At Hollinswood Primary School, writing is taught to ensure a progression of skills across the school. Throughout their learning journey at Hollinswood, our pupils develop a clear understanding of the structural and language features associated with different genres of writing. We also endeavour to ensure children are provided with an abundance of opportunities to apply their skills to a range of different genres and contexts.
At Hollinswood, we believe children should understand the purpose to their writing and we have adopted an approach where children are taught and recognise the four main different purposes for writing:
Across both Key Stage 1 and 2:
Across Key Stage 2:
Year 5 and Year 6:
Embedded within the teaching of writing, is clear reference to the vocabulary and grammatical concepts outlined in the national curriculum Primary Curriculum 2014 and children are encouraged to make an informed choice on the appropriate grammar and vocabulary that is suitable for the purpose of their writing.
Our progression grids for each purpose of writing reflect our ethos that learning should build on prior knowledge and skills:
Our long term plan ensures children have the opportunity to embed new knowledge and skills by focusing on a purpose for writing for a whole half term.
We strongly believe that this approach enables children to choose the appropriate form and content to suit the purpose and audience. This prepares them for the wider world.
At Hollinswood Primary School, we follow the Active Learn Bug Club phonics programme. Children are taught at a stage appropriate to them and this allows them to understand how the sound of each letter (phoneme) links to the way in which that letter is written (grapheme).
In the Foundation stage (Nursery and Reception) and Key Stage One, all pupils take part in a daily phonics session, building on and extending their knowledge. They are taught to distinguish between every day sounds, segment and blend words together and read/spell tricky words - which are the ones we cannot sound out . See list of tricky words taught at each phase below.
Children are tracked carefully through the phases to ensure they are making good progress. The link to the video below can be used to help with the way we articulate each phoneme (letter sound).
All children in Key Stage One and Foundation have access to the Bug Club website through Active Learn which they can use both in school and at home. Teachers will allocate books to children according to their phonetic ability. Reception classes use the resources from Active Learn to plan and deliver their lessons.
Here are useful guides giving you more information about our teaching of phonics:
Here is the link to access Bug Club at home: https://www.activelearnprimary.co.uk/
Please ask your child’s teacher if you cannot remember the log on details.
The majority of children in Key Stage Two will receive daily grammar and spelling lessons. Children in Key Stage Two who need further support with phonics will also follow the Active Learn programme.
At Hollinswood Primary School we recognise the importance of children learning to read using decodable texts.
Children are provided with reading books that match their current phonic ability. This allows them to practise and apply their developing phonic knowledge. We have a range of phonically decodable books from a variety of publishers including: Oxford Reading tree, Rigby Star and Pearson Bug Club. These books follow the phonics scheme that we use to reinforce the learning through Guided reading. The books are book banded to support children when choosing books to take home.
Across the school Guided Reading takes place daily. Teachers plan and deliver sessions which focus on key questions to challenge their ideas about a text and develop their abilities to deduce, infer and predict what may happen next.
From Year 2 (when appropriate) and onwards, teachers deliver whole class guided reading sessions where children access age-appropriate texts through differentiated tasks. This ensures that all children can access the same text at a level that matches their reading ability.
Children engage in whole class discussions and debate linked to the text which we believe fosters a whole class reading community to encourage children to develop a love for reading. We ensure a range of genres/authors are used in whole class reading sessions, so children are exposed to a range of writing styles. See long term plan.
To assess children in reading, our reading response questions are linked to the reading assessment skills (see links below). These skills are consistently used by teachers to assess the comprehension level of each pupil and to assess areas that need targeting.
In Foundation and Year 1 children will read a text with their teacher which matches the phonemes they have been learning that week and matched to their phonic ability.
To encourage independence and to foster a love for reading, all children will take home a book to read matched to their reading level. In Key Stage One and the Foundation Stage a book closely matched to their phonetic ability is chosen by the class teacher. In addition to this, they will take home a book to read for enjoyment. This book will be chosen by the children and changed weekly. In KS2, books are banded according to reading age, and the complexity in themes. Children are regularly assessed to determine their reading age and are encouraged to choose an independent reader within that colour band. The colour band used in KS2 progresses from KS1 therefore ensuring continuity and clear progression in the complexity of texts across the school.
To promote reading independence and to encourage a love for reading, all classes are equipped with an abundance of books for the children to take home. Each class library consists of fiction, non-fiction, and a range of genres eg adventure, mystery, science fiction etc. Staff at Hollinswood regularly replenish the class libraries to ensure a breadth of books are available to cater for a range of interests.
Parents are encouraged to support their child become a fluent reader in a range of ways:
- We provide information about phonics to support parents at home.
- Reading workshops for parents during the Autumn term
- Parents are invited into school across the year to observe the teaching of phonics and reading.
- Engage with whole school initiatives such as reading challenges.
- Access additional reading support such as Bug Club through Active Learn:
- Ensure that reading at home is recorded in their reading diaries.
Recommended Family Reads
Happy reading 📚😁📚
At Hollinswood Primary School, we follow the White Rose approach to mastery mathematics. This approach breaks the steps outlined in the national curriculum into small steps; with each step building and developing on the previous step. Furthermore, children firstly develop a strong foundation in their fluency with mathematics which is about secure arithmetic and place value understanding. Once this is mastered and secured the children are encouraged to apply this understanding within linked reasoning and problem solving tasks.
How do we teach mathematics?
Throughout the foundation stage, we provide children with opportunities to develop and improve their skills in counting, understand and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measure. This is all completed with children being given access to practical resources to develop their fluency skills and secure a clear understanding of the value of numbers. Reasoning is developed through the children describing what they see and discussing problems within a variety of different real contexts.
In Key Stage One, we ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This involves working with numerals, words and the four operations. In each area of the four operations children secure their understanding through the use of practical equipment and resources. Pupils are also encouraged to develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. They are also taught about using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. By the end of year 2, pupils are expected to know the number bonds to 20 and be precise in using and understanding place value. Fluency and a secure understanding of number is placed into a variety of problem solving contexts in order to further reinforce their mathematical understanding.
In lower key stage 2 is pupils are given the learning opportunities and teaching to become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. They are also taught and develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. Pupils also develop their ability to solve a range of problems, including with simple fractions and decimal place value. They are also taught to draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. Pupils are taught to and have the opportunity to use measuring instruments with accuracy and make connections between measure and number. By the end of year 4, pupils are expected to have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.
Our focus in mathematics in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. They are taught to develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. Pupils develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.
Fluency within each step in the national curriculum is the cornerstone to our approach at Hollinswood Primary School. Each lesson is built around a secure understanding of arithmetic and number place value before the children are then encouraged to apply this knowledge to more challenging contexts. The calculation policy which is attached outlines methods we use to teach fluency and arithmetical skills.
We see a five-step progression in reasoning: a spectrum that shows us whether children are moving on in their reasoning from novice to expert. Every child is given the opportunity to deepen their reasoning and problem solving skills. This is how we develop pupils reasoning and mathematics skills.
Step one: Describing- simply tells what they did or what they can see.
Step two: Explaining- offers some reasons for what they did. These may or may not be correct. The argument may yet not hang together coherently.
Step three: Convincing- confident that their chain of reasoning is right and may use words such as, ‘I reckon’ or ‘without doubt’. The underlying mathematical argument may or may not be accurate yet is likely to have more coherence and completeness than the explaining stage.
Step four: Justifying- a correct logical argument that has a complete chain of reasoning to it and uses words such as ‘because’, ‘therefore’, ‘and so’, ‘that leads to’ ... (Specialising - is about starting with something general and seeing what it tells us about a specific case. Generalising - is about starting with specific cases and becoming less specific.)
Step five: Proving- a watertight argument that is mathematically sound, often based on generalisations and underlying structure.
Progression grids, relevant polices and documents:
The White Rose Website has schemes of learning that are followed in school. These indicate the approach to breaking the curriculum objective into small steps.
What is Science?
Science allows pupils to develop an understanding of the nature, processes and methods of Science through different types of Scientific enquiries that helps them to answer scientific questions about the world around them.
Science is understanding the world through the specific disciplines of biology, chemistry and physics. Science can be used to explain what is occurring, predict how things will behave and analyse causes.
What are pupils taught in Science?
In EYFS Children make observations of animals and plants and explain why some things occur and talk about changes. They make observations of animals and plants and explain why some things occur and talk about changes. Children know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently. Children know about similarities and differences in relation to places, objects, materials and living things.
In Key Stage 1 pupils experience and observe phenomena, looking more closely at the natural and humanly constructed world around them. They are encouraged to be curious and ask questions about what they notice. They are helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information. Pupils use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways.
In Key Stage 2 pupils are taught to broaden their scientific view of the world around them. They do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. In upper key stage 2 pupils develop a deeper understanding of a wide range of scientific ideas.
What is Geography?
Geography is about developing the knowledge of diverse places, people, resources, and natural and human environments. This equips us to gain a deeper understanding of the Earth’s physical and human processes.
What are pupils taught in Geography?
In EYFS pupils explore the similarities and differences in relation to places, objects, materials and living things. Pupils learn about different communities and traditions and compare themselves to others in their local environment.
In Key Stage 1 pupils develop knowledge about the world, the United Kingdom and their locality. Pupils also use subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.
In Key Stage 2 pupils extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. Pupils develop their use of geographical knowledge, understanding and skills (including fieldwork) to enhance their locational and place knowledge.
Click here for the progression grids which show how knowledge and skills progress across the whole school.
What is history?
History is the teaching and learning of past events, showing an understanding of why and how things occurred, being able to think critically about the past and challenge ideas using evidence. At Hollinswood Primary School, we develop pupil’s knowledge and skills in order to ensure they grasp the fundamental aspects of history as a subject. We encourage the children to develop skills and the relevant vocabulary linked to these skills, which you will see outlined in the history knowledge and skills documents attached to this page.
What are pupils taught in history?
In EYFS elements of that are linked to the national curriculum in history. These fall under the Understanding the World and more broadly encouraging the children rich opportunities to develop their Communication and language skills through a variety of learning opportunities linked to history. These statements can be found in the EYFS statutory framework and are defined in the skills and knowledge progression grid.
In Nursery the children begin to link this subject to significant events in their own experience and to recognise and describe special times or events for family or friends. In reception, children are given the learning opportunities to: talk about past and present events in their own lives and in the lives of family members, know that other children don’t always enjoy the same things, and are sensitive to this, know about similarities and differences between themselves and others, and among families, communities and traditions.
In Key Stage One, pupils are given opportunities to develop an awareness of the past, using common words and phrases relating to the passing of time. They are also taught to know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. Further to this, they are encouraged and expected to use a wide vocabulary of everyday historical terms. Their enquiry skills are at the heart of the learning process and they ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They are also taught to understand some of the ways in which we find out about the past and identify different ways in which it is represented.
In Key Stage Two, pupils are given learning opportunities to continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. Furthermore, they are taught and encouraged to note connections, contrasts and trends over time and develop an appropriate use of historical terms. Again enquiry skills are fundamental and are used regularly to address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. Built into learning sequences is the opportunity to construct informed responses that involve thoughtful selection and organisation of relevant historical information. They do this by being taught to use and understand how our knowledge of the past is constructed from a range of sources. Overall the narrative and link of events is encouraged by ensuring that progression is made in pupils chronological understanding across the whole school and that by year six pupils can connect events across a longer time period.
The above statements are broken down and defined into five elements within the progression documents and the vocabulary across each area is progressed. They are Knowledge and understanding of events, causation and change (the what and why of the past); historical interpretation (uncovering the past); historical enquiry (investigating and developing questioning skills) and Chronological Understanding (when things happen). See the skills grid attached here and examples of these skills in the pictures below.
What is Design and technology?
Design and Technology is an inspiring, hands-on and unique subject. Using their creativity and imagination, pupils can design and make the most innovative products for a variety of different purposes. Through Design and Technology, pupils can listen to and adopt the ideas of others and create something fantastic that could support their community.
What are pupils taught in Design and Technology?
In EYFS pupils use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
In Key Stage 1 pupils explore and build structures and mechanisms such as levers, sliders, wheels and axles. The pupils also explore joining and finishing techniques in textiles.
In Key Stage 2 pupils explore more complex structures and mechanical systems such as gears, pulleys, cams, levers and linkages. They also use electrical systems in their products and apply their understanding of computing to program, monitor and control their products.
Pupils in both key stages are also taught how to cook and apply the principles of nutrition and healthy eating.
Pupils follow a simple process when making a product:
Design Make Evaluate
See below for the progression grids which show how knowledge and skills progress across the whole school:
Photos of products
See below for examples of products that children make:
What is Computing?
Computing has links with mathematics, science and design and technology. 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. 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.
What are pupils taught in Computing?
In EYFS pupils learn about cause and effect through programmable toys such as Beebots and robot mice. They will also use simple programs on the computer.
In Key Stage 1 children continue to learn through programmable toys and will start to create their own simple programs. They will begin to learn to code and be introduced to algorithms. They will create, edit and save content in programs such as Word or Purple Mash. Pupils also begin to learn about keeping safe online.
In Key Stage 2 pupils will continue their coding journey using a variety of apps and programs such as 2Code and Scratch. They will collect, analyse and present data in a variety of ways and discover how to use search engines effectively. Pupils will learn how to keep themselves safe online, on social media and in computer games.
Here are some of the sites the children regularly use in their Computing lessons –
Follow the link for the progression grids which show how Computing knowledge and skills progress across the whole school:
Below is a useful video from code.org which explains the importance of teaching coding.
What is music?
Music is an art form that puts sounds together in a way that people like or find interesting. Most music includes people singing with their voices or playing musical instruments. It can be used to express a range of experiences, environments and emotions.
What are pupils taught in music?
Children sing songs, make music and dance. Children experiment with different sounds and ways of changing them. They experience music from around the world.
Key Stage 1
Children are taught to, use their voices expressively and creatively by singing songs and speaking chants and rhymes. They play tuned and un tuned instruments musically. The children have the opportunity to, experiment with, create, select and combine sounds using the different dimensions of music.
Key Stage 2
Children are taught to play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression. Children will improvise and compose music for a range of purposes using the different dimensions of music. Children will use and understand staff and other musical notations.
In Harmony is a national programme that aims to inspire and transform the lives of children, using the power and disciplines of ensemble music making. The children are taught to read music and play instruments by professional musicians. Year groups learn different instruments, so that orchestras can be formed where the children play together.
These are the instruments currently being taught:
Violin and cello
Violin and cello
Flute and clarinet
Trumpet, trombone and French horn
Click here for the progression grids which show how knowledge and skills progress across the whole school.
Photos of music:
Children at Hollinswood have the opportunity to be part of a choir. The choir have take part in lots of different events throughout the year.
What is art?
Art at Hollinswood gives our pupils the opportunity to develop art as a means of communication, being able to convey their own ideas and feelings. It also supports them in seeing and understanding the world and developing their own perspectives.
We want out children to foster an enjoyment and appreciation of the visual arts, and a knowledge of artists, craftspeople and designers.
What are pupils taught in Art?
In EYFS children develop expressive arts and design as well as developing being imaginative.
In Key Stage 1 children should be taught to use a range of materials creatively to design and make products and to drawing, painting and sculpture to develop and share their ideas, experiences and imagination.
In Key Stage 2 Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.
Here is a link to the Art progression grid.
What is PE?
In physical education we provide an exciting, balanced and varied programme of activities and a range of sports that will contribute to each child's physical and emotional development. We strive to create a positive attitude towards P.E with correct teaching. It is hoped that the children will gain enjoyment from physical education and pursue sporting activities in their private lives, thus promoting a healthy lifestyle. All pupils from Years 1 – 6 participate in two weekly PE lessons lead by a specialist sports coach or their class teacher.
What are pupils taught in PE?
In EYFS pupils focus on developing the FUNdamentals of movement (FOM), with particular focus on exploring a variety of ways on how to move your body in a controlled manner.
In Key Stage 1 pupils focus on FUNdamental movements skills (FMS) to hone in on coordination skills such as throwing, catching, running, jumping, balancing and performing sequences of movement.
In Key Stage 2 pupils develop and refine their FOM & FMS and apply them to a variety of games/sports such as football, hockey, rounders, gymnastics etc. The competition element of sport also starts to be introduced so pupils begin to develop tactical and teamwork skills.
All pupils will follow a simple process for each session:
Warm up Skill activity Game activity Cool down
We provide a number of ‘extra-curricular' sport sessions as we feel physical potential can be enhanced by including children in teams for internal and external competitive events.
Here is a link to the PE progression grid.
What is PSHE?
PSHE education is a subject through which pupils develop the knowledge, skills and attributes they need to keep themselves healthy, safe and prepared for life and work. At Hollinswood Primary School, we follow the ‘Jigsaw’ programme. Jigsaw is a unique, progressive and effective scheme of work, aiming to prepare young people for life, helping them really know and value who they are and understand how they relate to other people in this ever -changing world.
What are pupils taught in PSHE?
In EYFS, the children begin working on recognising and managing their feelings and look at how to face challenges. They begin to learn about how similarities and differences are celebrated and are introduced to the key relationships in their lives.
In Key Stage 1, children talk about rights and responsibilities; how to work collaboratively, how to listen to each other and how to make their classroom a safe and fair place. They learn about similarities and differences and that it is OK for friends to have differences without it affecting their friendship. Children discuss perseverance when they find things difficult as well as recognising their strengths as a learner. They talk about making healthy choices and learn about how family relationships widens to include roles and responsibilities in a family and the importance of co-operation, appreciation and trust.
In Key Stage 2, children talk about their own behaviour and how their choices can result in rewards and consequences. They learn about differences and similarities and that for some people, being different is hard. The children talk about their own strengths, further stretching themselves by setting challenging and realistic goals and they discuss the learning steps they’ll need to take as well as talking about how to stay motivated. They discuss taking responsibility for their own physical and emotional health and the choices linked to this and learn about the importance of self-esteem and ways this can be boosted.
We include the statutory Relationships and Health Education within our whole-school PSHE Programme.
To ensure progression and a spiral curriculum, we use Jigsaw, the mindful approach to PSHE, as our chosen teaching and learning programme and tailor it to your children’s needs. The mapping document: Jigsaw 3-11 and statutory Relationships and Health Education, shows exactly how Jigsaw and therefore our school, meets the statutory Relationships and Health Education requirements.
See below for the skills and knowledge progression grids for the PSHE Jigsaw programme.
Modern Foreign Languages – Spanish
What is Language Learning?
Language Learning is developing the ability to communicate with others. Learning a foreign language provides an opening to other cultures. It is the expression of ideas and thoughts in another language. It consists of four key skills: reading, writing, speaking, and listening.
At Hollinswood, Language Learning is vibrant and lively. We aim to offer students a series of valuable experiences that cover the different aspects of learning a new language.
What are pupils taught in Spanish?
We are part of the ‘Primary Languages Network’. This scheme has supported us to ensure Language Learning at Hollinswood is engaging, effective and that children excel and enjoy learning Spanish. The teaching and learning of Spanish is new this academic year, therefore all Key Stage Children have begun at ‘Stage 1’ which means that in 4 years time, we will be ‘caught up’ with year groups working at the correct stage.
In EYFS children become aware that there are other languages spoken in the world and have an awareness of Spain as a country and Spanish as a language. EYFS children will listen to songs in other languages, say single words in other languages and recognise books in other languages.
In Key Stage 1 children begin to recognise Spanish as a spoken language when hear and they learn that Spanish is spoken in a different accent. The numbers 1-5 are practised and learnt. Children in Key Stage 1 will understand conversations such as taking turns to speak and they will begin to join in with simple songs and rhymes in Spanish.
In Key Stage 2 Spanish begins to be taught formally. Children learn greetings, numbers, colours, days of the week, months of the year, fruit and vegetables and time phrases. Children develop the ability to have a conversation in Spanish including asking and answering questions and expressing opinions. The four skills of Spanish (Speaking, Listening, Reading, Writing) will develop greatly during Key Stage 2 including taking part in conversations, recognising and reading familiar words and phrases, writing using nouns, adjectives and verbs and understand the main points from a series of spoken sentences.
Click here for the progression grids which show how knowledge and skills progress across the whole school:
Evidence of Spanish Teaching and Learning:
At Hollinswood, Spanish is evidenced on classroom displays, photos, videos and in class ‘floorbooks’. This is so we can capture the speaking, listening, reading and writing skills being developed.
See below for examples of how Spanish is shared across the school.
What is Religious Education
‘All children need to acquire core knowledge and understanding of the beliefs and practices of the religions and worldviews which not only shape their history and culture but which guide their own development. The modern world needs young people who are sufficiently confident in their own beliefs and values that they can respect the religious and cultural differences of others and contribute to a cohesive and compassionate society.’
from NATRE (National Association of Teachers of Religious Education)
All schools have a duty to provide Religious Education and collective worship. RE is an academic subject area and part of the school curriculum.
What are Pupils taught in RE?
At Hollinswood Primary School, we teach RE to all classes using the Telford and Wrekin SACRE curriculum, providing opportunities for the pupils to develop concepts, knowledge, skills and attitudes through questioning and active learning.
‘We are proud to teach inclusive and plural RE, following the local Agreed Syllabus, to all our pupils, and to respect and affirm all the religions and worldviews represented in our community. We are happy to talk to parents about RE. We do not support selective withdrawals from RE’. (T&W Agreed Syllabus 2021).
As the children move through year groups, their learning about Religion and learning from Religion follow a set progression of skills and knowledge. Click here to view our RE Progression Grid.
Our scheme of work and agreed syllabus is found on the Telford and Wrekin SACRE website.
Aims of Religious Education:
- To stimulate interest and enjoyment in Religious Education.
- To prepare pupils to be informed, respectful members of society who celebrate diversity and strive to understand others.
- To encourage students to develop knowledge of the beliefs and practices of religions and worldviews, to develop informed opinions and an awareness of the implications of religion and worldviews for the individual, the community and the environment.
- To enable pupils to consider their own responses to questions about the meaning and purpose of life.
At Hollinswood we endeavour to make Religious Education engaging and with a real – life context through visits, workshops, artefacts and assemblies.
Collective worship (assemblies) represents a powerful way to develop and establish a school’s ethos and values. Schools have a duty to provide collective worship to promote Spritual, Moral and Cultural development. Our assemblies combine opportunities to explore RE, PHSE and other curriculum areas, as well as share news and updates from School groups such as Eco Club, Internet Explorers and the School Council.
Our assembly rota can be seen here: Autumn Term 2021 assemblies
Photos of Teaching and Learning