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SEND & Inclusion Policies Including Local Offer Identification & Support Parent Partnership Graduated Approach Interventions Masking The Hub FAQ Inclusion Contact Us Policies SEND Information Report 26/27 Special Educational Needs and Disabilities SEND is everyone's responsibility. At St Bernadette's, we are committed to creating an inclusive environment where every child feels valued, supported and empowered to achieve their full potential. By working in partnership with families, pupils and professionals, we ensure that every child receives the right support, at the right time, enabling them to flourish academically, socially and emotionally. What is SEND? At St Bernadette's Catholic School, we believe that every child is a unique gift from God, with individual strengths, talents and aspirations. As an inclusive school, we recognise that some children may need additional support to help them achieve their full potential.SEND stands for Special Educational Needs and Disabilities. A child or young person has SEND if they have a learning difficulty or disability that means they require additional or different support to access learning and make progress. SEND is categorised into the following areas in the SEN code of practise 2014: Cognition and Learning Communication and Interaction Social, Emotional and Mental Health Sensory and Physical At St Bernadette's, SEND is everyone's responsibility. We are committed to ensuring that every child with SEND feels supported, included and able to thrive as part of our school community. We believe that the best outcomes are achieved through strong partnerships with children, families and professionals, enabling us to provide the right support at the right time through a graduated approach that is tailored to each child's individual needs.

Our whole-school wellbeing programme, Happy Hearts, Brilliant Brains, runs from Nursery to Year 6. It gives children a shared language for emotions, body signals, relationships, learning and asking for help. Children take part in short 5–10 minute lessons, with the ideas revisited throughout everyday school life. Learning develops as children move through school. What will children learn? Across the year, children explore six connected units: Understanding feelings and learning to regulate All feelings give us information. Children learn that feelings themselves are not good or bad: they can help us notice what is happening and what we might need. We support children to understand their feelings and respond in ways that keep themselves and others safe. Children do not have to become calm before they deserve help. Adults offer reassurance and co-regulation — helping children manage feelings through a supportive relationship — and help them notice body clues, communicate their needs and explore suitable strategies. Self-regulation is taught, modelled and practised. Support might include movement, comfortable breathing, a quieter space, visual prompts, sensory activities or time with a trusted adult. Where appropriate, sensory circuits provide a structured sequence of movement activities to support children’s regulation and readiness for learning. Activities are adapted to individual needs, with adults noticing how children respond and what helps them. From Nursery onwards, we introduce and revisit a range of self-regulation strategies. Explore some of the strategies we use in school below. Support matched to each child All children benefit from our whole-school approach. Some need additional support at particular times or more sustained help with their social, emotional and mental health needs. We work with children, families and relevant professionals to understand those needs and agree appropriate support. Our class teachers, pastoral team and SENCo work together to identify barriers and adapt support. This may include individual check-ins, help with friendships, adjustments to routines or learning environments, and targeted pastoral support. Where appropriate, we work with specialist services. We recognise that children communicate feelings and needs in different ways. Adults use accessible language, visuals, modelling, repetition and different ways to communicate so that every child can participate and feel heard. We review support with children and families, looking at how it helps communication, relationships, participation and access to learning. Happy Hearts, Brilliant Brains complements our pastoral, SEND and safeguarding provision; it does not replace specialist support or therapy. Safe, trusted adults and asking for help Children never have to manage difficult feelings alone. We help them identify safe, trusted adults and remind them that if something feels unsafe, worrying or uncomfortable, they should tell a trusted adult and keep telling until somebody helps. Children can speak to their class teacher or another safe, trusted adult in school. Families can find our safeguarding contacts and reporting information on our Safeguarding page Working together with families If you are worried about your child’s wellbeing, please speak to their class teacher. We can work together to understand your concerns and, where appropriate, involve our pastoral team or SENCo. Please contact the school office on 0121 783 7232 if you need help arranging a conversation. At home, you can help by listening without rushing to solve a feeling, naming emotions together, noticing what helps your child and reminding them that asking for support is a strength. A helpful starting point is: What are you noticing, and what might help? We value families’ knowledge of their children and welcome information about changes or worries that may affect them. Together, we can help children feel secure, connected and ready to learn.

At St Bernadette’s, music and performance are a valued and vibrant part of school life. Echoing our school motto, “Learn to Love, Love to Learn, ”, music and performance give children the opportunity to discover and develop their unique gifts, express themselves creatively and build confidence in a supportive environment. Through singing, playing, performing and creating together, children learn to listen, collaborate and celebrate each other’s talents, helping them grow into confident, curious and compassionate individuals. Catholic Life: Singing plays an important role in our Catholic Life, supporting prayer, worship and celebration throughout the school year. Through Songs of Praise, Cantors, Hymns and Liturgical Celebrations, children use their musical gifts to lead and inspire others, bringing joy, reflection and a sense of community to our worship. Cultural Capital: Music and performance enrich our pupils’ cultural capital by introducing them to a wide range of musical styles and genres. These opportunities broaden children’s interests, inspire creativity and open their eyes to new possibilities, helping them develop aspirations and a lifelong appreciation of the arts. Inclusion and Belonging Music and performance provide inclusive opportunities for every child, whatever their needs, interests or level of confidence. A multitude of strategies such as Widgits, Makaton, additional processing time and partner work, children can participate, contribute their unique strengths and feel a valued sense of belonging. Music and Performance Opportunities: Instrument Lessons Singing Lessons Carol Singing Year 6 Production Carol Concert Nativity Plays Ukelele Lessons Instrument Lessons: Partnered with LinkLearning, our guitar and piano lessons give pupils the opportunity to develop musical skills while building confidence, creativity and perseverance. Available to Years 1-6 families can enquire for lessons by contacting Mrs Maggs. Pupils are encouraged to practise, progress at their own pace and share their achievements through performances in school. Carol Singing: Carol singing at Heartlands Hospital and local care homes gives pupils the opportunity to use their musical talents to bring joy and comfort to others. It helps children develop confidence, empathy and a strong sense of community, while experiencing the positive impact their voices and performances can have on others. Singing Lessons: Singing lessons help Key Stage 2 pupils develop their voices, musical skills and confidence in a supportive and enjoyable environment. Through 1-1 coaching, pupils learn to use their voices with greater control and expression, develop their musical understanding and gain confidence in performing solo. Year 6 Production: The Year 6 production is a wonderful opportunity to celebrate every child’s talent through acting, singing, dance and behind-the-scenes roles. From past productions such as Oliver, The Jungle Book and Mary Poppins, working together towards a shared goal has shown to develop teamwork, responsibility and confidence, whilst giving pupils a memorable opportunity to shine and celebrate their achievements. I'm a paragraph. Click here to add your own text and edit me. It's easy. Carol Concert Our Carol Concert is a much-loved event in our school calendar. It’s a special opportunity for pupils to celebrate Christmas through music while sharing their talents with families and the wider school community. Ukulele Lessons: Ukulele lessons with Mr Baker give pupils the opportunity to develop musical skills, confidence and a sense of achievement. Through regular practice, children build their technique and progress at their own pace, with opportunities to perform for others and celebrate their musical development. Nativity Plays: For our younger pupils, performing nativities and taking part in assemblies throughout the year gives pupils valuable opportunities to share stories, celebrate special occasions and express themselves in new ways.

At St Bernadette’s, enrichment is an important part of bringing our school motto, “Learn to Love, Love to Learn ,” to life. We want every child to have opportunities to discover their gifts and talents, explore new interests and experience the joy of learning beyond the classroom. Through a rich variety of experiences, children are encouraged to try something new, be curious, develop confidence and find activities that inspire and excite them. Enrichment helps our children to grow as individuals. Whether they are discovering a new talent, performing in front of others, working as part of a team, exploring the outdoors or simply trying something for the first time, these experiences help children develop confidence, resilience, creativity and a love of learning. Above all, we want our children to leave St Bernadette’s with happy memories, wider experiences and the confidence to recognise that everyone has unique gifts to discover, develop and share with others. Our Three Enrichment Days Throughout the year, our three special enrichment days — October Unplugged, Joy in January and Play in May — give children opportunities to step away from the usual school routine, try something different and enjoy learning in new ways. Each day has its own focus, but all three are designed to promote wellbeing, creativity, curiosity, friendship and fun, while giving children experiences and memories to share. 🍂 October Unplugged October Unplugged encourages children to switch off from screens and rediscover the enjoyment that comes from creating, talking, playing, exploring and spending time together. Children take part in a range of hands-on activities, encouraging them to use their imaginations, cooperate with others and discover new interests. It reminds us that some of the best learning happens when we are actively involved, exploring and connecting with the people and world around us. 🌈 Joy in January January can sometimes feel like a long and challenging month, so Joy in January is dedicated to promoting happiness, positive mental health, wellbeing and togetherness across our school community. Children enjoy a wide variety of experiences, including dance and music, creative and sensory activities, active play, imaginative play, cosy movie moments and special surprise activities. Importantly, children themselves help to shape the day, making Joy in January something that is created with our pupils, not simply for them. ☀️ Play in May Play in May celebrates something that is fundamental to childhood: the freedom and joy of play. Through active, imaginative, creative, outdoor and collaborative experiences, children have opportunities to make choices, solve problems, take appropriate risks and learn alongside friends. Play helps children develop much more than practical skills. It builds communication, independence, resilience, teamwork and confidence, while giving children the freedom to follow their interests and simply enjoy being together. Together, October Unplugged, Joy in January and Play in May ensure that enrichment is not an ‘extra’ at St Bernadette’s. These special days are part of our commitment to nurturing the whole child and ensuring that every pupil has opportunities to discover what brings them joy, what they are good at and what they might love to explore next. During these days, very child is also offered a free school dinner, helping to ensure the day is inclusive and can be enjoyed by everyone . The response from our families has been overwhelmingly positive, with parents describing children coming home excited to talk about their experiences and highlighting the positive impact of the days on friendships, happiness and mental health.

Learn to Love, Love to Learn — working together to help every child flourish At St Bernadette’s, we recognise parents and carers as children’s first educators. You know your child best, and we value the knowledge, experiences and ideas you bring to our school community. Our motto, Learn to Love, Love to Learn, guides our partnership with families. Rooted in our Catholic faith, we want every family to feel welcomed, listened to and supported. Together, we help children grow in learning, confidence and faith. Join us throughout the year We provide opportunities for families to learn alongside their children, meet staff and celebrate school life. Please see our calendar for upcoming workshops, meetings and events. Supporting learning at home Small, everyday moments can make a big difference. Sharing a story, talking about the day, playing a game or noticing numbers together all help children learn. We share guidance and resources to help families support: Early language and communication : conversation, stories, songs, rhymes and listening games. Phonics and reading : practising sounds, reading together and developing a love of books. Writing: encouraging ideas, vocabulary, handwriting and confidence. Mathematics: developing understanding through practical activities and everyday routines. Physical development : playful activities that strengthen movement, coordination and hand control. Our workshops offer opportunities to see approaches in action, ask questions and take away practical ideas. Links Accelerated Reader Spelling Shed Times Tables Rockstars Sharing your child’s learning Parents’ evenings and school reports provide opportunities to discuss your child’s achievements, progress and next steps. Please share what you notice at home, including interests, successes or concerns. Throughout the year, we also share children’s learning and celebrate their achievements. Where offered, stay-and-play sessions, classroom visits and celebrations of learning give families a closer look at school life. Faith and community Families are warmly invited to join our Masses, prayer, liturgies and celebrations, including Stay and Pray sessions, our Advent service, Remembrance service and Ash Wednesday service in school. Nativity plays, the Carol Concert and other school events bring us together and give children opportunities to share their gifts and grow in faith. We welcome families of all faiths and backgrounds, valuing the contribution each makes to our Catholic school community. Advice and support Sometimes families need a little extra help. Please speak to us if you would like support with attendance, routines, emotional wellbeing, special educational needs or other concerns affecting your child. Your child’s class teacher is a helpful first point of contact. For further information about the support available for your child and family, please visit our Inclusion Team page. Your voice matters We value feedback through everyday conversations, meetings and parent and carer surveys. Your views help us understand what is working well and where we can improve. Our “You said, We did” updates show how we respond to families’ suggestions. Helping everyone take part We understand that work, caring responsibilities, language and access needs can affect participation. Please let us know what would help you attend an event, access information or communicate with school. If you cannot attend a workshop or meeting, contact us so we can discuss another way to share the information and support you. Keeping in touch Look out for our monthly newsletter, school emails and website updates. Our Instagram account, @stbernsprimary , also celebrates learning and school life. Please keep your contact details up to date so you receive important information. By sharing information and working together, we can respond to children’s needs, celebrate their progress and help them feel secure, confident and ready to learn.

Exploring new places, growing in confidence and learning together At St Bernadette’s, learning reaches beyond the classroom. Our trips and residential experiences bring the curriculum to life, spark curiosity and give children opportunities to discover new interests, develop independence and make lasting memories. Rooted in our motto, Learn to Love, Love to Learn, these shared experiences help children build friendships, work together and appreciate the world around them. Our Residential Journey Bringing Learning to Life Connecting with nature at EcoPark Supporting every child to take part Connecting with Nature at Eco Park Every year group, from Reception to Year 6, visits EcoPark. Run by Birmingham & Black Country Wildlife Trust, this wildlife and environmental education centre in Small Heath provides opportunities to explore ponds, woodland and meadow habitats through practical, curriculum-linked learning. Our visits support science and geography while developing observation, questioning, vocabulary and communication. They also strengthen our Catholic commitment to caring for God’s creation, helping children recognise that their actions can protect the world we share. Bringing learning to life Our educational visits give children first-hand experiences to talk about, reflect on and connect with their classroom learning. Examples include: Reception — Attwell Farm Discovering farm animals and developing curiosity, vocabulary and understanding of how we care for living things. Year 1 — Black History Museum Exploring Black history, learning about people’s lives and contributions, and developing respect for our diverse communities Year 2 — Twycross Zoo Learning about animals, habitats and conservation, and considering how we can help care for the natural world. Year 2 — Pagoda in Edgbaston Learning about Buddhism and exploring a different place of worship, encouraging curiosity, respectful questions and understanding of other people’s beliefs and traditions. Year 6 — Cadbury World Exploring the story of chocolate and making connections with history, geography and the journey from cocoa bean to finished product. Year 6 — St Chad’s Cathedral Supporting children’s Confirmation preparation by deepening their understanding of faith, the role of the cathedral and their belonging to the wider Catholic community. Supporting every child to take part We plan with inclusion in mind, working with families to understand children’s needs and support their participation. We consider the support children may need to communicate, feel secure and access activities, helping them make the most of these shared experiences.

A voice for every child Pupil voice reaches beyond children with a badge or formal role. We value the ideas and experiences of children across the school, including our youngest pupils and those who need support to communicate. Children can share views through conversations with adults and their pupil representatives. Speaking, drawing, visual prompts and supported communication can all help children contribute. We help children recognise that listening is part of leadership: different opinions deserve to be heard respectfully, and everyone should have an opportunity to take part. Our Pupil Leadership Groups Playground Buddies School Council Head/Deputy Boy & Girl Playground Buddies Children apply to become Playground Buddies, showing that they want to help others. Buddies encourage kindness, inclusion and safe play, helping children feel welcome and notice when someone may need a friend. They learn to listen and to seek adult help when needed. This role reflects our call to love one another and promotes mutual respect. Buddies support others with adult guidance; adults remain responsible for children’s safety and for dealing with bullying or safeguarding concerns Head Boy, Head Girl, Deputy Head Boy and Deputy Head Girl Candidates prepare and deliver speeches before pupils vote. This gives children opportunities to explain their ideas, speak with confidence and show how they would serve the school community. These leaders act as positive role models and help represent the school. Their role connects democratic participation with servant leadership: leading by example, listening to others and using responsibility with humility and care. School Council School Council representatives are voted for by pupils. They help bring children’s ideas, questions and suggestions into school discussions, listening to classmates and representing views beyond their own. Elections give children a practical experience of democracy. They learn to consider ideas, make a choice, respect the result and recognise that elected representatives should listen to everyone. Council discussions can help children consider fairness, inclusion and the common good. Serving Others and Caring for Our School Recycling Stewards Mini Vinnies Year 6 Prefects Recycling Stewards Recycling Stewards encourage our school community to reduce waste, reuse resources and recycle thoughtfully. Their role helps children connect everyday choices with caring for our school and the wider world. As stewards of God’s creation, children learn that our shared environment is precious. They develop responsibility and consider how caring for our common home benefits other people, now and in the future. Year 6 Prefects Year 6 Prefects take on responsibilities that help the school community and encourage younger children. They develop reliability, teamwork and confidence, showing our expectations of being ready, respectful and safe through their example. Prefect responsibilities provide opportunities to practise service, fairness and care for others. Adults guide children in their roles and help them recognise when to ask for support. Mini Vinnies Mini Vinnies put faith into action through kindness, service and concern for others. Children are encouraged to notice needs, reflect on how they can help and contribute to charitable and community activities. Their work reflects Catholic Social Teaching, especially human dignity, solidarity and care for people experiencing poverty or difficulty. Children learn that small acts of compassion can make a difference and that every person deserves respect. Growing as leaders Across these groups, children practise communication, cooperation, problem-solving and reflection. We help them see that leadership can be quiet and thoughtful as well as confident and visible, and that asking for help is part of acting responsibly. Pupil Voice and British Values You said We did We want children to understand how their ideas can influence school life. Our “You said, we did” approach makes the link between pupil feedback and the school’s response visible. It helps children see that their views are taken seriously and that they can contribute to positive change. Listening does not mean that every suggestion can happen. Where a change is not possible, we explain why in a way children can understand. We also share when an idea is still being explored, so children know what happens next. British Values in action Democracy — voting for representatives, listening to different views and contributing to decisions. The rule of law — understanding why rules protect us, applying agreed expectations fairly and recognising that responsibilities come with a leadership role. Individual liberty — expressing ideas, making informed choices and choosing to contribute, with support and within safe boundaries. Mutual respect and tolerance of those with different faiths and beliefs — listening respectfully, welcoming difference and challenging unfair or discriminatory behaviour. Children learn to respect people of all faiths and those with no faith.

Our Vision Music is a central part of our lives at St. Bernadette's. We believe that music is a form of creativity, confidence and self-expression and we aspire to weave it into everyday school life. We aim for every child to develop a lifelong appreciation of music while also enabling them to become confident performers, composers and listeners. Our Curriculum Children will meet the National Curriculum expectations in Music, through using the Charanga Music scheme. Throughout their time at St. Bernadette's, children learn to: · Sing confidently and accurately. · Play tuned and untuned instruments. · Compose and improvise music. · Listen critically and respond thoughtfully to a wide range of musical styles. · Develop an understanding of musical notation and vocabulary appropriate to their age. · Perform individually and collaboratively as part of an ensemble. Enrichment and Performance Music plays an important role in the wider life of our school. Children are encouraged to develop their confidence, through regular opportunities to perform and share their talents. Beginning in EYFS, where children often sing and share hymns together. Listen to one of our Reception classes singing ‘I Give Thanks’ Below: I Give Thanks RLC 8.7.26 Other opportunities include: · Whole-school singing · School choir · One-to-one singing tuition (to begin September 2026) · Liturgical celebrations and Masses · School performances and concerts · Music workshops and visiting musicians Inclusion At St. Bernadette's, we believe that music is for everyone. We are committed to ensuring that every child, regardless of their starting point or individual needs, can access and enjoy a music education. Learning is adapted though practical activities, modelling and visual supports, so that all pupils, including those with SEND, disadvantaged pupils and pupils with English as an additional language, can participate successfully and experience success. High expectations are maintained for every child, while recognising that some pupils may require additional support or challenge to achieve their full potential. Music Subject Progression

St. Bernadette’s Catholic Primary School is in the parish of Holy Family Church . "Greetings to all parents and parishioners, May the peace of God be with you and your families. You are always welcome to visit our church" Father Fretch Ballesteros (SDV) is our priest at Holy Family Church in Small Heath. The parish was founded in 1901. The church was built in 1928 and extended in 1966 Tuesday - Friday Mass 10:30am. Sunday Morning Mass: 10.30am. Weekend Mass times at Local Parishes Parish Saturday Sunday Holy Family 4 pm 10.30 am and 5.15 pm St Thomas More 5.30 pm 8.30 am and 10.30 am Corpus Christi 6 p m 10.30 am Holy Souls 5pm 8.30 am, 10 am and 12pm (Noon) The Holy Rosary - 9.30 am and 12 pm (Noon) Fr. Fretch Ballesteros History of Holy Family Church A brick building of the 1920s by George Drysdale, built on a Greek cross plan, and significantly enlarged in the 1960s to accommodate a large influx of (mainly Irish) Catholics, attracted by jobs in local industry. The interior is a fine barrel vaulted space. An intended campanile was not built, the result being that the townscape contribution of the church is relatively minor. The mission in Small Heath was founded by the Revd James Wright in 1901 from St Anne’s in Digbeth and Mass was said in a workshop in Green Lane until a school-chapel was built in 1903, then Mass was said in the upper floor of the new school (this was destroyed by enemy action in 1940.) Subsequently, the first Parish Primary School (Holy Family) opened its doors in Holy Family Church on 11 January 1904. The permanent church opened in 1928. The church is orientated roughly north-south, but this description follows conventional liturgical orientation, as if the altar was to the east. The church was built in two phases. The first, in the 1920s, was on a Greek cross plan, and was built of local purple brown bricks, with Green Westmorland slate roofs. The eastern arm of this was demolished and the nave extended to form a Latin cross, using complementary materials, in the 1960s. An intended northwest campanile was not built. So the present church originated as a Greek cross design by George Drysdale, seating 400, and opened in August 1929 (builders William Sapcote & Sons). It was described in The Tablet as ‘a quiet design …unity of character has been sought in the architecture, in the treatment of furniture and fittings, and also in the arrangement of the forecourt’. The 1920s church had open pediments on the north and south faces with moulded brick string courses and a row of arched clerestory windows. The east end was apsidal. The interior was an impressive barrel vaulted space, with a groin vault at the crossing. Although externally expressed, there is no internal separation into ‘nave’ and ‘aisles’, the nave is one wide space, with the barrel vaulting springing from great steel joists spanning east to west. There is a gallery and narthex at the west end, with a mosaic roundel of the Holy Family fixed to the gallery front (figure 2), possibly from the 1929 church and possibly by Pippet. In the narthex are brass panels to Fr Wright, founder of the mission, and Fr J. P. Dowling, benefactor. At the east, arched openings are located at the corners of the Greek cross. The sanctuary is placed in the eastern arm, and is dominated by a large freestanding altar, with a crucifix and tabernacle in the apse. Side chapels were placed at either side. There is a large organ of 1903 by Steele & Keay of Burslem, acquired c.1993 from Pitts Hill Methodist Church, Stoke. The forecourt was developed in the 1960s when, following a large influx of (mainly Irish) Catholics drawn by jobs in local industry: Birmingham Small Arms;the Chrysler Factory; JJ Gallagher the Builder. The local population used to say that they were either coming out the Blues ground or Holy Family Church. And so the priest, Father O'Keefe extended the church in 1966, and that's why it is so big now. The nave was extended to form a Latin cross plan, increasing the seating capacity to approximately 1,000. The architect for the additions was J. T. Lynch of Jennings, Homer & Lynch, and the extended church was blessed on 25 October, 1967. New sacristies, meeting rooms, a cry room and confessionals were also built, but an intended 100ft campanile was never realised. The total cost was for the built additions was about £120,000. In that period a second Parish Primary School was built on Hob Moor Road, (St Bernadette’s) which served the Irish community. Previously, St Benedict's Church of England School had been used for some of the children because of the enormous numbers. The 1960s additions were a modern and simplified version of the original work. The west front had a brick pilaster/piers at the corners and an open pediment framing a large central ‘feature panel’ faced in Portland stone. A crucifix was placed against this. Below this, solid oak entrance doors were placed beneath a flat canopy, with windows on either side. Flanking the entrance, low flat-roofed wings with recessed stone faced bays incorporating windows were presumably built as the baptistery and a side entrance. Above these, a round arched window on either side lit an internal gallery. Beyond this were raised (but not as high as the nave) and plain ‘aisle’ walls, the ‘aisles’ lit by one rectangular window per bay. The present church was consecrated on 10 June 1976 Catholic Life & Mission Our Parish Sacraments Saints Prayer & Liturgy Gospel Virtues Catholic Social Teaching

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.

St. Bernadette’s has an active school council in which 2 elected members from Years 1-6 meet and discuss views and ideas in our school, community and world. The Election Process Years 1-4: Children had to express to their teachers why they wanted to be in School Council and what qualities they could bring. Teachers discussed all candidates and voted for their Year bands councillors. Years 5-6: Children had time to write a speech on why they wanted to be a representative for their peers. They explained changes they wanted to make and ideas they had to continue to make our school a positive and welcoming environment. They then had to present this speech in front of their Year bands and teachers. The children were then asked to vote for 2 chosen candidates from their year bands using a ballot process. Each of the children were given a voting slip which they had to exchange for a ballot paper. The children then had to go to the voting booth and select their candidate by placing an ‘X’ in the box. What is our Vision? To have a school which is dynamic, a school that not only listens, but acts upon the views of its pupils. To further promote and express the voice of the child, not just within our school but within the City of Birmingham and with schools around the World. We hope to extend and share our ideas through further communications with other schools across the globe. What is our Aim? To raise people’s awareness that children have valid ideas. To be a voice for the children in our school. To make our school an even more friendly and pleasant place in which to learn. To make suggestions as to how our school could be improved further. To further improve our school environment. To raise money for charities. June: Our sign for the Moonlight Room is up! May: We chose the golden choices for next half term! We asked our peers what things they would love forward to and work towards. We also considered rewards that had been voted for, but not won. We settled on disco, science afternoon, art afternoon and extra playtime. Let’s see who wins! April: We worked with Mrs Canning to survey pupil wellbeing across the school. We used a questionnaire and asked our peers to fill it in and give general feedback about what would make them happier in school. We have fed back to Mrs Canning and are hoping to see our views throughout the school. March: School Council and the Happiness Heroes have teamed up! We held an anti-bullying poster competition for the whole school. We had over 40 entries! We assessed the posters on which were most informative, eye-catching and creative and we eventually chose 3 winners. February This month, we are looking at how we can improve pupil wellbeing. We have been in talks with Mrs Worth, our school cook, to see how we can improve our school lunches. An addition of barbeque sauce has been made to our Friday’s which we are very excited about! We have also had to choose 4 new Golden Choices. We are so pleased that pyjama day won and can’t wait to celebrate with it at the end of Spring 1 term. Our new choices are Disco, Extra Playtime, Cinema Afternoon and Crazy Hair Day. Let’s see which one wins this time! January School Council were tasked with a job by Mrs Canning. We had to decide 4 options for our Golden Choices scheme. We chose 3 different options which the children would vote for with tokens, then whatever had the most, we would get at the end of a half term! We decided on a disco, art afternoon, games afternoon and a pyjama day! We’re looking forward to seeing what wins! November For the month of November, School Council were thinking about being thankful and how lucky we are to have the things we do. In order to help others, School Council decided to collect for the Trussell Trust food banks. The Trussell Trust provides food and toiletries to families when they need it most. Councillors spread the message throughout school and encouraged their peers to donate. They organised the food and prepared it ready to donate. We managed to collect a huge 34kg of food and toiletries! October School Council were asked by Mrs Canning to choose a name for our new space in school. This space will be used for pupils who need some time away from class, to continue to explore and learn. We would like the room to be a calm environment and the name to reflect that. After many discussions and a vote, we decided on The Moonlight Room. We can’t wait to see the sign up soon! September School Council have been set a task by Mr Carroll! We were asked to discuss ideas for new Track-it prizes for the school. We met last week and brainstormed ideas, deciding on what prizes could be used for less and more points. We thought about what we would find useful as a prize, as well as things we would just enjoy. School Council went back to their year groups and gathered ideas from their peers. On Tuesday, we met with Mr Carroll and pitched our ideas to him. He was impressed with how well thought out our ideas were and we hope to see a few of them soon.