Search Results

A-Z List of Composers A-Z of Composers A-Z of Composers: List Isaac Albéniz Isaac Manuel Francisco Albéniz y, more commonly known as Isaac Albéniz, was born on 29th May 1860 in Camprodon, Catalonia, Spain and died on 18th May 1909 in France. To classical guitarists the world over, he is known for his quintessential Spanish guitar repertoire. My younger brother, who is a professional guitarist himself, has been playing his pieces since childhood. Few realise that he was not actually a guitarist at all, but was in fact a virtuoso pianist, composer, and conductor. He is best known for his piano works often based on Spanish folk music. Despite composing mostly for the piano, it is his transcriptions for guitar that are most well known today – particularly works such as Asturias (Leyenda), Granada, Sevilla, Cadiz, Córdoba, Cataluña, Mallorca, and Tango in D. Johann Sebastian Bach Johann Sebastian Bach was a German composer and musician who was born in March 1685 and died in July 1750. This was a period of musical history known as the Baroque. He is perhaps the most well-known of the famous Bach family of musicians: Johann Christoph Bach (1642–1703), Johann Michael Bach (1648–1694), Maria Barbara Bach (1684–1720), Wilhelm Friedemann Bach (1710–1784), Carl Philipp Emanuel Bach (1714–1788) to name just a few. He is known for instrumental compositions such as the Art of Fugue, the Brandenburg Concertos, and the Goldberg Variations, and for vocal music such as the St Matthew Passion and the Mass in B minor. A master of the keyboard, Bach gifted the world such gems as The Well-Tempered Clavier and organ works too numerous to name individually. Since the 19th-century Bach Revival he has been generally regarded as one of the greatest composers of the Western art musical canon. Here are links to some of these great pieces. Mr Baker Sept 2019 Art of Fugue Brandenburg Concertos Goldberg Variations St Matthew Passion Mass in B minor The Well-Tempered Clavier Cello Suites 1 – 6 Air on the G string Chaconne, Partita No. 2 BWV 1004 (violin) Toccata and Fugue in D minor, BWV 565 Cream (Eric Clapton, Ginger Baker & Jack Bruce) The great drummer Ginger Baker died on 6th October this year aged 80 and so it seemed fitting to continue the musical A-Z with the group he was perhaps most famous for being in – Cream. Cream were a British rock band formed in London in 1966. The group consisted of bassist Jack Bruce, guitarist Eric Clapton, and drummer Ginger Baker. Bruce was the main songwriter and vocalist, although Clapton and Baker also sang and contributed songs. Formed from members of previously successful bands, they are widely regarded as the world's first supergroup as each player was considered to a master of their instrument. Their music spanned many genres of rock music, including blues rock, psychedelic rock, and hard rock. In their career, they sold more than 15 million records worldwide. The group's third album, Wheels of Fire (1968), is the world's first platinum-selling double album. In 1993, Cream were inducted into the Rock and Roll Hall of Fame. Here are links to three of their more famous songs. Mr Baker Sept 2019 White Room Sunshine of your Love I Feel Free Claude Debussy Claude Debussy was born 22 August 1862 and died aged just 55 on 25 March 1918. He is regarded as one of the greatest French composers of all time. He is sometimes seen as the first Impressionist composer, seeking to paint pictures in the mind of his listeners by the quality of the sounds they hear. Despite being born to a family of modest means and little cultural involvement, Debussy showed enough musical talent to be admitted at the age of ten to France's leading music college, the Conservatoire de Paris. He originally studied the piano, but found his vocation in innovative composition, despite the disapproval of the Conservatoire's conservative professors. Debussy is responsible for some of the most recognisable piano and orchestral music of the twentieth century. He himself was influenced by Russian and far-eastern musical styles and he in his turn was to be a great influence on later composers such as Bartok, Messiaen and George Benjamin. All his music is easy to listen to but here are some links to some of my favourites. Mr Baker January 2020 La Mer La boîte à joujoux Fantaisie for piano and orchestra Prélude à l'après-midi d'un faune Syrinx (for solo flute) Claire de Lune La fille aux cheveux de lin Deux arabesques Children's Corner Sonata for Flute, Viola and Harp Edward Elgar Sir Edward William Elgar was born 2 June 1857 and died 23 February 1934. He was an English composer who many consider to be one of our greatest. Many of his works have entered the British and international classical concert repertoire. Among his best-known compositions are orchestral works including the Enigma Variations (including the world famous ‘Nimrod’ often played during remembrance services), the Pomp and Circumstance Marches (including ‘Land of Hope and Glory’ – played every year at the Last Night of the Proms), concertos for violin and cello, and two symphonies. He also composed choral works, including The Dream of Gerontius (based on a poem by Birmingham’s Saint John Henry Newman and first performed in Birmingham’s Town Hall in the year 1900), chamber music and songs. He was appointed Master of the King's Musick in 1924. Although Elgar is often regarded as a typically English composer, most of his musical influences were not from England but from continental Europe. He felt himself to be an outsider. It is worth noting that this self-taught composer was openly Catholic in a Protestant Britain where his Roman Catholicism was regarded with suspicion in some quarters. He never forgot his humble beginnings even when he became successful and achieved recognition for his music. Elgar has been described as the first composer to take the gramophone and recorded music seriously. Between 1914 and 1925, he conducted a series of acoustic recordings of his works. The introduction of the moving-coil microphone in 1923 made far more accurate sound reproduction possible, and Elgar made new recordings of most of his major orchestral works and excerpts from The Dream of Gerontius. Mr Baker February 2020 Nimrod Enigma Variations (complete) Pomp and Circumstance Marches 1 – 4 Pomp and Circumstance March no 1 (from the proms ) Dream of Gerontius Gabriel Fauré Gabriel Urbain Fauré was born on 12th May 1845 and died on 4th November 1924 in Pamiers, Ariège, in the south of France. He was a composer, organist, pianist and teacher. He was one of the most important French composers of his generation, and his musical style influenced many 20th-century composers such as Ravel. Fauré’s was not an especially musical family, but his talent became clear when he was just a small boy. Aged nine, he was sent to the Ecole Niedermeyer music college in Paris, where he was trained to be a church organist and choirmaster. Among his teachers was Camille Saint-Saëns (himself a famous composer of such works as ‘The Swan’ ), who became a lifelong friend. After graduating from the college in 1865, he made his living as an organist and teacher, leaving him little time for composition, so he didn’t become a successful composer until his middle age years. Towards the end of his life, Fauré was recognised in France as the leading French composer of his day and a national musical tribute was held for him in Paris in 1922. Outside France, Fauré's music took many years to become widely accepted, except in Britain, where his work was greatly admired during his lifetime. Fauré's earlier works are among his most accessible and below are some YouTube links to his more famous pieces Mr Baker August 2020 Pavane Op.50 - Piano Solo Pavane Op.50 – Orchestral Version Sicilienne. Requiem Op. 48 Dolly Suite Op. 56 Cantique de Jean Racine, Op. 11 Après un rêve for cello & piano Percy Grainger Percy Grainger was born on the 8 July 1882 and died on 20 February 1961. He was an Australian-born composer, arranger and pianist who, in his adult years, lived in America and became an American citizen in 1918. During his career, he played an important role in reviving the public’s interest in British folk music in the early years of the 20th century. It is highly likely that many will be familiar with his piano and orchestral arrangements such as the folk-dance tune "Country Gardens" among others. It is these well-known folk gems and stylistically similar compositions that I will link to here. Mr Baker August 2020 Molly on the Shore Country Gardens Blithe Bells Handel in the Strand Mock Morris Colonial Song Lincolnshire Posy Shepherd's Hey Walking Tune Joe Hisaishi With Olympics and Paralympics having taken place in Tokyo this year, I thought it would be a good idea to feature a modern Japanese composer this September. Joe Hisaishi was born Mamoru Fujisawa on 6th December 1950 in Nagano – Japan. He is most well known for his film music, especially the classic anime films of Hayao Miyazaki such as Howl’s Moving Castle, Spirited Away, Kiki’s Delivery Service, My Neighbour Totoro and Princess Mononoke among others from the Studio Ghibli company. He started learning the violin and the age of just four and he knew then that music would be central to his life. He also watched about 300 movies a year with his father. These two passions naturally saw him become a film composer after attending the Kunitachi College of Music in 1969 to major in music composition. He enjoyed his first success in 1974 when he composed music for the anime series called Gyatoruzu and he has never looked back. Why does he go by the name Joe Hisaishi when he was born Mamoru Fujisawa? Well it comes down to his admiration for the work of American musician and producer, Quincy Jones. Retranscribed in Japanese, "Quincy Jones" became "Joe Hisaishi". ("Quincy", pronounced "Kuinshī” in Japanese, can be written using the same kanji in "Hisaishi"; "Joe" comes from "Jones".) Below are some links to some of his film music. There is much more to find as he has produced quite a lot! Mr Baker September 2021 From the film – Howl’s Moving Castle Merry-Go-Round of Life From the film – Spirited Away One Summer’s Day From the film – Kiki’s Delivery Service Main Theme From the film – My Neighbour Totoro The Wind Forest From the film – Princess Mononoke Sound-track Suite (1998 version) Other pieces – Asian Dream Song Jacques Ibert Jacques François Antoine Marie Ibert was born on 15th August 1890 and died on 5 February 1962. He was a French composer of classical music. Ibert took to music from a very early age and eventually studied at the Paris Conservatoire where he excelled winning its top prize, the Prix de Rome, at his first attempt- despite his studies being interrupted by his service in World War I. Ibert would go on to pursue a successful composing career, writing several operas, five ballets, incidental music for plays and films, works for piano solo, choral works, and chamber music. He is probably best remembered for his orchestral works including Divertissement (1928) and Escales (1922) – links to these and other works listed below. Mr Baker October 2021 Divertissment Escales Entr’acte (recorder & guitar version – a favourite of mine) Karl Jenkins Sir Karl William Pamp Jenkins CBE, who was born on the 17th of February 1944, is a Welsh multi-instrumentalist and composer, best known for works that include the song "Adiemus" (once used to advertise Delta Airlines), Benedictus and Requiem. Jenkins was educated in music at Cardiff University and the Royal Academy of Music. He joined the jazz-rock band Soft Machine in 1972 and became the group's lead songwriter in 1974. Jenkins continued to work with Soft Machine up to 1984. Jenkins has won the industry prize twice. Something of a musical trademark is his notable use of ‘Vocalise’ where singers sing not words, but sounds. Mr Baker November 2021 Adiemus Song of the Plains Requiem - I. Introit Benedictus (The Armed Man: A Mass for Peace) Requiem - IX. Pie Jesu I'll Make Music

Prayer Clubs At our school, our faith journey extends beyond the classroom. Our extra-curricular prayer clubs provide a haven for our pupils to explore and embrace their faith, whilst also promoting a sense of unity. Pupils are encouraged to engage in meaningful discussions and cultivate their religious practices. We understand the importance of nurturing the whole child, and our prayer clubs play a vital role in supporting their emotional, mental and spiritual wellbeing. We invite all pupils from EYFS to Year 6, seeking a space for reflection and connection, to participate in these integral extra-curricular prayer clubs. December - Advent During Advent, we have the opportunity to gather as a KS2 family to share ideas about how we can be ready to meet Jesus. This year the children collectively created an Advent Reflection. They reflected on simple steps that they could take in their daily lives and explored how they could carry out our mission. Lent During Lent, we gather together to explore CAFOD’s Lenten calendar to help us journey through Lent. This year our Year 4 pupils reflected on Pope Francis’ Lenten message and began each session by exploring how Jesus speaks to us through the word of God. They explored daily readings and used CAFOD’s online Lent calendar to journey through Lent with their global family. The children created purple prayer cubes and encouraged each other to preform acts of prayer, fasting and almsgiving. Lenten Prayer Club Through the inspiring resources from Mission Together, we gathered together in prayer, exploring themes of repentance, sacrifice, and renewal. Our interactive sessions incorporated Lent-themed craft activities, providing hands-on experiences that reinforced the messaged shared in the weekly Gospel reading. May - The Month of Mary Our prayer club in May is dedicated to “Mary”. This year, the children were provided with the opportunity to learn about, explore and pray the mysteries of the Holy Rosary. Each week the children explored and reflected on one of the four mysteries. June - The Sacred Heart During the month of June, children from Reception and KS1 have the opportunity to take part in a Sacred Heart Prayer Club. This year the children gathered together to learn about the devotion of the Sacred Heart of Jesus. The children were encouraged to be prayerful and attentive during this special time. All children took an active role in the club; setting up the prayer table, writing and reading prayers, singing Hymns and listening to the word God. The children had the opportunity to create Sacred Hearts using a range of different materials, building upon skills they have learnt during their art lessons. They also reflected on the devotion of the Sacred Heart of Jesus and shared prayers of love and thanks.

PE at St Bernadette's Physical Education Curriculum What is our Vision for PE? At St Bernadette’s Catholic Primary School, our vision for Physical Education reflects our motto: “Learn to love, love to learn.” Through a Catholic lens, PE is more than physical activity—it is a chance to grow in faith, friendship and resilience. Following the ways of Jesus, we promote values such as respect, perseverance and compassion in every PE lesson. We encourage pupils to celebrate each other’s successes, support one another and take part with joy and fairness. Our inclusive and progressive PE curriculum helps every child to flourish, build confidence, and understand the importance of caring for the body God has given them. Alongside lessons, we provide opportunities to attend extra-curricular clubs, represent the school in competitions and develop healthy habits that will support their well-being beyond St Bernadette’s. We aim to develop healthy role models—children who not only enjoy being active but who inspire their families to make healthier choices. Through positive experiences of PE, we hope to play our part in reducing obesity and promoting long-term physical and mental well-being within our community. We also want our pupils to continue their journey with sport and physical activity beyond primary school - joining local clubs, staying active through secondary school and beyond, and carrying the values they have learned at St Bernadette’s into their future lives. Whether through sport, gymnastics, dance or teamwork, our children learn to move with purpose, live with love and grow together in the spirit of Christ. Physical Education Curriculum At St Bernadette’s, we offer a wide range of sports within the PE curriculum and through extra-curricular activities, catering to both boys and girls. These include: Football, Basketball, Tag Rugby, Cricket, Athletics, Fitness, Fundamental Skills, Gymnastics, Tennis, Netball, Swimming, Rounders, Yoga, Dance, and Outdoor and Adventurous Activities (OAA). Our primary focus at St Bernadette’s is promoting a healthy lifestyle and tackling obesity. Pupils are encouraged to participate in extra-curricular clubs and competitions and receive high-quality PE teaching from specialists. Each term includes at least one unit of work with a specific focus on health and fitness. Through this, we aim to see a visible improvement in pupils’ fitness levels and overall wellbeing. We are proud to have used Sports Premium funding to enhance our curriculum by purchasing specialist equipment and investing in staff training in key areas of the national curriculum. There is a genuine excitement around PE at our school and the skills pupils are developing in lessons are commendable. Inclusion is a core value at St Bernadette’s, and it is reflected in our PE provision. All children are encouraged to take part and staff regularly share expertise, attend external courses, and receive INSET training to ensure our teaching remains current and inclusive. We are active participants in various school sports associations. St Bernadette’s is a member of the Erdington and Saltley Primary Schools Football League and the East Birmingham Football Partnership and regularly takes part in inter-school competitions. Our pupils participate in events such as football, netball, hockey, SEND festivals, and basketball matches—experiences which build their confidence both on and off the field. Additionally, we are members of the BCSSA (Birmingham Catholic Schools Sports Association), through which we engage in sports including Netball, Badminton, Football, Rounders, and Cricket. Pupils at St Bernadette’s are privileged to have many opportunities to take part in competitive sports provided by outside organisations, such as the Birmingham School Games. Promoting Well-Being Through PE At St Bernadette’s, we recognise that physical education plays a key role in supporting the mental and emotional well-being of our pupils. Through active participation in sport, children develop teamwork, resilience, and communication skills while building self-esteem. Regular physical activity has a proven link to improved concentration, reduced stress, and better sleep patterns - all of which contribute to overall happiness and a healthy lifestyle. What Our Pupils Say? "I like PE because we run really fast and play games with my friends.” – Year 1 pupil “I love jumping and doing rolls in gymnastics with Miss Curran - it’s fun!” – Year 2 pupil “I love dance because I learn new moves and feel really proud when I get better at something.” – Year 3 pupil "Circus Club is so much fun at lunchtime—I can juggle now!” – Year 4 pupil “PE is my favourite lesson because we get to try something new and exciting.” – Year 5 pupil "Playing for the school football team makes me feel part of something special. I like working together with my friends.” – Year 6 pupil What do our parents say about PE? “Watching my child take part in the SEND sports events has been incredible. The confidence and joy it brings them is amazing. They feel included, celebrated and proud of what they can do. As a parent, I’m so grateful for the opportunities St Bernadette’s provides—it’s made such a difference to my child’s well-being.” – Parent of a Year 4 pupil “Both of my children love PE at St Bernadette’s, and they always come home talking about what they’ve learned. Miss Curran’s after-school club has been brilliant—it’s helped my Year 2 child build confidence and my Year 5 really enjoys the challenge. It’s lovely to see them both so active and enthusiastic about staying healthy.” Parent of a Year 2 & 5 pupils - Mrs Curran our gymnastics specialist from Positive PE “My Year 6 daughter absolutely loves dance club with Jade. It’s such a creative outlet for her and she’s really grown in confidence. My youngest, who’s in Year 1, looks forward to KS1 Football every week—it’s all he talks about after school! I really appreciate the variety of clubs on offer and the encouragement from staff.” Parent of a Year 1 & 6 pupils What do our outside PE providers say? "It’s a pleasure to support PE at St Bernadette’s, especially through delivering gymnastics lessons and leading extra-curricular clubs. One of the things I value most is helping to develop staff confidence through CPD—sharing techniques, planning ideas and working together to deliver high-quality PE across the school. I love seeing the children’s excitement during our gym and circus clubs; they’re always eager to try new skills and challenge themselves in a fun, supportive environment. One of the most rewarding parts of my week is working 1:1 with the SEND children every Wednesday morning—seeing their confidence grow and how much they enjoy their sessions is incredibly special." "I absolutely love coming into St Bernadette’s to teach dance in PE lessons. The children are so enthusiastic and creative and it’s a joy to see them grow in confidence through dance. Leading after-school clubs in KS1 & KS2 and supporting the Year 6 production is always a highlight for me—it’s amazing to see their personalities shine. There’s a real sense of energy and encouragement here and I feel proud to be a part of it." Jade – our dance teacher from JDC Dancevibe: Intent, Implement, Impact PE Long-Term Progression in PE At St Bernadette’s Catholic Primary School, our long-term progression map has been developed to reflect the National Curriculum while also embracing our identity as a Catholic school. Each page identifies the relevant curriculum strand, alongside carefully selected PE units that bring these objectives to life in an engaging and purposeful way. Taught through a Catholic lens, our PE curriculum supports not only the development of physical skills and knowledge but also the formation of character, compassion and community - central to our Gospel values. By covering at least one unit from each strand every year, we offer a broad, balanced and progressive learning journey that nurtures confident, active and responsible pupils. This approach strengthens our commitment to delivering a PE curriculum that supports the whole child - body, mind and spirit - in line with our mission to “Learn to love, love to learn.” Long Term Progression PE Progression of Skills Athletics Gymnastics Outdoor Adventurous Activities Dance Games Health & Fitness PE Curriculum Map At St Bernadette’s Catholic Primary School, our PE curriculum is carefully mapped out to ensure clear progression, full National Curriculum coverage and high-quality teaching and learning. We use the GetSet4PE scheme to support our planning, providing a consistent and structured approach across all year groups. The scheme offers a wide range of units that are engaging, inclusive, and aligned with National Curriculum outcomes. Our curriculum map ensures that all pupils experience a broad balance of physical activities, while developing key skills, knowledge and vocabulary over time. Through this structured approach, we are able to deliver lessons that build confidence, promote healthy lifestyles and reflect our Catholic values in every aspect of physical education. PE Curriculum Map How do we assess our children in PE? At St Bernadette’s Catholic Primary School, we assess PE using the objectives provided by the GetSet4PE scheme, which supports both planning and assessment across all year groups. Teachers use this framework to make informed judgements about pupil progress in physical skills, knowledge and personal development. All attainment data is recorded using Insight Tracking, rather than using the getset4PE platform, ensuring a consistent whole-school approach to the monitoring and reporting progress. This allows us to identify strengths, support areas for development and ensure every child is progressing through our PE curriculum. PE Curriculum: Projects PE Curriculum: Projects PE Pupil Premium Funding What is PE Pupil Premium Funding? The government is providing additional funding per annum to improve provision of Physical Education (PE) and Sport in Primary Schools. This funding - provided jointly by the Departments for Education, Health and Culture, Media and Sport - will be allocated to Primary School Headteachers. This funding is ring-fenced and therefore can only be spent on provision of PE and Sport in Schools. The grant is paid in 2 instalments. Schools will receive the initial payment in the Autumn Term and the second payment in April. 2019-2020 July Report on Primary PE & Sport Premium 2019/2020 2020-2021 July Report on Primary PE & Sport Premium 2020-2021 2021-2022 July Report on Primary PE & Sport Premium 2021/2022 2022-2023 July Report on Primary PE & Sport Premium 2022-2023 2023-2024 July Report on Primary PE & Sport Premium 2023-2024 2024-2025 July Report on Primary PE & Sport Premium 2024-2025 1. Reporting PE and sport premium grant expenditure - your funding allocation (1).pdf 2. Reporting PE and sport premium grant expenditure - categories of grant spending (1).pdf 3. Reporting PE and sport premium grant expenditure - opportunities, impacts and sustainab 4. Reporting PE and sport premium grant expenditure - your school's declarations.pdf 5. Reporting PE and sport premium grant PE Kit All children should have a white t- shirt and black shorts to wear for P.E. which are available from the School Uniform Outfitters or any local Supermarkets. All children should also have a pair of basic black pumps to wear when required. Children in KS2 are permitted to wear trainers for outside activities for health and safety reasons, however they are responsible for them while they are in School, so they should not be expensive ones, as School is not liable for any loss or damage. Trainers should only be worn during P.E. Lessons so children must have normal school shoes with them too. * If there is a problem with damaged school shoes, children will be required to wear their black pumps in and around School until they are replaced. During cold / bad weather children should have a basic black tracksuit in School to wear. For health and safety reasons long hair should also be tied up and no jewellery or watches should be worn. PE Curriculum: Image

Catholic Life As a Catholic School we are always mindful of the teachings of the Church and how we should follow in Jesus’ footsteps. The pupils’ are encouraged to follow the example set by the Saints to do Charity Work in School, in the Parish and the Local Community; through volunteering and supporting peers, fund raising or donating goods and time. Education gives people the grounding they need for life— preparing them for the opportunities, responsibilities, and experiences of later life; helping them achieve positive things and preventing many problems happening later in life. We try to ensure that all pupils have the experiences that will ensure they become valuable and fully rounded members of society who treat others with respect and tolerance, regardless of background. So that they become young people who understand the importance of respect and leave school fully prepared for life in modern Britain. The Charity Work undertaken generally comes under the RE, PHSCE or Enrichment Curriculum umbrella. We have implemented this programme because of relevant legislation. Catholic Life: Support Us The Education Act (2002) Requires all schools to teach a curriculum that is “broadly based, balanced, and meets the needs of pupils.” From this, we must promote the spiritual and vocational, moral, cultural, social, mental and physical development of pupils at school. It requires and looks for children to live ‘full active lives as part of their community’ and into adulthood. It looks for children to feel safe, be happy, fulfil their potential and appreciate others It must promote British Values (‘Prevent’ strategy in 2011.) Teaching British values means providing a curriculum which 'actively promote(s) the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs'. Pupils in each Year band take the main responsibility for Charity Work for one half term per Academic Year. The pupils are encouraged to adopt a Charity of their own choice. Autumn 1 Year 3 Autumn 2 Year 4 Spring 1 Year 1 Spring 2 Year 2 Summer 1 Year 5 Summer 2 Year 6 EYFS (Reception & Nursery) Catholic Life: Text Throughout Autumn 1 and the Summer Term a weekly Charity Enrichment Activity is held which children choose to be part of, where they undertake extra fund raising work for Charities of their choice. During Vocations and Citizenship Day, held annually around May, Yearbands often take a different charitable slant. Often this involves supporting the Homeless found in Birmingham City Centre. The Homeless are also supported at Harvest Time with donations from the Harvest Festival going to the Fireside Centre. There are also whole School Charity initiatives annually in Lent and Advent. The School always gives support to the Diocesan Charity of Father Hudson’s Care and pupils from each Yearband represent the School at the annual Good Shepherd Mass at St Chad’s Cathedral. http://www.fatherhudsons.org.uk/whoweare/history/1.htm The focus of the Advent Charity varies. Previous Advent or Academic Year Charity Fund Raising Initiatives have seen the pupils raising money for the Parish Church refurbishments. Each year the School supports Mission Together, an initiative of Pope Francis. https://missiontogether.org.uk/ The Staff of St Bernadette’s are also heavily involved in Charity Work in many forms. Supporting by donating Raffle Prizes or other goods as needed. Volunteering and giving time to support children and families outside of School. As well as undertaking personal fund raising activities. Read More Catholic Life: Text Vocations It is important that all pupils have a basic understanding that all of us are created in the image and likeness of God and although we are all very different , God loves every one of us no matter what we look like or how different we are. Our curriculum is designed to enable every pupil to reach their full potential and this is achieved through the broad and balanced curriculum on offer and the strong, pastoral support available to all children. Mission Our school mission statement is: 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. Catholic Life: Support Us Catholic Life: Gallery

Earth Ambassadors Welcome to the Earth Ambassadors! Who are we? We are an after school group who meet once a week to learn more about the effects humans are having on the planet. What do we do? We have followed the Marine Conservation Society’s Ocean-friendly Schools Award for the last 3 years. This involved meeting certain requirements which enabled us to explore, investigate, act upon and share about a given environmental problem. This year we chose to dive deeper into the affects of microfibres from clothes on the environment and the creatures that live in it. We have a link here to the different parts of our work. Would you like to join us? When you are in Year 6 you would be welcomed by Miss Corkery if you are motivated, interested, caring and want to know how to help look after our planet. Section 2 Evaluate Section 3 Act Section 1 Explore

St Bernadette's Results & Data Results & Data Results & Data: Welcome Statutory Test Results Academic Year 2024 – 2025 National figures in Blue EYFS Phonics Screening Checks Multiplication Check (End of Year 4 ) Key Stage 2 (End of Year 6) *Note: The figure for ‘Reaching Expected Standard’ includes those working ‘At’ and ‘Above’ Expected Standard (ie. at Greater Depth). Progress Note: This cohort did not take their KS1 SATs in 2021 due to the Covid pandemic, so progress figures cannot be calculated this year. School Performance Tables For further information on our school results see our page on the Government’s School and College Performance comparison website: School Data In accordance with government directives St. Bernadette’s will on an annual basis provide a public report about its priorities and provide data on progress and performance. Click the link below to go to the Gov.UK Schools Comparison site to view annual data for St. Bernadette's Find out more Results & Data: What's Happening

School Gallery

Liturgy and Prayer at St Bernadette’s School “The first task in life is this: prayer. But not the prayer of words, like a parrot; but prayer of the heart; gazing on the Lord, hearing the Lord, asking the Lord.” Pope Francis. As a Catholic primary school, collective worship is a vitally important part of life at St Bernadette’s. In worship we acknowledge God’s presence in our lives and we respond to this through prayer. Growing Closer to God In its simplest form, prayer is defined as “talking to God.” It is a personal time of opening our hearts to our Heavenly Father and bringing everything in our hearts to Him. Prayer can be a powerful force for change in our lives, and the importance of doing it on a daily basis is instilled in our children. Communication is the foundation for success in any relationship. When we communicate openly and freely with each other, we learn to know each other as individuals. This principle also applies to our relationship with God. By talking to God, we can learn more about who He is and what plan He has for us. Prayer Has a Purpose It is important that our children and our staff understand that there is a purpose to prayer. Jesus frequently prayed during His life on Earth. He had a reason for doing so. Our prayers are something that God deeply desires. But our prayers are not for His benefit; as a perfect Divine Being, God is complete in His power and knowledge. Catholic Meditation Meditation is a valuable skill for children, helping them find stillness and peace in today’s busy world. Catholic meditation encourages children to pause, listen, and reflect, allowing them to grow closer to God. This practice is more than just calming the mind; it’s a way for children to focus their thoughts, feelings, and imagination to connect with God’s presence within them. At our school, children will have the opportunity to participate in Catholic meditation as part of their class prayer services. These sessions will help children become familiar with meditation, starting with a shared prayer: Dear Lord, Help us to meet you in the silence. Holy Spirit, teach us to be still and know that you are God. Jesus, may our meditations and reflections lead us closer to you. Amen After this prayer, we’ll play gentle music or a guided meditation video. During this time, children may be invited to draw or write their thoughts, connecting to the prayer service theme. At the end, they can share their reflections if they choose. We hope this experience will help our children find peace, deepen their faith and listen to God speaking within their hearts. Pupil Prayer Children will pray four times daily in school. They are expected to learn a variety of traditional prayers as they move through school, but they are also expected to write their own prayers and have an understanding that prayers fall into five main categories: praise, adoration, thanksgiving, intercession and prayers of petition. Children will have the opportunity to take the class prayer bag home each week, to encourage families to pray together. The expectations for each year band can be seen below. About: About Us Year Band Prayers EYFS Prayers Y1 Prayers Y4 Prayers Y2 Prayers Y5 Prayers Y3 Prayers Y6 Prayers Liturgical Year The Liturgical Year, also known as the Church Year or Calendar. It consists of the cycle that determines when different Seasons of the Church, holy days, feast days, including celebration of Saints, are observed, and which portions of Scripture are to be read either in an annual cycle or in a cycle of several years at Mass for the Gospel and other readings. Aside from the readings, the Liturgical Calendar also determines the interior decoration of a Church, the Priest's vestment colours (distinct liturgical colours are used in connection with different Seasons), the timing of spiritual seasons and practices such as Lent, and much more. The Year is divided into seven main parts. The shortest but most holy being the Sacred Pascal Triduum. (The three days leading up to Easter.) The Churches year starts with Advent in November or December and ends the following November or December with the Feast of Christ the King. The Stations Of The Cross As a school community, our prayers and liturgy can have a different focus throughout the liturgical year.

Mini Vinnies At St. Bernadette’s we are developing a dedicated team of Mini Vinnies. Mini Vinnies are 7 to 11 year olds based in schools and parishes across England and Wales, and in several countries across the world. They come together to form part of the St. Vincent de Paul Society England and Wales, a voluntary organization dedicated to tackling poverty in all its forms. The role of the Mini Vinnies is to help to be the religious and spiritual voice of the school. Years 3-6 are represented and members of the group demonstrate how they are filled with God’s love by their willingness to help others, as they put their faith into action. The group meets on a regular basis to pray, discuss concerns they may have and plan events to help live out the group’s motto of ‘Turning Concern into Action’. As Mini Vinnies, they embrace the three key points to: ‘see’, ‘think’ and ‘do’. Mini Vinnies are seen as having, ‘the potential to significantly contribute to the future of our Society’. This aim also fits in perfectly with the key principles of Catholic Social Teaching. The Mini Vinnie Prayer Lord, thank you for our gifts and talents. Lord, show us who needs our help. Lord, use our hands to help those who are hungry. Lord, open our hearts to love and comfort those who are sad and lonely. Lord, let us share our time, gifts and talents with those in need. Lord, help us care for the sick. Lord, may we all help and support each other as Mini Vinnies to build a better world. Amen Fundraising During Lent the Mini Vinnies held a cake sale for Father Hudson's Good Shepherd Appeal and raised an amazing £325 in one day! Together with the money from the cake sale and the generous donations in the Good Shepherd boxes, we raised £728.50 for Fr Hudson’s Care. Some of our Mini Vinnies will be representing our school at the annual Good Shepherd Mass held at St Chad’s Cathedral. The Mini Vinnies team are looking forward to organising more fun events to make a difference!

Safeguarding Safeguarding Policy Designated Safeguarding Leads Miss E Finnegan Head Teacher Mr A Carroll Deputy Head Teacher If you have any concerns about the safety and/or welfare of a child or young person please contact school. Miss Finnegan is the Designated Safeguarding Lead, Mr Carroll, Miss Di Pierri, Mrs Taylor & Mrs Hill are the Deputy Designated Safeguarding Leads. You can make a referral directly to Children's services by calling the Children's Advice & Support Service (CASS) on 0121 303 1888 or via secure email; ehst@birminghamchildrenstrust.co.uk

Science 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 Science Curriculum Overview 24/25 Intent, Implement, Impact Science 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): Reading Across the Curriculum Science in Nursery and Reception The EYFS framework is structured very differently to the national curriculum as it is organised across seven areas of learning rather than subject areas. The skills taught across EYFS feed into national curriculum subjects and statements from Development Matters are prerequisite skills for science within the national curriculum. The most relevant statements for science are taken from the following areas of learning: Communication and Language Personal, Social and Emotional Development Understanding the World Science in EYFS Science Knowledge Organisers Year 1 Plants Seasonal Changes Everyday Materials Animals including humans Year 2 Living things and their Habitats Everyday Materials Animals including humans Plants Year 3 Animals including humans Rocks Forces and magnets Plants Light Year 4 Living things and their habitats Animals, including humans States of Matter Year 4 Sound Electricity Year 5 Living Things and Their Habitats Animals, including Humans Forces Earth and Space Properties and Changes of Materials Year 6 Living Things and Their Habitats Animals, Including Humans Evolution and Inheritance Electricity Light World Earth Day At St Bernadette’s, we celebrate World Earth Day each year and mark this day across the school with an array of activities, assemblies and special visitors. The aim of this is to raise awareness of the harms of plastic pollution and planetary health. This day is celebrated across the world and the themes cover a range of environmental issues, climate change and promoting clean energy to protect endangered species. Click here to read more

MFL at St. Bernadette's “A different language is a different vision of life." Federico Fellini St Bernadette’s Catholic Primary School is a place that offers pupils an education rich in wonder and memorable experiences. Through our creative and inspiring MFL curriculum, it is our aim that children ‘learn to love and love to learn’ as global citizens. We believe that acquiring a foreign language and developing skills in communication are a necessary part of living in a multicultural society, essential ingredients to broadening our children’s horizons. Language lessons place a strong emphasis on developing the speaking and listening skills of the children: expressing their ideas and thoughts as they interact and communicate with others orally is at the heart of our MFL curriculum. The bespoke KS2 curriculum is organised around a wide range of engaging and relevant topics and themes; it aims to teach language that is purposeful and of high interest as well as nurture linguistic curiosity. MFL Overview Assessment Statements for MFL Intent, Implementation & Impact statement Language Ambassadors At Saint Bernadette’s we have Language Ambassadors who promote the school’s positive ethos in language learning. These children have been chosen to represent our school as great role models, promoting the importance of language and the diverse world we live in. What an amazing job they do- thank you so much for sacrificing all those lunch times and giving your class a voice! Pupil Voice The children at Saint Bernadette’s really enjoy their French lessons and the experiences the French curriculum provides. Here are some of their comments: “I love my French lessons as there are so many activities to do and I know I am progressing because I can do the recaps without any help” Y6 pupil. “This is only the second time I have cooked in my life and now I learnt how to make crepes” Y5 pupil “I enjoyed going on the Mrs Colclough’s plane because it felt real and exciting to fly to France. I have never been on a plane before” Y1 pupil “French is important for our lives so we can meet new people, go on holiday, speak to people and not offend them” Y6 pupil French Day Every year at Saint Bernadette’s, we hold a special French Theme Day to celebrate France’s Bastille Day. Each class across school is involved in a vast range of fun and practical French related activities where they learn about the country’s geography, history, food, art and culture. All children are invited to come into school dressed in a French theme and get the opportunity to cook and taste selected French cuisine, re-create the work of well-know French artists and architects, as well as participate in a variety of workshops and experiences such as ballet, Cirque Du Soleil, pétanque, Tour de France, a Journey to Paris to name but a few. Take a look… Learning Outside the Classroom We know that reviewing and consolidation new vocabulary and grammatical structures is an integral part of learning and memorising a new language. As well as looking out for the ‘Réviser Votre Français’ section on the school newsletter, below are some web links to support your child’s language learning journey. Enjoy! https://www.french-games.net/ https://www.topmarks.co.uk/Search.aspx?q=french https://www.bbc.co.uk/bitesize/subjects/z39d7ty Why not join in on your child’s language learning journey by downloading Duolingo, the fun, free app for learning 40+ languages (including French) through quick, bite-sized lessons. Practice speaking, reading, listening, and writing to build your vocabulary and grammar skills. https://www.duolingo.com