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Our School Curriculum"Our school celebrates our many gifts and talents"Educating the whole child We strive to achieve excellent academic success, but also aim to develop the moral, social and emotional well being of our children. Our curriculum is broad and balanced and we firmly believe that learning should be fun. To this end, we blend our teaching with topic based learning. Art, music and drama are used to enhance the curriculum. We have numerous after school clubs and enjoy performances such as out annual Christmas production. We aim for children to leave Gawber with a life long love of learning. 'They have excellent attitudes to work which, with their good academic progress, gives them a strong foundation on which to build their future education and employment' - Ofstead report 2008Quick Links The clear and widely agreed national objectives for the curriculum provide a broad framework within which our school's own particular priorities and methods of delivery are thriving. All children in school are monitored and assessed carefully throughout their school life in order that we are best able to meet their individual needs and map their development through the many crucial stages of learning. The National Curriculum requires the delivery of a broad and balanced education designed to cater for the needs of individuals and includes the entitlement of each child to all aspects of the three core subjects - Maths, English and Science. There are a number of subsidiary subjects: - ICT, Design technology, History, Geography, Music, Art, Physical Education, Technology and a Modern Foreign Language. We are committed to delivering those areas of need outlined in the Government’s ‘Every Child Matters’ documents. The areas included in the document are health, staying safe , enjoying and achieving, making a positive contribution to the community and economic well being. We focus on the Social and Emotional Aspects of Learning (SEAL). We believe that children learn best when they are emotionally and socially secure. We have implemented ‘Quality Circle Time’ throughout school. Our ‘Golden Rules’ and use of ‘Golden Time’ help foster a positive approach to behaviour management. Mathematics, English and Science As is required much greater emphasis is placed on Mathematics, English and Science which together form approximately 75% of our curricular emphasis and are the three core subjects of the National Curriculum. MathematicsAt the present time the school delivers Mathematics to our children in a variety of forms in line with the Numeracy Strategy. There is great emphasis on developing mental mathematics capability. Our children are encouraged to develop a positive attitude to Mathematics as an interesting and attractive subject, an appreciation of its creative aspects and an overall enjoyment and confidence in the language of Mathematics. EnglishThe English content of our curriculum contains each of the necessary components as required by the National Curriculum. Great importance is put upon the development of our children's understanding of the spoken word and the capacity to express themselves effectively in a variety of speaking and listening activities. The ability to read, understand and respond to all types of writing, as well as the development of study strategies, are nurtured in a variety of ways. Grammatical structure is also emphasised. We are endeavouring to give our children more opportunities for extended writing by developing cross curricular links. Children in Key Stage 1 and 2 have their own writing journal where they are encouraged to write about their special areas of interest. Book fairs are held at regular intervals to enable parents and children to choose books together for home and school. Children are also encouraged to read one another's works and collaborate on joint tasks. The enjoyment of reading and familiarity with the written word assist in developing our children's ability to construct and convey meaning in written language to accommodate different audiences and purposes. Children are frequently asked to redraft their original written work to seek to improve the quality of content and presentation and are encouraged to experiment with different styles of delivery including the exciting use of computer technology. Gradually as they develop their writing skills the emphasis on correct spelling becomes greater as does the emphasis upon accurate syntax, punctuation and sentence construction. Particular importance is put on the demand for written work of 'quality' and each child is constantly encouraged to achieve their best and at the same time find enjoyment and become confident in their written communications. This year we are exploring the new Literacy Strategy and are seeking to adapt our literacy plans accordingly. ScienceScience forms the basis of much of the project work that our children are involved in. Children are encouraged to plan and carry out investigations in a scientific way using their increasing knowledge and understanding of science with a progressively more systematic and quantified approach. The ability to hypothesise and predict, to observe and measure, to interpret results and draw inferences, and to evaluate scientific evidence are each developed and monitored throughout school. Experimental and Investigative approaches towards Science are developed through projects which are designed to explore a number of key areas such as such as Life and Living Processes, Materials and their Properties and Physical processes. A continuing priority of the school is to build up the special resources required to facilitate these investigations and progressions through learning. Information & communication technology (ICT)The advancement in technology is affecting our world more rapidly than any other change in recent times and developing children’s ability to use technology for communication , learning, presenting ideas, modelling and designing, as well as for controlling systems is a new and extremely important area for schools. Our intention is to promote a confidence and competence in Information and communication technology skills and in computer aided learning. Apart from a computer suite each classroom has its own computer system linked through a central server to the internet as well as Barnsley’s own Intranet. This is funded mainly through the National Grid For Learning programme which also provides training for teachers so that they are best equipped for enabling children to achieve ICT capability. It is planned that children leaving at the end of Year 6 will be able to produce multi-media presentations, access the Internet and research information, send and receive e-mail, and take part in joint curriculum projects with our partner schools around the world. Religious EducationIn line with the Barnsley Local Education Authority agreed Religious Education Syllabus we provide Religious Education, which can be considered as 'broadly Christian' in nature. This includes the development of a sense of the child's own identity and worth, feelings of awe and wonder, an understanding of some features of human groups and communities, an introduction to different forms of verbal communication, an appreciation that symbols and artefacts can express human feelings and ideas, an awareness of the various responses of human beings to the natural world, and an extension of the awareness that people commit themselves to beliefs and causes. All of these assist in our aim to instil respect for religious and moral values, a tolerance of other races, religions and ways of life to help our children to understand the world in which we live and the interdependence of individuals, groups and nations. Parents have the right to exclude their child from religious education and collective worship. Our school prayer HistoryUsing the immediate locality and the school with its children, parents and staff as a starting point we endeavour to promote a chronological feeling for the past and its implications for the present day as well as viewing it as a means of predicting possible future outcomes. From this base the children research and explore other areas of History which include selected themes from Romans, Anglo Saxons and Viking Britain, Life in Tudor times, Victorian Britain, Life in Britain since 1930, Ancient Greece, as well as another Past Non-European Society. The emphasis is on making history interesting, exciting and enjoyable and the school uses educational visits and artefacts wherever possible to bring history to life. GeographyThe geography of the school and local environment provides a launch pad for the development of the geographical skills, which we promote. Our children develop an increasing knowledge and understanding of places in local, regional, national, international and global contexts. Great emphasis is placed on addressing the real issues which affect and help shape these locations. Aspects of Physical Geography such as weather and climate, rivers and oceans, landforms, animals, plants and soils are explored and their interdependence is stressed and examined. Similarly through an increasing knowledge and understanding of the use and misuse of natural resources, the quality and vulnerability of different environments, and the possibilities for protecting and managing these environments, the theme of environmental geography is studied. Economic and Industrial Awareness is given a high profile. Each of the geographical aspects mentioned above is supported by the use of maps and where possible by fieldwork techniques, in order to assist in making geography interesting and enjoyable for our children. Design TechnologyModern technology advances of recent years have far reaching implications for education and we see it as imperative that we enable our children to develop their capabilities in the two aspects of technology namely: Designed Technology and Information Technology. We recognise that technology is concerned with practical action, drawing on knowledge and understanding from a wide range of subjects. Children are presented with opportunities to generate design specifications, produce designs and develop them into realistic achievable outcomes. Similarly they are encouraged to make artefacts, systems and environments working to a plan and identifying and using appropriate resources. In the light of evidence from other times and cultures, children are encouraged to develop an ability to evaluate processes and products and their effectiveness. Children are able to develop their experiences and understanding of these aspects and their application in their homes, school, recreation, community, business and industry. Physical EducationThe physical development and Kinaesthetic awareness of our children is encouraged through drama, movement and dance, gymnastics, apparatus work, games and outdoor recreational activities. Each of these is seen as a vehicle for vigorous multi sensory self-expression as well as a means of developing physical control, motor skills and co-ordination. The emphasis is on enjoyment and confidence and then on competence and competitiveness. Sporting Aims and provision for sport: To provide as wide a spectrum of sporting activities for our children as possible in order to encourage active participation and interest in sport generally. ArtWith the boundless scope of this area of the curriculum we endeavour to present as wide a range of experiences as possible. Children are encouraged to develop an aesthetic awareness and a critical eye and to analyse what they see and what they create. A wide variety of skills and techniques are developed throughout school. They are encouraged to experiment with combinations of media and materials and to develop styles of their own. Observational techniques used develop an accuracy and care for detail when recording from first hand stimuli. 2D and 3D creativity is encouraged from individuals or through collaborative ventures using a wide variety of available media. An overall competence, confidence and enjoyment in the use of media and appreciation of the work of others is encouraged and the children's art is displayed prominently throughout school. Art Week Art week is our annual celebration of our children’s creativity. Pupils work along side visiting artists, parents, grandparents, friends using and experiencing a wide range of media. The week culminates in an exhibition of work which is open to the public for a whole week. MusicMost children rely greatly upon their hearing to learn and are born with an innate sense of rhythm. Through our approach to music the children's ability to listen with discrimination and sensitivity and to understand sound as a medium of expression and communication is developed. Our intention is to make music an enjoyable, rewarding and progressive experience - accessible to each of our children. We offer tuition on a number of instruments for those children who demonstrate an interest and dedication to learn to play. There are recorder, brass, violin and viola groups as well as a choir, which is open to any child. Opportunities are presented where children can perform for other children or adults both within and outside school. Modern Foreign LanguagesThe National Curriculum requires that children above the age of eleven are coached in a modern foreign language. We endeavour to prepare our children for this stage by offering experiences of languages other than English as part of project work when appropriate. People from other nations or with experiences of other nationalities who visit school are encouraged to use languages other than English, so that our children build up a first hand awareness of the languages and can take their first steps in experimenting with foreign words and phrases. Sex EducationOur main aim is to promote an understanding of the reproduction system of the human body and related issues in a sensitive and uncontroversial manner. This is in accordance with the requirements of the National Curriculum. Children in Years 5 and 6 will be taught about the reproductive system of the human body as part of the general topic involving the systems of the body and related to personal health and hygiene issues. Through this they should: * begin to know about and have some understanding of the physical, emotional and social changes which take place at puberty. Children in Years R to 4 will be given instruction on the basic developmental stages of life to enable them to: * know that humans develop at different rates and that human babies have special needs. |
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