Our curriculum challenges and supports all pupils to reach their full potential in all subjects.

We develop their strengths and support them to progress in areas that they find challenging. Our team approach to topic learning ensures that our curriculum is broad and balanced, and that regular links are made between areas of learning as we know that this is how children learn best.

Our curriculum

Our curriculum evolves each year to suit the needs of the children who are learning, and although topics may start with a similar stylus, we are more than happy for our children to work with their teachers to direct where their learning journeys take them.


The primary aim of this reading curriculum is to promote a love of reading and for this to permeate through all areas of learning. Reading is the most fundamental curriculum area; through reading, we are exposing our pupils to new content, whether though text online, in books or other resources. This is how new knowledge is gained. Through our reading curriculum we want our children to become fluent, analytical and critical readers, readers who can make links between their own knowledge, other texts and other curriculum areas. To ensure our children become highly skilled readers we need to ensure that they have the points of reference, background knowledge and vocabulary to fully infer information from and enjoy a text. We will do this by immersing them in the geographical or historical context of the text and building on their interpretation of the text. In each year group the children will explore a wide range of genres and text types linked to the curriculum areas they are studying. The lessons are designed to build upon the children’s prior knowledge and skills base in reading and also in other curriculum areas. 

Reading Skill Characters 

In EYFS and Y1, the following reading skills characters are used: 

  • Chunky Monkey: for chunking a word down 

  • Eagle Eye: for using the clues in the text for inference 

In Year 2 and above, in every genre, the following reading skills characters are used:  

Identifying literal information (Pointy Finger)  

  • Retrieving information (Rover the Retriever)  

  • Finding the clues – inference (Sherlock Holmes)  

  • Asking questions (who?, what?, when?, why?, how?)  

  • Predicting (Crystal Ball)  

  • Summarising (Summing Up)  

  • Skimming (Reading Rapidly)  

  • Scanning (Looking High and Low)  

  • Active Alan (Inner Voice. This is the voice in our heads that asks questions and gives us ideas as we read)  


Careful planning has ensured that there is progression in each of these through each genre and through the years. National Curriculum end points have been mapped out and broken down into composites for each strategy.  


Our reading curriculum is knowledge and vocabulary rich. Our texts are closely matched with the history and geography curricula, and the knowledge acquired during reading lessons builds on pupils’ existing schemas. Vocabulary expansion is a key element of the curriculum, forming part of every lesson without fail. Vocabulary is taught explicitly and great care is taken to ensure that all pupils know what all of the words in a text mean. Great care has been taken to ensure progression within a year and through the year groups in every genre and every objective within that genre. Our medium term plans carefully map out how the knowledge builds in this way. In order to ensure that our curriculum develops pupils’ long-term memory, we have built learning poetry by heart into our curriculum. This is also the reason we have repetition through the genres of reading and also through the reading strategies. We view knowledge as a progression model; following our reading curriculum will mean that pupils make progress. This is why there is so much detail in our medium term plans; we have laid out the composites within each component of the reading curriculum to ensure that the knowledge is covered which will allow this progress to take place.   


A vital element of our reading curriculum is the teaching of phonics. Our phonics curriculum follows the Little Wandle Scheme, with the knowledge broken down to week-by-week coverage and the progression from lesson-to-lesson; the progression has been meticulously mapped out. Great care has been taken to ensure that phonics reading books are matched precisely to the phonemes that have been taught, so that these books are pitched at the correct level of difficulty to build on pupils’ existing schemas.   


We know that for our reading curriculum to be a progression model, texts must be carefully chosen. They must be pitched at just the right level to build on pupils’ schemas and to move their knowledge on progressively. This is why suggested texts form part of our HLP. Care has been taken to ensure progression through year groups and through genres. Texts have been matched to history and geography topics wherever possible. However, we the priority has to be the quality of the text and this must not be sacrificed in doing so.   


The curriculum has been planned around Jane Considine’s FANTASTICs system. This is because we believe that through supporting pupils’ ability to identify with characters, scenes or the content of non-fiction texts, they are able to better make sense of what they are reading and to be able to maximise the knowledge gained from the text. The FANTASTICs have been carefully matched to each genre to ensure coverage and progression through each year group. Because they form part of every lesson, pupils can use them as a tool in their written and verbal responses to texts. This means that they are able to discuss texts in more depth, referring back to personal experiences. 


Children are competent in the skills needed to:  


  • read easily, fluently and with good understanding   

  • develop the habit of reading widely and often, for both pleasure and information   

  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language   

  • appreciate our rich and varied literary heritage   

  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas   

  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate 


Through the Reading Curriculum:  

Children following this curriculum are provided with a broad, balanced base of knowledge that has been designed to ensure comprehensive coverage of national expectations. Throughout a child’s learning journey in our school all National Curriculum expectations will be covered. Each strand of the Reading National Curriculum will be covered in each year group in a fortnightly cycle that covers a context lesson, a text features lesson, a specific vocabulary lesson and the skills of prediction, retrieval, questioning, inference, comparing and summarising (skills covered in an order of the teacher’s choice).  


At the end of the fortnightly cycle, there is a comprehension task based on the skills taught and some children will then have a pre-teach opportunity instead, to give them the support they need to access the next text successfully. 


Children fully understand the vocabulary used and context of a text before exploring it more deeply. This establishes secure understanding and application that forms a strong schema on which to build all future knowledge. Through whole school staff training, we have ensured progressive and comprehensive coverage of reading skills and genres.  


The curriculum is taught in such a way that makes the learning meaningful for children. This is achieved by exposing them to a wide coverage of genres, revisiting the skills regularly. This helps children to build links with their prior knowledge and add to their schemas.  

Key themes are delivered through reading lessons to enable the children to compare and contrast knowledge through a range of contexts. 



Our primary aim for writing is to promote a love for writing and for this to permeate through all areas of the curriculum. Through our writing curriculum, we want our children to become fluent and effective communicators of the spoken and written word through an adaptation of a bespoke writing curriculum. 


A three-weekly cycle is followed with the first week largely focusing on immersing our children with a text in the style of the genre being taught; the disciplinary (the features of a certain genre of writing) and procedural knowledge (grammatical skills of writing) of which are taught using oral recitation with actions and drama to engage and capture the children’s attention and imagination. In the second and third week of the writing cycle, children are encouraged to become more independent writers and accurate editors. During the three-weekly cycle, our pupils will acquire wide-ranging vocabulary, a strong foundational understanding of English grammar and apply their phonic and spelling rule knowledge to show they are effective spellers. Knowledge progression is built in a hierarchical fashion ensuring all previous knowledge are embedded and feed into future ones. Linguistic knowledge is regularly revisited and integrated across wider curriculum subjects. 

To ensure our children become highly skilled writers it is fundamental that pupils have: strong teacher modelling, shared writing, class discussions, opportunities for creative writing, debates and being exposed to high quality texts as a stimulus. Pupil’s are expected to write a wide range of: genres, purposes and audiences. Children then have the opportunity to write in context with text types linking to the year group curriculum subjects they are studying; building on their curriculum knowledge. This will ensure that learning will have a clear purpose and, allowing our pupils to communicate articulately with a broad and varied vocabulary and a deepened understanding of the audience they are writing to.



Mathematics is a highly connected subject; each piece of learning influences the next. The mathematics curriculum should be taught through a mastery approach, not moving quickly through content but exploring deeply the links between the maths. This is achieved through a thorough decomposition of each composite element of the curriculum into specific components; by doing this, it enables each piece of procedural knowledge is mastered, ready to move onto the next area of learning. We are able to deepen the learning of the children using a hybrid of resources from White Rose, Classroom Secrets and Nrich.

It is the aim to provide children with a secure foundation, which will enable them to meet the three main aims of the maths curriculum to:

Work fluently
Have the ability to reason mathematically
Be able to apply these skills to solve problems.

How we teach maths – letter for parents

Calculation booklets

St Ursula’s Subtraction Parent Version

St Ursula’s Multiplication Parent Version

St Ursula’s Division Parent Version

St Ursula’s Addition Parents version

Times tables

Mixed Tables Test 1 Tests

Mixed Tables Test 2 Tests

Mixed Tables Test 3 Tests

12xTables Tests

11xTables Tests

10xTables Tests

9xTables Tests

8xTables Tests

7xTables Tests

6xTables Tests

5xTables Tests

4xTables Tests

3xTables Tests

2xTables Tests

Physical education

All children will be taught the relationship between physical activity and a healthy body and a healthy mind from an early age. This will include the development of an understanding of the key role that healthy eating plays in the development of a healthy lifestyle.

Long Term PE Plan




Our IT curriculum aims to provide a high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. At St Ursula’s we have a diverse set of parents who comprise of engineers, teachers and scientists so therefore we believe in delivering a high quality, engaging ICT Curriculum for all pupils We believe that every child needs to be able to be a part of the interconnected world in a safe way. Our curriculum will give the children to have the skills to be able to access the ever-expanding network, whilst challenging misconceptions and having the skills to keep safe online.  It is our aim to ensure all pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. In summary, we want our children to enjoy using ICT and have the confidence to use it within a variety of different situations.


The curriculum that we follow offers full coverage of the KS1 and KS2 Computing National Curriculum as well as adding a focus of keeping safe online and becoming critical of information online. The curriculum has been split into 3 strands of core knowledge Digital literacy, Information Technology and Computer Science. Each strand has been specially selected to ensure that pupils have a broad overview of the subject whilst learning subject specific knowledge. During each year children are exposed to each of these key areas and the units have been thoughtfully sequenced within, as well as across year groups, to build on previous knowledge. By revisiting prior learning pupils are building on their learning, which in turn establishes knowledge in their long-term memory. By building upon prior knowledge and skills pupils are able to master the curriculum’s outcomes. As a school we use a programme known as Purple Mash to support with the teaching of Computing.


The online safety curriculum follows 8 strands which build on a progression of knowledge. The strands involved are: Online relationships, Online reputation, Online Bullying, Managing Online Information, Health, Wellbeing and Lifestyle, Privacy and Security, Copyright and Ownership.


The curriculum is inclusive of all abilities as lessons are well-scaffolded and differentiated to ensure that all pupils are not only able to access the learning but are equally challenged.

Term Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
1 Technology outside school Effective searching Email Hardware and effective searching Word processing Coding
2 Introduction to Purple Mash Creating pictures Touch Typing Making music Spreadsheets Coding
3 Grouping, sorting and pictograms Spreadsheets Spreadsheets and branching databases Spreadsheets Databases Spreadsheets
4 Spreadsheets Questioning Presenting using PowerPoint Formatting word Coding Online safety focus
5 Lego builders- Coding Coding Coding Coding Coding Online safety focus
6 Maze explorers- Coding Coding Coding Coding Coding Spreadsheets


Online Safety

Self-image and Identity:

This strand explores the differences between online and offline identity beginning with self-awareness, shaping online identities and media influence in propagating stereotypes. It identifies effective routes for reporting and support and explores the impact of online technologies on self-image and behaviour.

Online Relationships:

This strand explores how technology shapes communication styles and identifies strategies for positive relationships in online communities. It offers opportunities to discuss relationships, respecting, giving and denying consent and behaviours that may lead to harm and how positive online interaction can empower and amplify voice.

Online Reputation:

This strand explores the concept of reputation and how others may use online information to make judgements. It offers opportunities to develop strategies to manage personal digital content effectively and capitalise on technology’s capacity to create effective positive profiles.

Online Bullying:

This strand explores bullying and other online aggression and how technology impacts those issues. It offers strategies for effective reporting and intervention and considers how bullying and other aggressive behaviour relates to legislation.

Managing online information:

This strand explores how online information is found, viewed and interpreted. It offers strategies for effective searching, critical evaluation of data, the recognition of risks and the management of online threats and challenges. It explores how online threats can pose risks to our physical safety as well as online safety. It also covers learning relevant to ethical publishing.

Health, well-being and lifestyle:

This strand explores the impact that technology has on health, well-being and lifestyle e.g. mood, sleep, body health and relationships. It also includes understanding negative behaviours and issues amplified and sustained by online technologies and the strategies for dealing with them.

Privacy and security:

This strand explores how personal online information can be used, stored, processed and shared. It offers both behavioural and technical strategies to limit impact on privacy and protect data and systems against compromise.

Copyright and ownership:

This strand explores the concept of ownership of online content. It explores strategies for protecting personal content and crediting the rights of others as well as addressing potential consequences of illegal access, download and distribution.


Religious education

Through our RE curriculum, we teach children about the 6 main religions worshiped throughout the world, as well as teaching about those who do not follow a religion. The RE curriculum is designed to inspire curiosity and make meaning of the world surrounding our children. We use the National Curriculum and Discovery RE scheme of work as a starting point, as well as incorporating PSHE, RRS, E-Act Values and British Values. RE is a key opportunity for our children to develop morally, spiritually, socially and culturally. The study of Religion is closely studied with the fundamental British Values in mind, in particular tolerance of those with different faiths and beliefs and mutual respect. For many people, religion and belief forms a crucial part of their culture and identity, so it is important that children can explore, understand, respect and celebrate different religions.

Our RE curriculum is delivered through an engaging enquiry-based approach, that encourages children to develop their oracy skills. This model develops pupils critical thinking and verbal skills, increases their knowledge and understanding of religions and supports them in showing empathy towards other beliefs. In addition, it allows our pupils to make their own decisions concerning religion and belief systems. Each term the children are given an ambitious enquiry question and pupils will not only use the substantive knowledge gained, but will also use personal reflection to reach their own judgements. This will prepare our children to ask insightful questions, work collaboratively, think culturally, appraise the value from different sources, and share their own opinions in an accepting environment.

The RE curriculum is knowledge and vocabulary rich where units have been specially selected to ensure that pupils have a broad overview of the subject whilst learning subject specific knowledge. The questions that children are asked to interpret are carefully chosen to progress their knowledge as they grow and become life-long learners. The children are taught our RE curriculum in a carefully structured order to ensure that they are developing their knowledge at an appropriate rate.

Before Year 2, all children will have been exposed to these religions: Christianity, Islam, Judaism, Hinduism and Sikhism. The rationale behind this is due to these religions sharing many similarities in the belief of a God/s. This leads to the introduction of Buddhism in Year 4, reason being that it differs to a majority of religions that are centred around the relationship between humanity and God. A sound understanding of religions that focus on a God/Gods, prior to this, is useful for making comparisons, and opens the floor for discussion. When revisiting a religion, prior knowledge will be revisited to ensure knowledge is embedded and transferred into long term memory.

The respect and how to show respect are carried through to all religions taught. The schemas allow children to link their knowledge between the different religions as well as with what they have learnt in previous years. This means that they can then retain specific and rich subject knowledge. This type of ‘sticky knowledge’ can offer opportunities to the children to increase their schemas, knowledge and vocabulary which will mainly be assessed through the focus of verbal discussions and within the summative assessment piece at the end of the topic.

Our RE curriculum is carefully thought through to ensure that it is inclusive for all pupils to access. Differentiation for children with SEN and EAL are considered in our planning and teaching. Learners knowledge is strengthened and empowered by learning from one another through discussions. Our pupil’s aptitude for dialogue is developed so that they can participate positively in class discussions and in our diverse society. Pupils will also be stretched and challenged through powerful knowledge, where learners will be exposed to knowledge which is beyond their own experiences. Pupils are encouraged to be inquisitive by asking questions about the world around them, and to compare and contrast between the different religions.

We seek to introduce our students to disciplinary knowledge to ensure access to the conversations of our disciplines. Our pupils are encouraged to make connections with historical and geographical learning through our primary themes. Our RE curriculum has strong links with PSHE, and combined secondary themes to build cohesion. Further to this, their knowledge builds year on year to form strong foundations that the children can refer back to. Great emphasis is placed on long term memory and the sequencing of lessons. Questions and ideas are interpreted both academically and creatively, linking this to knowledge about the religions. These cross-curriculum links allow for the specific needs of our students to be fulfilled.

Our RE curriculum ensures that our pupils are well educated in the different world religions through a spiral approach. This provides opportunities for our learners to compare and contrast between these religions, helping them understand the diversity and relationships of different groups. This will support our pupils in how to be open-minded and accepting of other people’s faiths and backgrounds. Moreover, will help to challenge complex concepts such as stereotypes, misconceptions and prejudice within our modern society. Our aim is to support our learners to become resilient, accepting, mindful and inquisitive learners.

Our RE curriculum provides children with awareness for their own identify, and a safe space for children to discuss concerns and share their personal knowledge and experience. RE can provoke challenging questions which is why it works in collaboration with the whole school Thrive approach. We encourage parental engagement when teaching RE as some of our families come from diverse religious backgrounds and can often share valuable insights. In addition to this, E-Act’s core strategy ‘Opening Minds, Opening Doors’ ensures that our pupils are exposed to a wide range of opportunities, and our pupils are equipped for society and life. Within our RE curriculum our pupils will have opportunities to build an understanding of our community, also celebrate and work within it. We will have opportunities to celebrate religious festivals, visit religious places and have diverse visitors into our school.




Science gives me the tools to both understand and question the world around me. It teaches me to think critically and seek further understanding in all that I do.  


Science at St Ursula’s is about giving children the tools to develop their ideas and ways of working, whilst also understanding the world in which they live. We want our children to be scientists within their science lessons, whilst also making STEM links into the wider curriculum and their everyday lives. We want the children to love science, to remember the concepts they have learnt and to utilise this knowledge and vocabulary to understand the world they live in and how it works. Children at St Ursula’s are taught our science curriculum in a carefully structured order to ensure that they are developing their scientific knowledge and their understanding of working scientifically, whilst expanding on their ever-growing vocabulary.  

Each topic has been specifically chosen to further develop children’s knowledge of how biology, physics and chemistry is intricately woven throughout their world. Each topic is framed with an enquiry-based question that requires children to ask investigative questions, think critically, weigh evidence and draw conclusions to help answer and understand scientific lines of enquiry.  


A high-quality science education should inspire pupils’ curiosity to know more about their world and how it works. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.  


The national curriculum for science aims to ensure that all pupils:   


– develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics  

– develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them  

– are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future  


A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes which happen simultaneously around the world. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.  Geography helps pupils to understand the complexity of the physical world, the process of change, the diversity of societies and relationships between human and physical processes; how they are impacted on each other and children themselves impact on this whole process. 

We want our children to become geographers, explorers and data analysists in their geography lessons. We want the children to love geography, to remember their exciting geography lessons and to create a detailed understanding not only of the local processes, changes and impacts but also how the world has been shaped by ancient river systems, volcano eruptions and societal decisions. We celebrate a variety of geographical days to ensure the children are exposed to many aspects of geography including Fairtrade Fortnight, Earth Day, and whole school geography and eco activities. Our geography education helps children to develop a coherent knowledge of local, national and international physical and human processes. The children are taught our geography curriculum in a carefully structured order to ensure that they are developing their geographical knowledge and vocabulary at an appropriate rate. 


Children are competent in the geographical skills needed to: 

  • Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes. For example, in Year 2 children have been able to use fieldwork to study the local area and understand the school grounds and surrounding area better.  
  • Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS). In all year groups children have opportunity to interpret and compare a variety of maps and discuss which map is more beneficial for a particular use. For example, in Year 6 children compare night time aerial maps with population density maps and maps of key cities.   
  • Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length. For example, in Year 3 children present data regarding types of energy in bar charts.

Through the geography curriculum: 


  • Children are provided with a broad, balanced curriculum that has been designed to ensure comprehensive coverage of national expectations. Throughout a child’s learning journey in St Ursula’s all National Curriculum expectations will be covered.
  • Children master the basic skills and knowledge of a subject before developing it further in order to establish secure fluent recall and application that forms a strong schema on which to build all future knowledge. Through whole school staff training, we have ensured a strong focus on both knowledge and skills across the geography curriculum and teach and plan for progression of skills, substantive knowledge and disciplinary knowledge. Learning builds both within the year group and across the school with a focus on using high-level vocabulary and ensuring this is revisited throughout the year. 
  • The curriculum is taught in such a way that makes the learning meaningful for children, allowing for problem-solving across all subjects and real-world application to the learning process through gaining embedded disciplinary knowledge. Children begin by learning about geographical features within or close to the local area and then have opportunity to build on this knowledge and apply to the wider UK or internationally. This helps children to build links with their prior knowledge and add to their schemas.



At St Ursula’s, we offer a knowledge-rich history curriculum which encourages our children to become historians in their lessons. We want the children to love history, to remember their history lessons and to create memories through experiences. We celebrate a variety of historical days including Black History Month and Remembrance Day, to ensure children are exposed to key events and people across a range of time periods. 

Our history education helps children to develop a coherent knowledge of history, beginning with them learning about local history, progressing onto studying Britain’s past and that of the wider world.  The children are taught our history curriculum through themes (Local History, Inventions and Technology, Social and Political and Kingdom and Empires) to encourage connections to be made and to ensure that children are developing their historical knowledge and vocabulary at an appropriate rate. Each theme has been specifically chosen to further develop children’s knowledge of how the current world was shaped, with each year group revisiting these themes. 

Each topic is framed with an enquiry-based question that challenges stereotypical narratives of history. This helps prepare children to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement. 

Our history curriculum helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their awareness of their own identity. 


Modern foreign languages

At St Ursula’s E-ACT Academy our MFL curriculum develops a genuine interest and curiosity in foreign languages and enables children to recognise the benefit of learning a foreign language. We focus on French and the children build on their learning each year developing their reading, writing, listening and speaking skills. Our ultimate aim is that pupils will feel confident and able to continue studying languages beyond KS2. Our MFL curriculum will enable children to celebrate and welcome differences in our world and understand different languages, countries and cultures. We teach the curriculum in such a way that makes the learning meaningful for children and allows them to make links across the curriculum as well as applying their knowledge and skills to real life situations.

The Arts

Our Art curriculum intends to provide a high-quality education to engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art. We believe that every child is an artist and we want to celebrate their individual expression.
The curriculum that we follow offers full coverage of the KS1 and KS2 Art & Design National Curriculum as well as incorporating social, moral, and cultural skills. We are making sure we are using our local area for inspiration with a focus on Bristol artists and landmarks.
The curriculum is knowledge and vocabulary rich where units have been specially selected to ensure that pupils have a broad overview of the subject whilst learning subject specific knowledge. During each year children are exposed to each of these key areas and the units have been thoughtfully sequenced within, as well as across year groups, to build on previous knowledge. By revisiting prior learning pupils are building on their learning, which in turn establishes knowledge in their long-term memory. By building upon prior knowledge and skills pupils are able to master the curriculum’s outcomes. For example, in year 1 the children will use their prior knowledge of colour mixing from EYFS to acquire new techniques and develop this further.


At St Ursula’s, we believe in nurturing a passion for music in every student. Our music curriculum offers a diverse range of lessons and experiences tailored to inspire and develop musical talents of all levels. Our school curriculum utilises Sing Up, offering 30-minute weekly music lessons for all students. Sing Up fosters musicality, creativity, and teamwork through engaging activities with instruments and vocal exercises. Students explore various genres, develop vocal techniques, and cultivate a passion for music. On top of 30 minutes of whole-class music teaching, children also engage in a 30-minute singing assembly, once a week.

As well as benefitting from Sing Up, we are fortunate to work alongside Bristol Beacon, benefitting from their KS2 music tuition (which takes place in school), where children learn to play a range of diverse instruments including ukulele and djembe drums. This opportunity provided by Bristol Beacon fosters creativity, discipline, and teamwork. They develop musical skills, confidence, and a deep appreciation for different cultures and genres. The program empowers them to express themselves and enrich their holistic development.

Additionally, we are continuing to develop our link with iRock School of Music, to provide further private tuition for those who are interested. iRock lessons are funded by parents / carers but delivered within the school and designed to ignite a love for contemporary music. Students can explore various genres, from rock to pop, as they learn to play instruments such as guitar, drums, and keyboards. Led by experienced instructors, iRock Lessons encourage creativity and collaboration, providing a platform for students to express themselves through music. iRock also provides the opportunity for children to perform in an end of term concert, which is always an enjoyable and exciting experience.

In addition to our collaboration with iRock School of Music, we also provide families the option for personalised instruction from professional piano, guitar, and violin teachers. If chosen, each child receives one lesson per week dedicated to honing their skills with their instrument of choice. Moreover, at the conclusion of each academic term, students showcase their progress through performances attended by their peers and parents.


Finally, Choir participation enjoys significant popularity at St. Ursula’s, with roughly 100 children engaged in choir activities from Year 2 onwards. The choir convenes on a weekly basis to rehearse a repertoire of songs slated for performance. Notably, the choir actively participates in various performances throughout the year, with particular emphasis on the highly successful Christmas concerts. Additionally, St. Ursula’s Choir annually joins other schools at Bristol Beacon for a collaborative concert, where they rehearse and perform shared repertoire to a wider audience.

Personal, social, health and economic (PSHE) education

  • PSHE (Personal, Social, Health and Economic) education at St. Ursula’s forms part of the thinking skills approach to learning across the whole academy, through which children acquire crucial knowledge, skills and understanding that they need to manage their lives – now and in the future. It gives children access to critical information about themselves and the many facets of the diverse world around them. Through a whole school approach using ‘Jigsaw’, we bring together PSHE Education, emotional literacy, mindfulness, social skills and spiritual development. We give pupils access to big ideas and conversations, alongside practical experiences. At the heart of this, we encourage respect and understanding of the universal rights of the child, as articulated in the UNCRC. Jigsaw PSHE is a whole school philosophy with children and young people at its heart, which nurtures the positive and inclusive culture of the whole school; meaning that staff members are aware of Jigsaw and aim to use the Jigsaw ethos and values as they interact with children throughout the dayWe want our children to be able to observe and understand their own thoughts and feelings as they happen and to develop their awareness and capacity to be mindful human beings, which is nurtured by all staff here at St Ursula’s 


  • The curriculum has been organised to enable pupils to revisit and master knowledge and build a depth of understanding across the 6 main themes of: Being me in my world; Celebrating differences (including anti-bullying); Dreams and goals; Healthy me; Relationships; Changing me (including sex education). Following a spiral curriculum, themes are built upon year-on-year, so that children are supported to retain and expand on this understanding. We aim to equip children with information, skills and values to understand and be able to cope with the physical and emotional changes that happen during puberty. The information provided will be relevant and appropriate to the age and maturity of pupils. We also explore managing feelings and building and maintaining positive relationships. The Jigsaw Approach places a focus on teaching children to practice mindfulness – a tool to help improve and retain positive mental health and well-being and that can be used to calm in times of stress. Jigsaw promotes equality and encourages all children to be confident to share without judgement. It supports our teachers in creating a learning environment in which children can thrive. Children are given opportunities to openly share and articulate their thoughts and feelings in a judgement free environment, whilst developing their understanding and development of key knowledge and skills to become responsible and reflective members of society who value their own worth; enabling the opportunity to facilitate discussions about a range of key topics to support relationships and manage feelings and emotions , listening to others’ opinions and making links to RRS articles and British Values. 

  • Through the PSHE curriculum we aim to promote children’s knowledge, self esteem, emotional wellbeing and resilience, and to help them to form and maintain worthwhile and positive relationships. Children are taught to have respect for themselves, and for others within our local, national and global communities. We aim to develop key character skills, including decision making, informed risk taking, good communication and self-regulation strategies. We encourage the exploration of, and resilience for, values held by different cultures and groups, and promote the development of positive attitudes. We encourage honesty and respect in all relationships and nurture sensitivity to the needs and feelings of others. Our PSHE curriculum is delivered through an engaging enquiry-based approach, that encourages children to develop their oracy skills. Each term the children are given an enquiry question and pupils will not only use the substantive knowledge gained, but will also use personal reflection to reach their own judgements. This will prepare our children to 

ask insightful questions, work collaboratively, think culturally, appraise the value from different sources, and share their own opinions in an accepting environment. 


  • The knowledge and skills that children at St Ursula’s will develop will include, but are not limited to:  


  • An understanding of their inherent, indivisible, inalienable unconditional and universal rights and how these rights can and should be protected.  

  • An understanding of our diverse and complex world, and an empathy and respect for the rights of all individuals.  

  • Building positive and constructive communication, with highly developed oracy skills.  

  • Resilience and self-regulation, and a keen understanding of their own health and wellbeing, especially supporting their mental and emotional development.  

  • Risk management and balanced decision making, within the context of a changing and challenging world.  

These skills are transferrable to all other areas of the curriculum and will help children to understand these areas in new ways.  


Additionally, these ‘soft skills’ form the basis of a child’s wider development and experience. The ability to recognise and develop good relationships, the reinforcement of positive mental and physical health, understanding how their body will change and grow, the development of respect and tolerance for all, an understanding of society and the role of the individual in a community – these are the skills that will equip our children for life. 

The curriculum is inclusive of all abilities as lessons are well-scaffolded and differentiated to ensure that all pupils are not only able to access the learning but are equally challenged.

Our Curriculum statement


relationship & Sex education

Jigsaw Booklet

Any questions?

Should you have any further questions about the curriculum our academy follows please speak to your class teacher or phase leader who can be contacted via the academy office.

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