Unlocking potential in all, empowering a community of hope. As an inclusive Christian community, we work towards unlocking the potential in all and empowering a community of hope. We seek to achieve this by providing a safe, inspiring and creative learning environment where all can flourish. Our successes are built on the foundation of our shared values and our consistently high expectations. Through challenge and support, we strive for excellence in all we do.
“Start by doing what is necessary, then what is possible, and suddenly you are doing the impossible.” (St Francis of Assisi)
Our four golden threads are woven throughout everything we do at St Peter’s. They form our key curriculum drivers, giving our curriculum a clear and cohesive intent.
- Values –St Peter’s curriculum is a values-based curriculum where values are modelled, interwoven and celebrated throughout the school day, constantly underpinning our thinking and behaviour.
- Inspiration –Our curriculum thrives on enriching children through a variety of inspiring experiences, such as immersive environments, wow days, learning exhibitions, workshops, visitors and visits to provide all of our children with the experiences that they wouldn’t otherwise receive. We have a broad portfolio of extra-curricular clubs which are well attended across the full scope of the school.
- Community – At St Peter’s we aim to be the beacon of hope in our diverse, inclusive community, supporting children and families to unlock their full potential through school community projects, educational training sessions and signposting to supportive groups. Our community encompasses a vast variety of cultures and beliefs and as a school we work hard to include everyone! We enhance our school curriculum by embracing the learning opportunities and resources within our inner-city community.
- Excellence –At St Peter’s we have high expectations for all and constantly strive to unlock the potential of our school community. Our children are able to achieve through our ambitious and cohesively planned curriculum, balancing knowledge and skill development in all areas in order to excel.
What are we learning about this term?
KS1 (Years 1 and 2) – Kenya (non-European study) Why does a giraffe live in Kenya and not the North-Pole?
LKS2 (Years 3 and 4) – The Romans. How did the Romans impact on the history of Lincoln?
UKS2 (Years 5 and 6) – Active Planet. Does the movement of the Earth’s plates, just cause problems?
KS1 (Years 1 and 2) – Where do I live? Why was Lincoln Castle built on a hill?
LKS2 (Years 3 and 4) – Location, location, location. Does it matter where you live?
UKS2 (Years 5 and 6) – The Ancient Greeks. What lasting impact did the Ancient Greeks make on the world?
KS1 (Years 1 and 2) – The Great Fire of London – Why was the fire so damaging?
LKS2 (Years 3 and 4) – Stone Age to Iron Age – Which changes from the Stone Age to the Iron Age were most significant and why?
UKS2 (Years 5 and 6) – Viking and Anglo-Saxon conflict – Is calling the Vikings vicious killers and thieves fair?