Foundation Subjects

At St John’s, we value art, craft and design highly as they allow our pupils to be at their most creative.  In line with the national curriculum, we believe; ‘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. At St John’s  we believe our pupils should also know how in this country and globally, art and design both reflect and shape history, and contribute to culture.


The Programme of Study for the National Curriculum for art and design aims to ensure that all pupils:

  • produce creative work, exploring their ideas and recording their experiences
  • become proficient in drawing, painting, sculpture and other art, craft and design techniques
  • evaluate and analyse creative works using the language of art, craft and design
  • know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

At St John’s, we value DT as 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.  We aim for the pupils to become autonomous and creative problem solvers, as individuals and as members of a team. In DT, 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.


The Programme of Study for the National Curriculum for art and design aims to ensure that all pupils:

  • work with a range of materials and components to make products. These include textiles, food, construction kits (including electronics) and sheet materials.
  • design and make good quality products.
  • produce work using a variety of materials and processes.
  • acquire creative and technical skills.
  • formulate opinions about designs
  • evaluate their designs and products.
  • communicate their ideas orally and visually.
  • develop an interest in D & T.
  • are encouraged to think for themselves
  • develop and use the language/vocabulary of D & T, to observe and record information

St John’s Primary School believes that learning a foreign language provides a valuable educational, social and cultural experience for pupils. They develop communication and literacy skills that lay the foundation for future learning of languages. Pupils develop linguistic competence, extend their knowledge of how language works and explore differences and similarities between a foreign language and English. Learning another language raises awareness of the multilingual and multicultural world around us. The learning of a foreign language provides a medium for cross-curricular links and for reinforcement of knowledge, skills and understanding developed in other subjects. At St John’s, children will acquire some knowledge and understanding of the different languages and cultures in the world today.

At St John’s, we believe that music is an essential part of a balanced education for all children. It

  • is a powerful, unique form of communication and is a vehicle for self-expression
  • is an integral part of all cultures, past and present
  • develops concentration, perseverance, co-ordination and memory
  • promotes co-operation, a sense of group identity and togetherness
  • increases self-discipline and creativity, sensitivity and fulfilment
  • can inspire and motivate


At St John’s Primary School, we recognise music as something that develops the whole child by providing a practical, co-operative and enjoyable experience, which every pupil can access at some level. We aim for all children to be given the opportunity to:

  • enjoy music that they create themselves
  • have the chance to develop musically at their own level and pace
  • develop understanding and knowledge of music through making, listening to and responding to a wide range of musical styles from different times and cultures;
  • provide activities that develop musical concepts and skills sequentially
  • listen to a variety of music (recorded or played live) on a daily basis
  • perform musically to a wider audience, e.g. class assemblies, school productions, The Woking Music Festival, concerts
  • be inspired to develop a life-long appreciation of the subject.

In addition to the above, in line with the Henley Review 2012, we aim to:

  • provide children with a broad music education, which includes performing, composing, listening, reviewing and evaluating music
  • make singing a part of every child’s school life through all the key stages
  • give every child in key stage 2 the opportunity to learn an instrument through whole class ensemble teaching (violins – Year 4)
  • offer opportunities for progression, making musical instrument tuition available for those who desire it

We live in a multi-cultural, multi-faith society and at St John’s Primary School we will prepare children to be well-rounded, active participants of this community by giving them knowledge and understanding of Christianity, Judaism, Islam, Hinduism, Buddhism and where appropriate, non-religious beliefs. We will spend more hours teaching Christianity in accordance with national guidelines. We will foster an ability to understand how these religions influence individuals, communities, society and the world.


Through RE, St John’s Primary School aims to provide opportunities for children to:

  • develop their knowledge and understanding of, and their ability to respond to, Christianity, Islam, Judaism, Hinduism, Buddhism and where appropriate, non-religious beliefs
  • explore issues within and between faiths to help them understand and respect different religions, beliefs, values and traditions and understand the influence of these on individuals, societies, communities and cultures
  • consider questions of meaning and purpose in life
  • learn about religious and ethical teaching, enabling them to make reasoned and informed judgements on religious and moral issues
  • develop their sense of identity and belonging, preparing them for life as citizens in a multi-faith society
  • develop enquiry and response skills through the use of distinctive language, listening and empathy
  • reflect on, analyse and evaluate their beliefs, values and practices and communicate their responses
  • link the teaching of R.E. with Philosophy and PSHCE

R.E. does not seek to enforce religious beliefs on children or to compromise the integrity of their own beliefs by promoting one religion over another.

Our school believes that physical education, experienced in a safe and supportive environment, is a vital contributor to a pupil’s physical development and well-being. A broad and balanced physical education curriculum is intended to provide for pupils’ increasing self-confidence in their ability to manage themselves. Progressive learning objectives, combined with varied teaching approaches, provide stimulating, enjoyable, satisfying and appropriately challenging learning experiences for all pupils. The selection of suitably differentiated and logically developed tasks will help pupils to enjoy success and be motivated to further develop their individual potential and take part in lifelong physical activity.

A balance of individual, paired and group activities; in co-operative, collaborative and competitive situations, aims to cater for the strengths and needs of every pupil. These activities, experienced within a broad physical education curriculum, aim to promote a broad base of movement knowledge, skills and understanding. They are also intended to develop the pupil’s ability to work independently and to respond appropriately and sympathetically to others.

The activities offered and the teaching approaches adopted seek to provide pupils with opportunities to develop their creative and expressive abilities, through improvisation and problem-solving. Pupils are encouraged to appreciate the importance of a healthy and fit body, and to begin to understand those factors that affect health and fitness.

Whilst retaining its unique contribution to a pupil’s movement education, physical education also has considerable potential to contribute to much wider areas of learning. It is considered important that physical education is integrated into the whole school’s planning for the development of pupils’ communication, numeracy, PSHE and ICT skills.


  • To develop skilful use of the body, the ability to remember, repeat and refine actions and to perform them with increasing control, co-ordination and fluency (acquiring and developing).
  • To develop an increasing ability to select, link and apply skills, tactics and compositional ideas (selecting and applying).
  • To improve observation skills and the ability to describe and make simple judgements on their own and others work, and to use their observations and judgements to improve performance (improving and evaluating).
  • To develop an understanding of the effects of exercise on the body, and an appreciation of the value of safe exercising (knowledge and understanding of fitness and health).
  • To develop the ability to work independently, and communicate with and respond positively towards others (working alone and with others).
  • To promote an understanding of safe practice, and develop a sense of responsibility towards their own and others’ safety and well-being (applying safety principles).

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