George White Junior School
A policy for
Curriculum
Date reviewed: July 2015
Due for review: July 2017
Chairperson of the Governing Body:
Eileen Hansell
Signature of Chairperson:
________________
Date approved by governors:
________________
Introduction
The National Curriculum Framework 2014 says:
2.
The school curriculum in England
2.1
Every state-funded school must offer a curriculum which is balanced and broadly
based and which:
 promotes the spiritual, moral, cultural, mental and physical development of
pupils at the school and of society, and
 prepares pupils at the school for the opportunities, responsibilities and
experiences of later life.
2.2
The school curriculum comprises all learning and other experiences that each
school plans for its pupils. The national curriculum forms one part of the school
curriculum.
2.3
All state schools are also required to make provision for a daily act of collective
worship and must teach religious education to pupils at every key stage and sex
and relationship education to pupils in secondary education.
2.4
Maintained schools in England are legally required to follow the statutory national
curriculum which sets out in programmes of study, on the basis of key stages,
subject content for those subjects that should be taught to all pupils. All schools
must publish their school curriculum by subject and academic year online.
2.5
All schools should make provision for personal, social, health and economic
education (PSHE), drawing on good practice. Schools are also free to include other
subjects or topics of their choice in planning and designing their own programme
of education.
Our school offers a broad, balanced and differentiated curriculum covering all areas of the New
National Curriculum, September 2014. Our aim is to provide a curriculum that meets the needs,
interests and abilities of all children. This curriculum comprises the core subjects – English,
Mathematics and Science and the foundation subjects – Computing (ICT), Design Technology,
History, Geography, Art, Music and Physical Education. Personal, Social and Health Education and
RE are also taught and enhanced through daily assemblies.
The pages in this policy outline the key aims and skills to be developed for each subject as well as
giving information about how subjects are enhanced through additional activities.
The following more detailed policies relating to the curriculum are also available:
 English
 RE
 Phonics
 PE
 Handwriting
 Blogging
 Maths (including calculations policy)
 E-safety
 PSHE
 Teaching and Learning
 SRE
 Nurture
English
English is for learning and for life. It provides children with essential skills that will support them
through school and beyond. We believe the ability to use language effectively is at the heart of all
learning. Through language, we learn about ourselves and the world around us; we are able to
gather knowledge and make connections. Communication, both oral and written, is key.
We value speaking and listening skills, in all their forms, and are keen to provide rich opportunities
for children to share ideas; express opinions; give explanations for what they are doing; recount
stories or experiences; extend confidence in speaking through drama and discussion. Through
these experiences, children learn to respect others and become good team players.
Reading is a vital skill for all, as it gives us access to the world of knowledge, thoughts and ideas.
Through it, we learn to appreciate both the beauty of our language and its power. The aim is to
promote reading for pleasure: to create life-long readers who are excited by books. To enable this
to happen, we extend the reading skills of all children, so that they can become fluent,
independent readers. The children are therefore encouraged to read, and to be read to, at home
as well as at school. We want children to become curious and increasingly critical of what they
read: to question it and to think about the wider issues; to empathise with others to explore
different ideas.
Writing not only develops children’s stamina and perseverance but also their self-esteem. We are
creating a curriculum that will give the children a wide variety of experiences: both through
writing for pleasure, writing for a purpose and writing for different audiences, including
themselves. Rich texts are used to extend their vocabulary and introduce them to many varied
styles and formats. Correct spelling and grammar are important: the children are encouraged to
become aware of ways to improve their written work as they move through the school. We
believe that children should take pride in their work and help them to learn to present their
writing neatly and clearly for all who may read it.
The English curriculum is enhanced by:
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Personal writing and that focused upon our school values
Storytelling, Pie Corbett talk and drama for writing, imaginative-enquiry linked with crosscurricular topics
Focus events such as book-focused weeks, drama Week, out of school visits leading to
writing
Community learning events such as: story cafes, book weeks, parents’ book group,
language learning groups for parents (improvers and those new to English)
Parents’ meetings to support phonics, reading and spelling
Involvement in PLN and cluster working; partnerships with other schools, both in Norfolk
and further afield – sharing our practice and learning from others
Environmental projects: Greener Growth, Forest Schools, Countryside Trust visits
Phonics
Learning sounds for reading and spelling is a vital skill that all children need to know,
in order to support their reading and writing fluency. We therefore feel it is
important for children to continue to learn these skills as they enter our school until
they become more proficient or independent.
Children, who have been tested for their knowledge in both spelling and reading, are put onto the
daily Sound Discovery Programme for teaching Phonics at their specific level.
Pupils start by learning the sounds that letters make, they learn to blend the sounds together to
read and spell simple CVC words. This progresses onto more detailed diagraphs (two letters for
one sound e.g. fish, meat); adjacent consonants (two or three consonants blended together e.g. cl,
st, spr); multi syllabic (con-tin-ent)words, in their first approach towards decoding reading and
spelling. Children look at Tricky Words (common words) to help them understand that not all
words can be read/spelt phonetically. They look at the different rules to be able to decipher high
frequency words that do not always completely conform phonetically. After going through an
extensive phonic programme of re-testing and learning all the graphemes/phonemes/digraphs,
children are given the tools to read and spell hundreds of words.
Drama
Drama is a medium of communication through which children can create experiences that they
might otherwise never encounter. Through Drama, they can explore new lands, witness key events
from History, or interview and now deceased artist. Drama is a key part of our curriculum because
it makes our classrooms limitless.
We believe that by learning through Drama, children’s self confidence is hugely promoted as they
learn to take risks when performing and to trust their own ideas. It teaches creative thinking and
imagination, which is often reflected in their other cross-curricular tasks following a piece of
Drama work. Drama encourages empathy, as children learn to think of themselves in the position
of others and explore how that might feel. It builds on children’s collaborative skills, allowing them
to work with a range of other children to create something unique together.
Through Drama, children can experience a world which is bigger than them, real or imaginary, or
take on the roles of others and engage in debates around global issues. For the children, Drama
has no boundaries.
The Drama curriculum is enhanced by:
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Storytelling and Pie Corbett talk and Drama for writing.
Frequently assemblies in which children have a real audience to perform their work to.
Dance and music based Topic sessions and other cross curricular links.
Out of school visits and experiences including residential trips
Environmental projects: Greener Growth, Forest Schools, Countryside Trust visits.
Skills:
By the end of their time at George White Junior School, children will have had the opportunity to
develop the following Drama skills:
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Hot seating, freeze frame, still image, thought tracking and conscience alley.
Exploring voice, movement, gesture and facial expression, they develop their dramatic
skills.
They learn to make meaning clear for themselves, and sometimes for an audience such as
their peers.
Maths
Being numerate is a skill for life, as is the ability to find solutions to problems.
We believe that problem solving should lie at the heart of our Maths curriculum and that our
children should feel confident with number. To this end, we aim to provide engaging Maths
learning experiences, through problem solving and investigation and the opportunity to practise
number skills.
The mathematical process and understanding of Maths concepts are key to confidence in Maths
and we give children the opportunity to communicate their findings and explain their reasoning,
rather than just find the right answer. We encourage independence, the sharing of ideas and the
element of challenge in lessons. To aid children’s understanding, we give time to explore concepts
in depth and to make connections, both with other areas of Maths and within real life contexts.
This provides children with a “bigger picture” of Maths and its relevance to their lives.
To aid fluency in number, we provide opportunities for the speedy recall of number facts, mental
maths and times table practice, essential building blocks in creating confident mathematicians. We
have mental maths and Rainbow Maths Challenge sessions weekly and times table homework. We
also have a Calculations Policy, to ensure progression and consistency in written methods of
calculation.
We provide opportunities for children to apply their Maths skills across the Curriculum and
throughout the school day. We have a weekly “Big Maths” session, providing the opportunity for
children to investigate at length and to demonstrate their stamina for problem solving. We use
resources in the classroom, throughout school and outdoors to bring Maths to life. Those children
with a particular talent for Maths are involved in challenging Maths Workshops with the Subject
Leader and take part in local Maths Quiz Events.
We believe that parents’ confidence with, and positive attitude to Maths is vitally important. We
provide regular Maths Parents’ sessions, to explain our Calculation Policy and our approach to
problem solving. We also invite parents to Maths Cafes, to join in with fun Maths activities with
their children.
All Staff attend regular Maths training and updates and the Subject Leader attends a local Cluster
Maths Network and Local Authority meetings, to keep up to date with developments in the
subject and to share effective practice.
Science
An understanding of science is essential for children so that they can explain the world around
them. An increasingly technological world familiarises children from a young age with a range of
gadgetry and machines that can be investigated and explained. They should also be able to
explore their natural environment and everyday phenomena. They should develop their ideas
about living things, their relationships and interactions.
Children should be encouraged to explain the world around them. They should be inspired to
develop a sense of excitement and curiosity about science.
The principal focus of science teaching is to enable children to broaden their scientific view of the
world and develop a deeper understanding of scientific ideas. Working scientifically must always
be taught through and clearly related to science content. The processes of scientific play,
exploration, investigation, explanation, prediction and analysis should be key to children’s journey
through the science curriculum.
The Science curriculum is enhanced by:
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Child-led learning and enquiry through play and exploration.
A Greener Growth Focus for each year group. For example: composting in Year 5.
Uses of secondary sources to enable research and investigation.
Science days in and out of school which allow a thorough grounding of scientific working,
enriched experience and working with a range of different equipment.
Children reading and using scientific vocabulary with confidence.
Out of school visits including residential trips
Studying and learning from great scientists from the past and present.
Skills:
By the end of their time at George White Junior School, children will have had the opportunity to
develop the following science skills:
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Ask questions and offer their own ideas for scientific enquiry.
Know how to either use a fair test to answer a question or by referring to secondary
sources.
Set up and carry out a fair test considering whether the test will yield enough evidence.
Assessing hazards and controlling risk when experimenting.
Predicting outcomes suggesting reasons for these and justifying them with scientific
knowledge. A resultant conclusion should give rise to further predictions for scientific
enquiry.
Selecting appropriate equipment for experiments taking into account the degree of
accuracy required.
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Make accurate and relevant observations repeating where necessary.
Present evidence appropriately: charts, graphs, tables, etc.
Identify patterns and relationships in comparative terms.
In explanation, patterns should relate to scientific knowledge.
Identify consistency of data. Should data be trusted? Should experiments be repeated?
Identify what the limit is to accumulated evidence.
Computing
Computing is an increasingly vital part of life today. It is essential that our pupils gain the confidence and
ability that they need in this subject, to prepare them for the challenge of a rapidly developing and
changing technological world thus equipping them for their future working lives. Children should have
every opportunity to become confident users and creators of technology and be encouraged to question
and explore the way computing systems work. We aim to use computing wherever possible to enhance and
extend children’s learning across the whole curriculum, motivate and inspire pupils and raise standards. We
develop pupils’ computing skills, knowledge and understanding through taught computing lessons and
provide opportunities for pupils to apply and consolidate their capability across all curriculum contexts.
The learning environment should contribute to the development of these skills and pupils should have
access to suitable, up-to-date equipment and emerging technologies. We will endeavour to keep pace with
developments in computing and will aim to ensure pupils have access to the most effective and emerging
technologies. Our vision is for children to be selecting and using computing technology as naturally as any
other classroom resource.
E-safety is an integral part of the teaching of Computing in our school. E-safety elements are built into all
units of work, safe internet rules are displayed by every computer area and blogging rules are displayed on
every school blog site.
The Computing curriculum is enhanced by:
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Three days a week of in school technical support.
A well resourced ICT suite; PCs and Interactive whiteboards in every classroom; netbooks and iPads
available for all classes to use; a range of additional hardware.
A scheme of work to support effective teaching of the new Computing Curriculum.
Making links between Computing and other curriculum areas.
Our whole school blogging project.
Skills:
By the end of their time at George White Junior School, children will have had the opportunity to
develop the following computing skills:
 design, write and debug programs that accomplish specific goals, including controlling or simulating
physical systems; solve problems by decomposing them into smaller parts
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use sequence, selection, and repetition in programs; work with variables and various forms of input
and output
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use logical reasoning to explain how some simple algorithms work and to detect and correct errors
in algorithms and programs
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understand computer networks including the internet; how they can provide multiple services,
such as the world wide web; and the opportunities they offer for communication and collaboration
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use search technologies effectively, appreciate how results are selected and ranked, and be
discerning in evaluating digital content
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select, use and combine a variety of software (including internet services) on a range of digital
devices to design and create a range of programs, systems and content that accomplish given goals,
including collecting, analysing, evaluating and presenting data and information
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use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour;
identify a range of ways to report concerns about content and contact.
Physical Education
P.E. in George White Junior School develops confidence and competence in performing different
skills. We encourage pupils to pursue habits and interests that promote a healthy lifestyle thereby
developing a positive attitude to physical activity. Children become increasingly aware of how
physical activity affects their body. An integral part of P.E. is to provide children with plentiful
opportunity to assess their performances as well as their peers and be allowed time to respond to
feedback.
Responsible for their preparation and participation in P.E
Enjoyment through interests, hobbies and trying new activities
Safety of themselves and each other
Perseverance and stamina are key to success in P.E. and life
Empathise with others to explore different ideas and varying abilities
Creativity is shown through gymnastics and dance in response to a variety of stimuli.
Teamwork is fundamental and children demonstrate initiative and learn co-operation when
working in a group.
The P.E curriculum is enhanced throughout the school year by the following activities:
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P.E. Cafes
Movement Monkey, Home/school activity packs.
Forest Schools.
Norfolk Country Trust Program
Greener Growth
Skip 2B Fit scheme including Box 2B Fit.
Inter schools competition, football, netball, athletics, swimming, multi-sports.
Water Safety Gala
PSHE (Personal, Social and Health Education)
At George White Junior School we believe that PSHE is a crucial part of primary education.
Although we teach aspects of the subject in timetabled lessons, we believe that PSHE, as with our
mission statement (RESPECT) is at the heart of all we do.
In PSHE we prepare our children for life in the real world, we aim to arm them with high self
esteem and the resilience to deal with the many different situations that they will face in life.
In this subject we cover important issues such as relationships and changes (the transition to high
school, for example) as well as informing the children about caring properly for their bodies. We
teach the children basic information about drugs – both ‘bad’ (such as the effects of smoking and
alcohol use on the body) and ‘good’ (medicines). We teach them the aspects of a healthy lifestyle
and how to make sensible choices. We also discuss issues such as emotions and feelings and help
the children to deal with situations that they feel anxious about.
Specific incidents that occur during the day are discussed, as a class, during circle time sessions (as
needed) so that the whole class learn to listen to the opinions of others as well as sharing their
views.
Our PSHE curriculum is enhanced by:
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Regular trips to places that may be new to the children – each class aims to have a school
visit each half term.
Greener growth – the children are working alongside members of the community to learn
how to grow and care for plants and to make our environment a nicer place to be.
Forest schools – the children are learning to love their time in the woods and experience
activities that ease them out of their comfort zone in a protective environment.
Investors in pupils – each class works together to get all of the classroom jobs done by
having a system of monitors. A feeling of belonging is nurtured by having a class target
that everyone is working towards.
Our whole school focus on RESPECT (responsible, empathy, safe, persevere, enjoy,
creative, teamwork) which is threaded through all aspects of school life.
Religious Education
Our school ethos of RESPECT underpins our religious education provision.
We believe that developing young people who care about the natural world and the people and
communities who live in it is a central part of our core purpose as educators.
We believe that by using an enquiry based approach children's critical thinking skills can be
developed, their motivation increased and their ability to challenge themselves enhanced.
As a Norfolk maintained school we subscribe to the Norfolk Agreed Syllabus for the teaching of RE
and use Discovery RE to assist with planning and provision.
As a school that is committed to looking outwards we value our community links. We have strong
links with; St Mary Magdalen Church, Silver Road Baptist Church and the Norwich Central Baptist
Church. We do not believe that all learning takes place in the classroom and staff are encouraged
to ensure that our children are introduced to a range of places of worship and are able to speak to
and listen to leaders from these. The development of children who can think critically and
empathetically is we believe a core purpose of Religious Education.
Languages
The best thing we can do in schools is to give our pupils a positive attitude to learning languages,
to learn the rules and to explore other cultures. The challenge is to show it how it is relevant to
their lives. Languages are all about connecting with people so over and above the language
teaching that is linked to the National Curriculum, we also try to value the languages that are
spoken by children and parents in our school and welcome visiting students from other countries.
We try to take advantage of any available opportunities to promote a positive view of language
learning, therefore, in addition to Spanish and French, over the years, we have had input from
Austrian and Swiss students, who between them have introduced the children to those cultures
and have taught some German. Some children have also learned basic Italian and others have sent
cards and letters to school children in France.
Currently, Spanish is taught in the lower school and French in the upper school. The children are
given a basic grounding in words and phrases, learning through repetition and practice. In the
second year of each language, storytelling, with well –known stories such as The ‘Hungry
Caterpillar’, is used to help the children to consolidate and extend their language learning. There
are lots of speaking and ‘trying it out’ games and activities, as well as songs and simple written
tasks. In addition, children research and compile projects so they have an understanding of the
cultures and similarities or differences between our lives and those living in other countries e.g.
through the celebration of festivals.
We are currently running English courses for parents new to English because we wish to promote
language learning as a valued experience for all members of our school community.
Key Skills:
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Listening and responding
Exploring language patterns and sounds
Speak words, phrases, sentences from memory
Write words, phrases, sentences from memory
Engaging in conversations, communicating needs and ideas
History
We believe that learning about History enables children to put their own lives into a broader
context, to understand where they have come from and how they got to where they are today.
They are given the opportunity to think about the significance of past events and relate them to
their own lives.
Knowledge of History shows respect to British heritage, linking these together to give children a
sense of chronology and an understanding of their place within it. It teaches them about their
world, and the wider world around them. Children also learn about how the world has changed
physically and the importance of preserving our environment.
History is a wonderful opportunity to learn through Storytelling, drama and writing, imaginative
enquiry, research tasks and often leads to some form of presentation to an audience. It teaches
them about responsibility, perseverance, empathy and creativity.
It is a time for child-led questioning, research and debate. Through drama, History can come alive
and enable children to experience what life might have been like at another time. Through
Storytelling, children will encounter some of the most exciting stories of all.
The History curriculum is enhanced by:
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Child-led learning and enquiry.
Research, including book based and computer based investigations.
Storytelling, Pie Corbett talk and drama for writing, imaginative-enquiry linked with cross curricular
topics.
Evaluation of primary sources through investigation, reasoning and wonder.
Out of school visits including residential trips
Skills:
By the end of their time at George White Junior School, children will have had the opportunity to
develop the following History skills:
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Explore a range of Historical periods through role play, discussion and research, including
the Egyptians, Romans, Stone Age, and Vikings.
Compare Historical systems and lifestyles with our own, for example considering changes
in democracy, crime and punishment, and the change in monarchs.
Ask questions about sources and artefacts to find out more information.
Compare their current lives with significant other periods of British history.
Geography
We believe that learning about Geography should inspire in children a curiosity and fascination
about the world and its people that will remain with them for the rest of their lives. They are given
the opportunity to think about the significance of diverse places, people, resources natural and
human environments, together with a deep understanding of the Earth’s key physical and human
processes.
Knowledge of Geography 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. It teaches them about their world, and the wider world around them. Children also
learn about how the world has changed physically and the importance of preserving our
environment.
Geography is a wonderful opportunity to learn through maps, diagrams, globes and aerial
photographs. It teaches them the geographical skills needed to collect, analyse and communicate
with a range of data gathered through experiences of fieldwork. It also teaches children to
communicate geographical information in a variety of ways, through maps, numerical skills and
writing at length.
It is a time for child-led questioning and research. Through fieldwork, Geography can come alive
and enable children to experience real life environmental landscapes and changes.
The Geography curriculum is enhanced by:
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Child-led learning and enquiry.
Research, including book based, map work, computer based and fieldwork investigations.
Evaluation of primary sources through investigation, reasoning and wonder.
Out of school visits including residential trips
Skills:
By the end of their time at George White Junior School, children will have had the opportunity to
develop the following Geography skills:
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Locate the world’s countries, using maps to focus on Europe and North and South America.
Name and locate countries and cities of the UK.
Describe and understand key aspects of physical geography and human geography.
Use maps, atlases, globes and computer mapping to locate countries and describe features
studied.
Use the eight points on a compass.
Use fieldwork to observe, measure, record and present the human and physical features in
the local area using a range of methods.
Art
Art is a form of self expression in which there is no wrong answer. It provides children with a new
set of skills for communication which can transcend language alone; these go beyond words to
communicate feelings that might not otherwise be expressed.
It is a subject which all children can access, no matter what their barriers to other learning may be,
and allows time to expand a child's ability to communicate with the world around them. Art
promotes positive mental health by allowing a child to show individual uniqueness as well as
success and accomplishment. It teaches them enjoyment, perseverance, creativity and teamwork.
Creative subjects like Art can enable children to understand other subjects more clearly. They
encourage children to consider and respect others’ ways of working and thinking, and consider
ways of communicating appreciation for others’ work.
We believe creating Art in, and using, the environment around our school plays a very important
part in encouraging the children to appreciate it. Through this they notice changes in seasons, or
developments linked to our Greener Growth project. It also allows them to aspire to creative
careers which otherwise they might never consider.
The Art curriculum is enhanced by:
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Whole school exhibitions which focus on promoting children’s pride in their work.
Environmental projects: Greener Growth, Forest Schools, Countryside Trust visits.
Professional artist visits to the school, promoting aspirations for children.
Out of school visits including residential trips
Storytelling and Pie Corbett talk and drama for writing.
Our well resourced Art store
Skills:
By the end of their time at George White Junior School, children will have had the opportunity to
develop the following Art skills:
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Drawing – line drawings, still life, enlarging images, considering negative and positive, perspectives,
light and dark, whilst experimenting with different drawing tools.
Create collage – mixing textures, designing patterns, using a range of materials including recycled ones.
Painting – completing parts of pre-existing images, portraits, still life, whist using a range of paint
mediums.
Sculpture – using clay, wire, found or recycled materials, art straws and paper mache.
Mixed media pieces, which focus on children developing personal taste around which mediums they
choose to create art work in.
Artist studies – each Year Group studies around 3 different influential artists each year, celebrating and
imitating their work as well as learning some Art History.
Design Technology (D.T.)
At George White Junior School we look to our British Heritage for role models and inspiration.
Who better than to acknowledge, with regards to Design and Technology, than Sir Frederick Henry
Royce, an English engineer and car designer who once said, “In everything you do, take the best
that exists and make it better. When it doesn’t exist design it. Accept nothing nearly right or good
enough”. This is the approach that we foster in planning and teaching our D.T. lessons.
At George White Junior D.T. is very much a ‘hands-on’ practical subject where children learn to
apply their understanding in varied, exciting and stimulating activities which are based around a
real-life problem or context. All aspects of the D.T. process including design, planning, adaptation,
presentation and advertising are considered during various D.T projects. We are also embracing
the ever-changing future of D.T. and its links to Information Technology such as coding and
programming.
Design Technology is an extremely enriching subject where children are given time to apply a
range of skills they have learnt across the curriculum. At George White Junior, we are great
advocates of D.T. recognising the importance and benefits D.T. offers not only as a standalone
subject but the opportunities it provides to apply a wide variety of cross-curricular skills, including:
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applying mathematical skills through measuring, drawing, costing and interpreting various
data.
applying literacy skills through the design, presentation and advertising processes.
applying I.T. skills through the design and advertising processes, use of programmes to
control operations and using databases or spreadsheets to handle information.
applying art skills through investigating texture and colour, design and recording visual
information.
applying scientific skills through considering appropriate materials and testing.
Our school ethos of RESPECT is embedded within everything we do at George White Junior School
and D.T. is no exception. Children are provided with the opportunities to develop the strands of
RESPECT through working together as a design team discussing and explaining problems and
solutions; offering and receiving feedback at various stages of the design process in order to edit
and improve; perseverance and patience during the design making process particularly in making
and adapting a chosen design. The importance of our eco ethos is also imbedded in considering
materials and design. For example promoting recycling and the use of recycled or biodegradable
materials and designs that promote up-cycling of used products or materials.
Music
Music is a powerful means of communication which transcends language barriers and allows us to
express our innermost thoughts and feelings. Music is a source of inspiration, enjoyment, energy
and relaxation.
Music has benefits for many aspects of childrens’ learning. Making and hearing music in a child’s
early years increases listening and concentration skills, and enhances a child's ability to
discriminate between sounds. This improves phonetic awareness and helps to develop language
and literacy skills. Through using instruments, there is a positive impact on spatial awareness, fine
motor skills and on physical co-ordination. There are strong correlations between musical
understanding, especially regarding rhythm and pulse, and mathematical reasoning. Exploration of
sounds and the way they are produced contributes to scientific understanding. The learning of
music develops an awareness and appreciation of musical traditions, from the past and present, in
a variety of cultures and societies. Music-making in small groups promotes teamwork and the
development of leadership skills. Pupils' develop confidence through opportunities to perform.
Children in our school will have the opportunity to explore and enjoy a wide range of musical
activities. They will be encouraged to listen to, appraise and create music and to express
themselves through the music making.
Music has a power of forming the character and should therefore be introduced into
the education of the young. (Aristotle)
Music is a moral law. It gives soul to the universe, wings to the mind, and life to
everything… Without music, life would be an error. (Plato)
The Music curriculum is enhanced by:
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Peripatetic instrumental teaching
Weekly whole school singing assemblies
Extra-curricular music clubs
Performances by visiting musicians
Skills:
By the end of their time at George White Junior School, children will have had the opportunity to
develop the following music skills:
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play and perform in solo and ensemble contexts, using their voices and playing musical
instruments with increasing accuracy, fluency, control and expression
improvise and compose music for a range of purposes using the inter-related dimensions
of music
listen with attention to detail and recall sounds with increasing aural memory
use and understand staff and other musical notations
appreciate and understand a wide range of high-quality live and recorded music drawn
from different traditions and from great composers and musicians
develop an understanding of the history of music.
Nurture
The Nurture Group provides a quiet and supportive environment for children to learn how to
become a part of the wider school community. By promoting the six principles and the school’s
ethos of R.E.S.P.E.C.T, pupils who may find accessing the academic and social aspects of the
curriculum particularly difficult, can and do make positive progress.
1. Children’s learning is understood developmentally - Each child learns at different speeds
and in different ways.
2. The importance of Nurture for the development of wellbeing - If a child feels confident
and happy, they will learn more successfully.
3. All behaviour is communication - Each child will express themselves in different ways...
sometimes positively and sometimes not! The Nurture Group promotes British Values of
respect and success.
4. The classroom offers a safe base - By creating a home-like environment, children can feel
more ready to make friends, think about their learning and contribute to school life.
5. Language is a vital means of communication - Each child must feel able to, and learn how
to, express themselves with confidence! By learning to communicate well, positive
relationships between staff and children can be made.
6. The importance of transition in children’s lives - The school day is full of different
experiences and different lessons. If the child can learn to succeed with changes in the
school day, they can learn to succeed with changes in life!
Our week...
Each afternoon, the Nurture Group take part in various activities to promote the six principles. On
a Friday afternoon, the children work with Forest School staff to learn about environmental
respect and teamwork.