Oracy

Talk underpins all learning at Kelvin Grove. We believe that each child is unique and has their own unique voice, and that all our children have the right to be heard. We see oracy as a way for all members of our school community to feel valued, to have a stronger sense of self and for children to learn what it means to be an active contributor in society. We know that oracy helps pupils develop and deepen their subject knowledge, broadens their vocabulary and strengthens critical thinking skills in all areas of the curriculum, which is fundamental to their academic progress.  

We have partnered with Voice 21 to be part of a national drive to promote oracy in schools. Our aim is to put oracy at the heart of all we do and strive for all children to have the confidence to express their own opinions and ideas in a respectful and supportive learning environment.

Voice21

In January 2024 we signed up to work with Voice 21.

Voice 21 are a registered charity on a mission to transform the learning and life chances of young people through talk so that all children can use their voice for success in school and in life. 

They aim to increase access to high-quality oracy education, particularly for those children that need it most. They achieve this by working in partnership with teachers and schools via the Voice 21 Oracy Schools membership.

By demonstrating the value and impact of oracy at Kelvin Grove, we aim to provide a high-quality oracy education and, in doing so, ensure that all voices are valued and heard.

In school, oracy is a powerful tool for learning; by teaching students to become more effective speakers and listeners we empower them to better understand themselves, each other and the world around them. It is also a route to social mobility, empowering all students, not just some, to find their voice to succeed in school and life. (Voice 21)

This is the Oracy Framework:

Reading

At Kelvin Grove we believe all children can become confident and fluent readers with a love of books. We aim to foster a love of reading by ensuring pupils have access to high quality literature which is refreshed yearly to reflect new authors and texts. Our book corners and our school library provide a range of authors and genres;  when we invest in new books we ask our children what books/stories they love so that we can buy their favourites and recommend other texts they might enjoy. We read to our children daily to broaden their knowledge of texts and authors and to enjoy sharing a text together. In our English lessons we study high quality texts and engage in rich discussion about these texts using Book Talk – which helps children to share their opinions and thoughts about a text and allows them to build on one another’s ideas.

Early Reading

In Reception and Year 1 we teach children to read through reading practice sessions three times a week.

These are taught by a fully trained adult to small groups of approximately six children. We use books matched to the children’s secure phonic knowledge using the Little Wandle Letters and Sounds Revised assessments and book matching grids. The books are monitored by the class teacher, who rotates and works with each group on a regular basis. Each reading practice session has a clear focus, so that the demands of the session do not overload the children’s working memory. The reading practice sessions have been designed to focus on three key reading skills:

• decoding
• prosody: teaching children to read with understanding and expression
• comprehension: teaching children to understand the text.

In Reception these sessions start in Week 4. Children who are not yet decoding have daily additional blending practice in small groups, so that they quickly learn to blend and can begin to read books. In Year 2 and 3, we continue to teach reading in this way for any children who still need to practise reading with decodable books.

Whole Class Reading

Year 2 to Year 6 study texts in Whole Class Reading. There are many advantages to whole class reading – mainly that pupil engagement and productivity can be increased as pupils receive daily teaching and are part of a rich dialogue around books. Teachers can build on prior knowledge and understanding by linking texts to the wider curriculum. They can make ambitious text choices so that the whole class are exposed to age-appropriate high-quality literature. As the whole class are involved, there is the potential for wider and richer discussion. To support all children to access and engage with the learning, teachers offer support for all through:

• Pre-teaching vocabulary: Teachers identify the vocabulary that children would benefit from and then explicitly teach the meanings of these words. Teachers use child-friendly definitions and visuals to support this.
• Visual learning: We help pupils to visualise what they are reading using images, sound effects, soundscapes, film clips. These help pupils to better understand setting descriptions which may be unfamiliar, characters or a particular scene in a narrative.
• Reading to and with children: Teachers combine a range of teaching strategies in lessons – all children will be able to participate whilst improving their fluency, pace and understanding. Teachers use echo reading, individual reading and paired reading as approaches to scaffold children’s reading as well as pupils listening to the teacher read.
• Thinking out loud: an important role for the adult in whole class reading is to model learning. Verbally modelling thoughts whilst reading will support and challenge readers but also show them the mental processes that we employ as we read. When we read we are constantly questioning, predicting and making links to our own lives and other texts we have encountered. Children need to be shown how to do this through I wonder…I know… I remember…I think….
• Children are given independent tasks to complete which show their understanding of the text. These tasks are to scaffold, support, extend and challenge pupils.

Across a year, teachers plan to use a range of texts in whole class reading which covers novels, poetry, graphic novels, non-fiction and picture books.

Choosing Quality Texts

Pupils in EYFS and KS1 read book-banded books which allow them to read at a pace suited to their growing phonics knowledge whilst developing their sight vocabulary. Pupils then move onto non banded books as soon as possible in year 3. Across KS2 we endeavour for pupils to read a wide range of texts, including quality novels, poetry, non-fiction, graphic novels and picture books such as:

Pupils who read fluently but who find comprehension difficult take part in reciprocal reading groups across the week. Reciprocal reading teaches pupils to be active readers by developing the skills of predicting, clarifying new vocabulary, questioning and summarising. Pupils who are still finding decoding difficult in KS2 receive additional guided/individual reading sessions with a focus on decoding, as well as dedicated phonics teaching for some.

We hold an annual World Book Week celebration where pupils and teachers all come to school celebrate the pleasure of reading. This may involve dressing up, accessorising as a man character from a book, bringing in a favourite book.  The week also involves workshops, visits from published authors and book fairs. Last year Jubilee Books came and set up a bookshop in our hall – pupils enjoyed two days browsing and parents were able to buy after school. The author and story teller Sandra A Agard came to tell stories and lead a poetry workshop with year 2.

Our World Book Weeks usually follow a theme. The last three years have been:

KG Loves Reading (2021)

A Celebration of Diverse British Authors (2020)

KG Loves Rebel Girls (2019)

Here is our KG reading curriculum by year group:

Assessment

In KS1 pupils are assessed half termly in their phonics. This gives us an exact match for the decodable books pupils should be reading in class and at home. By the end of Year 1, pupils should have completed phase 5.

In whole class reading, pupils respond to comprehension tasks planned for by teachers about books they have read together as a group. This work goes into pupils’ reading journals. These tasks may be responses to questions, predictions based on what has been read/images, vocabulary exploration, character exploration, ordering events and discussions about themes in texts.

Three times a year, we use the NfER comprehension tests across KS2 to assess pupils’ reading and comprehension. We use this information alongside ongoing assessment for learning, pupils’ progress in whole class reading sessions and the work they produce in their reading journals.

Home School Reading

Each week pupils will bring home a reading book that has been chosen for them by their class teacher.  In Reception and Year 1 we use fully decodable books which closely match the phonics teaching and allow pupils to apply their decoding skills more independently. We have an online library linked to our Collins Big Cat reading scheme which pupils from the whole school can access. Pupils across the school can also select a book from their book corner and the school library to read at home.

The home school reader is designed to be a slight challenge– this may be in the language the book contains or the theme of the text. Pupils’ books will be changed weekly where appropriate.  Over the year, pupils should read a range of genres (stories, poetry, non fiction, graphic novels etc). 

Pupils bring home a home/school reading diary. This enables them to record reading done at home and parents/carers have an opportunity to comment on the reading and enjoyment of the book.

We encourage all children to read at home on a daily basis. Parents can support with this by asking children to read aloud to them – this could be a whole book with younger children; with older children, this could be a chapter or a selected extract of what they have read independently. Reading aloud helps to work on fluency – but will also help to open up a discussion between parent and child about what is being read.

We offer reading workshops for parents in the autumn of every school year. These sessions are an opportunity for parents/carers to find out more about the teaching of reading at Kelvin Grove and how they might support their pupils at home. In the Early Years, parents and carers are invited in weekly to read alongside their children.

Teaching Writing

English is at the heart of the curriculum and the development of language is crucial for children to become successful learners.

At Kelvin Grove, our aim is for all children to be able to speak clearly, listen with understanding, develop a love of reading and write with confidence.

When planning writing, teachers follow our writing curriculum (based on the National Curriculum). There is a link to this below.  Units are planned around quality texts and children’s cross-curricular experiences.  Through these high-quality texts, pupils are shown how a writer uses his / her craft for different effects. They are given the opportunity to develop and experiment with grammatical structures to create a particular impact upon their reader and they are guided through creating their own written ‘expert’ pieces with an intended audience and purpose. 

Pupils are given time to talk through their ideas, plan their writing and to take an increasing responsibility for the editing and proof reading of their own work.

We endeavour to teach pupils to consider these points:

Phonics

At Kelvin Grove, we believe that phonics is an important strategy for developing early reading and writing. We embrace the use of phonics alongside developing an essential love of reading through experiencing high qualities texts. We follow the Little Wandle Letters and Sounds Revised scheme of systematic synthetic phonics. 

Little Wandle ensures:

• a consistency of approach
• a continued secure, systematic progression in phonics learning
• pace of learning
• repeated practice
• application of phonics using matched decodable books (Big Cat)
• early identification of children at risk of falling behind, linked to the provision of effective keep-up support

Pupils are assessed every 6 weeks to ensure they have consolidated new letter sounds. For those who are assessed as not on track, there are ‘keep up’ sessions available to ensure progress is made.​ Pupils access a Collins Big Cat reader at home through our online library – this book closely matches the phonics they are being taught in class. Pupils will also take home another book they can read independently as well as a book to enjoy with a parent/carer.   

​Phonics is taught explicitly from Nursery to Year 2 (with the national assessment taking place in the summer term of Year 1). Our youngest pupils begin by exploring sounds in the world around them, such as distinguishing different animal sounds or vehicles. They move on to developing an understanding of rhythm and rhyme, which is a vital tool in language progression. They are then introduced to individual letter sounds-  phonemes -and the written form of the letters-  graphemes. In order to apply their phonics for reading and writing, we use a lot of repetition at this stage to embed the grapheme phoneme correspondence (GPC) to visual memory so that they recognise the graphemes in books they read and can recall the letter shapes to attempt writing.

By Year 1, it is vital that pupils have a good understanding of the combinations of letters in the English language which can be grouped together to make new sounds such as sh, th, ch and igh. These are known as digraphs and trigraphs. By committing these and many more digraphs and trigraphs to memory, pupils are able to access many more words in written form, meaning they are opened up to a vast range of texts and able to express themselves through writing as they use their phonic awareness to sound out for spelling. In Year 2, the emphasis changes to learning word groups and spelling patterns. Our pupils recap learning from Year 1 and move on to our spelling scheme – Essential Spelling. This scheme builds on Little Wandle Letter and Sounds by reviewing and consolidating Year 1 learning for the first 13 weeks of term. 

Please find our Little Wandle progression document and phonics policy below.

Phonics and Early Reading Policy

Maths

At Kelvin Grove, maths is taught using a Teaching for Mastery approach.   Care is taken to plan a sequence of learning that gradually builds fluency, reasoning and problem solving skills. We believe that all children are mathematicians and with time and practice, everyone can reach a good level of confidence.  Children are routinely given opportunities to consolidate their learning, or are provided with level of challenge to deepen it.

In Nursery and Reception, we follow the Statutory Framework for the Early Years Foundation Stage (EYFS), which involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.  Time is taken to make maths meaningful and linked to other topics that children are learning.

Fluency

Throughout Key Stage 1, children will spend time learning the key facts to allow them to calculate fluently and flexibly. This starts with learning number combinations to all numbers within 20 before learning strategies to add and subtract.  They also learn how to multiply and divide through increasing their knowledge of times tables.

In Key Stage 2, children see how strategies learned in Key Stage 1 can be furthered through knowledge of place value. They learn flexible, informal strategies as well be becoming proficient using formal methods to add, subtract, multiply and divide. By year 4, children will aim to be confident in using and applying all times table to x 12.

Children will learn how will learn how to apply their knowledge of number to other concepts such as fractions, shape and space, measure and statistics.

Science

At Kelvin Grove, maintaining curiosity is a driving force behind ensuring children develop key skills in Science, including, collecting data, making observations, classifying, asking relevant questions and designing practicals to help answer these lines of enquiry. We believe that developing an accurate scientific vocabulary helps children to explain their observations and insights with clarity and that practical experiences help develop understanding of key concepts. Where possible, Science is linked to other areas of the curriculum and is always made relevant to the wider world. We know that the skills, knowledge and understanding provided through learning Science are key to developing children to become scientifically literate and informed citizens while nurturing their sense of wonder.

Environmental Science

We take environmental science very seriously at Kelvin Grove and understand the importance of working with our local community and immediate environment to enhance the children’s lives. We have taken part in initia- tives such as the London Schools’ Environmental Awards and Lewisham’s Clean and Green Campaign and have been very successful in these, winning a number of prestigious awards.

At Kelvin Grove, we have scientific and environmentally orientated events such as science week, recycling week, growing events and gardening club to support and extend the children’s classroom experiences, and to allow parents and carers to take an active role in their children’s education. We also ensure that events such as health week and design & technology activities are closely linked to what the children have learnt about in their classroom based lessons.

Computing

At Kelvin Grove, we believe that a high-quality computing education equips children to participate in a world that is increasingly transformed and driven by technology. Although we cannot know what future awaits our children, we can give them the skills to embrace and use new technology in a socially responsible and safe way.

A rich computing curriculum allows children to become motivated, autonomous users of computing technologies, gaining confidence and enjoyment from their activities. Computing has deep links with mathematics, science, and design and technology, and technology is used to support learning across the entire curriculum.

Not only does the computing curriculum teach children to be digitally literate and competent end-users of technology, but it allows them to develop resilience, problem-solving and critical thinking skills. A high-quality computing education equips pupils to use creativity to understand and change the world. We want our children to have a breadth of experience to develop their understanding of themselves as individuals within their community but also as members of a wider global community and as responsible digital citizens.

By the time they leave Kelvin Grove, children will have gained key knowledge and skills in the three main areas of the computing curriculum:

• Computer science – programming and understanding how digital systems work
• Information technology – using computer systems to store, retrieve and send information
• Digital literacy – evaluating digital content and using technology safely and respectfully  

History and Geography

History and geography are both taught through enquiry-based learning. In history, pupils develop their skills of historical enquiry, chronological understanding and historical interpretation. Using a range of historical sources, they develop their knowledge and understanding of events, people and changes in the past, and how those changes have affected us. In  geography, pupils develop their location and mapping skills, their understanding of human and physical features and fieldwork. In order to develop their understanding of the world, pupils build on their knowledge of their local area making links with the human and physical geography of the U.K. and a number of global localities including Ghana and Japan.

The study of a range of individuals, communities, countries and cultures, enables us to ensure we have a diverse geography and history curriculum.

History and geography learning is driven by depth enquiry questions. For example in history Why Should We Remember? looks at the impact of the World War II on London and the immediate local area. In geography, Why Can’t a Meerkat live in the North Pole? is a study of contrasting localities. These enquiries are built on the basis of genuine, worthwhile historical questions that pupils are ultimately required to answer following several weeks of study.

We use a wealth of local resources to our advantage, including the Horniman museum, the Science Museum, Natural History Museum and the British Transport Museum to name a few.

Our curriculum is new and has been in the design process for a couple of years. We have worked hard to ensure that knowledge is built upon across the school. For example pupils in year 2 look at what London was like at the time of the great fire in 1666. In year 4 pupils consider Would you rather have been a royal, a rebel or a rogue in the 15th Century?” and revisit London at that time. In year 6, pupils study Medicine Across the Ages and as part of this learning journey they consider reasons why the plague was so rife during Stuart England.

Our curriculum is constantly being reviewed and improved.

This document shows the areas of history we cover and the skills taught:

This document shows the geography topics and the skills taught:

Personal, Social, Health and Economics Education

At Kelvin Grove, our personal, social, health and economic education (PSHE) curriculum brings together healthy relationships, social responsibility and personal well-being, whilst promoting fundamental British values. We use Kapow Primary at Kelvin Grove. This is a whole school approach that consists of three areas of learning in EYFS: Reception (to match the EYFS Personal, social and emotional development prime area) and five areas of learning across Key stages 1 and 2.

 EYFS:

● Self-regulation

● Building relationships

● Managing self

Key stage 1 and 2:

 ● Families and relationships

 ● Health and wellbeing

● Safety and the changing body

● Citizenship

 ● Economic wellbeing

● Identity (Year 6 only)

Each area is revisited to allow children to build on prior learning. The lessons also provide a progressive programme. The lessons are based upon the statutory requirements for Relationships and Health education, but where our lessons go beyond these requirements (primarily in the Citizenship and Economic wellbeing areas) they refer to the PSHE Association Programme of Study which is recommended by the DfE. Sex education has been included in line with the DfE recommendations and is covered in Year 6 of our scheme. The scheme supports the requirements of the Equality Act through direct teaching, for example learning about different families, the negative effect of stereotypes and celebrating differences, in addition to the inclusion of diverse teaching resources throughout the lessons.

Here is a parent guide to the RSE element of the curriculum.

Physical Education

At Kelvin Grove we believe that physical education has a vital and unique role to play in a child’s development. Our school aims to develop and promote physical literacy for all so that pupils have the motivation, confidence, physical competence and understanding to enjoy a physically active lifestyle whilst at school and beyond. Through good physical education, whole school values and a whole child approach, we aim to develop healthy minds as well as healthy bodies and are committed to using physical activity to support pupil well-being. As part of the PE curriculum, our pupils experience a wide range of individual, partner and team activities. The range of physical activities we provide includes athletics, invasion games, gymnastics, dance and swimming. As pupils progress through the year groups, we use our curriculum to provide opportunities for personal improvement as well as intra and inter-school competition.

In the Early Years and Foundation Stage (EYFS), we endeavour to develop gross motor skills such as balance, coordination, stability and strength through games and outdoor play.

In Key Stage 1, pupils develop basic movements such as running, jumping, throwing, catching and striking which we believe gives them a good foundation of skills which can then be applied across a range of sports and mini games. In early gymnastics and dance, we focus on learning, exploring and performing simple movement patterns with coordination and control.

In Key Stage 2, pupils continue to develop fundamental movement skills in the context of a range of sports and invasion games such as gymnastics, dance, basketball, tag rugby, hockey and athletics. Key Stage 2 pupils build on knowledge and experience from Key Stage 1 to further develop tactical skills, improve their individual and team performances, and apply their skills in a wider range of activities.

We offer a number of extra-curricular clubs: mini athletics, hockey, football, basketball and street dance.

Design and Technology

Why is Design and Technology important? 

At Kelvin Grove Primary School, it is our intent that Design and Technology is an inspiring, practical, meaningful and memorable subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. Each year, children will participate in projects based on the following topic, Food and technology, electrical systems (Key stage 2), Structure, textiles and mechanisms. Within Design and Technology children will learn and build on a range of practical and technical skills (see progression of skills), testing their ideas, critiquing and evaluating both their own products and the work of others.  Across all year groups children should be designing, making and evaluating during each project.  

How is Design and Technology planned at Kelvin Grove Primary School? 

Our school uses the subject content requirements set out in the National Curriculum as the basis for its curriculum planning in Design and Technology, and links this to topics being taught to give purpose and focus to the learning. We plan activities in Design and Technology so that children build upon their prior learning. We give children of all abilities the opportunity to develop their skills, knowledge and understanding. We build planned progression into scheme of work; so that children are increasingly challenged as they move through the school.  

At Kelvin Grove Primary School, we aim to:  

• To prepare children to participate in tomorrow’s fast changing technologies.  
• Engage the interests of all children and help sustain their motivation and enjoyment of practical learning. 
• To provide opportunities for all children to design and make quality products. 
• To provide children with the opportunity to explore food and cooking techniques along with healthy eating and environmental issues within food production.  
• To develop design and making skills, knowledge and understanding to the best of each child’s ability; using and selecting a range of tools, materials and components.  
• To maintain and develop the confidence and ability of all children as creative problem solvers both individually and within a team. 
• To support children, develop an understanding of the ways in which people in the past and present have used design and technology to meet their needs. To be reflective and evaluate such techniques, its uses and effects.  
• To prepare children for living in a multi-cultural society by teaching consideration for other cultural which will be both important and beneficial.  
• Help develop the social skills necessary to work as a member of a team, as well as the ability to work independently when the situation demands. 
• Ensure that children develop skills to stimulate curiosity, imagination and creativity. 
• Develop the ability to identify safety hazards and risks and take appropriate action. 

Art

Art is an integral part of the curriculum at Kelvin Grove, we provide an art and design education that engages, inspires and challenges pupils. Art lessons are always inclusive, and engage children, developing their creativity, self-esteem and confidence. The Art curriculum at Kelvin Grove is continually being reviewed and adapted to ensure art skills and knowledge are being built upon.

As part of our response to the new curriculum, all children in Years 1 – 6 will be using high quality sketchbooks to show their responses and to record the progression of their skills. Pupils are encouraged to experiment with different techniques and to use a range of mediums through directed activities and pupil led enquiry. Sketchbooks are crucial to pupils honing their skills and knowledge, allowing them to build upon their understanding and abilities of drawing and painting, and create art works in their sketchbooks, that are developed further in class with other mediums.

From the very beginning of school life art is key to pupils learning and understanding of each topic they study. In Reception exploration is the heart of education; whether it is drawing using a variety of tools to create marks, experimenting with colour and learning their names.

Art is interweaved across subject areas through topic based learning. Across Key Stage 1 children begin to develop their observational skills, drawing from life using  charcoal, pastels and paints. Children are exposed to new materials and learn to effectively use collage and mixed media, as well as learning new techniques in weaving and stamp printing. Artist study is an important part of developing understanding and appreciating art, pupils learn about artist such as Andy Warhol, Yayoi Kusama, Van Gogh and Giuseppe Arcimboldo.  

Throughout Key Stage 2 pupils consolidate their understanding of colour, tone and shade through sketchbook work and larger pieces. Topic based learning engages pupils across many key art skills and pupils are taught the fundamentals of using a range of mediums and materials, from sculpting with clay, to weaving and watercolours, lino printing to collage. Children are given the skills to create their own works, choosing both method and medium and begin developing their own artistic styles. Art history is important to our curriculum and pupils are introduced to art throughout the ages, from cave paintings to modern day graffiti art. We look at a diverse range of artists, from Kehinde Wiley, David Hockney, Sha’an d’Athes and Banksy. Children continue to develop their skill and confidence to compare and comment on different ideas, artists and art techniques and ways of working.

After great success participating in The National Gallery’s Take One Picture project for several years, we have launched our own annual whole school event. In 2019 we wanted to do things a little differently and embarked on a self-directed ‘Take One Artist’ project. Each year group are given an artwork by our chosen artist to consider and respond too. New techniques in art materials and methods are taught linked to the artist and children either create an individual artwork or collaborate as a class on their piece. So far for Take One Artist children have learnt; new print-making and collage techniques exploring art by contemporary artist Njideka Akunyili-Crosby, a range of new methods for creating 3D works from clay inspired by Yayoi Kusama, developed abstract painting and mark-making skills influenced by David Hockney and Helen Frankenthaler, and this year will be further developing watercolour and illustration techniques inspired by Sha’an d’Anthes.

At Kelvin Grove we offer a range of extra-curricular opportunities for children to expand and further develop their skills in Art. After school clubs explore both traditional visual arts and expressive arts; Art Attack for Years 2 & 3 learn about a new artist/illustrator every week, looking at different styles of art and exploring a range of different techniques, while Art & Artists for Years 5 & 6 delve deeper into developing drawing skills and learning new techniques in art, such as carving, oil painting and moulding & casting with resin. Club Artisanal combines art, craft and baking with French for Years 1, 2 & 3 and Performing Arts is explored through Friday Musical Theatre, run by professional West End actors, exclusively for Reception and Year 1 children.

Other opportunities for art are taken up through our annual participation in competitions and events. Since 2018 Kelvin Grove has taken part in the Fourth Plinth Schools Award, and we have had several winners in the Borough of Lewisham category.

In 2019 the Royal Academy launched their Young Artists Summer Show and we are incredibly proud to have had several of our pupils’ works shortlisted and one exhibited in the online exhibition. We are pleased to say we will once again be participating in these competitions.

Music

At Kelvin Grove we want our music curriculum to inspire creativity, genuine emotion and to energise the children and engage them in their own musical journey. This will give them the tools and the language to engage critically in their understanding of what music is and how it can make people feel.

Music teaching will give children the vocabulary to express the interrelated dimensions of music (volume & dynamics, pitch, tempo and mood), an understanding of simple notation and the musical confidence to explain their preferences. It will also connect the children with their first instrument, the voice, and provide them with a lifelong understanding of how to control their voice and their breath and to prepare them for the secondary chapter of their musical journey.

We will soon be uploading our progression map here which will illustrate the journey a child at Kelvin Grove will take whilst learning music at our school. ​

Progression in music at Kelvin Grove (pending)

There are two choirs, one for KS1 and one for KS2. 

All children in Year 2, 3 & 4 learn to play the Ukulele; in Year 5 children have whole-class African Djembe drumming lessons led by our specialist visiting Djembe teacher, Remi Uzdras. 

In Year 5 & Year 6 all children learn to play the guitar. 

Kelvin Grove has a music project called Groove School which runs after school on a Thursday: Children from Year 3 onwards have the opportunity to join. Working with visiting tutors these children become proficient in one instrument – either flute, or guitar. In addition the children have a session of Samba percussion and SongWriting. 

Renown local Professional Jazz musician, Arthur Lea, teaches piano keyboard skills in school time to children in Years 4 to Year 6. The children perform in Music Assemblies and many progress to ABRSM and Trinity Grades.

Religious Education

At Kelvin Grove Primary School we follow the Lewisham Agreed Syllabus for Religious Education in Primary Schools. The content of this covers each of the six main world religions. Through the teaching of R.E. we encourage our pupils to learn about different religions, beliefs, values and traditions while exploring their own beliefs; challenge them to consider and discuss issues of truth, belief, faith, ethics and questions of meaning; develop their sense of identity and belonging; help them to flourish individually, within their communities, and as citizens; develop respect for, and sensitivity to, others (in particular those whose faiths and beliefs are different from their own); and it helps combat prejudice. The syllabus can be found here:

Religious Education Policy

Forest School

Throughout their first and second year at school your child will have the opportunity to attend a series of regular Forest School sessions delivered by a qualified Forest School Leader.

Forest School is about exploring and experiencing the natural world through practical, hands-on and easily accessible activities.  It makes use of an outdoor learning environment to support and complement the work children do in their normal, indoor classroom. The children go out in all weathers, in all of the seasons. Whilst there, they are encouraged to explore their own interests and ideas in the varying natural environment, thereby stimulating their creative thinking, problem solving and skill development.

Research has shown that forest school is a very effective way for children:

• to develop self-esteem;
• to build self-confidence;
• to form positive relationships with others;
• to develop a growing awareness of their emotional needs and the needs of others;
• to learn to co-operate and work with their peers and adults;

At the moment we are able to offer this exciting approach to our children in Year 1 and  Reception, but in time we hope to be able to offer it throughout the school. If you would like to find out more about Forest School and how your child will be involved whilst they are in Reception, then do not hesitate to come and speak to us.

Our Forest School relies heavily on the support we receive from all our parents and carers, but in particular, the quality of the children’s experience is hugely enhanced by the small band of parent volunteers who join us each week. If you can spare an hour or two every other week, and would like to get involved in our Forest School, then we would love to welcome parents and carers of children from any year group. If you would like to learn more about how Forest School contributes to the children’s learning and would like to help make it happen, then please speak to Mr Murray. We look forward to hearing from you.