first-hand information and experiences.

Through our primary years

Have the support of a volunteer in their learning who are members of our local and wider community bringing their own skills set and experiences to support children.

To benefit from the support of adults who bring wider experiences beyond education.

By the end of year 6

Have the opportunity to attend extra-curricular clubs across a range of interests/activities including those run by KS2 children for peers and younger pupils. 

To develop an interest or skill outside of curriculum time

To develop an interest or skill beyond the curriculum offer.

To engage socially with other children outside of the normal learning environments

To understand the concept of a club and develop commitment.

By the end of Year 6

Have the opportunity to participate in community events beyond the school.

For example, Club Vintage, Village litter pick, Environment events.

To develop confidence and responsibility

To develop an understanding of their local community, its interests and what the community offers all groups.

By the end of Year 6

Been encouraged to use digital technology as a means of accessing and gaining a deeper understanding of great culture.

Being able to access and live as confident citizen in our modern world

A chance for children to celebrate their culture with their class and the school as a whole. 

To research other cultures

By the end of Year 6

Been able to join a lunchtime or after school club to continue their interests.

Develop their passion, but also interact socially with people with similar interest, to try new things out.

To be able to follow own interests that may not be directly curriculum linked but allows for wider experiences they may not otherwise access.

Children given the opportunity to present their idea for a new club to class teachers

By the end of Year 6

Seen a pantomime

Typical British tradition important for children to discover if not taken to one at home or for foreign children. Also good to interact with actors

To experience a live performance that involves interaction and engagement and is “According to writer and caricaturist Max Beerbohm, pantomime is the only art form ever invented in England. It's a splendid witticism, albeit untrue. Pantomime has become quintessentially British: as British as Earl Grey tea or a good Indian curry.”

Celebrate British values

Exposure to creative arts

By the end of Year 6

Participated in workshops with professional artists and musicians.

To be inspired and have a real life experience of the ‘arts’.

To develop new skills

To inspire children by showing them the culmination of skills development and exposure to art, music and performances they may not be aware of. This may lead to inspiration for careers.

By the end of Year 6

Participated in workshops with professional sports people.

To be inspired and have a real life experience of sporting activities beyond the normal curriculum.

To develop new skills

To inspire children by showing them the culmination of skills development and exposure to sporting activities beyond the curriculum. This may lead to inspiration for careers.

For example BMX workshop, stunt scooting workshop

By the end of Year 6

Worked with an author and taken part in a writing workshop.

English lead organises days on an annual basis

As above

To inspire children by showing them the culmination of skills development and exposure to those that have achieved success in this area. To give the idea that anyone can become an author. This may lead to inspiration for careers.

By the end of Year 6

Had the opportunity to participate in a large-scale art project and local art competitions.

For example, ‘Cows about Cambridge’, ‘Standing Tall’.

Art lead arranges whole school projects regularly

To be part of the community and have your work appreciated and displayed for a larger audience. Feeling proud of your group

Engage with the local community. To give them the opportunity to have their work appreciated and celebrated more widely than school.

By the end of Year 6

Used films, literature and varied technical media to support their vocabulary, as well as cultural awareness and understanding.

For example, Spine text books reflect a wide variety of cultures and music units celebrating diverse cultures and times

To provide wider experiences for our children supporting learning through different media.

To provide an understanding of, and to celebrate, cultures of their community and beyond. 

By the end of Year 6

Continuous opportunity to achieve KS2 assessment in swimming with ‘top up’ provision beyond Year 4 curriculum sessions.

All children offered the chance to continue swimming until they 25m milestone

To provide an essential survival life skill. 

To be become confident in water.

To provide ongoing opportunity to achieve the 25m milestone gauged as a benchmark for confident swimmers.

By the end of Year 6

Have the opportunity to look after living things through science activities such as planting seeds, looking after our chickens and joining our gardening club. 

To develop an understanding of living and growing outside of the curriculum.

To develop gardening skills

To develop animal husbandry skills

To develop an empathy for living things beyond our family and friends

By the end of Year 6

Have the opportunity to take part in a sponsored event to raise funds for a wider purpose.

To understand the process of sponsorship.

To understand fundraising as a concept

To develop citizenship in raising funds for others and/or a specific cause

By the end of Year 6

Have the opportunity to play live - instruments they are learning - to the school and wider audiences through assemblies and other events including piano, guitar, drums and recorders. 

To develop confidence

To provide wider performance opportunities

To enjoy music as a musician and audience

By the end of Year 6

Have the opportunity to take part in externally organised competitions in varied ‘disciplines/areas’, as highlighted and supported by school staff.

(e.g. CAYAK – art, SCSSP sports events, Cluster/Rotary writing, art and photography) 

To encourage the children to use and develop their skills and talents beyond the curriculum.

To build confidence and develop creativity.

To encourage the children to take part in events beyond the school.

By the end of Year 6

Have the opportunity to be a member of our pupil council/committees through self-nomination and democratic voting.

(Eco-committee, School council, RRS committee)

To understand the concept of a pupil council/committee

To understand the concept of standing for election and voting.

To develop an understanding of democracy and to be a part of democratic processes.

To develop children’s confidence

To ensure the children have a voice within different areas of school development

To develop citizenship in being part of a group to promote improvements for all.

In KS2

Have the opportunity to learn to play the recorder

To learn to play an instrument and learn how to read music.

In KS2

Worked with Long Road students as part of our PE provision in a symbiotic relationship where our children support the skill development of the sports students as they hone their craft, whilst developing their own skills.

To engage with others who are still in raining providing a real-life example for our children of ongoing education.

To develop sporting skills. 

In KS2

Have the opportunity to run a club of their own design in an area of interest for them.

To develop their responsibility.

To encourage their own interest.

To support an understanding of ‘business’ planning.

In KS2

Have the opportunity to sing in the school choir and sing at events such as Club Vintage Christmas Carols and the Summer Fair.

To develop their singing outside of curriculum lessons and assembly

To develop confidence

To have the opportunity to perform.

To engage in events beyond the normal school day

In Year 5

Have the opportunity to undertake their bikeability training and achieve level 1 and 2 cycling proficiency awards.

To have the opportunity to learn to ride a bike safely.

To have the opportunity to learn to be safe riding a bike on the road through a nationally recognised award scheme.

In Year 5 and 6

Have the opportunity to be a hall monitor at lunchtime to support younger children in managing the systems of the hall 

To develop their responsibility and empathy.

To develop confidence

To develop organisation skills and an ability to direct and support others who are younger

In Year 6

Have the opportunity to be a sports leader providing activities for Reception and KS1 children at lunchtime.

To develop their responsibility and empathy.

To develop confidence

To develop organisation skills and an ability to direct and support others who are younger

In Year 6

Have the opportunity to go on a residential taking part in team building and outward bound activities.

To develop independency, responsibility, resilience and resourcefulness.

To provide opportunities in outdoor education beyond those we can offer within the school environment.

To experience group living and the responsibilities and challenges this brings.

To develop teamwork.

To experience the teaching styles of new staff through varied activities.