Each of our productions or workshops are designed in conjunction with the National Curriculum.
Key Stage 1
Religious Education (Christmas and Easter).
- Explore a range of religious stories.
- Explore how religious beliefs and ideas can be expressed through the arts.
- Reflect on and consider religious and spiritual feelings, experiences and concepts such as worship, wonder, praise, thanks, concern, joy and sadness.
- Identify what matters to them and others, including those with religious commitments.
- Reflect on how spiritual and moral values relate to their own behaviour.
- Recognise that religious teachings and ideas make a difference to individuals, families and the local community.
- What people believe about God, humanity and the natural world.
- How and why some stories are sacred and important in religion.
- How and why celebrations are important in religion.
- Where and how people belong and why belonging is important.
- Who I am and my uniqueness as a person in a family and community.
- Sustain concentration.
- Remember specific points that interest them.
Key Stage 2
- Describe and begin to understand religious and other responses to ultimate and ethical questions.
- Reflect on what it means to belong to a faith community.
- Reflect on ideas of right and wrong and their own and others’ responses to them.
- Reflect on sources of inspiration in their own and others’ lives.
- How people’s beliefs about God, the world and others impact on their lives.
- Reflecting on their own and others’ insights into life and its origin, purpose and meaning.
English key stages 1&2
- To listen, understand and respond appropriately to others
- Identify the gist of an account or key points in a discussion and evaluate what they hear
- Ask relevant questions to clarify, extend and follow up ideas
- Respond to others appropriately, taking into account what they say
Group discussion and interaction
- To talk effectively as members of a group.
- Make contributions relevant to the topic and take turns in discussion.
- Vary contributions to suit the activity and purpose, including exploratory and tentative comments where ideas are being collected together, and reasoned, evaluative comments as discussion moves to conclusions or actions.
- Qualify or justify what they think after listening to others’ questions or accounts.
- Deal politely with opposing points of view and enable discussion to move on.
- To participate in a wide range of drama activities.