Curriculum

Curriculum rationale

  • The curriculum at Rowlands Gill is designed to provide a broad and balanced education that meets the needs of all pupils and gives them the knowledge, understanding and skills, to prepare them for their future lives.
  • It ensures that academic success, creativity and problem solving, reliability, responsibility and resilience, as well as physical development, well-being and mental health are key elements that support the development of the whole child and promote a positive attitude to learning.
  • The curriculum celebrates the diversity and utilises the skills, knowledge and cultural wealth of the community while supporting the pupils’ spiritual, moral, social and cultural development.

Curriculum Statement 2018-19

At Rowlands Gill Primary School, we offer a curriculum which is broad and balanced and which builds on the knowledge, understanding and skills of all children, whatever their starting points, as they progress through each Key Stage. The curriculum incorporates the statutory requirements of the National Curriculum 2014 and other experiences and opportunities which best meet the learning and developmental needs of the pupils in our school. The aim of our curriculum is for pupils to have the requisite skills to be successful, independent and motivated learners in readiness for their next stage of education. It is important that the curriculum considers the development of the whole child and not only concentrate on academic success.

From Early Years and into Key Stage One, children develop their phonic knowledge through the Read Write Inc. Programme and develop their fluency in reading through daily reading opportunities.

The National Curriculum is delivered using an integrated topic approach and assessed using GAP (Gateshead Assessment Profile) statements as a basis to ensure coverage and progression throughout the school. The more-able are challenged further in their learning and children who find aspects of their learning more difficult are appropriately supported so that they too are enabled to experience success. National requirements and school requirements are mapped out as a whole school and then individual year groups plan the curriculum for their pupils accordingly. The curriculum is underpinned by the school’s Core Values (determination, cooperation, empathy, kindness, acceptance, honesty, respect, perseverance and courage) and these are taught on their own and through other areas of the curriculum, including assemblies. The spiritual, moral, social and cultural development of our pupils and their understanding of the core values of our society are woven through the curriculum.

Within Early Years, the English curriculum is taught using a strategy called Talk for Writing (T4W) which develops children’s writing skills through imitation, innovation and independence.

In Key Stages 1 and 2, succinct units of work are planned using a quality text. Each quality text has a narrative and non-fiction outcome. Alongside this, children experience lessons on grammar, punctuation, spelling and handwriting.

Dedicated daily reading sessions across Key Stage One and Two supports our teaching of reading. Within Key Stage Two, we have whole class weekly reading comprehension lessons which are used to teach children the skills of reading.

The mathematics curriculum is currently delivered through a framework developed by consultants and coordinators within the Local Authority and supported by the White Rose Scheme of Work. From January 2019 we will follow the White Rose planning schedule using Power Maths. We are currently developing a teaching for mastery curriculum which enables children to develop their reasoning, investigative and problem solving skills.

These subjects are delivered by class teachers. Targeted interventions are planned for and delivered by experienced class teachers in years 2 and 6.

For Science and foundation subjects we have a two-year cycle. To provide equality of opportunity across mixed age classes, each phase focuses on the same enquiry driven topic.

Theme weeks, whole school activities and opportunities within and outside school all enrich and develop the children’s learning. After school clubs and events extend these opportunities further. The outdoor environment and the local community are considered an opportunity for active learning for all our pupils.

Pupils have opportunities to share their learning with each other, their parents and carers and other learners through school-based and external exhibitions, performances, competitions and events involving other schools. Developing their independence and motivation as learners and their sense of responsibility as future citizens is at the heart of all our teaching and learning

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