Foundation subjects

Languages

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We aim for our language education to foster pupils’ curiosity and deepen their understanding of the world; enable pupils to express their ideas and thoughts in another language; and understand and respond to its speakers, both in speech and in writing. Our current language provision is French

Belleville has a significant French speaking population (around 10%) and beyond the school day, many children also participate in extra-curricular ‘French between the Commons’ sessions, which follow the national French curriculum.

French is taught from Year 1 to Year 6. All children from year 2 to year 6 have weekly French lessons during the year. French is taught by a specialist teacher.

The core elements of our curriculum are:

  • Listening
  • Speaking
  • Reading
  • Writing

Our scheme of work follows four stages:

  • Stage 1: Introduce basic, essential language like colours and numbers; use simple verb forms
  • Stage 2: Introduce some more varied language and sentence structures; use sentences in the third person.
  • Stage 3: Develop more complex vocabulary and sentence structures; learn to use adjectives to add detail to sentences; talk about hobbies and holidays.
  • Stage 4: Introduce other tenses; use the perfect and near future tenses; talk about what we have seen and done, and what we are going to do in the future.

All lessons allow children to develop their  language skills in relevant, engaging and meaningful contexts. Learning happens through a  great range of interactive activities, role-play, songs, games and stories. In the earlier stages of language learning the focus is on speaking and listening.

We are proud that:

  • Every year, Year 3 pupils are invited to participate in a live French performance in school
  • Year 5 and 6 take part in pen pal friend activities. They write letters or cards into French and/ or into English.
  • We support a French story book subscription with French publisher ‘L’ecole des Loisirs’ - parents can join for children to receive a book at the beginning of each month

     

ICT and Computing

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At Belleville our aim is that by the end of their time with us, children are able to support and enrich their learning through the use of technology.

They will communicate, express themselves and develop ideas through the use of a number of different technologies.

ICT is integrated throughout the curriculum and we are very well resourced, with a range of equipment such as computers, laptops, ipads and interactive whiteboards. 

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.


History

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History is the process of enquiry:

  • the search for evidence
  • the examination of evidence
  • the recording of evidence
  • the interpretation and weighing of different sorts of evidence.

History is the product of imaginative reconstruction: because evidence is nearly always incomplete and fragmentary, we imagine (speculate, hypothesise) how it might have been and we fill in the gaps left by the evidence.

History is describing and explaining the past: having synthesised the narrative and arguments based on evidence. History is NOT presenting the past as a series of uncontested facts or literal truths.


A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.


Geography

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A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

The national curriculum for geography aims to ensure that all pupils: 

  • develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
  • are competent in the geographical skills needed to:
  • collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
  • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

     

Religious education (RE)

RE is not part of the national curriculum. In RE children learn about and from religions and world views in local, national and global contexts, to discover, explore and consider different answers to questions that arise. They learn to weigh up the value of wisdom from different sources, to develop and express their insights in response, and to agree or disagree respectfully.

All children from Reception to Year 6 have RE lessons during the year.

In Reception, RE is taught through the Understanding our world are of learning.

From Year 1 to Year 6 RE is taught termly through a series of RE days. From Year 2 to Year 6 children visit a different place of worship.

The themes of the units are regularly visited through assemblies at different points of the year.

The core elements of our curriculum are:

  • Learning about religion and beliefs
  • Learning from religion and beliefs


Children learn about and from Christianity, Hinduism, Sikhism, Islam, Judaism and Humanism. They learn about the leaders, artefacts, key holy books, festivals and celebrations of the different religions. They learn about building respect and tolerance for different religious beliefs. They also explore religion and belief in the contexts of key topics such as belonging; war and suffering; poverty and wealth.

We offer a range of interesting RE visits. Children visit a Sikh Gurdwara, a Hindu temple, a mosque, a church and a synagogue throughout their time at Belleville.


Personal, Social, Citizenship and Health Education (PSCHE)

PSCHE does not currently have National Curriculum objectives but there is a clear requirement that schools promote the spiritual, moral, cultural, mental and physical development of pupils and should make provision for PSCHE, drawing on good practice.

Belleville’s PSCHE provision focuses on helping children develop the skills to build and maintain friendships, to recognise and manage their emotions, to know how to keep themselves safe, to understand and manage change in their lives, including as their bodies change and for Year 6 children, the change as they transfer to secondary school.

The new Relationships Education primary curriculum will be part of our PSCHE provision. This aims to put in place the building blocks needed for positive and safe relationships of all kinds - including how to treat each other with kindness, and recognising the difference between online and offline friendships.