Peterchurch Primary School




Through the curriculum, pupils develop: 

  • An ability to be reflective about their own beliefs (religious or otherwise) and perspective on life 
  • Knowledge of, and respect for, different people’s faiths, feelings and values 
  • A sense of enjoyment and fascination in learning about themselves, others and the world around them 
  • Use of imagination and creativity in their learning 
  • Willingness to reflect on their experiences 

In our school

Assemblies/collective worship: recognises key religious festivals; diversity; equality 

Harvest Festival (charity); other charity events e.g. Comic Relief, Children in Need 

Easter and Christmas services 

RE curriculum – Big Question approach 

Weekly celebrtion assemblies 

PSHE curriculum 

Behaviour Policy built around reflection and school values 




Through the curriculum, pupils develop: 

  • An ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, and to recognise legal boundaries and, in doing so, respect the civil and criminal law of England 
  • An understanding of the consequences of their behaviour and actions 
  • An interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues 

In our school

Behaviour Policy built around reflection and school values 

Assemblies regularly explore/link to British Values 

Achievements celebrated with ‘Notes home’ and celebration assemblies 

Values promoted across the school 

History curriculum  

Anti-bullying week 

Online Safety curriculum and assemblies 

Online PSHE sessions: Healthy, Happy Me; My Healthy Brain and Body; What makes me Me; Choices 

Reading bookmark reward/recognition 

PSCO link – assemblies and visits




Through the curriculum, pupils develop: 

  • A use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds 
  • A willingness to participate in a variety of communities and social settings, including by volunteering, co-operating well with others and being able to resolve conflicts effectively 
  • An acceptance of and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. They will develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain 

In our school

Competitive sports days 

Learning/talk partners used in assemblies and classrooms 

Play Leaders 

Competitive sporting events 

Performances: assemblies, Harvest, Easter and Christmas services 

Music performance assemblies 

Themeatic/enhancement days – dressing up, creative tasks 

Year 6 residential 

Y4 and Year 5 Trewern outdoor adventure days 

Forest School 

After-school clubs 

Run for Life 

RE and PSHE curriculums 




Through the curriculum, pupils develop: 

  • An understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others  
  • An understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain  
  • An ability to recognise, and value, the things we share in common across cultural, religious, ethnic and socio-economic communities 
  • A knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain 
  • A willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities 
  • An interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity 
  • An ability to understand, accept and respect diversity (as shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities) 

In our school

Assemblies – diversity, Black History month 

Sports day 

Attending competitive sporting contests 

After-school clubs e.g. dance, coding, creative writing, art and design 

French lessons 

Music lessons with cultural link 

History and Geography curriculum 

Celebration assemblies 

Art and DT lessons 

Drama sessions e.g. in English 

European week 



  • Developing confidence and expertise in language, which is an important aspect of individual and social identity 
  • Enabling pupils to understand and engage with feelings and values embodied in high quality poetry, fiction, drama, film and television. 
  • Developing pupils’ awareness of moral and social issues in fiction, journalism, television and film. 
  • Helping pupils to understand how language changes over time, the influences on spoken, and written language and social attitudes to the use of language. 
  • Learning about different cultures by studying traditional stories from around the world. 


  • Encouraging pupils to reflect on the wonder of the natural world. 
  • Awareness of the ways that science and technology can affect society and the environment; ï‚· Consideration of the moral dilemmas that can result in scientific developments. 
  • Showing respect for differing opinions, on creation for example. 
  • Co-operation in practical enquiry and investigative work. 
  • Raising awareness that scientific developments are the product of many different cultures 


  • Learning about the development of British society 
  • Enabling pupils to reflect on issues such as slavery, the holocaust and Imperialism; 
  • Showing an awareness of the moral implications of the actions of historical figures 


  • Opportunities for reflection on the creation, Earth’s origins, its future and diversity 
  • Reflection on the fair distribution of the Earth’s resources and issues surrounding climate change 
  • Studies of people and physical geography provides children with the chance to reflect on the social and cultural characteristics of society. 


  • Preparing children for the challenges of living and learning in a technologically-enriched, increasingly inter-connected world 
  • Making clear the guidelines about the ethical use of the internet 
  • Acknowledging advances in technology and appreciation for human achievement 
  • Informing children about safe use of the internet. 


  • Activities involving co-operation, teamwork, competition, rules, self-discipline and fair play 
  • Exploring the sports and traditions of a variety of cultures 
  • Activities that provide opportunities for self-reflection, awareness and challenge 


  • Art lessons which develop children’s aesthetic appreciation 
  • Consideration of art which evokes feelings of awe and wonder 
  • Giving pupils the chance to reflect on nature, their environment and surroundings; ï‚· Studying art with spiritual or religious themes, issues raised by art which concerns ethical issues, such as war paintings. 
  • Broadening children’s cultural awareness through study of not only British artists, but those who have had impact from across the globe. 


  • Music lessons which develop children’s aesthetic appreciation 
  • Consideration of music which evokes feelings of awe and wonder 
  • Learning about different cultures by listening to traditional music from around the world. 


  • Opportunities to reflect, to develop curiosity and a questioning approach – discussing issues and themes 
  • Learning about key beliefs of different world faiths including Christianity, Judaism, Sikhism, Islam, Buddhism and Hinduism 
  • Consideration of a range of moral issues – right and wrong, justice, war and suffering, care for the environment etc. 


  • Reflection on products and inventions, the diversity of materials and the ways in which design can improve the quality of our lives 
  • Awareness of the moral dilemmas created by technological advances 
  • Consideration of how different cultures have contributed to technological advances 
  • Opportunities to work as a team, recognising others’ strengths and working cooperatively. 


  • Learning about French culture and customs 
  • Developing social skills through communicating with learning partners 
  • Listening skills are improved through oral/aural work. 


  • Give pupils the knowledge and develop the self-esteem, confidence and self-awareness to make informed choices and decisions; 
  • Encourage and support the development of social skills and social awareness; 
  • Enable pupils to make sense of their own personal and social experiences; 
  • Promote responsible attitudes towards the maintenance of good physical and mental health, supported by a safe and healthy lifestyle; 
  • Enable effective interpersonal relationships and develop a caring attitude towards others;  
  • Encourage a caring attitude towards and responsibility for the environment;  
  • Help our pupils understand and manage their feelings, build resilience and be independent, curious problem solvers; 
  • Understand how society works and the laws, rights and responsibilities involved.