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Our intention at Buckingham Park Primary school is to have a clear progression in the understanding of French taught throughout Key Stage 2. We endeavour to teach and encourage our children to develop an interest in learning a modern foreign language, in a way that is enjoyable and inspiring. We make every effort to stimulate and encourage children’s curiosity about language and help children develop their awareness of cultural differences in other countries. We strive to embed the skills of listening, speaking, reading and writing skills necessary to enable children to use and apply their French learning in a variety of contexts. This lays the foundations for further progression and future language learning, preparing children to be a global citizen.



Using the Salut! programme resources, we base our teaching of French on our curriculum map for languages, which is well sequenced and progressive. It identifies the outcomes we expect children to reach at the end of each year group.

A variety of techniques, are used to encourage the children to engage actively in the language: these include playing games, role-play and songs. We use commercially produced language learning programmes incorporating videos and recordings, which allow the children to listen and imitate a native speaker. Where appropriate we may use puppets or soft toys to demonstrate the foreign language. We use mime to accompany new vocabulary in the foreign language, as this teaches the language without the need for translation.

Initially we place more emphasis on listening and speaking skills than on reading and writing skills. We also use a multi-sensory and kinaesthetic approach to teaching, i.e. we try to introduce a physical element into some games, as we believe that this serves to reinforce memory. The lessons are as entertaining and enjoyable as possible, as we realise that this approach serves to develop a positive attitude in the children to the learning of modern foreign languages. We build children’s confidence through constant praise for any contribution they make in the foreign language, however tentative.

We hold a whole school French day, which involves the children fully experiencing the culture and language of France; eating French food, singing songs, playing French games, speaking and listening in French as much as possible throughout the day.


Our curriculum,  teaches children to understand the relevance of what they are learning in French and how it relates to everyday life and travel. At the end of their learning at Key Stage 2 children will be able to listen, speak, read and write in French competently in severla areas. The impact of the French curriculum at Buckingham Park school allows all children to achieve at least age-related expectations, with many children attaining above expected progress.



At Buckingham Park Primary School, we are committed to providing all children with learning opportunities, which engage them in music. This policy sets out a framework within which teaching staff can give guidance on planning, teaching and assessment. It has been developed through a process of consultation with school staff and governors.

Intent: Why do we teach music?

At Buckingham Park the intention is that children gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres. Our objective at Buckingham Park is to develop a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music, and an unbiased respect for the role that music may wish to be expressed in any person’s life. We are committed to ensuring children understand the value and importance of music in the wider community, and are able to use their musical skills, knowledge, and experiences to involve themselves in music, in a variety of different contexts.

Implementation: What do we teach?

Children learn music through the Charanga music scheme. The music curriculum ensures children sing, listen, play, perform and evaluate. This is embedded in the classroom activities as well as the weekly singing assemblies, various concerts and performances, and the learning of instruments. The elements of music are taught in the classroom lessons so that children are able to use some of the language of music to dissect it, and understand how it is made, played, appreciated and analysed. In the classroom children follow Charanga which enables children to understand musical concepts through a repetition-based approach to learning. Learning about the same musical concept through different musical activities enables a secure, deep learning and mastery of musical skills. The scheme allows a progressive approach which enables children to embed a deeper learning, knowledge, understanding and skills.

Whilst in school, children have access to a varied programme, which allows children to discover areas of strength, as well as areas they might like to improve upon. The integral nature of music and the learner creates an enormously rich palette from which a child may access fundamental abilities such as: achievement, self-confidence, interaction with and awareness of others, and self-reflection. Music will also develop an understanding of culture and history, both in relation to students individually, as well as ethnicities from across the world. Children are able to enjoy music, in as many ways as they choose- either as listener, creator or performer. They can dissect music and comprehend its parts. They can sing and feel a pulse. They have an understanding of how to further develop skills less known to them, should they ever develop an interest in their lives.



At Buckingham Park Primary School, in addition to teaching the main six religions (Christianity, Islam, Hinduism, Buddhism, Sikhism and Judaism) we will also use religious festivals throughout the year for special days within school such as Harvest festivals, Christmas, Easter, Diwali, Rosh Hashanah and Ramadan.

Our RE curriculum helps our pupils develop their spiritual, moral, social, cultural and personal development and wellbeing. It supports them in finding out who they are and what they believe in, as well as that of others. Our teaching and behaviours are rooted in mutual respect and tolerance of those of different faiths and beliefs.


We follow the RE curriculum guidance given by West Sussex County Council and alongside this, plan using ‘Discovery RE’; an enquiring approach to the teaching and learning of Religious Education.

RE in the Early Years

RE is a compulsory part of the basic curriculum for all Reception age pupils. RE in the Early Years is taught using the following topic based approach throughout the year; Special People, Christmas, Easter, Story Time and Special places.

Within RE lessons KS1 children :

  • Recall and name different beliefs and practices, including festivals, forms of worship, rituals and ways of life, in order to find out about the meanings behind them.
  • Retell and explore the meanings of some religious and moral stories, explore and discuss sacred writings and sources of wisdom, and recognise the traditions behind them.
  • Recognise some of the symbols and actions that express a religious community’s way of life, looking at similarities between them.
  • Ask and respond to questions about what individuals and communities do, and why, so they can identify what it means to be a part of a community.
  • Observe and recount different ways of expressing identity and belonging.
  • Notice and respond to some of the similarities between different religions and worldviews.
  • Explore questions about belonging, meaning and truth so that they can express their own opinions and ideas in response, using words, music, art or poetry.
  • Find out about and respond to examples of cooperation between people who are different.
  • Find out about questions of right and wrong and begin to develop and express their own opinions.
  • Within RE lessons KS2 children will:
  • Describe and make connections between different features of the religions and worldviews they study, discovering more about celebrations, worship, pilgrimages and the rituals which mark important points in life, in order to reflect on their significance.
  • Observe and understand varied examples of religions and worldviews so that they can explain, with reasons, their meanings and significance to individuals and communities.
  • Discuss and present thoughtfully their own and others’ views on challenging questions about belonging, meaning, purpose and truth, applying ideas of their own in different forms including (e.g.) reasoning, music, art and poetry.
  • Describe and understand links between stories and other aspects of the communities they are investigating, responding thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different communities.
  • Understand the challenges of commitment to a community of faith or belief, suggesting why belonging to a community may be valuable, both in the diverse communities being studied and in their own lives.
  • Consider and apply ideas about ways in which diverse communities can live together for the wellbeing of all, responding thoughtfully to ideas about community, values and respect.
  • Explore and describe a range of beliefs, symbols and actions so that they can understand different ways of life and ways of expressing meaning.
  • Observe and consider different dimensions of religion, so that they can explore and show understanding of similarities and differences within and between different religions and worldviews.
  • Discuss and apply their own and others’ ideas about ethical questions, including ideas about what is right and wrong and what is just and fair, and express their own ideas clearly in response.

Curriculum enrichment

Children will have many opportunities throughout the year to visit places of worship and visits from those of other faiths, which will enhance their cultural knowledge.


  • As a result of this RE curriculum, our pupils will have a wider understanding of the world’s religions and will have developed their views on world issues. They will be able to speak confidently and be able to debate their own opinions when discussing religion with others. We promote the core British value of ‘an acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour.’ (Promoting fundamental British values as part of SMSC in schools. Departmental advice for maintained schools November 2014)




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