Additional Subjects

Our aim is to create a stimulating and inspiring environment which promotes intelligent making, critical thinking, learning as a social activity and collaboration.

Pupils will develop an ability to articulate and communicate ideas, opinions and feelings about their own work and the work of others During this time we encourage pupils to make informed opinions and become more visually literate, to discuss ideas about beauty and aesthetics, artefacts and images. Pupils’ aesthetic sensibilities are developed, as is their ability to make informed judgements about art and design. We encourage pupils to develop a capacity for original thought and experimentation and to enjoy and value the visual, tactile, and other sensory dimensions of nature and the made environment.

During Years 3-6, pupils will have a number of opportunities to enter local and national competitions. In recent years, examples have included the Pantomime Technology Challenge and the Explorers In Bloom in Eastbourne as well as enjoy visits to the Towner Art Gallery and Festival of Flowers Schools Art Exhibition at Chichester Cathedral.

Year 3

In Year 3, pupils take advantage of a range of cross-curricular opportunities while working with a range of media, including the creation of three-dimensional ceramic pieces. Alongside their topic on The Romans in the Autumn Term, for example, pupils study Roman pottery, forms, patterns and techniques alongside their research of Romans, Celts, mosaics and tiles. We explore pinch pots and coiling, smoke firing and primitive techniques, alongside press-in texture and coloured slip decoration, animal features for handle decoration and mono printing.

In Year 3 pupils design their own Christmas cards, which are sold for charity donations at the Friends of Bede’s Prep Christmas Fair. We also visit an exhibition at the De La Warr Pavilion in Bexhill and every other year pupils exhibit their work in the Towner Art Gallery. Pupils experiment with watercolour and clay during the year and begin to develop the confidence to express their personal artistic styles.

Year 4

In Year 4 pupils will embark on a cross-curricular project focussing on the sea shore. Pupils will make observational drawings illustrations and fine line pen studies, will study patterns and structures and try mono printing with watercolour wash, and be introduced to printing inks and rollers.

In the Autumn Term of Year 4, pupils study the fishing industry, looking at images of species of fish, coasts and local history of fishing in Newhaven, Hastings and Eastbourne as well as learning about the history of printmaking around the world including Japanese prints, line and mark making and mono printing.

As Christmas approaches the pupils design their own charity Christmas cards. During the Spring Term, we move on to look at local landscapes, taking inspiration from Eric Ravilious and Philip Hughes. We visit the Towner Art Gallery to explore the archives of Eric Ravilious.

In the Summer Term the pupils try their hand at Batik fabric painting, using Indian animals and artefacts.

Year 5

Art and Design in Years 5 sees children taking inspiration from twentieth century artists and architects including Hundertwasser, Delaunay, Henry Matisse and many more artists. Through studying the work of these great artists, pupils explore themes including the use of space, shapes and colour, composition, pattern, tone and experiment with different materials such as watercolour, fine line pen and collage.

Pupils explore how colour, patterns and symmetry can inform design before they begin work on their installations, exhibiting as part of a collage at the Towner Gallery Annual Schools Exhibition. This is a treasured experience for the children who work as a collective to create their piece, using a range of materials. Later in the year, we focus on Arts and Crafts, looking at architecture, product design, metal and ceramics, looking at the work of Clarice Cliff and the Pueblo Pottery as well as the Arts and Crafts Movement.

Along the way, children develop their thinking and discussion skills, annotating work as individuals and groups, following a pattern of work which echoes that undertaken at GCSE level. Those pupils who particularly enjoy this 3D work can continue developing their own pieces within the Activities Programme.

Year 6

In Year 6 ancient Egyptian artefacts act as inspiration for an exploration of biological shapes and animal anatomy through tone, ink, collage and ceramic work, building up a portfolio of creature drawings. Later in the year, the focus will move on to 3D work, constructing creatures using cross-hatch and slip techniques.

Pupils are encouraged to experiment with different materials, considering the patterns formed by nature, symmetrical forms and reflections. We work on an insect-themed mixed media large study and collage. Later on in the year, we consider the form and surface of Egyptian artefacts and the pupils design their own lidded canopic jar

In their weekly lessons with a subject specialist in our dedicated IT suite, pupils in the middle years at Bede's Prep gain firm grounding in key Computing concepts, covering Computer Science, Information Technology and Digital Literacy strands.

Year 3

In Year 3 pupils learn about key programming concepts which they will continue to develop as they move through the school. Our experience over many years of teaching programming concepts to small groups means all Bede’s Prep pupils benefit as we educate our learners in this sometimes demanding, but important modern-day skill. For them, this is the start of a journey that makes Bede’s Prep pupils amongst the most technically able in our digital world. Our e-safety work is developed further to include the importance of protecting our digital files, and procedures for avoiding revealing personal information online.

We also help the pupils develop further their word-processing skills in Year 3 and children learn to enter text accurately, to format documents and add images. As we move on to looking at computer modelling, pupils learn how computers help us test hypotheses, and how they can help try scenarios that would be challenging in real life, when one considers possible safety or financial constraints. Pupils will explore a range of computer simulations, whilst changing variables within them and testing predictions. They will then move on to evaluating their solutions by comparing them with real scenarios, and consider their effectiveness

Year 4

In Year 4, pupils learn the five e-safety ‘SMART’ rules, which cover the importance of not sharing personal information, not accepting messages from, or meeting with strangers, being able to judge the reliability of online sources and knowing who to tell if something worries or upsets them. These guidelines offer pertinent advice to young pupils who are starting to explore online environments with more independence. Pupils produce a cartoon for each of the rules, with fictional characters explaining how they each stay safe online.

Year 5

In Year 5, pupils compound their knowledge by creating their own e-safety blog and give each other constructive feedback through a digital interface. They explore online tools for collaboration and consider best practice when working together in an online community. Pupils use their blog to showcase a new logo they have designed, and in choosing a new SMART rule, consider what other principles could become pointers for pupils learning about online safety. Pupils are also introduced to the methods used for forming strong passwords. Pupils learn coding techniques to design and develop their own videogames.

Year 6

In Year 6, pupils start to consider in more detail some of the issues which they might experience when online, including the risks of not keeping passwords confidential, video game addiction and the dangers of pretending to be older than they are. Pupils are also taught to consider privacy settings in online profiles and start to explore how to avoid downloading malware. Year 6 pupils learn to be discerning users of online resources, and develop their own designs for web sites.

  

Classics

Latin is introduced in Year 5 for those who are ready to embark on this exciting subject which those who opt to study the subject receiving three 50 minute lessons per fortnight whilst the rest of the group study Classical Civilisation.

Pupils study Latin verbs, nouns and vocabulary allowing them to translate sentences, complete puzzles and use online Latin games.  Following our annual Classics Day, the pupils tackle chapters from “Minimus” before learning about the Trojan War. 

During Year 6, children are set by ability for Latin with those who have studied the subject during Year 5 forming the top set whilst the majority of the rest of the year will begin to learn Latin.  Each set will move through the curriculum at a tailored pace depending on ability. Children also benefit from a study of Roman life and some children opt to continue with a Classical Civilisation programme learning about the  eruption of Pompeii and “Roman mystery” stories.

Geography

Geography in the middle years is all about exploring and discovering the wider world.

In Year 3, the children's geography learning is integrated with their study of history, through topic-based learning. Pupils attend a fortnightly Beach School, where they can study physical geography, alongside learning about the geography and history of our local area, the environment and natural sciences. 

In Year 4, geography is taught in topic lessons which combine humanities as 'Integrated Studies'. These topics serve to develop key skills, location knowledge and introduce children to a crucial local environment and a contrasting, exciting region of the world. 

In Years 5 and 6, the focus is on exploring and discovering the wider world through some exciting lines of enquiry. These introduce classic and more contemporary geography themes with the emphasis on mystery and a sense of discovery. 

Enquiries in Year 5 include a comparison of biomes in ‘Why are the rainforests so wet and the deserts so dry?’, a study of the Icelandic island, Heimaey in ‘How are the people of Heimaey affected by volcanoes?’ and finally ‘Why are more and more people living in megacities?’

Year 6 kicks off with a study of air pollution, which includes a survey and air quality sampling around the school grounds as well as a field trip across Eastbourne recording traffic volumes and measures of air quality. We move onto a contrasting country study, exploring Spain. The Spring Term starts with an enquiry leading up to a stakeholders debate on the problem of plastic pollution. Just in time for the Easter break the children then learn about chocolate production and cocoa growing in Ghana, emphasising the benefits of cooperative farming and Fair Trade. The summer term is spent combining a study of Settlements and Ordnance Survey map reading. 

History

Our pupils need to develop the skills of enquiry and curiosity about how we find out and understand events in the past and to appreciate the sources and provenance of historical evidence.

In Year 3, we study the Romans, covering life in pre-Roman Britain and the Roman Invasion. Then, we move on to study the Anglo Saxons, their buildings, tools and artefacts. Our final topic in Year 3 is the Vikings.

In Year 4, History is studied as part of an Integrated Studies programme covering an extensive study of Ancient Egypt, through which pupils develop research skills and consider the geography and history of the period.

In Year 5, pupils are introduced to History as a standalone subject and, under the theme of "Defence of the Realm", we cover the French Revolution considering the British Navy and life on board ship, disease and medicine, Nelson and Napoleon and the Battle of Trafalgar. 

Next, Year 5 study the Industrial Revolution, looking at the period from a child's point of view. We cover agriculture and the development of factories, some of the era's key characters and what life was like in a British town. 

Religious Studies

The study of RS in Years 3 to 6 at Bede's has three main objectives:

• To increase knowledge and understanding of some of the major world religions; their beliefs, traditions and history.
• To encourage pupils to start to ask questions about what is right and wrong in the world around them.
• To introduce pupils to morality and ethics. 

During Years 3 to 6, children have an introduction to some of the major world religions, with equal emphasis. Alongside these lessons themselves, the school aims to increase children's moral and spiritual awareness and reflective thinking skills through assemblies once a week (which cover major festivals when they occur) and a Chapel service in the Christian tradition. Though the school has a predominantly Christian tradition, it is most of all a community that welcomes and respects all religions; and this is really at the heart of the syllabus.

In Year 3 we learn about the Bible and why it is important for Christians as well as what we know about Jesus, learn about Hinduism and the festival of Diwali, consider the signs and symbols of Judaism. We also consider broader questions around faith and the difference it makes to people’s lives.

In Year 4 we consider more aspects of Hinduism, learn about the Christmas Journeys and learn about the religions which are represented in our own neighbourhood.

In Year 5 we learn about why Mohammed is important to Muslims and how Muslim beliefs are represented through practices. We learn more about the Bible and consider Easter and its significance to Christians.

Finally in Year 6, we turn to the study of Jewish religious artefacts and through this examine the beliefs, culture and tradition of Judaism. We examine Hanukkah and its practices as well as the Bar Mitzvah and Bat Mitzvah, considering the responsibilities which children take on at this point

According to the national curriculum for Key Stage 2, “learning a foreign language provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world.

The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries”.

The children in Years 3 to 6 at Bede’s Prep School develop vocabulary, grammar, syntax and pronunciation in languages. They develop their listening, speaking, reading and writing skills with different materials. Teaching resources include a range of technology and an innovative approach to language learning. Languages are taught by specialist teachers; some are native speakers and all of our teachers provide the children with excellent foundation for the skills needed to learn a language.

The children all study French from Reception to Year 4. In Year 5, they are given the opportunity to study French and Spanish so that they can make an informed decision at the end of Year 5 regarding their language choice. From Year 6, they concentrate on their chosen language. Year 4 have four French lessons in a fortnight, Year 5 have four French lessons and four Spanish lessons in a fortnight whereas Year 6 have five lessons of their chosen language a fortnight

Year 3 

In Year 3, pupils extend their learning and focus on listening, speaking, reading and writing. They cover a range of topics in French: numbers, colours, days, months, introducing themselves, contents in the school bag, family, animals, and description (physical description and adjectives).

Pupils begin to build sentences and link them together and are taught to listen attentively and engage in conversations, sing songs and appreciate rhymes and stories and explore the patterns and sounds of language.

Year 4 

At Bede’s Prep School Year 4 study French for four lessons in a fortnight. They cover all the basic vocabulary to introduce themselves (saying their names, spelling their names with the French alphabet, saying their age and learning numbers, saying when their birthday is, where they live), talking about the weather, food and clothes. This includes designing a weather forecast using a green screen and a fashion show. Year 4 also take part in a blind folded fruit tasting session to express their opinions. They engage in conversations, ask and answer questions, express opinions and respond to those of others confidently by the end of Year 4

Year 5 

Year 5 pupils study both languages (French and Spanish) to make an informed decision about their language choice for Year 6. In their language lessons in Year 5, pupils put new and familiar language structures to use whilst working together and having fun. Digital media offers endless possibilities for consolidating learning in the key skills of speaking, listening, reading and writing, and it plays an increasingly prominent part in language teaching at Bede’s. Whilst there is a need to focus directly on language structures, play through language remains a vital learning tool throughout Year 5

Year 6

Year 6 then begins with a recap of core vocabulary to lay the foundations for extended learning. In French, pupils follow Studio 1 and usually cover 3 or 4 modules in the year. They learn to express opinions and describe themselves, talk about school, leisure and describe where they live.

In Spanish, they start the year recalling the core vocabulary from Year 5, followed by a variety of topics. They cover the topics of: “Mi vida” (everything about yourself); Mi tiempo libre (free time activities and hobbies, expressions of opinion and present tense); “Mi insti” (all about school and the present tense); and Mi familia y mis amigos (using a range of adjectives, irregular verbs and family-related vocabulary).

Beach School

Beach School is a highlight of the timetable in the middle years. Many different subjects are taught at the beach, using the gifts of the natural environment. This could include using stones as place value tools for maths, investigating long shore drift in Geography, creating sundials in Science, or allowing our senses to run free in descriptive English writing pieces. Of course, there are many more cross curricular learning opportunities at the beach and we pay close attention to the tides and how the tide timetable works with natural links to areas of the curriculum. We also make full use of the rock pools when the tide allows and we study wildlife found living here. We consider how the weather affects the waves and also consider which parts of the beach are safer to use than others due to coastal erosion.

Forest School

Forest School is an excellent way for the children to express their creativity and imagination and enjoy some child-led activities. The nature of Forest School is for children to grow their problem solving skills, independence and take reasonable and supported risks in their sessions. Many different activities are on offer during Forest School, including den building, mud kitchens, clay, woodland craft and problem solving games. There are also adult supported activities using tools including sawing, fire lighting, drilling, axe work and whittling.

In addition, we often take classroom activities to the forest, for example, measuring the perimeter of a shape with different length sticks in Maths, making South American Totem poles on the trees using clay in Geography, creating a senses poem in English, creating and finding evidence of food chains in Science and many more possibilities. There are many cross curricular links made during these sessions and they help to inspire the children’s imagination and creativity for their own ‘choosing time’.

Drama

In the Drama department, we share a love of performance and collaboration and we aim to inspire pupils to share this.  The department is fortunate to have drama experts who are also English and Performing Arts teachers and, as the children grow up, we gradually scale up the ambition and complexity of the productions which are staged and scripts studied.  Throughout Years 3 to 6 pupils are taught in their form groups and have one 50 minute lesson a week in Year 4 and then every fortnight in Years 5 and 6.  

In Year 3, pupils are taught in their form groups and work on the basic performance skills of voice, gesture and character. This also includes the development of mime, before moving on to a range of short script and text work, based on fables and fairy tales. The children explore many skills-based drama games to encourage listening skills, voice projection, eye contact and confidence. They are encouraged to share and perform their ideas, focusing on respect for their own work and the work of others. All of the pupils in Year 3 will have the opportunity to experience the performance syllabus of LAMDA, choosing, learning and performing, a specific poem. The children will cover all of these skills during their weekly timetabled lesson. The Year 3 children take part in the collaborative production, supporting the Year 4 children, as the chorus. This production is usually performed at the end of the Spring Term. The most recent productions include ‘Porridge’ and ‘HoodWinked’.

Further opportunities for Drama, in Year 3, include active clubs, as part of the co-curricular programme, and individual or small group LAMDA lessons, with a specialised teacher.

The Year 4 children build upon the skills they have been developing in Year 3. Year 4 pupils are encouraged to be more independent and organised; they have the opportunity to devise their own group pieces and self-direct a range of short scripts. The children explore characterisation, in more depth, and experiment with accent, voice, volume and tone. All of the pupils in Year 4 will also have the opportunity to experience the performance syllabus of LAMDA, choosing, learning and performing, a specific poem. The children will cover all of these skills during their weekly timetabled lesson. The Year 4 pupils take the lead roles in the collaborative Year 3 and 4 production, usually performed at the end of the Spring Term. During this term, the lessons prepare the children for how to stage a production, alongside rehearsal workshops. The most recent productions include ‘Porridge’ and ‘HoodWinked’.

In Year 5, pupils work on improvisation and mime, as well as script and text work. Pupils explore genre, stories and voice, developing skills which include: mime and movement, hot-seating, gesture, alongside character studies and the development of performance techniques. Pupils are taught to communicate effectively by expressing themselves confidently and clearly. They are taught to speak, present and perform, for a range of purposes, including storytelling, play preparation, sharing ideas and opinions, and presenting to live and/or recorded audiences.

Year 6 pupils continue to hone the theatrical and life skills covered the previous year and are encouraged to be more independent and organised. They have the opportunity to devise their own group pieces and self-direct a range of short scripts. Leadership skills and listening skills are a core focus, to enable them to successfully work in small groups, directing one another and analysing their work. The Year 6 children, as part of the production process, take part in rehearsal and character workshops.

The overall focus during is to promote self-confidence, team work and communication skills, self-discipline, creativity, empathy and understanding - of which are valuable life skills.  

Music

In the middle years it is my aim to increase the breadth of musical experience. I underpin this with lessons which illustrate how music is organised, made and enjoyed. In the middle years pupils are increasingly exposed to musical staff notation in lessons and when learning songs, for example, for the carol service.

By Year 3 pupils are studying discrete musical topics, designed to tease out the skills of listening and appraising, performing and composing. They are also undertaking instrumental work, using both classroom percussion and recorders.

From Year 3 onwards pupils are able to access the ‘activities’ programme on offer in the Prep School. This endlessly changing programme usually includes an activity for those who love to sing and activities to enable pupils preparing for the instrumental concerts taking place that term to play together in an ensemble. Pupils explore music from nearby in the Year 4 topic ‘Music of the British Isles’, a little further afield in the Year 5 topic ‘European Classical Roots’ which both use familiar patterns and rhythms. The topic music that is out of this world in the Year 4 study of ‘Space Journeys’ challenges many of the pupils’ concepts of how music is made and sounds. Some of the music explored later is historic, such as ‘Tudor Music; in Year 4 and ‘A Victorian Christmas’ in Year 5, but some of it is much newer - the Year 6 study of ‘The American Influence’ usually involves pupils checking the UK ‘Top 10’ in that week to see how many songs have an American influence. There is increasing exposure to music as a tool to assist special times and places. For example, ‘Music for dances’ in Year 4 and music as a support for ‘Festivals of Lights’ in Year 6. There is also a fascinating study of how synesthetes may combine hearing with other senses when Year 6 explores ‘Chromosthesia’. Again this challenges musical concepts and pushes boundaries of understanding music and its links to other disciplines.

Most pupils in these years chose to learn at least one instrument, in or out of school, and are part of the varied and constantly evolving musical activities and performances programme.

Dance

The aim of the Dance Department is the provision of high quality dance tuition that develops pupils’ physical and creative skills.

Bede’s Prep Dance offers a wide range of styles available from Nursery through to Year 8, either via curriculum dance, specialised dance classes during the school day on the Dance Programme or through our clubs and activities. Pupils can do: Ballet, Contemporary, Modern/Jazz, Tap, Street, Musical Theatre and Choreography.

The aim of dance in Years 3 to 6 is to help develop the dancers’ skills, technique and love of dance. All dancers in Years 5 and 6 are part of the Bede’s Prep Dance Programme, where they are trained to a higher standard, and have a more intense training. Pupils in Year 4 will be part of curriculum dance, but also have the opportunity to start classes as part of the Dance Programme too.

Curriculum Dance

All pupils at Bede’s have curriculum dance up to the end of Year 4 and many also choose to explore the different genres of dance we offer in clubs and options, such as classical ballet, contemporary, jazz, tap, musical theatre and street dance. All classes are given by specialists with a proven record in their field.

The main aim of curriculum dance is to offer dance opportunities to all, which enhance confidence, develop the pupils physical skills, stamina, creativity, expression, and musicality using a range of sounds and musical styles. This strong foundation in curriculum dance prepares pupils for a successful transition to other dance genres at higher levels.

Dance Programme

Bede’s Prep Dance Programme is aimed at dancers who have a particular talent or interest in the subject. The full programme starts in Year 5, but pupils in Year 3 and 4 also get the chance to access the Dance Programme classes too.

The programme consists of weekly classes in three core disciplines- Ballet, Modern and Tap. Examinations can be taken in the Royal Academy of Dance (RAD) for Ballet and the Imperial Society of Teachers of Dance (ISTD) for Modern and Tap.

When pupils join the full Dance Programme from Year 5, they get a more intense dance training with a combination of the exam work above, as well as free work classes too.

All pupils involved in the Dance Programme and/or clubs and activities will be involved in the yearly Dance Showcase as part of the Bede’s Prep training. The Dance Showcase is a big event in the Bede’s calendar. All dancers taking part get the opportunity to work on specially choreographed dances in all disciplines they study, to perform in front of their friends and family. The show is run as professionally as possible giving the pupils a real insight into the dance world and what it truly takes to put on a show! The pupils gain so much confidence from these performances as well as learning many additional skills like performance quality, performing under pressure and teamwork, to name a few.

All

All Bede’s pupils also get the chance to enter the yearly Choreography Competition. To enter, pupils need to choreograph their own dance. This can be either a solo, duet or small group in any dance style they choose. They get to choose their own music and costume too. This is a great way to help enhance the pupils’ creative skills, as well as help them learn how to put together a dance, using skills such as musicality, timing, coordination, planning and dance structure. It also helps the pupils use inspiration from their teachers, alongside performances and shows they may have seen. The pupils gain so much confidence from doing this and it is great for the teachers to see the pupils being free and innovative.

From Year 6 the dance pupils get to join the Legat students on a trip to the MOVE IT dance convention in London. This is a fantastic opportunity for the Bede’s Prep pupils, as they not only get a chance to browse the stalls, but they also get a chance to watch performances from professional companies and dance colleges, as well as take part in a number of dance classes taught by industry professionals.

 

In addition to Games, PE in Years 3 to 6 builds upon and consolidates the groundwork laid by the Early Years Programme.

The pupils experience a variety of activities to contrast with and complement their games sessions. The programme leads through modules in fitness with Cross Country at the focus, Basketball, Gymnastics, Racquet Sports and Athletics. This enables them success as individuals and the opportunity to take ownership of their own health and fitness.

Within the department, we aim to generate a developing understanding of body systems, diet, nutrition and wellbeing. This feeds into the ethos trust wide, which promotes the holistic care of body and mind. At Bede's, we do not just want our pupils to be fit for school, we also want to promote and encourage fitness for life by giving our pupils the tools to work with, whatever their level, body type or personal preferences within sport and exercise. We aim to promote and encourage healthy and positive attitudes towards both. 

Bede’s Prep follows the ‘Jigsaw Curriculum’, which brings together PSHE topics, compulsory Relationships and Health Education in Years 3–6 and compulsory Relationships, Sex and Health Education in Years 7 and 8, emotional literacy, mindfulness, social skills and spiritual development.

It is designed as a whole school approach, with all year groups working on the same theme (puzzle piece) at the same time at their own level. During the academic year, the children will solve 6 different puzzle pieces and these are:

• Being Me in My World
• Celebrating Difference
• Dreams and Goals
• Healthy Me
• Relationships
• Changing Me

Furthermore, our partnership with ‘Votes for Schools’, regularly gives a voice to children on issues that affect them most. Whilst also providing a further opportunity for them to learn about British values, rights and responsibilities and also what it means to be a member of a diverse society.

At Bede's Prep School, we believe that swimming is more than just a vital life skill – it’s a gateway to endless opportunities and fun! For our young learners in years 3 to 6, we are excited to introduce an enriched swimming program designed to maximize potential while ensuring enjoyment in the water.

Our curriculum follows the Swim England School Swimming and Water Safety Passport pathway, which allows students to continue their swimming journey with a structured and progressive approach. As they dive deeper, they will have the chance to develop more technical strokes, enhancing their skills and confidence in the pool.

With a focus on identifying and nurturing talented swimmers, we are also proud to introduce exciting new elements to our swimming program, including water polo, swim fitness training, and Aquathlon sessions. These activities are not only engaging but also promote teamwork, fitness, and a love for aquatic sports.

To accommodate busy schedules, we are thrilled to offer early morning and after-school squad sessions, providing students with ample opportunities to practice and improve their swimming skills. Our dedicated coaches are committed to enhancing life-saving skills while ensuring each child reaches their fullest potential in a fun and safe environment.

Students will have the opportunity to earn a variety of Swim England awards, including distance swimming and competitive dive starts, setting tangible goals for their progress. Each achievement fosters confidence and a sense of accomplishment, creating well-rounded, skilled swimmers.

At Bede's Prep School, we are passionate about creating a vibrant swimming culture where every child can thrive.