Sustainability, Equality and Empowerment

There are 3 central themes that we look to incorporate into our curriculum. These are sustainability, equality, and empowerment (SEE). We believe, given the community where we live, that for our children to be true global citizens they need knowledge and understanding of these 3 themes.  We work hard to ensure that our children learn about different cultures/religions; we want all pupils to be good members of society, who are kind and respectful.  Children visit different places of worship and we have developed our RE curriculum using the SACRE syllabus.
• We aim to push our children outside their comfort zone, so they all have daily experience of persevering/making mistakes and see this as a positive rather than a negative. 
• Our school is at the heart of the local community; we all care about the local area and our neighbours.  We take every opportunity to bring the curriculum to life through trips out and visits from members of the local community.  We want our children to be excited and inspired by these learning experiences and to appreciate how important it is to look after our environment.  We have a Sustainability Lead and very active Eco-warriors.

Some of examples of where you will Sustainability, Equality and Empowerment within our curriculum:





Whole school

Sustainability Lead and Action plan, growing own food, compost heaps, eco-warriors, Visits to Haycop, Eco-bricks, Art work, Year 3/4 curriculum.
Visit and Assembly from Veola, Year 4 Bottle top Art work, bird feeders.
Links with Shrewsbury cathedral.
Meat free Monday

Assemblies in key figures Mae Jamison, Rosa Parks, Muhammed Ali, Abraham Lincoln, Barak Obama, Stephen Hawking, Emily Watson.
Visitors: female police woman, female Olympic sprinter.
Through our reading spines we have selected books that cover refugees BAME, neurodiversity, different types of families, visual impairment,  learning difficulties and speech disorders, medical conditions, real life heroes. Class reads eg. Survivors, Boy at the back of the classroom, Varjak Paw, Sheep pig.
Ensuring equal access to education for all children during lockdown, laptops, visits etc.
Visits: Liverpool, Birmingham, Wolverhampton Grammar, Holocaust, Black History month, African Artists,  work on display
Diverse text list – BAME main character eg. No ballet shoes in Syria, Planet Omar, Amari and the Night brothers, Young gifted and black
Gender equality Amazing women of the middle east, Class reads eg. Survivors, Firework Maker’s Daughter, BrightStorm. Tenzig Norgay as Lead Sherpa (Y5/6 Mountains) Home front in WW2
Sexual equality Diverse texts – The secrets of Sam and Sam, News stories
Disability equality-  Diverse texts – Running on empty, El Deafo

Assemblies (see equality)
Visitors: (see equality), PC Brickley, members of RAF, Armed police.

Visits : Liverpool, Birmingham, Wolverhampton Grammar, Arthog, Sea side, trips to car workshop, football stadiums, electronic workshops, building sites.


Why is our world so wonderful? Big question. Explore animals/plants/land and sea through trip to Safari Park, use of Little People Big dreams books-David Attenborough/Jane Goodall/ Greta Thunberg.
-How can we protect it? Lights off/recycling/ re-using toys and clothes
-Use of Forest School to discuss ideas of not picking flowers/ awe and wonder of changes as well as improving it by planting bulbs/ making bird feeders in the winter.

Constant messages of boys and girls having equal access to all resources e.g dressing up clothes/ construction toys/ home corner etc
-Through archaic texts such as ‘The tiger who came to tea’ and visit to Blists hill explicit discussion about traditional gender roles
-Through purposeful texts such as LPBD Rosa Parks or And Tango makes 3 challenge pre-conceived ideas.
-Big question ‘What makes a hero?’ look at people in the community who help us to challenge gender roles.  When looking at Ernest Shackleton consider if it’s fair that he only allowed women in his crew.

Constantly developing independent skills such as toileting/eating and dressing.  Sharing expectations with parents before they start to ensure constant and supportive messages.
Explore and Celebrate similarities and differences through texts-I love my Hair/Umbrella/I am Unique etc and big question-What can I celebrate?
High expectations for all children to be listened to and speak out to develop communication skills, by giving them time to talk in large and small groups.
Ensuring Reception children are included in all school events such as Harvest/Christmas performance so they feel they can and belong to the whole school community.
Discreet teaching on how to stay safe-use of NSPCC Pantosaurus materials.

Year 1

Science: Materials - recycling, 3 R's, Habitats/Seasons
Geography: Weather around the world-  climate

History: Are men and women equally as good at flying? Amy Johnson

History: Are men and women equally as good at flying? Amy Johnson

Year 2

Science: Materials - recycling, 3 R's
Science: Habitats/Seasons
Geography: Weather around the world- climate

RE: By studying Islam, and understanding the similarities with Christianity, the children will come to understand that people are the same despite having different beliefs and therefore deserve to be treated equally. Studying different faiths also allows children to understand the message that God (whichever one you believe in) created all humanity to be equally deserving of love, respect and compassion.
Respecting that others have faith.
Know that all people are special and unique.

RE: By visiting the mosque and learning about Islam, the children will be empowered to interact effectively with people of a different faith. They will have empathy and understanding for other faiths, taking them on their journey to being global citizens. They will know how to behave appropriately when interacting with people of different faiths and understand why others have specific rules to follow within their religion. This will empower them to educate others who may not be so well informed.
Be confident in your own beliefs and you have the right to be listened to.

Year 3

History: Understanding how resourceful the stoneage civilisation was, how they used the materials around them and not waste anything. E.G. bones, fur, food, all from the animal.
Understanding of how the Earth was formed and how natural phenomena such as volcanoes affect the environment. Understand the cyclical nature of life through study of fossils and soil, and learn how we can replicate this through reducing waste, composting, reusing and recycling.
Understanding that a Mosque is the community of the Muslim faith. Where everyone supports each other to become more sustainable.
Understand that humans have been put on earth to look after God’s creation. Ensuring we are not destroying the planet and being wasteful.

History: Explore gender role assumptions- Discussion of theory that cave paintings were done by woman.
Reactivate previous learning on Mary Anning and her role as a female scientist in Victorian era. Look at how she was treated at the time, and then recognised 200 years later.
To understand the festivals of Muslims and why they are celebrated, making connections to how we live today. Children to understand that people may have different beliefs and rituals, however, they all deserve to be treated equally.
It doesn’t matter your background or beliefs; we are all on this planet in God’s image to look after his creation.

History: Significant historians- Professor Mary Beard, Professor David Olusoga ect
Explore Inge Lehmann’s story and how she became recognised for discovering that the Earth’s core is solid. Look at her unusual schooling and how she empowered herself despite being a woman at the beginning of the 20th century.
Investigate careers this study can lead to – palaeontologist, seismologist etc.
To learn and become empowered to understand how to interact correctly with people of a different faith. Understand their beliefs and how to behave appropriately with respect, following specific rules. To empower others who may not have this understanding.
Empower all humans that they can do their bit to look after the planet we live on, in God’s image.

Year 4

World Biomes - How do humans impact our planet? Why is it important to protect our planet?
Animals and their habitats - How do humans impact habitats and how can we be mindful of our impact?

Romans -  Boudicca’s role in the invasion of the Romans
Journey to Jo’Burg  - understanding what it was like for black people in South Africa
Black History Month – celebrating black history month through our reading and looking at little people big dreams books

Would you rather live in Broseley, Liverpool or Barcelona? - Looking at different places in our country and abroad that the children could live in and broadening horizons.
Year 3 and 4 Production – raising self-esteem and confidence through performance

Year 5

History: Maya civilization – sustainable farming techniques and water preservation, what can we learn from them?

English: The Present – disabled child story writing History: Industrial Revolution – work conditions, child labour, unions

History: Madame CJ Walker – entrepreneur, African American,
self-made millionaire. Links to science and also biography writing in literacy.
Geography: Severn Modern Wonders – where would you like to go and why?

Year 6

DT and History
Make Do and Mend - How rationing led to the reuse of resources.
Year 6’s will reuse materials to create a bag, item of clothing etc like they did in WW2.

If we don’t live there, why should we care?
Children watch the documentary, ‘Climate Change: The Facts’
Use this information to write/perform a balanced argument about how our actions impact the sustainability of our planet.

Geography: Global trade:
Whole unit focuses on goods that are imported and exported to and from UK. Investigate how Fair trade and the sourcing of food that is grown in the UK is important for sustainability.

Geography: Extreme Earth

  • Learn that economic wealth is not evenly spread in countries globally.
  • Countries can be classified by their economic status
  • Countries can be considered to be developing, emerging or developed.
  • Understand that many natural disasters that occur in developing countries can have far wider reaching consequences.
  • Understand that developed countries can use their wealth to prepare for natural disasters in advance whereas developing (poor) countries do not.

Geography: Global Trade

  • Global Citizenship

Fair Trade: Pupils learn about the positive impact that people buying fairtrade has on communities of farmers and manufacturers in less developed countries
Civil Rights Heroes
The children are taught a series of lessons which answer the key questions:
How has the idea of equality been viewed through history?
What are civil rights and human rights?
Key persons investigated: Olaudah Equiano, Martin Luther King Jr, The Suffragettes, Nelson Mandela, Malala Yousafzai,    

  • Were Germany treated unfairly prior to the war? Did this ultimately result in WW2?
  • Women and their role in war
  • Evacuees – was it a positive or negative experience? Wealthy children compared to poor children.
Winston Churchill – was he a good leader, bad leader or a bit of both?


  • Women taking on male roles in the workplace.
  • Learning to debate for and against arguments.
  • Fair Trade: Pupils learn about the positive impact that people buying fairtrade has on communities of farmers and manufacturers in less developed countries

Geography: Extreme Earth

  • Know that people can be empowered with knowledge of how to deal with natural disasters if the government puts training and drills into place.

Lots of charities help to empower people in order to rebuild their lives – important to realise that without humanitarian aid then people would be left homeless and destitute for far longer.