The School Curriculum

Curriculum Statement of Intent:
At Gosberton Academy the curriculum is designed to: deliver first-hand learning experiences that help to motivate and stimulate learners as well as offering challenges. Learning will be meaningful, involving life experiences and being ably supported within the correct context to engage pupils allowing them to show their ability as creative critical thinkers.
Gosberton Academy’s curriculum aims to deliver a 21st Century education, equipping our pupils with the skills that are required to be an independent, resilient and aspirational citizen. The curriculum recognises the importance of all stakeholders and their views will be sought regularly to ensure a clear understanding of the aims of the curriculum as well as identifying the successes of the curriculum. Community involvement is an essential part of our curriculum as we celebrate local traditions, support and engage with local businesses as well as learning skills to enable the children to take an active role in events throughout their time at Gosberton Academy, showing their understanding and commitment to the community where they are educated. The pupils of Gosberton Academy will be nurtured, supported, guided and inspired by all staff, parents and other stakeholders to encourage them to be aspirational and excited about their future, yet not forgetting that school-life is to be a happy, investigative and an enquiring time where children should be thirsty for new knowledge. skills and experiences.
As a result of the broad and balanced curriculum, pupils will leave the Academy with a sense of belonging to a tightly knit community where they have the confidence, resilience, knowledge and skills to make decisions and connections to become life-long learners.
Curriculum Implementation
Gosberton Academy staff are prepared to use all learning styles using a variety of resources, activities and tasks. They will use the Early Outcomes and National Curriculum guidance to ensure that all children are given the appropriate opportunities throughout the whole curriculum. At Gosberton Academy, staff expect all pupils to reach or exceed national expectations. There are also high expectations of the progress that pupils make, whether that be pupils working above, at or below and pupils identified as having Special Educational Needs. Teachers are responsible for ensuring support is in place for all pupils who are in danger of not maintaining the levels required to
make at least expected progress.
In order to ensure that pupils can commit knowledge concepts and skills to long term memory, we have core vertical themes which are taught within each foundation subject area as outlined below.

Religious Education
• Being human – how does faith and belief affect the way people live their lives
• God/Gods – what do people believe
• Community, worship & celebration – how do people express their religion and beliefs
• Personal response – exploring feelings towards peoples own beliefs and that of others
(tolerance, respect and appreciation)
• Life journeys and rites of passage – ceremonies and festivals
• Human-Environment interaction: Human’s changing the environment and the environment
impact on humans
• Cultural Diffusion: Exchange of new products, ideas and or beliefs, exchange through trade
routes and migration of people
• Belief Systems: Religions – one God or several and how believing influences decisions in
social and political interactions
• Political Power: King, Emperor or leader, one or many leaders, social pyramid, types of
government and revolts or rebellions
• Social Power: Humans working together, formation of social pyramids, class and caste
systems, trade networks.
• Location – Position on the Earth’s surface
• Place – physical and human characteristics
• Human-Environment interaction – shaping the landscape
• Movement – humans interacting on Earth, how do people, ideas and goods move
• Region – what areas have common characteristics and how they form and change.
• Families and people who care for me- recognising there are different types of families and
people who can and do care for us
• Caring relationships – the characteristics of healthy relationships, building trust and
recognising there will be times where there is disagreement (how this compares to bullying)
• Respectful relationships – understanding the importance of self-respect and respecting
other and the conventions of courtesy and manner
• Online relationships – understanding that there are safe and unsafe online relationships and
what triggers concerns, how to deal with this and to seek advice from others
• Being safe- knowing that their body belongs to them and what sort of boundaries are
appropriate, recognizing how to respond to unsafe contact or feeling and how to access help
• Mental wellbeing – this in a normal part of life (as with physical health) and people react and
respond with different emotions
• Healthy Lifestyles – the importance of physical activity and a healthy diet and avoidance of
harmful activity and substances
• Growing up – changes to our bodies and keeping them healthy including understanding
concepts of basic first aid.
Art and Design
• Artists and craft makers – to explore how artists use the elements of art to create an effect
and to help convey their intent and how artists and designers have helped shape our history
• Elements of art and design- line, shape, colour, value, form, texture, and space
• Experimenting in art and design – balance, contrast, emphasis, movement, pattern, rhythm,
and unity/variety.
• Creating – produce creative works, exploring their ideas and recording their experiences
Design Technology
• Investigate and evaluate existing products
• Use focused tasks to develop particular aspects of knowledge and skills
• Undertake design and make activities – make ‘something’ for ‘somebody’ for ‘some purpose’
• Evaluate effectiveness of finished product in terms of meeting purpose
• Understand how design technology has impacted on our lives now, in the past and into the
IT & Computing
• Use logical reasoning to predict the behaviour of simple programs
• Create simple algorithms (KS2)
• Use technology purposefully – to create, organise, store, manipulate and retrieve digital
content (and combine various elements for KS2)
• Recognise common uses of information technology beyond school
• Safe & respectful use of technology – keeping personal information private; identify where
to go for help and support when they have concerns about content or contact on the
internet or other online technologies
• Singing – improve pupils’ internalisation of music through high-quality singing and listening
• Incorporate technology – use technology to promote creativity and widen inclusion
• Playing music – reading music, interpreting performance directions- dynamics, tempo and
style, performing to an audience
• Composing music – responding to a stimulus to create music, improvising around a given
scale or chord sequences, arranging music
• Listening and analysing music – exploring different genres of music through time, learning
about the “Great Composers” and their works, developing the ability to pick out key
elements of music through listening
• Acquiring developing skills – performing basic and advanced skills in a range of activities that
develop muscular strength, flexibility and bone health include weight-bearing activities such
as climbing, jumping, skipping, gymnastics, dance, aerobics, circuits, and sports such as
basketball and volleyball.
• Problem solving – team building and logical thinking
• Tactical understanding and cooperation– outwitting opponents through developing tactics
and working together (games and athletics)
• Benefits of exercise – physical, mental and social and alongside a balanced diet constitutes a
healthy lifestyle
• Leadership – communication, decision making and confidence
• Technology – how this can be used to improve and enhance performance (PE passport)
• Vocabulary – develop through speaking, listening, games and songs
• Conversation – develop through focus on sentence structure and grammatical conventions
• Reading – develop through links to phonics, knowledge of vocabulary and the use of picture
books and familiar stories
• Writing – develop through vocabulary, conversation and reading and phonics
• Culture – experience the richness and diversity of language and experiment with its use; and
explore the culture and customs within the country of origin

School Trips

At Gosberton Academy, the children access a range of different school trips. We aim to ensure that all children have two school trips each academic year. However, this is something that can vary depending on availabilities during each theme of learning. The trips are subsidised by school and the school’s PTFA to help support parents with the voluntary contributions that are asked for.

School Experiences

As well as attending school trips, the staff at Gosberton Academy organise experiences within the school building. These are arranged to help support children’s learning throughout the year. In the past, the children of Gosberton Academy have been able to access pantomime visits, escape room style experiences and Multi-Faith days at school. These will continue to take place at Gosberton Academy as the excitement and engagement that the children have for these has been seen to have an unbelievable impact on children’s engagement with their learning.

Reading is a crucial part of everyone’s life and this is no different at Gosberton Academy. We believe that learning to read is the most important thing your child will learn at our school. Reading is something that is used throughout all subjects and all learning links back to reading.

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. Every time a child reads at home, we ask parents to sign in their child’s reading record. The Reading Challenge is in place at Gosberton Academy and the children are aiming for a certificate and a badge each term. There is an added competitiveness as each term, the top 3 in the Reading Challenge achieve a bronze, silver or gold badge.

To show the importance we place on Reading, the year 6 children run a daily lunch club in the school library where children from other classes are able to come and read, be read to, or share the year 6 children’s love and energy of reading.

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.

Although the children are encouraged to learn through play, the children are encouraged to develop their formal learning strategies – whether that be independently, in small groups or as a whole class.

The staff use Tapestry to record children’s progress in Reception and this is something that parents can access and add to when their child completes various tasks/activities at home. When your child starts in reception, you will be allocated a login and given the relevant information to ensure you are able to support your child’s learning at home.

From EYFS to Year 6, writing does have a key focus and is built on each year to ensure there is progression throughout each academic year.

From starting with ensuring a correct pencil grip and writing style through the use of lots of fine-motor activities, the children begin to develop a love and excitement of writing. The children are taught about a range of different writing text types and genres and allowed opportunities to see well-written examples and have the opportunity to write their own. At Gosberton Academy, the children will always be writing with a purpose, trying to help them relate their writing to a real-life context and give it a purpose to ensure the children remain engaged and excited with their opportunities for writing.

At Gosberton Academy, writing is taught through units of work where each unit focuses on one particular text type. Throughout each unit, the children will look at features of that particular text type, well-written examples and technical vocabulary before planning and writing their own versions. After the children have written, there is a large focus on editing their work. Editing is an expectation of all children at Gosberton Academy and this can be done so in a variety of ways.


From Year 2 to Year 6, the children at Gosberton Academy follow the Get Spelling Programme. Get Spelling is a resource that allows the children the opportunity to learn a range of different spelling patterns in each year group. Spellings are set weekly and learnt at home.

Although there is a workbook for Get Spelling, the teachers use a range of different strategies throughout the spelling sessions to ensure the children can learn the new spelling rules and continue to be engaged in their learning – new spelling patterns are then expected to be seen in the children’s work throughout the rest of the curriculum.


At Gosberton Academy, the children are taught grammar and punctuation through Literacy lessons. For the main part, the start of each lesson is based around grammar as well as being used throughout the whole Literacy lesson. However, at times, discrete SPAG (spelling punctuation and grammar) lessons are required to ensure a clear understanding as been obtained.

It is important that the children at Gosberton Academy are able to identify key SPAG features within a text as well as being able to then go on and implement these features within their own writing.

Arithmetic and Mental Fluency

At Gosberton Academy, there is an emphasis on ensuring that the children have a good subject knowledge of the four operations (addition, subtraction, multiplication and division) and that the children can work mentally throughout their time at Gosberton Academy. Each strand of Maths will start with ensuring a clear arithmetic understanding, before moving on to reasoning and problem solving.

Reasoning and Problem Solving

The use of reasoning and problem solving is interwoven through all of the learning within Maths. Each Maths lesson will have an element of reasoning and/or problem solving to allow children to learn as well as showing their deeper understanding of that given strand of Maths.

Times Tables

From the summer of 2020, the multiplication check will be compulsory for all year 4 children. As a result, the staff at Gosberton Academy are dedicated to ensuring the best possible opportunities for learning all their times tables before the end of Year 4. To accompany that, all children at Gosberton Academy are signed up to Times Table Rockstars – an online resource that can be used on computers, tablets or phones to help improve their times table knowledge.

Gosberton Academy also have a Times Table Challenge where the children can achieve a certificate, bronze badge, silver badge, gold badge and a medal. Each week, the children are tested at one of the relevant levels of the Times Table Challenge and rewarded in the Friday assembly.

Breakfast Club

There is a daily breakfast club that runs from 8am until the start of the school day. There is an offer of cereal, toast and/or juice and water. The cost of the breakfast club is £1 per day and children must be pre-booked into the breakfast club through parent pay.

After-School Clubs

There is a range of after-school clubs on offer at Gosberton Academy. The Academy work closely with Elite Sports, who deliver sports clubs daily. These clubs are changed each term to ensure a range of sporting opportunities are on offer for each child. Some examples of Elite Sports’ clubs are: basketball, striking and fielding, gymnastics and boxercise.

As well as sports clubs, the staff at Gosberton Academy run clubs each night of the week, allowing the children the opportunities to attend a range of different clubs, working with children from different year groups. Some examples of the clubs run by staff are: Film, computing, arts and crafts and board games


Gosberton Academy is part of the Boston School Sports Partnership and this has allowed the children many different opportunities within sport. The children are able to attend developmental sessions in a range of sports, receive in-school training and support from specialists as well as competing in school competitions against local schools.


Through the support of specialist music staff, the children are able to access a range of high-quality Music. This has involved attending a national Young Voices concert and the BWAF Fest – the BWAF Fest is a Trust-wide celebration of Music that has been taught throughout each academic year. Some children at Gosberton Academy have gone on to continue their musical learning by attending BYJO (Boston Youth Jazz Orchestra) or Boston’s Mash-Up Band.