At Oakley School, we believe that art provides children with a powerful means of exploring their ideas, emotions and the world around them. Through drawing, painting, sculpture and design, pupils are encouraged to use their imagination, take creative risks and enjoy expressing themselves with confidence and purpose.
We want every child to see themselves as an artist. By learning about artists and designers from a wide range of cultures, time periods and backgrounds, pupils discover that creativity takes many forms and that all ideas and perspectives are valued. Children are taught the key elements of art — line, shape, colour, texture, form, space and tone — and learn how these elements can be used to communicate meaning and emotion.
Our art curriculum is carefully designed to provide pupils with the skills, confidence and creative freedom to make their own choices, experiment with materials and techniques, and develop their own unique artistic voice.
Implementation
Art is taught as part of half-termly learning themes and is further developed through Continuous Provision activities. Teaching follows a clear, structured sequence:
Looking and talking about art through the study of artists and designers
Practising skills and techniques, using a wide range of tools and materials, and learning how to use sketchbooks to explore and develop ideas
Creating a final piece, where pupils make independent creative choices
Evaluating and reflecting on their work thoughtfully and constructively
Across the school, we ensure that:
Pupils build on prior knowledge and develop skills progressively
Key artistic vocabulary is explicitly taught and used accurately
A wide range of media and materials is explored
Artists from different cultures, time periods and artistic movements are studied
Children are encouraged to experiment, adapt ideas and develop independence and resilience in their creative work
Impact
By the time pupils leave Oakley Primary, they will have a strong understanding of the key elements of art and will be able to discuss, analyse and evaluate both their own work and the work of others with confidence and insight.
They will be confident in making creative choices, solving artistic problems and expressing their ideas visually. Pupils will also be well prepared for transition into our KS3 provision, having developed secure foundational skills, independence, creativity and confidence that enable them to thrive in more advanced artistic study.
Most importantly, children will leave Oakley School feeling proud of their creativity, excited and inspired by art, and motivated to continue using their imagination to explore, interpret and engage with the world around them.
At Oakley School, our history curriculum develops pupils’ understanding of how past events have shaped the world we live in today. Built around key substantive concepts that are revisited across the school, it enables children to build deeper, more connected historical knowledge over time.
Through engaging and thoughtfully sequenced units — including local history rooted in Warwick’s rich heritage — pupils learn to think critically, ask perceptive questions and evaluate the reliability of historical sources. High-quality historical vocabulary is explicitly taught and systematically embedded to support progression and secure understanding.
Our curriculum enables children appreciate diverse societies, cultures and civilisations, past and present, fostering respect, tolerance and informed citizenship. Ultimately, we equip pupils with the knowledge, understanding and analytical skills they need to become confident, reflective and curious historians.
Implementation
History is taught as part of half-termly learning themes, ensuring clear progression in historical knowledge, vocabulary and skills.
Across the school, we ensure that:
Pupils build on prior learning and develop increasingly secure understanding over time
Key historical vocabulary is explicitly taught, modelled and used accurately
Artefacts, primary sources and historical evidence bring the past to life
Children study significant individuals from a wide range of cultures and historical periods
In KS2, history is taught chronologically to develop a secure understanding of time and sequence
Theme days, educational visits and workshops enrich learning experiences
Low-stakes quizzes and retrieval activities support long-term memory
Pupils are encouraged to question, debate, discuss and think critically about the past.
Impact
By the time pupils leave Oakley School, they will have a secure understanding of British, local and world history, and a clear awareness of how the past has shaped the society in which they live today.
They will be able to describe change over time, compare different societies and civilisations, and use historical evidence to support and justify their ideas. Pupils will also be well prepared for transition into our KS3 provision, having developed strong chronological understanding, historical vocabulary and analytical skills that enable them to engage confidently with more complex historical study.
Most importantly, pupils will leave Oakley Primary with a genuine curiosity about the past, a respect for diversity, and the confidence to think independently — ready to continue exploring history as thoughtful, informed and responsible citizens.
At Oakley School, Design and Technology (DT) encourages children to use their creativity, imagination and curiosity to design and make products that solve real and meaningful problems. Pupils are taught to think like designers — exploring ideas, testing solutions, making decisions and refining their work through thoughtful evaluation.
Through learning about designers, inventors and products from a wide range of cultures and historical periods, children discover that there are many ways to create and that everyone can be a maker. They progressively develop skills across mechanisms, structures, textiles and food technology, building knowledge and technical competence year by year.
Our aim is for pupils to become confident, independent and resilient learners who take ownership of their ideas, embrace challenge, and feel genuine pride in what they create.
Implementation
Design and Technology is taught as part of half-termly learning themes and further developed through Continuous Provision. Teaching follows a clear, structured design process:
Explore existing products, materials and ideas
Design their own creative and purposeful solutions
Make using appropriate tools, materials and techniques
Evaluate how well their product works and how it could be improved
Across the school, we ensure that:
Pupils build on their technical skills and design knowledge each year
Key DT vocabulary is explicitly taught and used accurately
A wide range of tools, materials and construction methods are explored
Designers and products from diverse cultures and backgrounds are studied
Children are encouraged to make choices, adapt designs, solve problems and improve their work independently
Impact
By the time pupils leave Oakley Primary, they will have a strong understanding of the design process and a secure range of practical skills, including cutting, joining, sewing, constructing and cooking. They will think critically about their work, explain their ideas clearly, and confidently evaluate and improve their designs.
Pupils will also be well prepared for transition into our KS3 provision, having developed secure technical skills, design thinking, independence and resilience that enable them to engage confidently with more advanced design, engineering and technological learning.
Most importantly, children will leave Oakley Primary seeing themselves as capable designers and makers — confident in using their creativity, problem-solving skills and innovation to shape and improve the world around them.
At Oakley School, our geography curriculum is designed to inspire a lasting curiosity about the world and its people. We support pupils in developing a deep understanding of global diversity, key physical and human processes, and the complex relationships between places, environments and communities.
Through high-quality teaching, pupils develop secure substantive and disciplinary knowledge, enabling them to think critically, ask meaningful questions and make informed judgements about the world around them. Our curriculum carefully integrates locational knowledge, place knowledge, human and physical geography, and geographical skills and fieldwork, ensuring pupils build the understanding and capabilities needed to become confident, informed and capable geographers.
Implementation
Geography is taught through carefully planned units, often as part of half-termly learning themes, ensuring clear progression in both geographical knowledge and skills.
Across the school, we ensure that:
Pupils build on prior learning and deepen their understanding over time
Key geographical vocabulary is explicitly taught, modelled and used accurately
Maps, globes and atlases are used regularly to develop spatial awareness
Children are encouraged to ask thoughtful, enquiring and reflective questions
Learning is revisited through retrieval and recap activities to strengthen long-term understanding
Theme days, educational visits and local area studies bring learning to life
Fieldwork develops observation, data collection, enquiry and analytical skills
Low-stakes quizzes and retrieval activities support long-term memory
Impact
By the time pupils leave Oakley Primary, they will have a strong understanding of the world, its people and the environments in which they live.
They will be able to use maps confidently, describe and compare places, explain key physical and human features, and think critically about how the world is changing. Pupils will also be well prepared for transition into our KS3 provision, having developed secure geographical knowledge, fieldwork skills and enquiry-based thinking that support progression into more advanced geographical learning.
Most importantly, children will leave Oakley School with a sense of wonder about the planet, a respect for diversity, and the confidence to explore, question and understand the world for themselves — prepared to engage thoughtfully and responsibly as global citizens.
At Oakley School, music provides children with a powerful means of self-expression, emotional understanding and creative exploration. We want every child to feel that music is for them — whether they enjoy singing, playing, composing or listening — and to develop confidence in their own musical identity.
Pupils experience a wide range of musical styles, traditions and cultures, enabling them to appreciate the rich diversity of music from around the world. They learn how music is created through the exploration of beat, rhythm, pitch, tempo, dynamics and structure, and are encouraged to make independent choices when performing, composing and responding to music.
Our aim is for children to develop a deep love of music, grow in confidence and independence, and feel proud to perform, create and share their musical ideas.
Implementation
Music is taught weekly and is carefully planned to ensure clear progression in musical knowledge, skills and understanding.
Across the school, we ensure that:
Pupils build on prior learning and develop their musical understanding progressively
Key musical vocabulary is explicitly taught, modelled and embedded
Specialist music teachers from our secondary school deliver music lessons, ensuring high-quality subject expertise and continuity across phases
Get Set 4 Music is used as a foundation framework, with the aim of developing a bespoke Oakley School primary music curriculum tailored to the needs of our pupils
Children listen to and study composers and musicians from different cultures and historical periods
Regular performances provide opportunities for pupils to share their learning and develop confidence
Visiting musicians and assemblies provide valuable live music experiences
Children use their own instruments within class music lessons where appropriate
Extra-curricular opportunities extend and enrich musical learning
Low-stakes quizzes and retrieval activities support long-term memory
Impact
By the time pupils leave Oakley Primary, they will have developed a strong understanding of music and a broad range of skills in singing, playing, listening and composing. They will be confident performers who can work both independently and collaboratively, using appropriate musical vocabulary to talk about and reflect on music.
Pupils will also be well prepared for transition into our KS3 provision, having developed secure foundational musical skills, performance confidence, listening skills and theoretical understanding that enable them to engage successfully with more advanced musical study.
Most importantly, children will leave Oakley Primary with a genuine love of music, an appreciation of diverse musical traditions, and the confidence to continue making, performing and enjoying music throughout their lives.
At Oakley School, Physical Education (PE) supports children to develop a lifelong love of being active while building the skills, confidence and understanding they need to live healthy, balanced and active lives. Pupils are given regular opportunities to be physically active and to understand why movement and exercise are essential for both physical and mental wellbeing.
PE provides opportunities for children to be creative, cooperative and competitive, learning how to work with others, take on challenges and develop resilience. Through a broad and balanced range of sports and physical activities, pupils develop teamwork, leadership, fair play and respect, while also improving strength, coordination, agility and fitness.
We deliver an inclusive and progressive PE curriculum where children of all abilities feel confident, motivated and proud of their achievements. Swimming and water safety are taught as essential life skills, ensuring pupils leave primary education equipped to keep themselves safe.
Implementation
PE is taught through carefully planned units that ensure clear progression of skills and knowledge from Reception to Year 6.
Across the school, we ensure that:
A wide range of sports and physical activities are taught
Specialist PE teachers from our secondary school contribute to and support the delivery of PE sessions, ensuring high-quality subject expertise and continuity across phases
Get Set 4 Music is used as a foundation framework with the aim of developing a bespoke Oakley School primary PE curriculum tailored to the needs of our pupils.
Structured, progressive units support the development of fundamental movement skills and sport-specific techniques
All pupils have access to after-school sports clubs each week, shaped by pupil voice
Competitions and School Games events promote teamwork, motivation and aspiration
Swimming is taught from Year 3, enabling pupils to swim 25 metres confidently and understand essential water safety
Year 6 pupils take part in Bikeability to develop safe and responsible cycling skills
Impact
By the time pupils leave Oakley Primary, they will have developed strong physical skills, confidence and a positive attitude towards being active. They will understand how exercise supports their health, wellbeing and learning, and will be able to apply their skills across a wide range of sports and physical activities.
Pupils will demonstrate teamwork, resilience and sportsmanship, and will be confident to take part in competitions, performances and collaborative activities. They will also be well prepared for transition into our KS3 provision, having developed secure physical competence, confidence, discipline and sporting understanding that enable them to thrive in secondary-level PE and school sport.
Children will leave Oakley Primary, able to swim safely, make informed healthy lifestyle choices and enjoy being active. Their progress will be seen through performance, participation in clubs and competitions, pupil voice and ongoing assessment.
Most importantly, pupils will leave with a lifelong love of physical activity and the confidence and motivation to remain active beyond primary school.
At Oakley School, PSHE is central to our commitment to developing confident, resilient and compassionate young people. Our curriculum equips pupils with the knowledge, skills and character they need to stay safe, build positive relationships and thrive in modern Britain.
We are committed to nurturing happy, confident learners who are prepared for school life and the wider world. Our PSHE curriculum is structured around Health and Wellbeing, Relationships, and Life in the Wider World, delivered through the Jigsaw programme, alongside the Taking Care Project (Protective Behaviours) and
Votes for Schools. Together, these programmes develop emotional literacy, self-esteem, social responsibility, democratic understanding and healthy relationships — both online and offline.
Pupils learn to respect themselves and others, celebrate diversity, recognise risk and seek support with confidence. They develop the skills to manage emotions, build resilience and form safe, supportive relationships. Through PSHE, we build strong minds, healthy attitudes and empowered learners who are ready for tomorrow’s world.
Our PSHE provision underpins our school values of Kindness, Confidence, Resilience and being Respectful, Responsible and Ready to Learn.
Implementation
PSHE is taught weekly through the Jigsaw programme, adapted to meet the needs of each class, with responsive teaching used to address emerging issues and pupil needs.
Across the school:
Weekly Votes for Schools lessons
Mindfulness and emotional regulation supported by the Zones of Regulation
Protective Behaviours (Taking Care Project) embedded and revisited throughout the year
Class Charters to create safe, respectful spaces for discussion
Online safety taught across the curriculum and through dedicated lessons
Learning builds progressively on prior knowledge and experience
Jigsaw is delivered through six half-termly units:
Term 1: Being Me in My World – identity, belonging and community
Term 2: Celebrating Difference – diversity, respect and anti-bullying
Term 3: Dreams and Goals – aspirations, achievement and contribution to society
Term 4: Healthy Me – physical and mental health, wellbeing and healthy lifestyles
Term 5: Relationships – friendships, family, communication and emotional wellbeing
Term 6: Changing Me – change, transition and (where appropriate) sex education
Each lesson provides opportunities to connect, reflect, learn and discuss, ensuring pupils feel safe, heard and valued.
Impact
By the time pupils leave Oakley School, we want them to have the confidence, emotional literacy and resilience to manage their feelings, form positive relationships and make safe, healthy choices. They will understand how to value difference, respect others and play an active, responsible role in society.
Through our strong focus on wellbeing and mental health, pupils develop practical strategies to stay calm, motivated and optimistic. Supported by our nurturing ethos and relational approach, children leave Oakley School feeling safe, valued, empowered and ready for the next stage of their lives.
Relationships, Sex and Health Education (RSHE)
An important part of the Jigsaw PSHE programme is delivered through the 'Relationships' and 'Changing Me' puzzle pieces which are covered in the summer term.
Main aims of teaching RSHE:
To enable children to understand and respect their bodies and be able to cope with the changes puberty brings
To help children develop positive and healthy relationships, appropriate to their age and development
To support children to have positive self-esteem and body image
To empower children to be safe and safeguarded.
To provide a framework in which sensitive discussions can take place
Each year group will be taught appropriate to their age and developmental stage, and parents will be consulter before sensitive subject matter is taught.
Below is a summary of RSHE coverage within the Jigsaw scheme for each year group:
Changing Me
Reception - Growing up: how we have changed since we were babies
Year 1 - Boys’ and girls’ bodies; naming body parts
Year 2 - Boys’ and girls’ bodies; body parts and respecting privacy (which parts of the body are private and why this is)
Year 3 - How babies grow and how boys’ and girls’ bodies change as they grow older
Year 4 - Internal and external reproductive body parts, body changes and menstruation
Year 5 - Puberty for boys and girls, and conception
Year 6 - Puberty for boys and girls and understanding conception to birth of a baby
Latest DfE RSHE Guidance (for teaching until 31st August 2026):
Further information about how our school approaches the teaching of Relationships, Sex and Health Education through the Jigsaw programme, can be found in our school's RSHE policy (see 'Policies' section of website).
"Protective Behaviours is a practical down to earth approach to personal safety. It is a process that encourages self-empowerment and brings with it the skills to raise self-esteem and to help avoid being victimised. This is achieved by helping individuals to recognise and trust their intuitive feelings (Early Warning Signs) and to develop strategies for self-protection. The Protective Behaviours process encourages an adventurous approach to life that satisfies the need for fun and excitement without violence and fear." (Ann Seal, Protective Behaviours)
Key Messages:
We all have the right to feel safe all the time.
Nothing is too awful or too small that we can't talk to someone about it.
We deliver our Protective Behaviours scheme in the Autumn Term over a series of 4 lessons. We will inform you via the newsletter ahead of this being delivered. Key messages are revisited throughout the year to promote children identifying and talking about their feelings, and to ensure they understand how to keep themselves safe.
An important part of the Jigsaw PSHE programme is delivered through the 'Relationships' and 'Changing Me' puzzle pieces which are covered in the summer term.
There are four main aims of teaching RSHE:
To enable children to understand and respect their bodies and be able to cope with the changes puberty brings
To help children develop positive and healthy relationships, appropriate to their age and development
To support children to have positive self-esteem and body image
To empower them to be safe and safeguarded.
To provide a framework in which sensitive discussions can take place
Each year group will be taught appropriate to their age and developmental stage.
Below is a summary of RSHE coverage within the Jigsaw scheme for each year group:
Year Group
Jigsaw: Changing Me puzzle (unit) Summer 2
Reception
Growing up: how we have changed since we were babies
Year 1
Boys’ and girls’ bodies; naming body parts
Year 2
Boys’ and girls’ bodies; body parts and respecting privacy
(which parts of the body are private and why this is)
Year 3
How babies grow and how boys’ and girls’ bodies change as they grow older
Year 4
Internal and external reproductive body parts, body changes and menstruation
Year 5
Puberty for boys and girls, and conception
Year 6
Puberty for boys and girls and understanding conception to birth of a baby
Further information about how our school approaches the teaching of Relationships, Sex and Health Education through the Jigsaw programme, can be found in our school's RSHE policy and through the links below:
DfE RSHE Guidance (for teaching until 31st August 2026) - click here
Taking Care Project (Protective Behaviours Programme)
"Protective Behaviours is a practical down to earth approach to personal safety. It is a process that encourages self-empowerment and brings with it the skills to raise self-esteem and to help avoid being victimised. This is achieved by helping individuals to recognise and trust their intuitive feelings (Early Warning Signs) and to develop strategies for self-protection. The Protective Behaviours process encourages an adventurous approach to life that satisfies the need for fun and excitement without violence and fear" (Ann Seal, Protective Behaviours)
Key Messages:
We all have the right to feel safe all the time.
Nothing is too awful or too small that we can't talk to someone about it.
We deliver our Protective Behaviours scheme in the Autumn Term over a series of 4 lessons. We will inform you via the newsletter ahead of this being delivered. Key messages are revisited throughout the year to promote children identifying and talking about their feelings, and to ensure they understand how to keep themselves safe.
Parent Resources
Click the links below for further reading about this Protective Behaviours scheme.
At Oakley School, Religious Education (RE) supports children in exploring the big questions of life and developing an understanding of the rich, complex and diverse world in which they live. Pupils learn about a wide range of beliefs, religions and worldviews, discovering what people believe, how these beliefs shape daily life, and why faith and values are important to so many individuals and communities.
Through carefully selected units from the Warwickshire and Coventry Agreed Syllabus, pupils are encouraged to think deeply, ask meaningful questions and express their own ideas with confidence. They learn to listen respectfully, agree or disagree thoughtfully, and use key subject-specific vocabulary to explain their understanding and viewpoints clearly.
RE at Oakley School nurtures curiosity, empathy and respect for diversity, helping children to develop a strong sense of self and a deeper understanding of others. Lessons are engaging, purposeful and inclusive, with rich opportunities for creativity through discussion, drama, art and debate.
Implementation
Religious Education is delivered through planned, discrete lessons across the academic year, alongside learning linked to religious festivals and significant cultural celebrations.
Across the school, we ensure that:
Learning is carefully sequenced to ensure clear progression in knowledge, skills and understanding
Pupils build on prior learning and are encouraged to share personal experiences and reflections
Key vocabulary is explicitly taught, modelled and embedded
Children are supported to ask thoughtful, challenging and reflective questions
Visits to places of worship and visitors from faith communities enrich learning and bring beliefs to life
Artefacts, symbols and stories deepen understanding of religious beliefs and practices
Impact
By the time pupils leave Oakley Primary, they will have a strong understanding of a wide range of religions and worldviews. They will be able to describe beliefs and practices, recognise diversity within and between faiths, and explain how religion and belief influence people’s lives and choices.
Children will be confident in expressing their own ideas, thinking critically about questions of meaning, identity and values, and listening respectfully to the views of others. Pupils will also be well prepared for transition into our KS3 provision, having developed the knowledge, vocabulary and reflective skills needed to engage with more complex theological, philosophical and ethical study.
Most importantly, they will leave Oakley School with empathy, open-mindedness and respect — ready to live, learn and thrive in a diverse and changing world.
At Oakley School, we believe computing is an essential part of preparing children for the world they are growing up in. Technology plays a central role in modern life, and we want our pupils to become confident, curious and safe users of digital tools from the very start of their education.
Our computing curriculum develops strong foundations in digital literacy, computational thinking and online safety. Pupils learn how to use technology purposefully, think logically, solve problems and communicate effectively. They also develop a clear understanding of how to make responsible, informed and ethical choices in the digital world.
From the earliest years, we aim to build the skills, attitudes and confidence children need to thrive as digital learners — not only throughout their journey at Oakley School, but in their future education and beyond.
Implementation
Children are introduced to technology from the very beginning of their journey at Oakley School. In EYFS and KS1, learning is hands-on, practical and carefully matched to pupils’ developmental stages, ensuring that skills are built progressively and meaningfully.
Across the school, we ensure that:
Pupils use a range of devices, including iPads, Chromebooks and programmable toys, to explore, create and learn
Interactive screens support engaging, whole-class teaching and collaborative learning
Children begin learning about algorithms, coding and simple programming through play-based and structured activities
Pupils use technology for writing, drawing, organising information and creating digital content
Computing is closely linked with other subjects such as mathematics, English, science and design technology, enabling pupils to apply their skills in meaningful contexts
Online Safety is taught regularly through computing, PSHE and daily classroom practice, helping children to stay safe, be kind online and know who to talk to if something worries them
Impact
By the time pupils leave Oakley Primary, they will have developed secure foundations in using technology safely, confidently and purposefully. They will be able to use digital tools effectively, create digital content, understand basic programming concepts and explain how technology works in everyday life.
Pupils will also be well prepared for transition into our KS3 provision, having developed secure digital skills, computational thinking, online safety awareness and independence that enable them to engage confidently with more advanced computing, coding and digital learning.
Most importantly, children will leave Oakley Primary as responsible, confident and curious digital citizens — ready to continue developing their skills and understanding in an increasingly digital world, and to use technology positively, safely and creatively throughout their lives.
ol life and the wider world. Our PSHE curriculum is structured around Health and Wellbeing, Relationships, and Life in the Wider World, delivered through the Jigsaw programme, alongside the Taking Care Project (Protective Behaviours) and
