- Each of the sub-pages in this category contains information about what topics / work our children in the various year groups will be studying over the course of the school year.
CURRICULUM POLICY
The Governing Body’s statement of curriculum aims of the School are in accordance with those described in the Gateshead Education Curriculum Policy Statement, namely through a broad, balanced and relevant curriculum:
- To value every individual and to maximise the opportunities for his/her intellectual, moral, spiritual, physical, aesthetic and social development.
- To develop within each individual a sense of self-respect and the capacity to live as an independent, self-disciplined and self-motivated person.
- To encourage respect for others and an understanding of and tolerance towards the different attitudes, values, customs and religious beliefs which exist in our society.
- To help pupils develop lively, enquiring minds, the ability to question and argue rationally and to apply themselves successfully to tasks, so they can be effective learners.
- To encourage children to acquire those values, attitudes and concepts which enable him/her to adapt to meet the challenges of a fast-changing world.
- To develop the ability to contribute as a member of a group and to recognise our responsibility to the community.
- To help children acquire knowledge and skills which will prepare them for adult life in the home, at work, for leisure, as consumers and citizens.
- To develop an awareness and appreciation of human achievements, whilst recognising mankind’s place within the natural world.
These aims may be achieved through:
- Effective delivery of the National Curriculum, which prescribes the programmes of study for English, Maths, and ICT (known as the Core Subjects) and for Science, History, Geography, Design Technology, P.E., Music & Art and Design (known as the Foundation Subjects) and R.E.
- Developing a learning partnership between staff, parents and children.
- Appropriate styles of classroom management.
- Staff presenting themselves as good models for children and being sensitive to their needs and to the needs of colleagues and parents.
- Involvement with the wider community, including individuals and agencies that can, by their involvement, enhance opportunities for individuals, groups or the whole school community.
- Developing Whole School Policies that reflect general aims.
- A continuing effort to improve our service, through consultation, planning and evaluation.
EQUAL OPPORTUNITIES
We aim to ensure that all children have equal access to the school curriculum, regardless of gender, race, culture or religion. All members of the School Community are encouraged to report perceived discriminatory behaviour, which will be investigated. We will respond proactively to discrimination, however it may be demonstrated. We aim to create a tolerant community in which knowledge is the key. Racist abuse is reported in writing to the Council for monitoring purposes. We can access help and support from the Ethnic Minority & Traveller Support Service. We also respond to research findings. Gender performance is still an issue elsewhere, but we are careful to ensure boys develop speaking and listening skills (an area which was affecting performance in writing) and girls have opportunities in sporting and technical activity. Our full policy is available on request.
THE CURRICULUM
Education (School Curriculum & Related Information) Regulations 1989
By law, schools must ensure that certain information is available for viewing by parents / carers. All curriculum related documents are available at the school.
ENGLISH
Comprises three main elements – Speaking and Listening, Reading, Writing.
Opportunities to practice Speaking and Listening skills are aimed to teach children how to communicate effectively thoughts, feelings and opinions and to become active listeners, responding to what they hear.
By encouraging a love of books, children will want to read for themselves. The emphasis is therefore on enjoyment and understanding of what is read. We aim to use a variety of texts, not only books, to encourage children to read. From Nursery, parents are encouraged to take books home to share with their child.
Early Years classes also use the Gateshead Council Library Van to add to our range of books. As children approach transition from Y2 into Y3 (and Key Stage 2), they are introduced to the Accelerated Reader ICT-based programme, which acts as a monitoring, motivational and incentive system to support and encourage independent reading skills.
Literacy skills are fundamental to the rest of the curriculum and are therefore taught during both timetabled lessons and are developed during topic work. Specific lessons focus on units outlined in the Literacy Framework and involve all aspects of speaking & listening, reading (including comprehension skills) and different genres of writing. Children may work independently, in pairs or in small groups. Teachers work with both individuals and small groups in guided work, using resources appropriate to the learning objective of the session. Formal grammar lessons also take place on a weekly basis.
Our ICT resources mean children have consistent opportunities to use computers for composition and editing in class, using our mobile ICT suite. We also promote careful presentation of work and teach the Cripps Handwriting style, which introduces joined script early to help children remember spelling patterns. A sample of this handwriting style (for left & right handed use) is included in the Appendices to this prospectus.
Children are taught word-building techniques and spelling rules from the Early Years. In Key Stage 1 children do a lot of phonics based spelling work. In Key Stage 2 children develop their knowledge of spelling rules through spelling investigations. All Year 6 children also have weekly spelling tests.
MATHS
The elements of maths include Number, Algebra, Shape & Space, Measures and Data Handling.
We use a variety of Mathematics materials, supplemented to meet the requirements of the National Numeracy Strategy. We are also using the Study Units provided by the National Numeracy Strategy.
The Numeracy session focuses upon strategies to teach children quick recall of number facts, such as addition / subtraction / multiplication / division patterns, calculation methods and logical thinking. Here again the lesson begins with a class lesson, followed by individual or group work, and then the class reassembles for a short plenary session.
SCIENCE
Work is based, wherever possible, upon practical experiences. Children are encouraged to observe and analyse with care and accuracy. They are required to pose questions and devise experiments or investigations. Areas of study include Life & Living Processes, Earth & the Environment, Materials and their Behaviour and Energy and its Effects.
MODERN FOREIGN LANGUAGES
Children in Key Stage 2 classes are introduced to speaking & listening skills in conversational French. This is done in a fun and enjoyable way to prepare them for the more formal aspects of learning a foreign language when they transfer to Key Stage 3 in the comprehensive school.
INFORMATION AND COMMUNICATION TECHNOLOGY (I.C.T.)
As part of the new building, we have a mobile provision which means 20 wirelessly connected laptops are available to turn any part of the school into an ICT suite! The secure wireless network is accessible in all parts of our site – including outdoors. Each classroom is equipped with a state-of-the-art interactive whiteboard, which can be electrically raised or lowered to accommodate all pupils’ heights. Communal areas (Community Hall and pupils’ breakout space) also have projectors and laptop network points. The main school hall has a commercial digital projector and 20 foot high screen to show films and computer presentations on. This hall also has full theatre lighting and wireless sound system installed. In previous years we have been able to implement an ICT project whereby parents of Key Stage 2 children were given the opportunity to purchase a subsidised Netbook for pupils to use with our wireless network at school, but were also available for use at home.
DESIGN & TECHNOLOGY
For design and development work, children use a range of materials and tools and are encouraged to plan and evaluate their work. Much of our work is based upon readily available materials (known in the trade as “junk”). We have some manufactured resources, such as construction kits, but we can always use more.
Occasionally we come across opportunities for real projects, such as our new school landscape, planning and prioritising small repairs / improvements around school and contributing to the debate on local facilities.
Easter technology, poster and design competitions, as well as preparations for school productions, all contribute to knowledge about this subject.
HISTORY
As well as developing a bank of knowledge, the purpose is to help children appreciate change over time. An understanding of the past helps us put the present into context. Early skills develop through listening to stories, looking at pictures and artefacts and TV / Video lessons. At Key Stage 2, children study prescribed periods of History, some aspects in depth.
We include more sources of evidence, such as audio-visual material, books, documents, art, maps museums, and where possible, personal recollection and work with outside experts.
GEOGRAPHY
The Curriculum contains elements of Human, Physical and Environmental Geography. There are strong links with maths, science and history as children learn about the Earth and its natural wealth.
Children study their own location, moving out to other places in the world, using resources such as audio-visual extracts, pictures, books, maps, plans and other published materials, as well as visits. Geographical knowledge can bring children to understand how the people of the world live very different lives.
In Year 5 & 6 we try to arrange a residential study week.
MUSIC
We sing a lot in the Foundation and Key Stage 1 Departments. As we learn to listen, copy and learn sounds, we are also helping to develop vital reading skills. Children use percussion instruments, both manufactured and homemade, to learn about rhythm and pitch. We listen to recordings by a number of composers, from different times and cultures, both in class and in Assemblies. Some classes follow radio or television music programmes to support learning. There is some specialist teaching of music and from time to time we have professional musicians in school. Children are encouraged to “perform” to develop skills and self-esteem.
ART
Art is one of our first methods of communication and young children learn to clarify their thoughts as they describe their art. How a child draws people is one of our first methods of assessment. Children first experiment with a wide variety of tools and materials and then are taught techniques to allow them to produce effective work. The development of observation and thoughtful presentation contributes to work in other subjects. As resources become available, we increase our study of artists, from other times and other places. We broadly follow the QCA syllabus and welcome artists in residence.
P.E.
Based on the assumption that healthy minds grow from healthy bodies, we aim to encourage children to take an interest in physical fitness and to be aware of the need for short spells of strenuous exercise. We hope to encourage enjoyment of group participation and interests, which may be lifelong.
All children should be provided with P.E. kit so they can exercise safely. Jewellery must be removed for safety reasons.
Sessions may include, gymnastics, athletics, games, dance or work with small apparatus.
We run a number of teams out of school hours (see Extra-Curricular Activities). We also welcome professional coaches into school for specialised coaching. Year 6 children receive one year’s tuition at Birtley Pool. Most children are able to swim after these sessions.
PHYSICAL, SOCIAL, HEALTH AND CITIZENSHIP EDUCATION (PSH&CE)
We aim to help children realise the importance of health issues for themselves, for their families and friends as well as for those in other parts of the world. We also aim to help provide children with a sense of responsibility for their own well-being, and the importance of making informed choices about their behaviour. Our citizenship curriculum aims to help children understand how communities work effectively and the importance of collective responsibility. Health Education is often included as part of Science or P.E. lessons although some aspects may be covered as they arise, or in discrete lessons, sometimes using outside expertise.
Year 6 children are invited to apply for, are interviewed for and appointed to positions as Playground Buddies. Aspects of Drugs Education and Sex and Relationships Education will be delivered by outside experts, such as Members of the Emergency / Health Services or our Health Education Unit. Year 5/6 children receive formal sex education from our School Nurse.