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Other Subjects


Art, craft and design at DLA is of a high-quality and this creative part of our curriculum engages, inspires and challenges our pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.

As our pupils progress, they think critically and develop a more rigorous understanding of art and design. They also develop a knowledge of how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

The quality of artwork and the talents of our pupils can be seen as you walk around our school. Artwork adorns the school walls and we are very proud of the creative abilities of our amazing children.

In EYFS and KS1 (through the IPC) our children are 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, to learn about the work of a range of artists, craft makers and designers, describing the differences and similarities between their different practices and disciplines, and making links to their own work.

At KS2 (through the IPC) our children are 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 create sketch books to record their observations and use them to review and revisit idea improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay, understand great artists, architects and designers in history.


Music is incredibly vital at David Livingstone Academy and is a huge feature of our school, it takes centre stage.

At DLA, music increases listening and concentration skills, and enhances our learners’ ability to discriminate between sounds. This improves phonetic awareness and helps to develop language and literacy skills. It also has a positive impact on spatial reasoning, which is linked to mathematical thinking, and physical co-ordination, which supports handwriting skills.

Music helps to develop our children’s short and long term memory, the ability to perform from visual signs and symbols, and the ability to listen with concentration. Playing an instrument extends these skills and develops co-ordination and control.

Our children are given many opportunities to perform, which gives them greater confidence to express themselves. They have quality opportunities to sing, play instruments, compose, appraise and listen to music. We are lucky at DL to have a creative staff and weekly music lessons for all, given by a specialist music teacher. We encourage music-making in small groups, which promotes teamwork and the development of leadership skills, as well as being hugely enjoyable. All children have regular opportunities to engage in exciting musical and creative activities. Our choirs and wind band often perform in renowned venues such as the Royal Festival Hall and the Fairfield Halls.

We fully endorse and support instrumental and vocal programmes. For example, in Year 4 our children learn to play a brass and wind instrument through the Wider Opportunities initiative Soundstart. This initiative is incredibly successful because our talented class teacher works alongside music specialists. Last year, our wind band performed at the Music for Youth Festival at the South Bank, London. An amazing experience!

In Year 5 and 6 our pupils learn to play the Steel Pan. Additionally, our Soundstart pupils in Year 5 and 6 are encouraged to further learn their instrument in group or individual tuition sessions. In Year 2, our pupils learn to play the ocarina and in Year 3 and 4, the recorder.

Singing is at the heart of DL. All year groups sing throughout the curriculum, weekly during singing practices and in our assemblies. The benefits of singing are numerous and far-reaching. It is healthy, promotes good breathing and posture, can make us feel better about ourselves, enhances our self-esteem and sense of well-being, it allows us to work collaboratively within groups in a non-competitive, highly supportive environment.

We have a flourishing KS1 and KS2 choir, both who perform informally at school and more formally in venues such as the Fairfield Halls. At DL, we achieve musical heights collectively in a choir and during whole-school singing that – mostly – we cannot reach on our own. Singing is the best possible gateway for a life of engagement with music and for learning to play a musical instrument. Singing acts as an emotional release, it gives our shy and more confident children a means of expression, and is also, let’s not forget, very good fun. It stimulates our brains and turbo-charges our memories. It is something we can all do.

It’s quite simple: Music is Magic at DL!


We work to the Croydon Agreed Syllabus for RE and recognise the variety of religious and non-religious families from which our pupils come. We welcome and celebrate this diversity, are sensitive to the home background of each child and work to ensure that all pupils feel and are included in our RE programme. We recognise the importance of pupils’ all-round personal development and the leading role that RE plays in contributing to the spiritual, moral social and cultural elements in particular. We affirm the equality of importance of the twin aims of RE as expressed in the agreed syllabus and teach to these in a balanced way, ensuring that the ‘affective’ dimension of RE is addressed.

This Scheme of Work provides a model for teaching and learning in Religious Education from EYFS through to Year 6. The units in Autumn 2 and Spring 1 explore aspects of Christmas and Easter with progression throughout each year group. Whilst it is beneficial to explore these festivals as they occur, there is no requirement to teach units in any particular order in each year group. Teachers may, for example, wish to select material from a range of units to create a block of teaching, or select material from the scheme that fits with a current topic being studied in school.


In Early Years and Key Stage 1 settings, it is suggested that activities use an ethnographic approach to help the children relate stories, celebrations, artefacts and events to particular children in particular faith communities.

If the children can for example, talk about the life of a named  Muslim/ Christian/ Jewish/ Sikh/ Hindu/ Buddhist child, then this helps to avoid the confusion that can arise in the children’s minds between different faiths.

The ethnographic approach allows the children to identify with the life of a child who is both the same as them but also has different cultural experiences, faith stories and practices. This can be explored through visits and visitors, pictures or a bag of objects that belong to a child of a particular faith.


French is taught throughout David Livingstone from Year R to Year 6 by class teachers, alongside a French speaking member of staff. This to bring our French lessons alive!

Our lessons include interactive activities with an emphasis on stories, non-fiction, games and songs. Each unit is based on a central theme or stimulus which immerses our classes in the language and sets their learning in a context. Material is often supported by videos, flashcards (printed and electronic), whole-class interactive activities and games, quizzes, poems and tongue-twisters.

Our children are familiarised with the written word when each new item of vocabulary is introduced, and they are encouraged to make links between phonemes and graphemes as soon as possible. In later years, children are encouraged to think about building spoken and written sentences in French. Progression is carefully built into our approach, so children gradually extend their vocabulary and come to grips with using more complex language.

As our learners get more confident in the spoken language, they will encounter, and give, simple reactions and opinions, and begin to take part in role plays and short conversations with their peers. They have opportunities to learn longer passages and to recite sentences and short passages that they have learnt by heart. They learn to appreciate the relationship between French and their own language, and between French and other foreign languages.

Physical Education

Physical Education forms an essential part of the curriculum at David Livingstone Academy, often taught by qualified sports coaches. It educates pupils in the knowledge of the body: how to use them both efficiently and effectively, and the importance of a healthy lifestyle.

During PE children are taught a number of skills, games and sports. Practical sessions are delivered and led by our sports coach and class teachers (autocratic) and by the pupils (democratic) to help challenge the children in different situations. We cover a wide range of activities throughout the Key Stages where pupils have the opportunity to learn new skills whilst consolidating and building upon pre-existing ones.

Children perform as an individual, in a group or as part of a team in formal/ informal competitions or performances. Different pathways to other activities in and beyond school, where possible are available to work with sportsmen and women, coaches and other specialists. Our football team is particularly successful, for example in 2012, DL won the Small Schools Cup.

Our children are taught through the following areas of activity: Games – football, netball, basketball, tennis, badminton, rounders’ and cricket; Multi-skills; Gymnastics; Dance;  Athletics and Swimming.

We offer a wide range of extra curriculum activities and all are encouraged to join in. Our pupils are offered the opportunity to represent the school in festivals, tournaments, competitions and events, both in school and the local community.

All PE clothing should be named and taken home frequently to be washed. Our PE kit consists of: Team colour t-shirt (bought from Bubblegum, Thornton Heath), with our school logo; black shorts; black jogging bottoms (for outside when it is cold), black plimsolls or trainers (for outside use).