"We are united towards the same goal - a world class curriculum. As a school leader, I believe this to be the best piece of work that I have been part of." Q1E Deputy Head
Q1E schools have a vibrant and broad ‘wider’ curriculum, rooted in subject disciplines, with connections between subjects to ensure learning is relevant, balanced and coherent.
We have a shared approach to the teaching of maths, reading, writing, science, history, geography, design technology and religious education. Every part of our curriculum is underpinned by our commitment to our LEARN principles to put the learners first and show engagement, ambition, relevance and nurture in the education we provide.
Wherever possible we employ specialist teachers for PE, languages, computing and the arts, to ensure our children have an excellent provision in all subjects. Teachers and children across the Trust benefit from specialist teaching, not only through the teaching they receive in school but through the quality of the shared resources, expertise and skills across the Trust.
We develop our curriculum collaboratively and ensure it is adapted to the local contexts of our schools, to make the most of our relationships and resources. For example, our children study bespoke local history units, study the differences in our school sites and areas in geography, take part in Trust-wide maths, writing and PE competitions and share author visits. Having three other 'partner' schools means children have ready opportunities to present to new audiences and peers on a variety of subjects.
We have an extensive range of contacts who offer assemblies, talks and visits to bring their experience and expertise to our children.
Science
Science is everywhere! Every aspect of our life is filled with science — from a rumbling stomach, to the flat-screen TV on the wall, the clouds in the sky. the trees turning sunlight into the oxygen we need to survive or the smartphone in our pockets.
Through our science curriculum we develop children’s curiosity in how things work, grow their understanding and interest in wanting to learn more about the importance of science and scientists.
We ensure children start with hands-on exploration and discovery.
Our enquiry approach expects and encourages questions to be asked, to develop scientific thinking and for children to work scientifically.
Our curriculum has a high emphasis on the precise use of language and vocabulary to help with accurate conceptual development and articulation of understanding.
We have a comprehensive curriculum covering and extending beyond the National Curriculum. We have developed exciting, contemporary science projects in all year groups allowing children to explore engaging, relevant themes and questions such as:
How long will rubbish last?
How might future technologies affect our lives?
What is biomimicry and how is it used?
How has medicine developed and what will it do next?
Linking with work in geography and RE in particular, our science curriculum seeks to nurture the awe and wonder found in the natural world, a sense of personal responsibility and an understanding of connections at personal, local and global level.
Children engage regularly in collaboration with their peers and the use of the internet in answering a ‘big question’ through SOLE* (Self-Organised Learning Environments).
History shapes who we are. It is in every family story, every building, every painting, map or new archaeological discovery. Understanding history give us a better understanding of the world, of ourselves, of different places and people.
Through the teaching of history, we develop children to think like historians: how to use evidence, develop their questioning, to make interpretations and connections and to understand context. Above all to understand history is never simple, often controversial and that one view or perspective will never give the whole picture.
Our history curriculum covers a broad spectrum of local, national and worldwide topics within and beyond the National Curriculum. We develop knowledge and understanding (including chronology) alongside skills of enquiry and interpretation. Our curriculum has been developed with subject specialists, the Historical Association and much research.
We build in exciting first-hand experiences ranging from exploring artefacts, pictures, documents and maps to interviewing local residents and interrogating school logbooks.
We make the most of all the access we have in London to world-class institutions including The Museum of London, The British Museum, The Black Cultural Archives and royal parks and palaces. We embrace the local and community history within our diverse communities.
Our curriculum ensures each school has strong local history elements focusing on events, places and people significant to local area and contexts so our children in different schools will cover bespoke local history topics such as: Crystal Palace, Richmond Park or Clapham South Deep Shelter.
Earth is changing rapidly, faster than at any other time in recorded history, and people are more ‘connected’ than ever. Through engagement with global issues such as pollution, climate change and pandemics, children can make choices that can improve the world.
Geography is about developing children’s knowledge, understanding and appreciation of the world's diverse people, places and environments. Our curriculum helps them understand how places are constantly changing, why they are important and how they are connected. We want children who will ask questions and be critical and creative thinkers who feel empowered to take care of our amazing planet.
Our curriculum progressively builds vocabulary and concepts over time, and we use first-hand experiences and technology as much as possible, to make learning engaging and relevant. Themes and content are ambitious and have been developed with subject specialists, the Geographical Association and the Royal Geographical Society to go beyond the National Curriculum.
Geography fieldwork and mapping starts from Early Years moves from understanding of the very local. The integral visits to different localities further take place both in person and also through virtual exploration.
We use enquiry approaches, research, discussion and presentation to get children working together to discuss and debate answers to many geographical big questions such as:
It is impossible fully to understand the world without understanding worldviews – both religious and non-religious. In an increasingly diverse society, developing this understanding has never been more important.
We have an inclusive vision for the subject, fully embracing the diversity and richness in our local, national and global communities. Through developing understanding and challenging stereotypes, our RE curriculum enables children to develop greater respect and empathy for others so our children will live and work well with people with differing beliefs.
Studying religious and non-religious worldviews also gives young people the opportunity to develop the knowledge, understanding and motivation they need to engage with important aspects of human experience including the religious, spiritual, cultural and moral.
We teach RE through a mixture of in-depth and themed units. Our RE curriculum develops children’s knowledge and understanding, their skills of enquiry and reasoning and the importance of reflection.
Children study different religions in depth to develop their knowledge and understanding of faith groups including visits to all key places of worship.
Theme units explore a key question or theme developing skills in enquiry and reflection on a wide range of values and beliefs including their own such as:
‘Belonging’; ‘Why do you judge me?’; ‘Why should we care for the world?.
Good design puts people first. It uses creativity to solve problems, challenge thinking and make lives better. Designers shape the built environment, the digital world and the products and services we use, creating better places, better products, better processes and better performance.
Design and technology is a growing and integral part of our lives; our children will be the innovators and designers of the future so our DT curriculum requires children to show innovation, creativity and to develop specific skills.
In all our projects we ensure each stage of the design process is fully explored starting with understanding the ‘audience’ or ‘purpose’ of the product and involves: exploring, planning, market research, communicating, making, modelling, reviewing and evaluating.
Children build their skills progressively in six strands so children have a wide experience of design fields including: textiles, structures, mechanisms, electrical systems, computing, cooking and nutrition. In many cases the projects will dovetail with other aspects of the curriculum deeper learning and relevance for example:
Stop the intruder! Using knowledge of electrical system to create a burglar alarm, consider adaptations for a deaf person (Science, English)
Design, produce and market a pizza to reflect the seasonality for UK or the Mediterranean (Geography, Science. Maths, English)
Creating a pop-up book to meet the interests and handling of Nursery children (English, maths)
Sustainable clothing – giving new life to old garments (geography, science)
Personal, Social, Citizenship and Health Education (PSCHE)
PSCHE has a key place in our curriculum and is driven by our aims for all children to be safe, have excellent social and emotional skills, be excellent learners and achieve and succeed.
The richness of texts woven into the PSCHE programme is exceptionally well thought-out to be inclusive, diverse and relevant. They provide stimulus to address relevant themes, emotions and stereotypes.
Our curriculum has three termly themes:
Understanding Feelings
Keeping Ourselves Healthy and Safe
Changing Me in a Changing World
These themes are revisited and build progressively year to year with a curriculum designed to be stimulating and relevant to the age of the children.
Thematic lessons each term with progression of skills, language and content
Use of extensive range of picture books throughout to stimulate discussion, celebrate diversity and promote inclusion
Core books revisited every year in all classes: Once upon an ordinary School Day and Something Else
Progression of vocabulary for emotion throughout programme
Assessment using draw and write as a summary of learning in all units
Christopher Winters Project content and material followed for Relationships and Sex Education and Drugs Education (see RSE policy)
Online Safety taught throughout the year (see separate overview)
Specific tools for talking and raising issues beyond PSCHE lessons
Online Safety
All children are safe is the first aim of our Trust.
The online world is full of opportunity, learning and risks and learning to navigate it safely is critical. Our curriculum is designed to help all children be responsible, effective and educated online learners. We regularly revise and consult on our approach and content to ensure we are up to date with the latest advice, guidance and legislation.
Our curriculum explicitly addresses each of the eight strands below in an age appropriate way.
Our simple SAFE and SMART messages make the key online safety messages accessible and appropriate for different ages are easy to refer to whenever children are learning online.
You can find the full progression and overview of content in our year-by-year Online Safety Curriculum.
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Managing online information