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
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.
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
Geography is the study of people, places and processes. It provides a link between science and humanities.
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.
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.
Goldsworth Primary School believes that learning a foreign language provides a valuable educational, social and cultural experience for pupils. Learning another language raises awareness of the multilingual and multicultural world around us. At Goldsworth, children will acquire some knowledge and understanding of the different languages and cultures in the world today. Our aim is to develop the confidence and competence of each child in the foreign language they are learning. Our goal is for them to be passionate, curious and confident about their own foreign language learning abilities when they finish the primary school phase of their education. Spanish is taught throughout KS2, following the Language Angels scheme of work, and this will help children develop and demonstrate substantial progress in the 5 key language skills necessary for learning a language:
We aim to ensure that pupils of all abilities develop solid foundations in these key language learning skills – properly preparing them for the next stage of their language learning journey. These skills will develop children’s ability to understand what they hear and read and enable them to express themselves in both speech and writing. We will extend their knowledge of how language works and explore the similarities and differences between the foreign language they are learning and English. We will also help strengthen their sense of identity through learning about culture in other countries and comparing it with their own.
By the end of Key Stage 2, pupils should be able to:
Listen attentively to spoken language and show understanding by joining in and responding.
Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help.
Speak in sentences, using familiar vocabulary, phrases and basic language structures.
Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.
Present ideas and information orally to a range of audiences.
Read carefully and show understanding of words, phrases and simple writing.
Appreciate stories, songs, poems and rhymes in the language.
Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary.
Write phrases from memory, and adapt these to create new sentences, to express ideas clearly.
Describe people, places, things, and actions orally and in writing.
Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.
At Goldsworth, we believe that music is an essential part of a balanced education for all children. It
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, concerts
be inspired to develop a life-long appreciation of the subject.
In addition to the above 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 (clarinets – Year 4)
offer opportunities for progression, making musical instrument tuition available for those who desire it
Personal, Social and Health Education and Citizenship help to give pupils the knowledge, skills and understanding to lead confident, healthy, independent lives and to become informed, active, responsible citizens.
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.
At Goldsworth School we believe that Relationships and Sex Education is ‘lifelong learning about physical, moral and emotional development. It is about the understanding of the importance of: family life, stable and loving relationships, respect, love and care.’
Throughout our Health and Relationships Education curriculum at Goldsworth, we focus on explaining what makes a family, the difference between secrets and surprises and what makes/how to be a good friend. Pupils develop a secure understanding on the importance of their mental wellbeing, how to stay healthy and what happens to us as we grow up. We pride ourselves on providing children will the knowledge and confidence to know how to keep themselves safe in person and online and who they can talk to when they face a problem.
Health Education focuses of developing a secure understanding on:
Physical health and fitness
Drugs, alcohol and tobacco
Basic first aid
Changing adolescent body (puberty)
Relationships Education focuses of developing a secure understanding on:
Families and people who care for me
Health and Relationships Education are statutory parts of the National Curriculum as set by the Government. Health Education is also linked to the Primary National Curriculum for Science which covers related areas, such as the main external body parts, puberty and reproduction in some plants and animals. Sex Education however, is an additional part of the curriculum that we offer at Goldsworth, equipping pupils with the knowledge of how babies are conceived and born in an age-appropriate manner. This is covered in the Summer Term of Year 6 by our School Nurse and content is shared and discussed with parents before the lessons commence.
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. and PSHE
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. Here at Goldsworth, we follow the Surrey agreed syllabus for R.E.
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