"You work hard to provide your children with an enriched experience of science that helps them to understand the relevance and value of the subject"
PQSM March 2021


We provide a caring, nurturing, inspiring environment and we have high ambitions for all our children. We are a growth mindset school and we believe that children thrive on challenges.

‘I can do all things through Christ who strengthens me.’

Philippians 4:13

We share the site with our feeder school, St Joseph’s.

I hope that you find our website useful. You may like to find out about some of the interesting and exciting events happening in our school and the best way to do this is through our newsletters, diary and social media updates.

St Edward’s Catholic Junior School is a vibrant, thriving, place to be. We are a two form entry Catholic junior school with 250 children on roll, ages 7 to 11. We aim to develop children in spirit, mind and body, to be the best that they can be. We strive hard to develop every child’s talents and abilities by providing all children with a wide range of academic and extra-curricular opportunities.

The success of the school reflects the dedicated work of everyone connected with the school, celebrating the combined efforts of children, staff, parents and governors, as well as the local parish communities.

We hope that you enjoy your visit to our website, and that you find any information you are looking for. Please feel free to contact the school office with any queries you may have or to arrange a visit to our school.

God bless,

Suzette Harris


Studying History enables the children to understand how events in the past made things the way they are today. It gives children the tools to analyse and explain problems in the past and provides them a crucial perspective for understanding and solving current and future problems.

The topics studied each term are broad which allows the children to engage with the facts and consider some of the bigger questions.

Through History children will be taught how historical information is formed from different opinions from a range of sources. They will develop understanding of chronology, knowledge and interpretation and historical enquiry with the option of linking to foundation subjects.

To enhance our History curriculum and learn about key figures in History as well as broaden their historical vocabulary, children will study high quality texts in English lessons.

The key topics covered within History are:

Year 3

Year 4

Year 5

Year 6

British History 1:

Would you prefer to live in the Stone Age, Bronze Age or Iron Age?


Looking at the chronology of mankind from the Stone Age to today, children are introduced to Britain’s story. Using archaeological evidence, children learn about the changes from the Stone to the Bronze Age and answer historical questions. Identifying the limitations of this type of evidence and reconstructing the life of the Amesbury Archer.

How have children’s lives changed?


Investigating the changes in children’s lives through time, children learn how spare time, children’s health and work have changed. They explore the most crucial change - work - in more detail, learning about a day in the life of a working child before learning about the significance of Lord Shaftesbury and his impact on schools and working conditions.

British History 5:

What was life like in Tudor England?


Comparing Henry VIII and Elizabeth I, children learn about the changing nature of monarchy. They learn how both monarchs tried to control the public perception of themselves using portraits and royal progresses. Using Tudor inventories to investigate whether people were rich or poor, children learn about what life was like for people living in Tudor times.

What does the census tell us about the local area?


Investigating local history during the Victorian period, children carry out an enquiry using the census, parish register, and factory records. They learn about the changes to the family over a period of time and suggest reasons for these changes, linking them to national events. Planning their own historical enquiry, they research a local family.

British History 2:

Why did the Romans settle in Britain?


Developing their chronological awareness of AD and BC, children investigate why the Romans invaded Britain and how the Celts reacted to the invasion. They learn how the Romans changed the way people lived their lives and how archaeological evidence is used to reconstruct the lives of the Romans. Comparing Roman life to today, children learn how the Romans still influence lives today.



British History 3:

How Hard was it to invade and settle in Britain?


Developing their understanding of why people invade and settle, children learn about the Anglo-Saxon invasion and Viking raids. They learn about Anglo-Saxon beliefs and how christianity spread. They investigate Anglo-Saxon settlements and investigate how the period of Anglo-Saxon rule came to end.


What did the Greeks ever do for us?


Through investigating the city states of Athens and Sparta, children identify the similarities and differences between them. Using different sources of evidence, they learn about democracy and compare this to the ways in which other civilisations are governed. Considering the legacy of the ancient Greeks, children learn about the Olympic games, architecture, art and theatre.

British History 6:

What was the impact of World War II on the people of Britain?


Extending their chronological knowledge beyond 1066, children learn about how World War II changed British society. They learn about the different reasons why Britain went to war in 1939 and investigate the experiences of families during the Blitz. Using a range of sources which are new to them including video and photographs, children reconstruct the feelings of those living on the home front in World War II and consider how migrants helped the war effort.

What did the Ancient Egyptians believe?


Developing awareness of how historians learn about the past using mummies, the Book of the Dead and pyramids, children learn the place of the ancient Egyptians in time. Pupils learn about the importance of religion in the ancient Egyptians’ lives and consider how this is evident in pyramids, worship and mummification. They learn how the ancient Egyptians explained the existence of the world using their creation story.

British History 4:

Were the Vikings raiders, traders or settlers?


Extending their understanding of different societies, children learn about the Vikings. They develop their chronological understanding and learn about the struggle for Britain between the Anglo-Saxons and Vikings. Using new types of sources and historical enquiry techniques, pupils investigate whether the Vikings were raiders, traders or settlers.

How did the Maya civilisation compare to the Anglo-Saxons?


Extending their knowledge of civilisations, children compare and contrast the Maya to Britons at the time. They develop their chronological awareness of how the Maya fit into the timeline of mankind. Pupils learn about the achievements of the Maya and contrast to the experience of the Anglo-Saxons in Britain at this time. Deepening their understanding of the growth of empires, they also learn why the Maya Empire declined.

Unheard histories: Who should go on a £10 banknote?


Investigating why historical figures are on banknotes, children learn about the criteria for historical significance. They participate in a tennis rally debate and create a video to explain why their historical figure was significant, before selecting a historical figure for the £10 note.


At St Edward’s, we believe that music is a unique and powerful form of communication that can change the way pupils feel, think and act and worship.

We use the Charanga Musical School to teach music lessons in all year groups. Each Unit of Work comprises the strands of musical learning which correspond with the national curriculum for music:

  1. Listening and Appraising
  2. Musical Activities
  3. Warm-up Games
  4. Optional Flexible Games
  5. Singing
  6. Playing instruments
  7. Improvisation
  8. Composition
  9. Performing


Our Vision & Aims

  • That children will develop an ability to listen to, and appreciate a wide variety of music, including that which has a specific purpose
  • That children will have opportunities to explore and express ideas and feelings about music
  • That children will explore a range of musical elements, for example: pitch, tempo and dynamics
  • That we will encourage active involvement in creating and developing musical ideas using voices and instruments - both tuned and untuned
  • That we will develop a sense of group identity and togetherness through composing, rehearsing, improvising and performing music with others, to an audience
  • That we will help the children develop self-discipline, creativity, aesthetic sensitivity and fulfilment


“There is no such thing as an unmusical person.”

 Hans Werner Henze


“Music can change the world, because it can change people.”

Paul David Hewson