Witamy w kościele św. Bernadety

Geography Policy 25-26 Geography Progression of Skills Geography Intent, Implement, Impact Geography at St Bernadette's Catholic Primary School "We are part of nature, not separate from it." — David Attenborough Our Geography Journey Discovering God's World. Caring for Our Common Home. At St Bernadette's Catholic Primary School, we believe that Geography inspires children to develop a sense of wonder about God's creation while helping them understand the diverse world in which they live. Through a carefully sequenced curriculum, pupils explore places, people and environments at local, national and global scales, developing the knowledge and skills needed to understand how our world works and how it continues to change. Our Geography curriculum has been carefully designed to inspire curiosity, deepen understanding and develop children into confident young geographers. We believe that Geography is far more than learning where places are located. It encourages children to ask thoughtful questions, investigate the relationship between people and places, understand physical and human processes, and recognise their responsibility to care for God's creation. As pupils journey through our curriculum, they begin by discovering the world immediately around them before gradually expanding their understanding to include the United Kingdom, Europe and the wider world. Along the way, they learn how landscapes are formed, how climate influences people's lives, how countries are connected through trade and resources, and why sustainability matters for the future of our planet. Learning is practical, purposeful and memorable. Children use maps, atlases, globes and digital mapping technology, carry out fieldwork in the local area, interpret geographical data and investigate real-world issues. Rich discussion, enquiry-based learning and first-hand experiences encourage pupils to think critically, make connections and apply their understanding to the world around them. Our Curriculum Journey Our Geographical Journey Throughout their time at St Bernadette's, children progress from exploring their immediate surroundings to becoming thoughtful, knowledgeable young geographers who understand the interconnectedness of people, places and environments. Year 1–2: Discovering God's world through local geography, weather, maps and comparing different places. Year 3–4: Understanding how physical processes shape landscapes and how people respond to changing environments. Year 5–6: Exploring global connections, sustainability, climate change and becoming responsible global citizens who care for our common home. How We Learn Geography Knowledge • Skills • Geographical Thinking At St Bernadette's, Geography is carefully planned so that children build geographical knowledge and enquiry skills year by year. Rather than studying isolated topics, pupils revisit key concepts throughout their primary education, allowing them to make increasingly sophisticated connections between physical geography, human geography and environmental responsibility. Our Six Key Geographical Concepts Throughout every Geography unit, children develop their understanding of: Place – understanding the characteristics of locations and what makes every place unique. Location – knowing where places are and how they are connected using maps and geographical tools. Physical and Human Geography – understanding how natural processes and human activity shape the world. Interconnection – recognising how people, places and environments influence one another locally and globally. Change and Sustainability – exploring how environments change over time and how we can care for God's creation. Geographical Enquiry – asking questions, investigating evidence, interpreting data and communicating geographical understanding. Our Three Geographical Skills Children learn to: Ask Geographical Questions – becoming curious and reflective geographers. Investigate the World – using maps, fieldwork, atlases, digital technologies and geographical evidence. Communicate Geographical Understanding – explaining, analysing and presenting ideas using increasingly precise geographical vocabulary. Progression Across the School Inclusion At St Bernadette's Catholic Primary School, we believe that every child is a geographer. Our Geography curriculum is designed to ensure that all pupils can access, enjoy and succeed in their learning. Through practical fieldwork, map work, digital technology, discussion and first-hand experiences, children develop secure geographical knowledge and confidence in understanding the world around them. Teachers use adaptive teaching strategies, carefully selected resources and ambitious expectations to remove barriers to learning while ensuring every child is both supported and challenged. We celebrate the diversity of God's world by exploring different countries, cultures, environments and communities, helping children develop respect, empathy and a deep appreciation of the richness of our global family. Our Vision As a Catholic school, our Geography curriculum reflects our belief that the Earth is God's gift to everyone and that we all have a responsibility to care for our common home. Guided by the principles of Catholic Social Teaching, children learn about stewardship, solidarity, the dignity of every person and the importance of working together to build a more just and sustainable world. We want every child to leave St Bernadette's with a love of Geography, a curiosity about the world and the confidence to think like a geographer. Through understanding places, people and environments, we hope our pupils become compassionate global citizens who appreciate the beauty and diversity of God's creation and are inspired to care for it now and in the future.

At St. Bernadette’s, we are in the process of writing and developing a bespoke curriculum based on the National Curriculum. “…careful curriculum design, where new knowledge is broken down into meaningful components and introduced sequentially, can support all pupils to learn scientific concepts. This includes those with special educational needs and/or disabilities.” Research Review Series: Science. Ofsted, 2021. Science Policy 25-26 Prior Knowledge "Assessing students' prior knowledge allows an instructor to focus and adapt their teaching plan. For students, it helps them to construct connections between old and new knowledge.” Assessing Prior Knowledge, Cornell University, 2022 Each unit with a prior knowledge check – this aids both teachers and learners. A focused flashback helps pupils to retain prior knowledge on the topic and make links between old and new content. Each planning grid outlines prior knowledge in order to support teaching. Retrieval “Sufficient curriculum time must be allocated for pupils to embed what they have learned in long-term memory through extensive practice before moving on to new content.” Research Review Series: Science. Ofsted, 2021. Each lesson begins with three flashback activities: The idea is that this: Will help to transfer information into pupils’ long term memories Will act as a ‘pre-teach’ for key concepts and vocabulary Will address common misconceptions before they arise Will lead to greater understanding as we progress through a topic as effective links can be made. Vocabulary "Vocabulary plays a crucial role in science because it is at the heart of science learning and knowledge building. To discuss and build knowledge, students need to have access to the vocabulary of science.” National Science Teaching Association, 2020 Each unit contains: A discrete lesson on vocabulary that is taught at the start of the unit, this pre teaches new scientific words. A selection of key vocabulary showcased on classroom science display boards. Each lesson contains: Scientists "Researchers have found that the sense of belonging in science matters more than grades and background when it comes to keeping students in science majors and careers. Creating a more equitable, inclusive, and leakproof STEM pipeline requires helping more students feel like scientists.” Helping students (re)think of themselves as scientists. C&EN, 2020. Each unit has a key scientist linked to it. These scientists have been reviewed to ensure our curriculum is more diverse and relevant to our pupils. Many units also have a ‘Just Like Me’ scientist also included, helping pupils learn about people like them working in different careers within the field of science today. When learning about scientists, we will focus on: the impact that scientist had on the world whose ideas that scientist built upon the barriers some scientists faced and how they successfully overcame these to make a significant difference to the world around them which of our ‘Working Scientifically’ skills these scientists utilized. Here are examples of a few modern and diverse scientists included in our science curriculum: Environmental Awareness "Environmental education promotes critical and creative thinking skills and inspires kids to become more engaged with their communities. It helps kids understand why the environment is important and provides them with the building blocks they need to live eco-friendly and sustainable lives.” Why Environmental Education is Important for Kids. Rubicon, 2021 The golden thread of environmental awareness runs through each unit in school. Each unit has a linked environmental focus – ‘Care of God’s Creation’ (linked to Catholic Social Teaching). This makes our curriculum more relevant to issues faced today, which should engage pupils and help them to see the real-world purpose of their learning. Enquiry Types Throughout school, children are exposed to five types of enquiry: Comparative/fair testing Research Observation over time Pattern seeking Identifying, grouping and classifying Working Scientifically A set of characters have been created to represent each of the ‘Working Scientifically’ skills that the children will utilise within their investigations and enquiries. These characters are displayed in every classroom and appear in many science lessons, even when the focus is not directly linked to enquiry. Reading At St. Bernadette’s, we believe that reading is a cornerstone of each and every curriculum area. As such, opportunities to share picture books, as well as fiction and non-fiction texts, have been planned into each unit. A range of books related to each science topic have also been purchased for each classroom in order to allow children to extend their learning outside of lesson time. Reading as part of the Curriculum (sample) Wider Reading Material (sample)

Latest News St Bernadette's Catholic Primary School Hob Moor Road B25 8QL 0121 783 7232 enquiry@stberns.bham.sch.uk School opening hours Monday to Thursday 8.30am -3.15pm Friday 8.30am- 2.00pm Total time 32.5 hours Pupil Absence Form Name of Child* Class* Date of Absence* Reason for Absence* Parent \ Carer Name* Email Address* Contact Phone Number* Submit Pupil Absence Change of Details Form Name of Child* Class* Nazwa* Relationship to Pupil* E-mail* Telefon* Multi-line address Kraj/region* Adres* Miejscowość* Kod pocztowy* Emergency Contact Name* Emergency Contact Number* Składać Support & Well Being School Information Communication Attendance Admissions

Staff School Council Mental Health & Well Being Governors Vacancies Policies Safeguarding School Aims St. Bernadette’s is a Catholic School for children aged 4-11 years with a nursery class for 3 - 4 years old. Our Mission Statement At St. Bernadette's Catholic School you will find us caring, hardworking and co-operative. We follow the ways of Jesus using our talents and gifts to make our school special. We show respect to all and welcome you. Aims of Our School As a Catholic school, our aim is to create a religious and moral climate, which will enable the child’s love of the Catholic faith to develop and mature and thus, enhance the development of the whole child. Qualities such as responsibility, sincerity, honesty, tolerance and those that reflect the Christian values, in general, will enable the child to take a full part in their secondary education and in society as a whole. In order to develop the whole child spiritually, morally, academically, culturally and socially our aims are to give each child: An understanding of how they grow in body and faith and how this is a fundamental part of God’s plan for us and our future. A sense of self-discipline, personal well-being, acceptable behaviour and an awareness of the needs of others to prepare for a life in a multi-cultural society. The ability to become independent learners able to solve a range of problems. Access to a good quality education in all subjects that will equip them with the skills necessary to become citizens of the future. The school promotes breadth and depth, relevance and differentiation and recognises that these should be the keystone of the curriculum provided within school. Staff Staff Senior Leadership Team Miss Finnegan – Head Teacher Mr Carroll – Deputy Head Mrs Hill – Assistant Head Miss Di Pierri - Assistant Head Mrs. Canning Mrs Taylor - SENCo The Hub Miss White - HUB Teaching Assistant Miss Mohamed - HUB Teaching Assistant Mrs Kehoe - HUB Teaching Assistant Nursery Mrs S Rainey - Nursery Teacher / EYFS Co-ordinator Miss E Barron – Nursery Teaching Assistant Mrs S Buchanan - Nursery Teaching Assistant Miss Nield - Nursery Teaching Assistant Miss Thomas - Nursery Teaching Assistant Reception Mrs L Canning – REL Reception Teacher Mrs Lennon - REL Reception Teacher Miss C Belcher - RCB Reception Teacher Miss L Coley - RLC Reception Teacher Mrs Colclough – RCB Teaching Assistant Mrs Thomas – Reception Teaching Assistant Ms T O'Neill – RLC Reception Teaching Assistant Mrs McCartan - Reception Teaching Assistant Mrs Mayers – Reception Teaching Assistant KS1/EYFS Mrs Clarke – Year 1 Teaching Assistant Mrs Begum – Year 1 Teaching Assistant Year 1 Miss O Bowden – 1OB Teacher/EAL Co-ordinatorMiss O’Toole – 1CO'T Teacher / English Co-ordinator Year 2 Mrs S Hussain - 2SH Teacher/Science Co-ordinator Miss E O'Brien - 2EOB Teacher Mr R Wayne - 2RW Teacher / DT and Art Co-ordinator/KS1 Co-ordinator Mrs J Robinson – Year 2 Teaching Assistant Year 3 Miss E Gibbs - 3EG Teacher Miss D Adu - 3DA Teacher Miss Di Pierri – 3DH Class Teacher Mrs Hill – 3DH Class Teacher Mrs T Emilton - Year 3 Teaching Assistant Mrs S Richards– Teaching Assistant Year 4 Miss K Lakin – 4KL Teacher / English Co-ordinator KS2 Mr A Markham-Jones – 4AMJ Teacher / PE Co-ordinator Ms F Mohamed - 4FM Teacher Mrs S Khan - Year 4 Teaching Assistant Ms Baker – Year 4 Teaching Assistant Year 5 Miss M Friar - 5MF Teacher Miss C Grant - 5CG Teacher / MFL Co-ordinator Miss Taylor - 5ET Teacher Mrs K Yakoob – Year 5 Teaching Assistant Miss Elliot – Year 5 Teaching Assistant Year 6 Miss Z Boron - 6ZB Teacher / History and Geography Co-ordinator Mrs C Brownhill – 6CB Teacher Miss Connaire - 6CC Teacher/KS2 Co-ordinator Mrs O Armanaviciute – Year 6 Teaching Assistant Mrs J Docker – Teacher Ms J Ryan - Teacher Miss C Corkery - Teacher Mr E Baker - Teacher Mrs K Harston – Teacher Mr Lavin – Teacher Miss Lavin – Teacher Miss Finn– Pastoral Support Maternity Leave Mrs C Kidner – Teacher/Computing Co-ordinator Mrs Jones – Teacher/EYFS Co-ordinator Mrs Smallwood – Office Mrs Byng – Office Miss K O'Neill – Office Mrs Apted – Technician Mr Abbott – ICT Operations Manager Mr Malone – Building Site Supervisor Mrs Worth - School Cook

Powitanie Welcome Serdecznie witam Państwa w Katolickiej Szkole Podstawowej im. św. Bernadety. Wybór odpowiedniej szkoły dla Twojego dziecka to jedna z najważniejszych decyzji, jakie podejmiesz. W St Bernadette's zapewniamy bezpieczne, komfortowe i szczęśliwe środowisko, w którym każde dziecko otrzymuje wsparcie i jest motywowane do rozwijania swojego pełnego potencjału. Motto naszej szkoły: „Ucz się kochać, kochaj uczyć się” leży u podstaw wszystkiego, co robimy. Nasz program nauczania stawia Jezusa w centrum i odzwierciedla wartości ewangeliczne, pielęgnując w naszych dzieciach poczucie celu i wiarę. Z przyjemnością informujemy, że nasz niedawny raport z Inspekcji Szkół Katolickich docenił wzorowe zachowanie naszych dzieci, doceniając ich głębokie zrozumienie wartości chrześcijańskich. Raport podkreślił również, że nasi pracownicy stanowią wybitne wzorce do naśladowania, tworząc pełne miłości i troski środowisko, w którym dzieci czują się szczęśliwe, pewne siebie i dumne z przynależności do rodziny św. Bernadety. Cenimy wyjątkowość każdego dziecka, uznając, że każda osoba została stworzona na obraz i podobieństwo Boga. Oprócz osiągnięć akademickich, oferujemy bogactwo możliwości rozwoju, zachęcamy uczniów do przywództwa oraz wspieramy rozwój duchowy i społeczny naszych dzieci. Nasi utalentowani i oddani pracownicy ściśle współpracują z rodzinami, naszą parafią i lokalną społecznością. Wierzymy, że edukacja to prawdziwe partnerstwo i niezwykle cenimy Państwa zaangażowanie i wsparcie w edukacyjnej drodze Państwa dziecka. Z przyjemnością powitamy Ciebie i Twoje dziecko w St Bernadette's. Panna E. Finnegan Our School Follow us on Instagram @stbernsprimary Load more

History Policy 25-26 "History is who we are and why we are the way we are." — David McCullough Our History Journey Learning from the Past. Inspiring the Future. At St Bernadette's Catholic Primary School, we believe that History helps children understand the world they live in by exploring the people, events and civilisations that have shaped it. Through a carefully sequenced curriculum, pupils develop secure historical knowledge, ask meaningful questions, investigate historical evidence and make connections across different periods of time. Our aim is for every child to become a curious historian who appreciates the achievements of the past and understands how history continues to influence our lives today. Our History curriculum has been carefully designed to inspire curiosity, deepen understanding and develop children into confident young historians. We believe that History should never be reduced to remembering dates or isolated facts. Instead, it should encourage children to investigate evidence, think critically, appreciate different perspectives and discover the stories that have shaped our society. As pupils journey through our curriculum, they begin by exploring familiar aspects of the past before gradually broadening their understanding of local, British and world history. They develop secure chronological understanding while learning to analyse historical sources, consider different interpretations and communicate their ideas using historical vocabulary with increasing confidence. Learning is purposeful, practical and memorable. Children handle artefacts, examine historical sources, take part in role play, visit places of historical significance and engage in rich discussions that encourage them to think like historians. These experiences ensure that knowledge is not simply learned but understood, remembered and applied. Our Curriculum Journey Our Historical Journey Throughout their time at St Bernadette's, children progress from understanding that the past is different from today to becoming independent young historians who evaluate evidence, recognise different interpretations and make thoughtful connections across history. Year 1–2: Discovering the past through people, events and everyday life. Year 3–4: Understanding how Britain has changed and developed over time. Year 5–6: Exploring ancient civilisations, evaluating evidence and understanding how history shapes the present. How We Learn History Knowledge • Skills • Historical Thinking At St Bernadette's, History is carefully planned so that children build knowledge and historical understanding year by year. Rather than studying isolated topics, pupils revisit key concepts and skills throughout their primary education, helping them think more deeply about the past and make meaningful connections between different periods of history. Our Six Key Historical Concepts Throughout every History unit, children develop their understanding of: Chronological Understanding – understanding when events happened and how periods connect. Cultural, Ethnic and Religious Diversity – exploring the lives and experiences of different people. Change and Continuity – identifying what changed and what remained the same. Cause and Consequence – explaining why events happened and their impact. Significance – understanding why people and events are remembered. Interpretation – recognising that historians use evidence to develop different viewpoints. Our Three Historical Skills Children learn to: Ask Historical Questions – becoming curious historians. Use Historical Evidence – investigating artefacts, photographs and historical sources. Communicate Historical Understanding – discussing, explaining and justifying ideas using historical vocabulary. Progression Across the School Inclusion At St Bernadette's Catholic Primary School, we believe that every child is a historian. Our History curriculum is designed to ensure that all pupils can access, enjoy and succeed in their learning. Through practical experiences, historical artefacts, discussion, storytelling and carefully planned support, children develop secure historical knowledge and confidence in thinking like historians. Teachers use adaptive teaching strategies, high-quality resources and ambitious expectations to remove barriers to learning while ensuring every child is challenged and supported. We celebrate the diverse people, cultures and experiences that have shaped Britain and the wider world, helping children develop empathy, respect and an appreciation of the richness of our shared history. Our Vision As a Catholic school, our curriculum reflects the dignity of every person and encourages pupils to explore themes of justice, courage, compassion and service through the study of history. Guided by the principles of Catholic Social Teaching, children learn that understanding the past helps us build a more peaceful, respectful and compassionate future. We want every child to leave St Bernadette's with a love of History, a curiosity about the past and the confidence to think critically, ask questions and understand how people, places and events have shaped the world we live in today.

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Computing Policy 25-26 Computing Acceptable Use Policy 25-26 Computing Intent, Implement, Impact 25-26 Online Safety Policy 26-26 Key Figures Each year, our computing curriculum highlights a key figure in the field of technology, offering students a chance to explore their life, achievements, and contributions to the digital world. Through engaging activities and projects, students learn about the impact these pioneers have had on the development of computing, helping them understand the diverse career paths and opportunities available in this dynamic field. This approach not only inspires curiosity but also fosters an appreciation for the innovative spirit driving the world of technology.

RE at St. Bernadette's Catholic School At St Bernadette’s, our faith is at the centre of everything we do. We are proud to be a Catholic community where every child is valued, loved, and encouraged to grow in faith, hope, and love. Religious Education is not just one subject among many — it is the golden thread that runs through our curriculum, shaping the way we learn, celebrate, and treat one another. All areas of our curriculum are taught through a Catholic lens, helping pupils to see the world and their learning through the values and teachings of our faith. Through our RE curriculum, Prayer and Liturgy, and daily witness to the Gospel, we aim to help each child develop a personal relationship with God and a strong sense of moral purpose. Together, we strive to follow the example of Jesus, living out our school mission by showing kindness, respect, and compassion in all that we do. RE Policy 25-26 Below are the units of work covered this academic year in the RE curriculum for each year band. Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Intent At St Bernadette’s Catholic School, Religious Education (RE) lies at the heart of our curriculum and shapes everything we do. It is far more than a single subject — it is the foundation of our mission to live out the Gospel values and share God’s love each day. Our curriculum is rooted in the principles of Catholic Social Teaching (CST), These principles are Human Dignity, The Common Good, Participation, Subsidiarity, Stewardship, Preferential Option for the Poor, Solidarity, Distributive Justice and Promoting Peace. These key strands help our pupils to understand how faith can inspire action and make a positive difference in the world. Assessment of RE The RE Curriculum covers four strands: Scripture, Sacraments, Liturgical and Living as Christians. Three different units are assessed annually in each year Band, with each academic year focusing on a different strand. in line with Diocesan guidelines. Samples of work are gathered throughout the year and moderated against the diocesan end of phase expectations.