The School Curriculum
The School Curriculum For children to achieve they must be happy at school and feel safe and secure. Their minds must be stimulated and inspired. Education can be successful where the children are interested and actively participating. To achieve this, the delivery of the curriculum is varied, imaginative and where possible enquiry based.
From Reception to Year 6, we place a great emphasis on active learning, developing children’s confidence and promoting enthusiasm. All children are intrinsically motivated to produce work of quality. All staff encourage children to have a rigour about their work and children are expected to work with purpose and diligence. Challenged by high expectations, our children are expected to think for themselves, work independently as well as in groups or as a class. They are regularly monitored and assessed and self-assessment of performance is encouraged to constantly strive to raise standards of achievement.
Through high self-esteem and confidence, children are encouraged to develop positive attitudes and are expected to show self-discipline; they must accept responsibility for their own actions, are expected to respect others, their feelings and their property. They are helped to understand and respect the lives of those who have alternative beliefs and customs. Children are encouraged to develop attitudes which do not discriminate against any person on grounds of socioeconomic background, creed, ethnic origin, gender, age or disability. The curriculum is related wherever possible to the wider context of the community, both local and global. This is achieved through a partnership with parents, carers and other adults. Our children are made aware of industry and agriculture, local and national traditions and their shared and unique heritage. Children of Gosberton Academy are made aware of the interdependency on the environment to ensure that they are able to care for the world, which is their inheritance.
This curriculum centres on the belief that children learn better when their interests and fascinations are allowed to flourish, where they are encouraged to explore subjects in a variety of ways and are viewed in terms of their strengths, not their weaknesses. The curriculum is taught through a four-stage teaching philosophy: Engage, Develop, Innovate, Express.
To engage all children, learning begins with a memorable first-hand experience. Through explore, make and do, learning is developed to improve knowledge and understanding. The skills gained from this are then applied to real-life contexts and through a range of creative activities children solve real and imagined problems. Finally, as experts, performers and informers children share and celebrate their achievements.
We believe that learning to read is the most important thing your child will learn at our school. Everything else depends on being able to read, so we put as much energy as we possibly can into making sure that every single child learns to read as quickly as possible. In order to realise this aim, we follow the Letters and Sounds strategy as our core phonics system.
To further support your children, it is expected that children will be encouraged to develop good reading habits at home. Every child should be engaged with reading every evening. This includes independent reading, or sharing a book/story with parents.
Fine motor development significantly contributes to the development of communication skills in young children. It affects the ability to write a name or message, manipulate a computer mouse, create a sculpture or draw a picture; all of which are vital forms of communication and as such we feel it is essential that we do all we can to develop this amongst our pupils.
Fine motor skills involve the small muscles of the body that enable children to write, grasp small objects, fasten clothing and carry out other small-scale tasks. It develops as the pathways in the brain mature. Your child’s fine motor development is a very important part of their physical skill set and at Gosberton children will develop and improve their fine motor skills as they move through the school.
In Reception, the children have daily opportunities to complete a range of activities which develop their fine motor skills in addition to pencil control tasks. Once children have mastered the correct formation of upper and lower case letters, they progress onto learning to write in a joined, fully cursive, fluent style. As children develop their skills, they will advance from pencil to pen.
The Early Years Foundation stage is the statutory framework for children’s development from birth to the end of their first (reception) year in school.
The curriculum is divided into PRIME and SPECIFIC areas of learning. The early learning goals in the prime areas of learning cover personal, social and emotional development; physical development; and communication and language. The early learning goals in the specific areas cover mathematics and literacy. Each of these areas is taught through cross curricular, play based learning experiences both indoors and out and all are equally important.
We use a range of observations and assessments to plan for children’s next steps of learning and provide children with play based purposeful learning experiences. It is important for the Early Years teacher to gain knowledge of children’s individual interests so that these can be incorporated in the planning of relevant learning experiences. An essential element of this process however is the link between home and school.
The Early Years Foundation Stage recognises that you, the parent, know your child better than anyone else. It is recognised that when parents and teachers work together children are provided with opportunities that are both purposeful and meaningful. As a result, the parents at Gosberton are encouraged to contribute to their child’s learning journey.
Using a piece of educational software called ‘Tapestry’ every child at Gosberton has their own individual learning journal, in which key aspects of their learning is recorded. By logging on with a secure username and password you are able to access your child’s journal. Parents are only able to view their own child’s journal and all information is stored on a highly secure server, which meets the latest data protection regulations.
Tapestry allows you to view your child’s observations and photographs from their time at Gosberton. We reference your child’s learning to the EYFS profile which links their learning in different areas to key ages and stages in their development. This will keep you informed of the areas of learning in which your child is achieving, and also, the age band they were working in for the observed activity.
Tapestry allows you, as your child’s primary educator, to add observations and photographs of your own as well as share your comments. After all, we love to hear about learning and WOW moments from home.
How do I know if my child is making good progress?
When your child first comes to us we observe them in a variety of activities to get a clear picture of what they can do in each area of learning. This forms a baseline from which we measure their progress. Every term we use the evidence in their learning journal if in EYFS or their books for other year groups, and our knowledge as practitioners to ‘capture’ their attainment in each area; this is then recorded using our Cornerstones assessments.
Twice a year, parents/carers are invited to come to the Academy to discuss how their child(ren) are achieving. In practice many parents/carers are in regular contact with the class teacher, and if either have any concerns, there is a meeting well before any formal scheduled evening. Although every effort is made to ensure our children’s Academy experience is as productive and rewarding as possible, parents/ carers may on occasion have concerns. In such cases parents/ carers should contact the Academy in confidence, in order to make an appointment. Usually this is with the class teacher but depending on the issue, the Head of Academy may be more appropriate.
At the beginning of their learning career, we encourage the children to use their phonic knowledge to aid them with their spelling choices. The children are constantly supported to hear the sounds in words they are trying to spell and make choices that are suitable to their stage. As the children become confident and secure with their sounds, we enable them to make more accurate choices in their spelling. Spelling patterns and rules are introduced towards the end of Key Stage One and are then built upon and developed throughout Key Stage Two. We have high expectations of the children’s spelling and therefore we encourage the correct spelling of high frequency words throughout all areas of the curriculum. At Pioneers we use the Ruth Miskin Get Spelling Programme as the basis of our core spelling sessions.
In order for the children to see themselves as accomplished writers, we value the importance of teaching grammar at Gosberton. It is vital that children learn a variety of writing structures and understand what does and does not make sense. This begins in Reception and Key Stage One with the introduction of the simple, but fundamental, writing tools: capital letters, full stops and finger spaces. As the children progress throughout the school, they are introduced to the terminology of different words, sentence types and punctuation, as we believe this allows them to make informed writing choices. The children are confident at talking about the grammatical choices that they make and the impact that this has on their writing. We recognise that being confident at spelling, punctuation and grammar are key aspects in securing success in later life and so teach these discretely from Y1 upwards in addition to applying these skills in all curricular areas.
When the children come to the end of their learning journey at Gosberton, we aim to have provided them with the toolkit to be successful readers and writers.
Making maths exciting, engaging and purposeful is at the heart of mathematical learning at the Gosberton. We strive to ensure that children develop a deep and secure understanding of the curriculum through activities that enthuse them as learners. Mathematical discussion, with an emphasis on using the correct vocabulary plays an essential role in securing and strengthening understanding. An understanding of the importance of maths in the ‘real world’, through applying knowledge to purposeful activities that children can relate to and feel excited about, whilst making links to other areas of the curriculum and topics, helps to achieve this.
The maths curriculum is split into 4 main areas which the children are assessed in throughout the year:
- Numbers and the number system
- Fractions, decimals, percentages, ratio and proportion
- Knowing and using number facts
- Mental and written calculations involving all 4 operations (+ – x ÷)
- Written and calculator methods
Shape, space and measures
- Properties of shape
- Position and movement
- Processing and representing data
- Interpreting data
Using and applying maths
- Problem solving
Practical resources are used to allow children to visualise their learning and secure their understanding. We aim to ensure that children leave Gosberton with competent skills and strategies to tackle a range of mathematical problems.
At Gosberton our PE Curriculum is designed to enable our children to:
- Develop physical competence, so that our children are able to move efficiently, effectively and safely, and understand what they are doing, through action, awareness and observation.
- Provide a broad and balanced programme, involving a wide range of activities in line with National Curriculum guide-lines, which is differentiated to meet individual needs and which coincides with children’s interests.
- Involve the development of qualities such as fairness, enthusiasm, integrity and concern for quality as well as success.
- Combine physical activity with the mental processes of making decisions, such as selecting, refining, judging, shaping and adapting.
The PE curriculum we offer covers:
|In Key Stage 1:||In Key Stage 2:|
Our Core PE is delivered by specialist sports coaches employed by the Trust.
The Academy recognises the valuable contribution that the wide range of additional activities, including clubs, trips, visitors and residential experiences can make towards children’s personal and social education. The Academy aims to promote and provide such activities, both as part of a broad and balanced curriculum for the children and as additional optional activities.