Art and design
At Goldsworth, we value art, craft and design highly as they allow our pupils to be at their most creative. We also value the opportunities art, craft and design afford for developing the core learning skills of resilience, resourcefulness, reciprocity and reflectiveness.
Purpose of study
In line with the national curriculum, we believe; ‘a high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. At Goldsworth we believe our pupils should also know how in this country and globally, art and design both reflect and shape history, and contribute to culture.
The national curriculum for art and design aims to ensure that all pupils:
- produce creative work, exploring their ideas and recording their experiences
- become proficient in drawing, painting, sculpture and other art, craft and design techniques
- evaluate and analyse creative works using the language of art, craft and design
- know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
Goldsworth also aims for pupils to:
- learn through tactile and sensory experiences
- learn to use their imagination in designing and producing artwork
- develop ways of recording observations, including in sketchbooks which they keep throughout the school
- develop ways of communicating in visual form to express ideas and feelings
Purpose of study
At Goldsworth, we value DT as an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. At Goldsworth Primary School we aim for the pupils to become autonomous and creative problem solvers, as individuals and as members of a team. The subject affords opportunities for them to develop their core skills of resilience, reciprocity, reflectiveness and resourcefulness. In DT, pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world.
- follow the Programme of Study for the National Curriculum
- work with a range of materials and components to make products. These include textiles, food, construction kits (including electronics) and sheet materials.
- design and make good quality products.
- produce work using a variety of materials and processes.
- acquire creative and technical skills.
- formulate opinions about designs
- evaluate their designs and products.
- communicate their ideas orally and visually.
- develop an interest in D & T.
- are encouraged to think for themselves
- develop and use the language/vocabulary of D & T, to observe and record information
Purpose of study
A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features, at different scales, are shaped, interconnected and change over time. (National Curriculum 2014).
At Goldsworth, we aim to provide pupils with experiences which enable them to develop their own geographical skills, including fieldwork opportunities and locality studies.
We aim to enable pupils to consider the moral, social and cultural aspects of their studies in geography, and to encourage a sense of awe and wonder about the world.
We believe that geography can foster a sense of responsibility for our environment and that our pupils should be encouraged to think about the quality and vulnerability of our environment and the contribution they could make towards its sustainability.
At Goldsworth we believe history to be the study of people in the past and how their actions have affected our lives today. The past influences all aspects of our lives. It shapes the customs and beliefs of the communities to which we belong. History can help children to make sense of the world in which they live and help them develop a sense of identity.
Good practice is demonstrated by children being actively involved in study of the past, using a range of sources of information, asking questions such as ‘How do we know?’ and making progress. Our aims at Goldsworth Primary School are that all children:
- acquire a balanced knowledge about the past
- develop an understanding of what has occurred in the past and how it influences our lives today
- develop a sense of chronology through sequencing events and objects
- develop a feeling of empathy with people in the past
- form a sense of personal identity
- acquire skills to become critical and independent thinkers
- derive enjoyment and a sense of achievement through their work.
Modern Foreign Languages
Goldsworth Primary School believes that learning a foreign language provides a valuable educational, social and cultural experience for pupils. They develop communication and literacy skills that lay the foundation for future learning of languages. Pupils develop linguistic competence, extend their knowledge of how language works and explore differences and similarities between a foreign language and English. Learning another language raises awareness of the multilingual and multicultural world around us. The learning of a foreign language provides a medium for cross-curricular links and for reinforcement of knowledge, skills and understanding developed in other subjects. At Goldsworth, children will acquire some knowledge and understanding of the different languages and cultures in the world today.
In the Early Years and KS1 there is emphasis on child centred learning whereby the languages children are familiar with at home are incorporated. In KS2 French is taught unless members of staff show a linguistic ability and confidence to teach an alternative one e.g. Spanish. We are lucky to have some parents who volunteer to aid in language teaching.
At Goldsworth, we celebrate other different languages with our ‘Language of the Month’; every class is encouraged to learn a few simple words in the focus language, e.g. the register is taken in this language or the teacher and children greet each other in the language etc. We encourage any children who speak this language to introduce themselves in assembly and share their experiences of their culture with other children in their class.
Purpose of study
- is a powerful, unique form of communication and is a vehicle for self-expression
- is an integral part of all cultures, past and present
- develops concentration, perseverance, co-ordination and memory
- promotes co-operation, a sense of group identity and togetherness
- increases self-discipline and creativity, sensitivity and fulfilment
- can inspire and motivate
At Goldsworth Primary School, we recognise music as something that develops the whole child by providing a practical, co-operative and enjoyable experience, which every pupil can access at some level. We aim for all children to be given the opportunity to:
- enjoy music that they create themselves
- have the chance to develop musically at their own level and pace
- develop understanding and knowledge of music through making, listening to and responding to a wide range of musical styles from different times and cultures;
- provide activities that develop musical concepts and skills sequentially
- listen to a variety of music (recorded or played live) on a daily basis
- perform musically to a wider audience, e.g. class assemblies, school productions, The Woking Music Festival, concerts
- be inspired to develop a life-long appreciation of the subject.
In addition to the above, in line with the Henley Review 2012, we aim to:
- provide children with a broad music education, which includes performing, composing, listening, reviewing and evaluating music
- make singing a part of every child’s school life through all the key stages
- give every child in key stage 2 the opportunity to learn an instrument through whole class ensemble teaching (trumpets and clarinets – Year 4)
- offer opportunities for progression, making musical instrument tuition available for those who desire it
All Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum contributing fully to life in school and the community. In doing so they learn to recognise their own worth, work well with others and become increasingly responsible for their own learning. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up. They also find out about the main political and social institutions that affect their lives and about their responsibilities, rights and duties as individuals and members of the community. They learn to understand and respect common humanity, diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.
- To value ourselves as unique human beings capable of spiritual, moral, intellectual and physical growth and development.
- To value others for themselves. We value relationships as fundamental to the development and fulfilment of ourselves and others, and to the good of the community.
- To value truth, freedom, justice, human rights, the rule of law and collective effort for the common good.
- To value the environment, both natural and shaped by humanity, as the basis of life and a source of wonder and inspiration.
We live in a multi-cultural, multi-faith society and at Goldsworth School we will prepare children to be well-rounded, active participants of this community by giving them knowledge and understanding of Christianity, Judaism, Islam, Hinduism, Buddhism and where appropriate, non-religious beliefs. We will spend more hours teaching Christianity in accordance with national guidelines. We will foster an ability to understand how these religions influence individuals, communities, society and the world.
Through RE, Goldsworth School aims to provide opportunities for children to:
- develop their knowledge and understanding of, and their ability to respond to, Christianity, Islam, Judaism, Hinduism, Buddhism and where appropriate, non-religious beliefs
- explore issues within and between faiths to help them understand and respect different religions, beliefs, values and traditions and understand the influence of these on individuals, societies, communities and cultures
- consider questions of meaning and purpose in life
- learn about religious and ethical teaching, enabling them to make reasoned and informed judgements on religious and moral issues
- develop their sense of identity and belonging, preparing them for life as citizens in a multi-faith society
- develop enquiry and response skills through the use of distinctive language, listening and empathy
- reflect on, analyse and evaluate their beliefs, values and practices and communicate their responses
- link the teaching of R.E. with Philosophy and PSHCE
R.E. does not seek to enforce religious beliefs on children or to compromise the integrity of their own beliefs by promoting one religion over another.