BOW SCHOOL CURRICULUM STATEMENT
The 1988 Education Reform Act requires that a school must have a balanced and
broadly based curriculum which:
¨ promotes the spiritual,
moral, cultural, mental and physical development of the pupils at the school;
¨ prepares such pupils
for the opportunities, responsibilities and experiences of adult life.
The National Curriculum contains three core subjects :
¨ English, Mathematics
and Science
and seven Foundation Subjects :
¨ Art, Geography,
History, Information Technology, Music, Physical Education Technology and
Design.
¨ Religious Education
is also included in the basic curriculum, by law, and along with the core and
foundation subjects is a part of every pupil's entitlement.
Other formal and informal curriculum activities not specifically laid down
in the National curriculum often form the broader experiences that the school
offers.
Aims and Principles
The Governing Body and staff of Bow C.P. School believe that the curriculum
should help children:
¨ to develop lively,
enquiring minds, together with a willingness to ask questions and to argue
rationally;
¨ to think and to
act creatively and with imagination;
¨ to gain knowledge,
skills and understanding appropriate to a fast changing world, so they may
be self-reliant and adaptable;
¨ to acquire in particular
the enabling skills of literacy and numeracy;
¨ to develop an understanding
of the past which will help them to live successfully in the present, and
to plan intelligently for the future;
¨ to grow in confidence
and independence, and to experience the value of co-operation;
¨ to understand the
feelings of others, to respect their values and to consider thoughtfully their
own attitudes, values and beliefs;
¨ to achieve their
true potential, and to take pride in that achievement, while taking pleasure
in the achievement of others.
Teaching and Learning Strategies
Teaching and learning strategies are informed by constant research and development
and will be reviewed regularly.
The different demands made by each curriculum area and the varied learning
needs of pupils, require a flexibility of teaching methods and forms of organisation.
Collaboration and independence are equally valued.
It is vital that pupils are involved actively in the process of their own
learning.
Pupils need experience of working in groups of various sizes, which have
been brought together for a variety of reasons.
Pupils need to develop the capacity for independent study, including research
skills.
Within and across each curriculum area, pupils need opportunities to explore
and to discover; to frame questions and to solve problems; to discuss and to
debate; to enact, to create, to communicate and to evaluate, using a variety
of media.
The different learning needs of individuals are central to the planning and
implementation of the school's curriculum.
All pupils have equal rights of access to each curriculum area, irrespective
of ability, gender, ethnic or cultural origins.
Fundamental to effective education is matching the curriculum to the needs
of the individual.
Some pupils may require special help at some point in their education and all
pupils'
achievement is valued, at whatever level.
Perceptions from different cultures offer distinctive perspectives of value
to the curriculum and will enrich the life of the school.
Progress and Continuity
The curriculum should be so arranged that individual progress is continuous
both within and across the Key Stages.
Teachers have clear and agreed strategies for planning, encouraging and monitoring
the progress of individuals as they move through and between schools.
Accurate continuous assessment through marking and discussion is an integral
part of the learning process and the consequent progress of each individual.
Regular reports to parents will communicate the school's developing awareness
of each pupil's achievement and potential. It is important that pupils themselves
reflect and report upon their successes and their difficulties.
Community Links
The school values the groups and individuals of the wider community. All opportunities
are taken to encourage the regular involvement of the community in making the
curriculum relevant to pupils and to enhance the role of the school as part
of the community.
Education begins in the home and partnership between home and school is an
important link in developing effective education.
We value the co-operation of local agencies, community groups, businesses and
playgroup.
Quality
Success, enjoyment and a sense of achievement are the continuing hallmarks
of good practice. Through all the activities of the school we endeavour to encourage
the highest standards of achievement by pupils. The school is constantly monitoring
and evaluating its progress and through the interaction of pupils, parents,
staff and governors we are seeking to achieve the highest levels of attainment.
At 11 it is reasonable to expect children to have become confident and independent
learners who can :-
¨ read a variety
of books and other texts with understanding and enjoyment;
¨ communicate
clearly and confidently with adults and other children;
¨ write legibly
and accurately for a variety of practical, personal and imaginative purposes;
¨ apply mathematical
skills and concepts in a variety of everyday settings;
¨ know how
to obtain information from a number of sources and record findings in a variety
of ways;
¨ show an
understanding of science and technology from a variety of experiences;
¨ work with others to
investigate, explore, interpret and solve problems;
¨ practise a range of
skills and strategies in the creative arts;
¨ be able to talk responsibly
about attitudes and values.
