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In addition to our core curriculum, we provide specialist learning programs in the areas of Arts, Language, and Sport. We support students in their learning through education support and academic extension programs. Through our sports program, children experience a variety of sports from cricket to soccer. They are allowed to develop their skills and sportsmanship by participating in inter-school competitions across the government and private sectors. After school opportunities range from sport to science and encourage children to continue learning and consolidate skills in a fun environment; throughout our curriculum, and by way of positive role modeling and working closely with families, we endeavor to instill in our student's positive social values that will enable them to become successful, supportive and caring members of our society. View full school

Phillip Island Village School uses the Victorian Curriculum as the basis for its academic program. The school’s Philosophy and Guiding Principles outline the broader framework in which teaching and learning occur. The school’s approach has been developed and refined at Koonwarra Village School. The two schools are managed separately, but staff and students regularly work together. Our 2016 Annual Report overviews the activities and programs that occurred in our inaugural year. Our 2017 Annual Report captures the activities and programs as they progressed for our second year of operation. At PIVS, we believe self-actualization is best achieved through freedom. Internal freedom - in thought and expression, within an environment free from overbearing authority, externally imposed rules, and unnecessarily prescriptive courses of study. Such freedoms are provided within the context of a healthy and functional school community and positive engagement with society at large. This requires a balance between effective self-management and responsibility. There are three critical aspects of our school culture that are interwoven with freedom and responsibility. These will support students in their journey towards living fully conscious and meaningful lives. The first of these is social and emotional intelligence – allowing students to know themselves, have empathy with others, and communicate effectively. The second is autonomy and shared decision-making – ongoing opportunities to practice making decisions that affect each individual personally and the broader school community. The third is connection – to nature, people, and the rhythms of life – through real-life activities such as spending times in all forms of nature, learning from a wide range of people – younger and older and engaging in celebrations and rituals that reflect important events in their lives. While some of these critical aspects may seem like a significant distance from the emphasis of conventional schooling, they reflect a subtle yet profound shift in priorities. These priorities are our response to a changing world more quickly than ever before, a future that will require highly adaptive survival strategies in conditions that will provide new and wide-ranging possibilities. PIVS will facilitate this unique educational experience within government requirements relating to schools and incorporate the best of current knowledge about teaching and learning. View full school

Village School exists to fill an alternative niche in the educational market place. We have a 'small school' policy and a commitment to having a maximum of 20 children to one teacher in our home-groups to realize our philosophical and educational aims fully. We are also committed to maintaining our animal farm and wetlands environment so that 'real life' work experiences are an integral part of the daily curriculum. We aim to delight and inspire young children to be resourceful, independent learners and to discover and learn in a supportive, caring environment. We celebrate individual differences while at the same time encouraging children to develop an awareness of their place in Australian society and the global community. We want them to understand their role in supporting and caring for each other, living creatures, and the natural environment. Village School chooses to be an independent, non-sectarian, and non-denominational primary school having no specific affiliations with any other educational establishment or educational system. Village School is an independent, non-sectarian, and non-denominational primary school having no specific affiliations with any other educational establishment or educational system. Our educational philosophy is underpinned by the concept of liberalism and tolerance and promotes humanitarian concerns such as inclusiveness, equity, and universal rights. It follows that Village School does not endorse or favor any particular religious, cultural, or political belief but prefers to consider and compare all ideas and doctrines in the spirit of intellectual inquiry. The need for Village School was conceptualized in late 1981 after three teachers (and members of the Education Reform Association) Carol Glover, Lola Hill, and Trevor Stasey confirmed their disillusionment with the prevailing structure. The teachers started Village School in 1982 with a leased residence on the Maroondah Highway, Ringwood (owned by Penguin Books). After two years on the site, it was decided to relocate to afford students more space and the school the possibility of growth. During this time, the teachers considered the current site at 9-13 Holloway Road ( which borders Wonga Park and Croydon North). They were successful in securing a bank loan with a government guarantee, and with Croydon Council approving the school for an enrolment of 240 students from prep to year 10, Village School came to occupy its present site. We begin with the hypothesis that any subject can be taught in an intellectually honest form to any child at any development stage. It is a bold hypothesis and an essential one in thinking about the nature of the curriculum. Today, this school style is known as a 'democratic school,' awarding students with the responsibilities of running their school alongside their teachers. It means that at Village School, the children have a voice and are heard. View full school

Village Leadership Academy (VLA) is an independent kindergarten through 8th-grade school located in Chicago, IL. VLA offers a fresh new approach to teaching and learning that includes high academic standards, exposure to world history and geography, appreciation for cultural differences, the development of critical thinking and perspective-taking skills, and socially just decision making. Village Leadership Academy's goal is to prepare tomorrow's world leaders today. Our Core Values are the most important underlying principles or beliefs based on our vision, goals, strategies, plans, policies, and actions. These values reveal what we strive for and give us our identity. Woven within these core values is the expectation that communication will occur in various ways across the community, including active listening and the free exchange of thoughts and ideas. We hold ourselves accountable and responsible for adhering to these core values as we seek to fulfill the vision and mission of Village Leadership Academy. Community: We strive to develop a sense of unity within the school, community, nation, and world. Leadership – We seek to empower, nurture, and inspire individuals to be innovative and resourceful leaders within their spheres. Scholarship – We encourage intellectual curiosity, knowledge acquisition and dissemination, and expansion of educational practices for performance improvement. Responsibility – We hold ourselves accountable for carrying out our roles in an exemplary manner. Respect– We acknowledge and value each person's unique capabilities, knowledge, and potential for excellence. Empathy – We seek to understand the experiences and feelings of others and respond appropriately. Global Citizenship – We identify as members of a global community, recognizing that our actions have broad-based implications. Integrity – We operate in an ethical, fair, and reliable manner in our work and relationships. Village Leadership Academy's highly skilled staff of educators engages students in an in-depth exploration of relevant high-interest content in math, science, reading, language arts, social science, physical development, health awareness, fine arts, world languages (Spanish), social, emotional development, technology, and leadership development. This content is clearly explained, illustrated, modeled, reinforced, and mastered with structured, guided, and independent practice. We provide a superior education grounded in real-world experiences that help our students develop knowledge, skills, productive habits, and critical intellect. The academy guides students in realizing their potential for academic excellence and supports them in gaining the skills necessary to transform and advance their community, nation, and world. We want to see our society become one where the principles of social, political, and economic equity are a reality. We envision a society where people from all communities are equipped to address the social, political, and economic issues that confront them. We believe that children's education should reflect this vision. VLA will bring the experiences and skills of students into the learning process. Our students will respect all people's dignity while preserving their ethnic and cultural heritage and will engage in service-learning to reinforce classroom concepts. VLA will use our collective knowledge, best educational practices, relevant data, and regular assessment to shape our curriculum and instruction. View full school

Siddarth Village School was established in the year 1996. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 1930190 and has a General affiliation which is valid up to 31/3/2023. It lies in the Krishnagiri district of Tamilnadu and is currently being managed by the Siddarth Educational Trust, Tamilnadu. It is presently under the principal -administration of MARY KURIAN. There are a total of 50 rooms, 05 Labs, and 3 Library present in the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 50 05 03 05 37 04 15499 2000 View full school

The Village School is a coeducational, non-denominational college preparatory private school for Pre-K 2 through 12 grades located in the Energy Corridor of West Houston. The Village is also a proud member of the Nord Anglia Education network of schools. Our students are encouraged and expected to positively impact those around them through open collaboration with people from varied cultures, languages, and values. Village's hands-on, innovative teaching methods, particularly in math and science, and personal attention to students develop lifelong learners and determined problem-solvers who are fully prepared to be leaders in the 21st century. College placement, career planning, and citizenship are all critical as we challenge our students to provide innovative solutions to our digital and interconnected world's complex problems. When you graduate from The Village School, you will be prepared to thrive at one of the world's best universities, within the college that is the best fit for you. But more importantly, you will be prepared to lead a successful and purposeful life as engaged world citizens. The Village School is committed to staying at the forefront of education. We have devoted educators who are experts in their field and strive to inspire and spark curiosity in each of their students. We aim to create meaningful experiences, connections, and memories that create a love for learning. We believe that each of us rises to the critical people's expectations in our lives set for us. At Village, it is our responsibility as educators to set high expectations for our students, support them, and encourage their ambitions. We also value a commitment to service. Our school works hard to support our community and collaborate with charities and agencies around Houston to positively impact our city with the resources and workforce they need. We celebrate our diversity and know that exposure to diverse ideas, perspectives, and peoples enrich the educational environment. With students, faculty, and staff members from over 60 countries, our diversity sets us apart. Our students learn from others with various cultural backgrounds, helping to prepare them to be leaders in a global society. We reward creative thinking and complex problem-solving in our classrooms. Our students work together to solve demanding challenges. We nurture our students' imagination and talents, encourage innovation, and teach them to work collaboratively. We are committed to this approach to education. We will continue to provide our students and faculty with the resources and environments they need to optimize their learning outcomes while preparing them for an ever-changing world. One of the many things that make The Village School unique is our membership within the Nord Anglia Education (NAE) family. We can harness the resources and best practices from our global organization while providing our students and faculty with opportunities to collaborate on particular projects and challenges worldwide. Through our NAE network, we can work directly with world-leading educational institutions like the Massachusetts Institute of Technology (MIT) and The Juilliard School of Performing Arts, along with organizations like UNICEF to expand our students' access to unique opportunities. Our groundbreaking Entrepreneurship Diploma Program, developed in partnership with founding Partners Bridges to Wealth at The Wharton School of Business, exemplifies education's future. It is based on research and aligns with what CEOs in today's world are looking for in future leaders. Our IB Diploma Programme provides a rigorous educational framework, which is highly respected and recognized by the world's higher education institutions. We Are Village. A class period just ended, and another will begin shortly. You walk down our hallways; students are in deep conversations with each other—a biology experiment, a physics problem, a math equation, perhaps history—real conversations. You enter a classroom. You see, a student and teacher having an authentic dialogue about a lesson and how aspects of the lesson apply to our larger world. You notice the relationships between students and teachers. Village teachers are engaged teachers. They do not merely provide superior instruction. They inspire, they stimulate, and they lead. Our rigorous academic curriculum, high-quality teaching, and excellent facilities support every student's learning journey throughout the school. Academics are complemented by a variety of clubs and our inspiring field trips that provoke a broader, encompassing connection to classroom learning. View full school

Dhanapal P.Khemalapure Central School Bellad Bagewadi Tq Hukkeri (Revenue Village Jaganur Tq Chikodi) was founded in the year 2015. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 830658, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2022. It is located in the Belagavi district of Karnataka and is currently being managed by the Shri Bharatesh Vidya Mandal, Karnataka. It is presently under the principal -administration of MR. SANTOSH K ADAGAL, with a total of 17 staff members. There are a total of 18 rooms, 1 Labs, and 1 Library present in the school. The nearest railway station is BAGEWADI and it is 1 KM far from the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent LOCATION OF SCHOOL Nearest Railway Station BAGEWADI Distance in KM 1 Nearest Police Station BAGEWADIHUKKERI Distance in KM 15 Nearest Nationalised Bank KARNATAKA VIKAS GRAMEEN BANK BELLAD BAGEWADI Distance in KM 2 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student X 0 0 XI 0 0 XII 0 0 VIII 0 0 IX 0 0 Nursery/KG/LKG 2 80 I 1 40 II 1 35 III 1 36 IV 1 35 V 1 38 VI 0 0 VII 0 0 Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 18 1 1 2 15 1 8096 6870 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Composite Science Lab 1 28 28 Physics Lab 0 0 0 Chemistry Lab 0 0 0 Biology Lab 0 0 0 Maths Lab 1 24 18 Computer Science Lab 1 24 18 Home Science Lab 0 0 0 Library 1 28 28 Other Rooms 3 28 28 Class Room 7 28 28 Bio-Tech Lab 0 0 0 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 2 2 0 PRTs 5 5 0 TGTs 4 4 0 Librarian 1 1 0 PTI 1 1 0 PGTs 3 3 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 1 1 0 Physical Size Area of Campus (in sq. Mtrs.) 8093.7128 (in Acres.) 2 Built up Area in (in sq. Mtrs.) 1347.09408 Whether the School at one site or two site NO Area of Playground (in sq. Mtrs.) 6746.6188 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 9 No. of Urinals/Lavatories Separately for Girls 9 Potable Water yes Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 1800 Periodicals 4 Dailies 4 Reference Books 110 Magazine 8 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel Yes Health and Medical Check up Yes View full school

The UAE's flagship university, UAEU, offers a full range of accredited, high-quality graduate and undergraduate programs through nine Colleges: Business and Economics Education, Engineering, Food and Agriculture, Humanities and Social Sciences IT, Law Medicine, Health Sciences, and Science. With a distinguished international faculty, state-of-the-art new campus, and the full range of student support services, UAEU offers a living-learning environment unmatched in the UAE. United Arab Emirates University (UAEU) is the first and foremost comprehensive national University in the United Arab Emirates. Founded in 1976 by the late Sheikh Zayed Bin Sultan Al Nahyan, UAEU aspires to become a comprehensive, research-intensive university and enroll approximately 14,000 Emirati and international students. In its drive to achieve international research stature, UAEU works with its industry partners to provide research solutions to the nation's challenges, the region, and the World. The University has established research centers of strategic importance to the country and the region, advancing knowledge in critical areas ranging from water resources to cancer treatments. UAEU is currently ranked among the top research universities in the GCC and the Arab World and the top 25% globally. UAEU's academic programs have been developed in partnership with employers, so our graduates are in high demand. UAEU alumni hold key positions in industry, commerce, and government throughout the region. Our continuing investments in facilities, services, and staff ensure that UAEU will continue to serve as an innovation and excellence model. Values Respect for Heritage and Cultural Diversity: We respect the deep-rooted values and the UAE's rich heritage and seek to sustain them. Integrity and Transparency: We adhere to the highest ethical principles and work with integrity, transparency, and accountability to create trust and credibility. Collaborative Work Environment: We support one another at work through cooperation and teamwork. Student Focus: We recognize that students are at the center of the University's activities and ensure that our work contributes to continuous improvement in student success. Effectiveness in Decision-making: We focus on outcomes, base our decisions and plans on evidence and analysis, and develop and adopt efficient systems and procedures that support the University's core business. Effective Communication: We are committed to effective communication, through a variety of communication methods, with all our stakeholders (staff, students, alumni, partners, vendors, and the local and international communities). Dedication to Knowledge: We are committed to world-class education and scholarship relevant to student careers and community needs. View full university

Global Village Public School, Boramani was established in the year 2015. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 1130935 and has a General affiliation which is valid up to 31/3/2022. It is located in the Solapur district of Maharashtra and is currently being managed by the Late B.I. Chanshetti Guruji Pratisthan, Maharashtra. It is presently under the principal -administration of MRS. SHEETAL M RAJPUT. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent View full school

We offer a beautiful haven for children to develop their inner potential and their unique capacities. As a Waldorf School, our approach to education is based on and appropriate for each developmental phase of childhood and encourages the child’s sense of truth, beauty, and goodness. We aim to inspire a lifelong love of learning in our children and a secure sense of their place in our community. We have an experienced committed teachers’ body that is dedicated to our children - working towards creating an inner enthusiasm for learning and encouraging motivation to naturally arise from within. Our teachers realize the importance of recognizing that a child is essentially a spiritual being consisting of the three faculties of willing, feeling, and thinking. Our teachers strive to acknowledge and nurture every aspect of the child through a methodology and curriculum infused with artistic activities. In the Waldorf classroom subject matter is introduced to children through stories and the arts. Through music drama, drawing, and painting, otherwise dry information becomes alive and is experienced deeply by the child. As a result, Waldorf students develop a lifelong love for learning. Waldorf teachers strive to transform education into an art that educates the whole child. Three levels of learning take place during a lesson. First, there is the cognitive level at which creative, critical and independent thinking is developed in a manner in harmony with the developmental phases of the learners. Secondly, the affective level at which more subjective, feeling-based learning is possible allowing the student to relate to the subject and others through sensitive interaction. Thirdly the student is engaged on a motivational/psycho-motor level at which the active, engaging will of the learner is stimulated and developed. This approach results in students developing the necessary capacities in their thinking, feeling, and willingness to take their place as fully functional adults in this world and to lead a life that is deeply meaningful and fulfilling. The young child learns through absorbing what is around him or her and imitating what he or she sees. The pre-school teacher strives to create a welcoming, harmonious environment in which the child can safely discover the world. As children learn through unconscious imitation, the teacher strives to permeate all her actions seen by the child with logic and kindness. The pre-school child lives easily in the imagination, making this a good place from which to start learning. Free play gives the child an opportunity to develop social skills and act out fundamental life tasks. Here the teacher can step in and direct play to create healthy interaction as needed. Creative play is considered the best preparation for self-realizing adult life. During the child’s first seven years, a lot of energy is spent physically growing. Co-ordination and well-developed senses are the foundation for intellectual development. Children love to explore what their bodies are capable of: balancing on thin pieces of wood, swinging in a tree, playing with a beanbag, etc. The morning circle gives children the opportunity to act out stories and rhymes and to improve their language. The activities of the pre-school follow a strong daily and weekly rhythm. Hands are kept busy and sense nurtured through water-color painting, drawing, doing simple crafts and modeling with beeswax, baking, and walking in the beautiful nature that surrounds our school. The natural rhythm of the year, the seasons, influence all our activities and help to create wonder in the child for the mysteries of the world… which in turn helps to inspire a life-long love of learning. In Waldorf schools, primary education may begin when the child is nearing or already seven years of age. The primary school centers around a multi-disciplinary arts-based curriculum that includes visual arts, drama, vocal and instrumental music, crafts, and when possible, artistic movement (eurhythmy). Throughout the primary years, concepts are first introduced through stories and images, and academic instruction is integrated with the visual and plastic arts (using materials that can be molded in some way, usually beeswax), music, and movement. There is little reliance on standardized textbooks instead, each child creates his or her own illustrated summary of coursework in book form. The school day generally starts with a two-hour academic lesson that focuses on a single theme throughout about a month and generally begins with an introduction that may include singing, instrumental music, recitations of poetry, including a verse written by Steiner for the start of a school day, and practice in mathematics and language arts. An objective of most Waldorf schools is to have a single teacher remain with a class throughout the primary school years, teaching at least the principal academic lessons Waldorf teachers have been cited for their level of personal commitment to their pupils. Waldorf teachers use the concept of the four temperaments to help interpret, understand and relate to the behavior and personalities of children under their tutelage. The temperaments, choleric, phlegmatic, melancholic, and sanguine, are thought to express four basic personality types, each possessing its fundamental way of regarding and interacting with the world. View full school

Koonwarra Village School (KVS) opened in 2012. The school is an independent primary school offering enrolment for children in Foundation to Grade 6. Founded from a shared vision of Fiona McKenzie, Sarah Maclean, and Hadassah Wanstall, KVS aims to provide a human-scale, democratic school life that inspires a life-long love of learning for students and staff alike. Our philosophy and guiding principles inform how we go about our teaching and learning. KVS receives government funding, like other Australian independent schools, in addition to tuition fees from parents. The maximum number of students to be enrolled at KVS is sixty-five. Belinda Gray, Shannon Letcher, and Lizzie Price work in support roles across the school. Fiona McKenzie is the School Coordinator and is responsible for administrative activities and facilities and is assisted by Philippa Lloyd, Jacqui Haysom, Belinda Gray, Shannon Letcher, and John Ogden. Our teachers are known as Mentors as it reflects the role they perform and the approach we have to teach and learning at KVS. Relationships are integral to the learning journey and students have the opportunity to work with several Mentors during the week as this allows the children to connect with a range of adults in different ways and form a wide variety of relationships. The Triskel students have also been able to select a Personal Mentor mentor with who the students feel comfortable communicating about any aspect of their school life. The Personal Mentor is the Mentor that predominantly helps the student manage their learning strategies, sets goals to develop their executive skills, and supports them in any social ‘bumps’. View full school

Hawarden Village Church School has a tradition of achieving high standards and fostering a happy and hardworking atmosphere based on sound interpersonal relationships. We will constantly strive to create a school environment, which is caring and stable. The school values self-discipline and respect for others. Goals that can be realized best when pupils, teachers, and parents work together for the common good. May I emphasize that you as parents are always welcome to visit the school to discuss any aspects of school life? “Serving our local community by providing exceptional learning experiences founded on Christian Values” We aim to serve our local community by providing a welcoming and caring environment supported by efficient and well-organized systems. Our school is enhanced by its partnerships with parents, the local community, and the church. We provide exceptional learning experiences by continuously reviewing our practice to ensure that children are excited and challenged by learning. We provide a curriculum that is creative and supports all children in developing the skills they need to be successful learners. We are an inclusive school and aim to provide the very best care and education for every child. As a church school, we are all committed to treating others with respect and compassion. “Love your neighbor as yourself” is the message which influences all personal relationships in our school. We aim to be a happy, caring community where every adult and child is valued and supported in being the best they can be. We welcome families of all faiths and no faith to our happy and supportive school. Our aim for each child is that they should develop a wide range of skills in literacy, numeracy, IT, and thinking skills. They should be able to apply these skills in many different subjects and contexts, helping them become increasingly independent learners. View full school

In all we do we aim to display... Love, Kindness, Joy, Self-Control, and Faithfulness. Our Christian values permeate the life of the school. As we go through the day the children and adults aim to live out these values, deepening their meaning and showing them in many practical ways. We ensure that diversity and difference are celebrated. Each week we spend time together as a school celebrating those children who have particularly shown these values in their attitude and behavior at school. We celebrate the children being punctual and having overall good attendance too and a prize is given for best punctuality and also best attendance. The Reception classes follow the Early Years Foundation Stage Curriculum. Your child will mostly be taught through games and play. The areas of learning are: Communication and language Physical development Personal, social, and emotional development Literacy Mathematics Understanding the world Expressive arts and design We follow the National Curriculum 2014. The curriculum has been mapped out across Years One and Two and each term we follow a topic that helps to scaffold the learning. Children develop quickly in the early years, and early years practitioners aim to do all they can to help children have the best possible start in life. Children have a right, spelled out in the United Nations Convention on the Rights of the Child, to a provision that enables them to develop their personalities, talents, and abilities irrespective of ethnicity, culture or religion, home language, family background, learning difficulties, disabilities or gender. This guidance helps adults to understand and support each child’s development pathway. Children are born ready, able, and eager to learn. They actively reach out to interact with other people, and in the world around them. Development is not an automatic process, however. It depends on each unique child having opportunities to interact in positive relationships and enabling environments. From Reception to Year 2 we use a wonderful resource called Numicon which enables the children to build an understanding of the concept of number. We use the Letters and Sounds scheme for teaching phonics. We find this a systematic program and a great basis for teaching children the phonics children require for reading and writing. We use our teaching expertise and other resources to bring these lessons to life whilst following a format for teaching that enables all children to make progress. We use several reading schemes and a series of books. For Guided Reading in class, we plan mainly from the Rigby Star and Big Cat series of books. The Religious Education at Dulwich Village C of E Infants' School is an integral and vital element to the curriculum. It is best summarised through the words from the Southwark Diocese Board of Education: "Religious Education (RE) is not just an academic subject, but, lies at the very heart of the curriculum and has an important role in reflecting and conveying the distinctively Christian character of the school. The Religious Education at Dulwich Village C of E Infants' School is an integral and vital element to the curriculum. It is best summarised through the words from the Southwark Diocese Board of Education: "Religious Education (RE) is not just an academic subject, but, lies at the very heart of the curriculum and has an important role in reflecting and conveying the distinctively Christian character of the school. View full school