Our Curriculum...
What subjects do children study?

At Lowther, we have a very strong ethos around making children's experience of learning being one full of opportunity, fun, excitement, challenge and inclusivity. As a primary school, we believe that children learn best when they are stimulated by an exciting and challenging curriculum which motivates them to learn. Our ethos is centred around providing opportunities for children to be inquisitive about the world around them and to celebrate every child's success. Our aim is to give every child the opportunities to thrive in, and enjoy, all aspects of school life at Lowther.

At Lowther lessons are planned according to the variety of abilities within each class. Teachers use a range of teaching strategies to ensure all children are actively involved in lessons and aim for every child to achieve their full potential.

A brief summary of our exciting and engaging curriculum is outlined here. You can browse our curriculum by either subject or year group, just click on the links below. We hope you find it useful.

Click here to view how the curriculum is organised at Lowther in more detail.
Browse our curriculum offer by Year group
  Nursery Curriculum link  
  Reception Curriculum link  
  Year 1 Curriculum link  
  Year 2 Curriculum link  
  Year 3 Curriculum link  
  Year 4 Curriculum link  
  Year 5 Curriculum link  
  Year 6 Curriculum link  
Browse our exciting curriculum offer by subject
  Art Curriculum details link  
  Computing Curriculum details link  
  Design and Technology Curriculum details link  
  English Curriculum details link  
  Geography Curriculum details link  
  History Curriculum details link  
  Italian Curriculum details link  
  Maths Curriculum details link  
  Music Curriculum details link  
  Phonics Curriculum details link  
  Physical Education Curriculum details link  
  PSHE and PATHS Curriculum details link  
  Religious Education Curriculum details link  
  Science Curriculum details link  
  How the curriculum is organised at Lowther Primary School

At Lowther we plan to ensure that every child receives a broad, balanced and engaging curriculum. We want children to reach their potential in reading, writing and mathematics, but we believe that all children have a full entitlement to enjoy learning in all subject areas and the wider aspects of school life. We also put a great deal of emphasis on working collaboratively and providing creative learning opportunities. For different subject areas we have a subject leader monitoring how it is taught, how well children are progressing in the subject throughout the school and what actions the school needs to take to improve the education that children receive.

The school provides professional development for subject leaders which helps to build their expertise in leading their subject and supporting colleagues with their teaching and subject knowledge. This helps the school build capacity for further improvement.

We follow the National Curriculum and EYFS framework but enhance it with imaginative and creative planning around topics to make the learning experience more coherent, meaningful and enjoyable for our children. We also plan visits out of school and visitors into school to support learning. We aim to develop lively, enquiring minds and a positive, confident attitude towards learning. We plan our lessons so that children become motivated and enthusiastic learners. Teachers at Lowther plan learning experiences so that the children have the opportunity to engage in meaningful learning.

Enrichment of learning is a key part of life at Lowther. Opportunities to learn in different ways are an important part of the school day and underpin our ethos towards our curriculum. We empower and encourage our teachers and children to be individuals, to be creative, innovative and brave in their decision making.

Our teachers plan in year group teams to ensure there is parity of planned learning experiences.  The curriculum is enhanced by a wealth of resources and involvement of the local community. Regular theme weeks and days enhance the curriculum. These give children the opportunities to apply the skills and knowledge they have learnt in Reading, Writing and Mathematics. Examples include Healthy Activity Week, Science Week, Creative Arts week, Book day and Community Day.

Curriculum Subjects
  Art Subject page link  
Art is taught both explicitly through art lessons and through creative activities across the wider curriculum. It is a subject that includes a broad range of skills; such as painting, sculpting, drawing and design, and a variety of media; for example, water colour, clay, line drawing and manipulating different materials to create works of art.

At Lowther School we enrich children's artistic development through a range of experiences in the classroom, around our wonderfully inspiring school site and on trips locally and further afield.

There are many opportunities throughout the year for children at Lowther to showcase their artistic talents, build their creative confidence and deepen their interest in the arts, most notably the Creative Arts Week in the summer term, which culminates in a whole school assembly including performances from each class and an awesome Art Gallery.

To view some examples of our practical work in this subject area please click here

Purpose of study...

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.


The curriculum at Lowther for art and design aims to ensure that all pupils:

Produce creative work, exploring their ideas and recording their experiences.
Become proficient in drawing, painting, sculpture and other art, craft and design techniques.
Evaluate and analyse creative works using the language of art, craft and design.
Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
Attainment targets...

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Subject content Key Stage 1...

Pupils will be taught:

To use a range of materials creatively to design and make products.
To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.
To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.
About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.
Subject content Key Stage 2...

Pupils will be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

Pupils will be taught:

To create sketch books to record their observations and use them to review and revisit ideas.
To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay].
About great artists, architects and designers in history.
  Computing Subject page link
At Lowther we want to provide an exciting and enriching Computing curriculum for the children to develop key computing skills across a breath of subjects. With the support of our Digital Ambassadors, we aim to fulfil this. We have broken these skills down into 4 different areas of learning.

Computer Science (CS): This is the core of computing in which pupils are taught the principles of information and computation. It teaches a pupil how to be an effective author of computational tools through software design and programming (Scratch etc).

Information Technology (IT) and Digital Literacy (DL): IT teaches how to be a thoughtful user of those tools and deals with computer applications. In turn DL develops understanding of how to use web browsers, search engines, email, Photoshop, PowerPoint, and video creation/editing software.

E-Safety(ES): A priority at Lowther, online safety is the knowledge of maximising the children's personal safety and security and includes: evaluating online resources for accuracy and trustworthiness; how we can become better digital citizens; our digital footprints; awareness of stranger danger; theft and copyright

Technology Enhances Learning (TEL): This relates to the application of technology to teaching and learning. In short, TEL is any technology that enhances the learning experience eg: Apps, Iserver , Kahoot, Plicker, Cameras, QR codes, Films & Trailers, Photos, displays, cross curricular activities.

To view some examples of our practical work in this subject area please click here
Purpose of study...

At Lowther, our high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.


The curriculum at Lowther for computing aims to ensure that all pupils:

Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.
Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
Are responsible, competent, confident and creative users of information and communication technology.
Attainment targets...

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Subject content Key Stage 1...

Pupils will be taught to:

Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.
Create and debug simple programs.
Use logical reasoning to predict the behaviour of simple programs.
Use technology purposefully to create, organise, store, manipulate and retrieve digital content.
Recognise common uses of information technology beyond school.
Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
Subject content Key Stage 2...

Pupils will be taught to:

Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration.
Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.
Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
  Design and Technology Subject page link
Design and Technology:
Throughout both Key Stages, children will learn about the importance of eating healthy food and make a variety of snacks and dishes with our specialist teaching chefs. Model making is also a key aspect of Design and Technology - skills progress where children learn about making accurate patterns and detailed working drawings through to making models. They develop making and finishing skills to enhance the quality of their work.
Purpose of study...

At Lowther, Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others' needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.


The curriculum at Lowther for Design and Technology aims to ensure that all pupils:

Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
Critique, evaluate and test their ideas and products and the work of others.
Understand and apply the principles of nutrition and learn how to cook.
Attainment targets...

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Subject content Key Stage 1...

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].


When designing and making, pupils will be taught to:

Design purposeful, functional, appealing products for themselves and other users based on design criteria.
Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.
Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing].
Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.
Explore and evaluate a range of existing products.
Evaluate their ideas and products against design criteria.
Technical knowledge
Build structures, exploring how they can be made stronger, stiffer and more stable.
Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.
Subject content Key Stage 2...

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment].


When designing and making, pupils will be taught to:

Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.
Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.
Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately.
Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.
Investigate and analyse a range of existing products.
Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
Understand how key events and individuals in design and technology have helped shape the world.
Technical knowledge
Apply their understanding of how to strengthen, stiffen and reinforce more complex structures.
Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages].
Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors].
Apply their understanding of computing to program, monitor and control their products.
Cooking and Nutrition
As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

Pupils will be taught to:

Key Stage 1
Use the basic principles of a healthy and varied diet to prepare dishes.
Understand where food comes from.
Key Stage 2
Understand and apply the principles of a healthy and varied diet.
Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.
Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
  English Subject page link
We aim to foster a love of spoken and written language in our children that will stay with them for a lifetime. We strive to ensure that they are skilled and enthusiastic readers, who read for pleasure as well as to learn, and seek to develop their writing skills in a wide variety of forms.

We teach English through dedicated lessons, drama, guided reading sessions and regular work on grammar, spelling and handwriting. The discrete English lessons have slightly different formats depending on the age and stage of the pupils.

Purpose of study...

At Lowther, English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.


The overarching aim for English in the curriculum at Lowther is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The curriculum for English at Lowther aims to ensure that all pupils:

Read easily, fluently and with good understanding.
Develop the habit of reading widely and often, for both pleasure and information.
Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.
Appreciate our rich and varied literary heritage.
Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.
Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas.
Are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
Spoken Language...

At Lowther, the curriculum for English reflects the importance of spoken language in pupils' development across the whole curriculum – cognitively, socially and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. Teachers will therefore ensure the continual development of pupils' confidence and competence in spoken language and listening skills. Pupils should develop a capacity to explain their understanding of books and other reading, and to prepare their ideas before they write. They must be assisted in making their thinking clear to themselves as well as to others and teachers will ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions. Pupils will also be taught to understand and use the conventions for discussion and debate.

All pupils should be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances.

Statutory requirements which underpin all aspects of spoken language across the six years of primary education form part of the national curriculum. These are reflected and contextualised within the reading and writing domains which follow.


The programmes of study for reading at key stages 1 and 2 consist of two dimensions:

Word reading.
Comprehension (both listening and reading).

It is essential that teaching focuses on developing pupils' competence in both dimensions; different kinds of teaching are needed for each.

Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school.

Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils' experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils' vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils' imagination and opens up a treasure-house of wonder and joy for curious young minds.

It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.


The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading:

Transcription (spelling and handwriting).
Composition (articulating ideas and structuring them in speech and writing).

It is essential that teaching develops pupils' competence in these two dimensions. In addition, pupils should be taught how to plan, revise and evaluate their writing. These aspects of writing have been incorporated into the programmes of study for composition.

Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting.

Spelling, vocabulary, grammar, punctuation and glossary

The two statutory appendices – on spelling and on vocabulary, grammar and punctuation – give an overview of the specific features that should be included in teaching the programmes of study.

Opportunities for teachers to enhance pupils' vocabulary arise naturally from their reading and writing. As vocabulary increases, teachers should show pupils how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. They should also teach pupils how to work out and clarify the meanings of unknown words and words with more than one meaning. References to developing pupils' vocabulary are also included within the appendices.

Pupils will be taught to control their speaking and writing consciously and to use Standard English. They will be taught to use the elements of spelling, grammar, punctuation and 'language about language' listed. This is not intended to constrain or restrict teachers' creativity, but simply to provide the structure on which they can construct exciting lessons. A non-statutory Glossary is provided for teachers.

Throughout the programmes of study, teachers should teach pupils the vocabulary they need to discuss their reading, writing and spoken language. It is important that pupils learn the correct grammatical terms in English and that these terms are integrated within teaching.

School curriculum

The programmes of study for English are set out year-by-year for key stage 1 and two-yearly for key stage 2. The single year blocks at key stage 1 reflect the rapid pace of development in word reading during these two years. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage if appropriate. All schools are also required to set out their school curriculum for English on a year-by-year basis and make this information available online.

At Lowther, these programmes of study are published on our website in the relevant year and class pages accessible from the top of this page or from the website menu bar.

Attainment targets...

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Programmes of study

To view further and comprehensive details of all the year group programmes of study please click here (PDF).



Geography is taught using a variety of ways to ensure children gain a curiosity and knowledge about places and humans impact on the world. Children learn about how physical and human features can affect the environment in different ways. Fieldwork is an important part of Geography and where possible, children are given opportunities to take part in 'hands on' activities.


History is taught using a variety of methods so children gain a sense of knowledge and chronology about the past. They ask questions, investigate, enquire and use this understanding to demonstrate how lives have changed over time, due to significant people and events.

Italian (Modern Foreign Languages):

An appreciation of both the country and the culture of our chosen language (Italian) is a key part of teaching MFL at Lowther. Italian is taught once a week by a specialist teacher but children are encouraged to practise their language skills on an on-going basis.


At Lowther, we have adopted a Maths Mastery approach to teaching. This enables pupils to develop a deeper and more secure understanding of mathematical processes and concepts. In Mathematics we aim to ensure that all children:

Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that they have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems

Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Our Maths calculation policies are all available for download here

To view some examples of our practical work in this subject area please click here


At Lowther School each child from the foundation stage to year 6, is given regular opportunities to express themselves musically and to develop their skills, knowledge and confidence in making music. This comes in many forms, from lessons with our dedicated music teacher, to our involvement with the Richmond Music Trust's Wider Opportunities program, and many other cross-curricular links in between.

Our curriculum ensures that throughout the year children experience a wide range of musical learning in: singing, playing instruments (untuned rhythm instruments such as the tambour or the cabasa, or tuned, such as the ukulele and flute), improvisation, composition of their own songs and transposition of their musical ideas into a written form.

The school choir is a key element of extra-curricular music and performs at the esteemed annual RMT Singing Festival. With additional events including a Christmas song service, Lowther's Got Talent and the 'Lowther-Fest' summer term concert which showcases our children's love of music, Lowther School is abuzz with sound all year 'round.

To view some examples of our practical work in this subject area please click here



At Lowther we teach Phonics on entry into the Foundation Stage. We strive to ensure that all children become successful, fluent readers by the end of Key Stage one and believe this is achievable through a combination of high quality, discrete phonics teaching combined with a whole language approach that promotes a 'Reading for Pleasure' culture. Teachers use their skills to deliver high quality engaging phonics lessons from Nursery to Key Stage 1 through the 'Letters and Sounds' programme.

More details of our phonics programme are available to download here

Physical Education:

We are committed to ensuring that all pupils receive high quality, well planned PE, delivered by confident and well trained teachers. We aim to engage and inspire all pupils to learn new skills, be confident and enjoy sports at our school. We employ a range of sports coaches to help us to achieve this aim. Children are offered a varied selection of sports at Lowther and includes football, swimming, netball, dance, table tennis, gymnastics and basketball. Children leave the school equipped to enjoy sport for all its health and social benefits. For those who relish the competitive element, they gain the skills, confidence and relevant experience to succeed.

To view some examples of our practical work in this subject area please click here



Personal, Social, Health Education (PSHE) and Citizenship are integral parts of our school curriculum. We believe that the personal, social and health development of each child has a significant role in their ability to learn. We value the importance of PSHE in preparing children for the opportunities, responsibilities and experiences of their next stage of schooling and life. In addition we believe that a child needs to learn about the many emotional aspects of life and how to manage their own emotions.

Our overarching aims and objectives for our pupils are to provide them with a broad and balanced curriculum that promotes spiritual, moral, cultural, mental and physical development of our children and of society. Lowther enables pupils to develop the knowledge, skills and attributes that they need to keep themselves healthy and safe, and helps prepare them for life and work in the modern world. The curriculum aims to develop the skills and attributes such as resilience, self-esteem, risk-management, team work and critical thinking. 

In addition to this, each year group covers an age appropriate SRE (Sex & Relationships Education) unit.

Our PSHE lessons promote the fundamental British Values of democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs and for those without faith.

At Lowther we recognise that a healthy school is one that is successful in helping pupils to do their best and build on their achievements. It promotes physical and emotional health by providing accessible and relevant information and equipping pupils with the skills and attitudes to make informed decisions about their health.

Our PATHS (promoting alternative thinking strategies) programme, delivered alongside input from Barnardos, provides our children with the opportunity to think and learn about responsibility, choices and alternative thinking strategies for real life problem solving.


Religious Education:

Lowther pupils are encouraged to share their religious beliefs and customs to celebrate the school's cultural diversity. Religious Education (RE) is taught discretely in class as well as through reflection time during assemblies. The children are given the opportunities to learn about the different religions of worship in the UK: Christianity, Islam, Hinduism, Judaism, Buddhism and Sikhism. We use the Local Authority's Agreed Syllabus for Religious Education as the basis for the delivery of RE lessons. Children's learning is enhanced by visits to religious places of worship.

Children's learning is enhanced by visits to religious places of worship.   We welcome visitors from all cultural and religious backgrounds to share their stories with the children in assemblies and workshops. We work with our local church to provide opportunities for collective worship and celebration at key points in the Christian calendar. As part of our commitment to British Values, we foster a respect for people of all religious faiths and for those who do not identify with a specific religion.



Science is a vibrant subject at Lowther Primary School about which we are incredibly passionate. Children have lots of questions about the world around us and we aim to provide them with the necessary core scientific knowledge and investigative skills to answer their questions about those processes. At present, our curriculum provides a rich variety of topics that cover all the core scientific disciplines and contexts that the children can relate to their everyday lives.

Children explore and learn in Science through a variety of investigative skills, engaging and becoming more familiar with each of the elements of different scientific methods as they progress through the school. These include skills such as generating their own lines of enquiry, making predictions, analysing results, observing changes over time, collecting results in a variety of ways, drawing conclusions from their observations and evaluating their own method and the reliability of their results.

Underpinning this is an emphasis on children actively participating in their own practical investigations and experiments, utilizing the classroom, wider school environment and the local environment and community.

To view some examples of our practical work in this subject area please click here

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