Music, art, design and PE


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Music allows children to develop artistic, creative and performance skills and these are taught both in use of the voice and instruments, individually and in ensembles. We promote and teach the appreciation of music in all its diversity, culture and history and also learn how to use appropriate music technology.

Music is taught weekly for all children. Year 1 to 6 children receive specialist music teaching during the year. Children develop musical knowledge and skill in half termly or termly units of work which focus on a core element of the curriculum.

The core elements of our music curriculum are:

  • Music appreciation: Children listen to and discuss a wide variety of music from different genres, helping them develop their musical vocabulary and their understanding of music history, as well as their general ability to review, discuss and debate.  In year 5 this is doen using the BBc ten pieces where children explore different types of music every term.
  • Composition: Children experiment with sounds, and improvise and compose music for a range of purposes, on their own and with others
  • Use of voice: Children learn to sing and use their voices expressively and creatively, with increasing confidence and control.
  • Instrumental skills: Children learn to play different instruments. All children learning to use percussion, keyboards and xylophones in years 1, 2 and 5. In year 2 children learn to play the ocarina and read rhythm notation. In Year 3 children learn to play the recorder and read music notation. In Year 4, all children have the opportunity to learn an orchestral instrument during curriculum time for a full academic year and work towards ensemble performances. Our children are learning: Violin, Cello, Baritone Horn, Trumpet, Trombone, French Horn, Clarinet, Flute and Saxophone. In year 6 children learn to play the Djembe drums.
  • Use of technology: Children are taught to use technology appropriately to help develop musical ideas. They use programs such as Garage Band to develop their creativity, working on composing their own music, recreating motifs and learn to using Live band and Live Loops.
  • Use of voice:  In music children learn how to sing in unison, round and simple harmonies and put on performances at Christmas.  Year 6 and year 1 enjoy being part of a singing project where put on a concert to families at the end of the spring and summer term.


We are proud that:

  • Our excellent, bespoke Year 4 orchestra programme  is led by tutors from Wandsworth Music Service and is heavily supported through generous funding from the PTA. Year 4 are taught in groups of 10 either a brass, string or woodwind instrument by a specialist instrumental tutor, culminating in a 120 piece orchestra concert.
  • We organise a variety of other events each year to which families are invited, including end of term and Christmas concerts, choir concerts, orchestra concerts, bands, ensembles concerts, and performances for specific year group singing projects.
  • We are fortunate to have excellent resources to support music teaching, including piano keyboards, Djembe drums, macbooks and ipads.
  • After a year’s tuition in school, peripatetic lessons can continue beyond the school day, either individually or in small groups.  All children wishing to continue their instrument are given the opportunity and support to do so, including significantly reduced lesson prices and bursaries for those receiving pupil premium funding.
  • We run popular music clubs, such as choir, orchestra and school band, recorder & woodwind/Brass ensemble, learning to play the piano/keyboard. Private paid lessons are also available beyond the school day individually for a wide range of instruments. Full details can be found on the clubs page.



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Art, craft and design is taught discretely with an ambitious and exciting curriculum which balances a careful development of artistic skills and building language, knowledge and understanding to enable art appreciation.

Art lessons give all children the opportunity to explore their creativity, imagination and a chance to express their ideas, valuing originality.  Art is taught  an expressive means of communication that builds confidence and creative thinking.

Art is exceptionally well-resourced and taught by specialist teachers from Year 1 to Year 6.  We have a well equipped art room and superb resources.

Children are taught a full range of skills and techniques which build year on year including: drawing, painting, collage, textiles,  sculpture and printing, experimenting with a variety of materials.

The core elements of our curriculum are built into every unit of work in the curriculum.

  • Generating and developing ideas: A sketchbook is used to plan for an outcome, develop and inform ideas and record observations. The sketchbook approach allows refining, research  and honing of ideas as well as reflections on finished work
  • Making: Investigating the nature of materials and techniques allows the child to independently and confidently gain mastery and control to make choices that realise their intentions. The children develop experience and knowledge of art materials in carefully constructed units of work. They use technology to explore animation, drawing and painting skills.
  • Appreciating: Through appreciation of great artworks, learning how to evaluate and analyse using the language of art, craft and design, the children develop critical and creative thinking. Their knowledge and experience enables them to make reasoned evaluations of their own work. Looking at the work of a diverse range of artists, craftsmen and designers from all cultures and times develops understanding of the key ideas and working practices as well as developing  an appreciation of diversity,  culture and history.


We are proud that: 

  • Our artwork is striking in its range and quality and is celebrated through displays around the school.
  • Visitors to the school regularly comment on the high standard of the artwork.
  • Children are encouraged to enter art competitions and apply for art scholarships.
  • Local artists come into school to work with the children in their lesssons.
  • Ipads are used for drawing and painting projects and to animate some of the art work made from year 1 onwards.
  • Children are given the opportunity in KS2 to work towards Arts Award at Discover and Explore levels.
  • Children are given the opportunities to work with external artists and craftsmen who come in to run projects.


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February 18, 2020, 2:19 pm

Design technology (DT)

We believe DT stimulates children's creativity and imagination, through problem solving and the production of quality products. Our children design and make products that solve real and relevant problems within a variety of contexts. Through evaluation of past and present design technology in action, they develop a critical understanding of its impact on daily life and the wider world.

We aim to ensure through the DT curriculum that all children develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world. We want them to build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users. They learn to critique, evaluate and test their ideas and products and the work of others, to understand and apply the principles of nutrition and to learn how to cook.

DT is taught as three extended two-day or three-day units a year, from Year 1 to Year 6. The three units cover food and nutrition; textiles; and movement and mechanisms. Each term our children learn DT skills and processes in order to produce a product. 

Whilst DT is taught as an individual subject, strong cross curricular links are made ensuring that our termly projects serve to enrich the children's learning within other subjects and topics being taught that term.

The core skills taught as part of our DT curriculum are:

  • Design: Through research, our children are taught to design purposeful, functional and appealing products for themselves and other users based on a given design criteria. They generate, develop, model and communicate their ideas through talking, drawing increasingly complex diagrams, using templates, mock-ups and prototypes. They learn techniques for selecting and refining ideas, and creating design plans. 
  • Make: Our children are given the opportunity to select from and use a range of tools, equipment, materials and ingredients to perform practical tasks with increasing accuracy taking into account functional properties and aesthetic qualities.  Children learn and practise key practical skills, and refine these skills during making.
  • Evaluate: All DT projects involve exploring and evaluating a range of existing products. This help them understand the context for their design, including for example an appreciation of user specifications and preferences. Throughout the process of producing their outcome, they are taught to evaluate their ideas and products against design criteria and amend as necessary.  They identify success and improvement points, and evaluate their skills as well as the outcomes of the project.
  • Technical knowledge: Our curriculum is progressive and ensures our children’s skills and technical knowledge are developed year on year throughout their school experience. Our children’s technical knowledge is learnt through building structures - exploring how they can be made stronger, stiffer and more stable; exploring how to use mechanical systems such as levers, sliders, wheels, gears and axles and use electrical systems in their products.  Each design unit has a clear brief which may have a link to another area of the curriculum or may stand alone. The technical skills related to the unit are either built upon and applied from  prior units or taught specifically before the design process begins. For example, accurate measurement and sawing technique would be taught before creating a moving vehicle. 

We are proud that:

  • Our DT blocks of two or three days enable designs to be developed effectively, as children can really get 'stuck in' to their projects.
  • We have a range of really exciting, relevant projects in every year group.
  • We have developed links with a local pizza restaurant who provide a real context for a "pizza project" in Year 3. The creator of the most appropriately designed pizza in each class is given the opportunity to make a professional version of their pizza under the expert guidance of the pizza chef in the restaurant itself!
  • Year 6 children design and make replica World War 2 shelters, culminating in an exciting competition to assess the shelters against the design brief criteria. The sturdiest, most waterproof product is claimed as the winner and displayed for all to see.  


Physical education (PE)

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We adopt a fundamental movement skills approach to teaching PE, ensuring  that our children develop the necessary skills to become lifelong participators in physical activity. This involves a wide range of physical activity taught as games, gymnastics, swimming and dance.

Younger years start by being introduced to basic fundament movement skills in a variety of ways, such as jumping and balancing, while older years build towards developing more sport specific-skills, such as cricket bowling and dribbling to beat an opponent. This allows our children to successfully participate in a wide variety of games, sports and physical activities.

We guide children to discover the relationship between physical activity and good health. Alongside developing fundamental movement skills, we place our pupils' social and emotional development at the heart of our curriculum. This ensures that pupils are able to gain confidence and raise their self-esteem.

All children receive at least two hours of PE a week, taught by specialist PE teachers. This consists of one lesson per week of outdoor PE (we use the hall in cases of adverse weather conditions), plus another lesson of gymnastics, dance or swimming. We have specialist teachers or coaches for games,  dance,  gymnastics and swimming. Swimming is taught offsite in Year 4 for 10 weeks.

The core elements of our PE/games curriculum are:

  • Physical: development in full range of skills and movements and the control and consistency in them.
  • Tactical: development of tactics, application of rules, use of space, decision-making, attacking and defending.
  • Social: team play, taking turns, playing fairly, respect for others, support and encouragement.

Within our games curriculum we ensure there is careful skills progression in the following areas:

Key Stage 1 (year 1 and 2) - Multi skills:

  • Throwing and catching: object/ball manipulation and familiarly, travelling in different ways.
  • Attacking and defending: exploring and using space, 1 v1, simple attacking and defending tactics.
  • Athletics: running for speed, jumping, throwing.
  • Striking and fielding: striking a range of objects with different hand/different bats/rackets and object/ball manipulation towards targets

Key Stage 2 (year 3 to year 6):

  • Outdoor and adventurous activities (OAA): problem solving activities, team work and cooperation activities, orienteering activities.
  • Invasion games: activities that develop skills and tactics that can be transferred into netball, basketball, football, handball, rugby and other invasion sports.
  • Athletics: running for speed & distance, different jumping and throwing styles & techniques.
  • Striking & fielding: activities that develop skills and tactics that can be transferred into cricket, rounders, baseball, softball.


We also carefully construct the curriculum for gymnastics, dance and swimming. 

Gymnastics: We have highly-experienced, specialist gym coaches. There are three core areas for gymnastic progression in skills. All three elements are taught explicitly and progressively from Year 1 to year 6:

  • Strength and flexibility
  • Floor
  • Vault

Dance: Dance is a very well established and successful part of our creative and physical curriculum and the engagement at all ages is exceptionally high. Children develop their creative and choreographic skills through a balance of physical exploration and set tasks. Our carefully designed units of work build progressively and incorporate a  huge range of dance styles and musical genres ensuring children experience the diversity, history and culture of dance around the world and through the ages. Some units of work build on learning in other areas of the curriculum, but many stand alone.The core elements of our dance curriculum are:

  • Composition and Performance: Through a range of stimuli children explore their ideas selecting and refining their actions to compose short movement phrases as a solo with partners, small groups or as a whole class. Children experience a range of dance genres which may link to other areas of the curriculum where appropriate.
  • Performing: Every lesson involves opportunities to perform. Children develop confidence and self-esteem by celebrating and sharing their work with each other. Final pieces are usually performed to a wider audience.
  • Appreciation: Children observe and each other to encourage observation, evaluation improvement through using appropriate dance vocabulary and improvement through their accurate evaluation.

Swimming: Swimming is the only sport to be included within the national curriculum PE programme of study. Each pupil is required to be able to do the following:

  • Perform safe self-rescue in different water based situations
  • Swim competently, confidently and proficiently over a distance of at least 25 metres (children who have not achieved this are supported by the school to attend additional swimming classes)
  • Use a range of strokes effectively, for example, front crawl, backstroke and breaststroke.


We are proud that:

  • We invest in excellent, experienced specialist teachers and coaches, with high quality training and great sustainable resources, for all areas of PE. We use our PE and Sport Premium funding to support this. 
  • We hold an exciting and inclusive sports day on Clapham common every year for each key stage
  • We participate in multiple Wandsworth School Games competitions, and festivals organised through links with local schools
  • We are competition winners across many sports - for example multiple awards as gymnastics champions in Wandsworth borough and across our region
  • We regularly take part in dance events, such as the ‘Big Dance’ (where the whole school learns and performs a dance routine at  the same time), the Great British Dance Off, and a variety of dance competitions
  • Every year, our Year 6 leavers participate enthusiastically in a dance flash mob!
  • We find opportunities for children to share their learning with friends and families, for example through performances at the ends of specific projects
  • Belleville children have been selected to audition for Royal Opera House operas, and to be taught by the Royal Academy of Dance
  • We offer a wide range of morning and after school sports clubs (run by PE staff as well as external specialist providers) to ensure that we offer as broad a range of activities as possible. These clubs change termly and include cricket, netball, athletics, dodgeball, gymnastics, rugby, football, dance, rounders. We offer a mixture of inclusive clubs (open to all) and selective clubs (e.g. for teams, squads and competitions).