Boston St Nicholas C of E Primary School
Art, DT, Geography and History (Topic)

CREATIVE CURRICULUM

At St Nicholas Primary, we have a broad and balanced curriculum, incorporating all subjects along with our school values. We are beginning (in September) to have a whole school focus on either History or Geography across a term, showing progression across the school and giving the children lots of opportunities to share their experiences. Our curriculum aims to be active and hands on, encouraging children to raise their own questions about their learning and lead on the directions of the lessons. Trips, visitors, guest speakers, theatre visits and brought in resources help to enrich the experiences for our curriculum and make learning come to life.

As we are a school with many religions and nationalities, we are committed to promoting the celebrations of other cultures. We have many celebration days throughout the year where the children have the opportunities to join in with other customs. Children have particularly enjoyed sampling food and seeing traditional dress during our Chinese New Year day. Our current celebration days are as follows, with more to be added soon:

Autumn Term – Diwali
Spring Term – Chinese New Year
Summer Term - Ramadan 

Whilst celebrating differences amongst all children, we encourage them to grow as individuals. Our curriculum allows children to go on their own journey in their learning. They are given frequent opportunities to work independently or as part of a team, finding solutions to their own questions, while giving teachers the freedom to adapt their teaching to the needs of individual pupils.

In our school, our children build self-respect and sensitivity for the needs and values of others in the world around them, encouraging them to become spiritually and morally responsible members of our community. The local community is integral to life at St Nicholas. We encourage our children to take a pride in the environment around them. Clean up days and carol singing have been an important part to this. We encourage our parents to share the experiences of their children as much as possible, inviting them to take part in celebration days and collective worships. Understanding and tolerance of other cultures and beliefs are integral to our curriculum. Similarly, we aim to promote fundamental British values within the school and local community. These are:
- Respect and tolerance.
- Pupils' growing understanding of the difference between English law and different views on right and wrong.
- A growing awareness of the difference between law of the land and religious law. 

From September 2015, we hope to set up a school ‘Think, Pair, Share’ debating club, in which important concepts are learnt such as: democracy, voting, freedom and law of the land. 

THE SUBJECTS

​Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Design and technology is an inspiring, rigorous and practical 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. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

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. 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. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History 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 own identity and the challenges of their time.