The wider curriculum
Art and Design
Art subjects encourage self-expression and creativity and can build confidence as well as assist initial identity. Creativity can also help with wellbeing, improving health and happiness.
Our curriculum includes practical experiences which help children explore art materials and techniques to develop artist knowledge. The units build on pupils prior knowledge. Each year, children will be involved in a range of art and design activities including observational drawing, painting, pastel work, printing, textiles, clay modelling and 3D construction work.
Children will be helped to develop their knowledge of art forms from different periods and cultures and study different artists’ work to inspire and influence their own pieces of art and design.
Computers are now part of everyday life. For most of us, technology is essential to our lives, at home and at work. ‘Computational thinking’ is a skill children must be taught if they are to be ready for the workplace and able to participate effectively in this digital world.
At Gladstone Park we aim to be a school which uses technology to inspire and motivate pupils learning and to empower staff; by planning a curriculum which develops not only technological skills but stimulates creativity and empathy enabling them to fulfil their potential as a citizen in a modern global community.
We have an ICT suite in which every class is timetabled for one hour per week. Children will use this time to cover the computing curriculum, as well as develop skills using ICT to support cross curricular learning. In addition, we make use of online platforms which can be used in school and at home to support learning across the curriculum.
Design and Technology
Design enables children to use their knowledge from other areas of the curriculum to solve real problems. Skills in design and technology are developed through ‘hands on’ tasks and projects that involve food technology, textiles, mechanisms, electricity, structures and materials. Cross-curricular links are encouraged to ensure that learning is relevant and meaningful.
Our Geography curriculum is designed to equip pupils with knowledge about diverse places, people, resources and natural and human environments so that they can ask questions about the world around them and begin to understand interrelations between the Earth and people. We cover a range of human, physical and environmental topics, learning about things local to us and things much further afield.
History is taught in blocks throughout the year, alternating with geography in a term. Artefacts, museum visits and themed days are used to bring the past to life and pupils widen their historical knowledge through carefully crafted well sequenced units of work. Through our history curriculum, children gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate their curiosity to know more about the past.
Modern Foreign languages (MFL)
At Gladstone Park Primary School children have weekly lessons in French throughout Key Stage 2 using the resources and units of work from Rising Star French. Our aim is that when children leave Gladstone Park, they will have a natural curiosity and confidence to explore other countries, cultures and languages, accepting that, in a multilingual society it is a valuable skill to be able to communicate effectively with others in another language.
At Gladstone Park Primary school we recognise the importance of Music as a form of creativity and ensure that it is firmly embedded in our curriculum. Our aim is that our children have access to a range of music, and the opportunity to explore how it is created. A key part of the curriculum is that they have the opportunity to create their own music, learn to sing and play musical instruments. We introduce the children to a broad repertoire of music, both past and present, from around the world to provide a rich and challenging music curriculum that children enjoy. It gives children the opportunity to be creative, collaborate, and be challenged. We aim to promote a love of music and musical skills that can have a positive impact on self-confidence and musicianship. Our teachers deliver the highly structured learning sequence of Charanga in years N, R, 1, 5 and 6 and support Brent Music service who teach the children in years 2, 3 and 4 as well as participating in singing assemblies and concerts. Through the school’s links with Brent Music service, children can be signposted to opportunities within and beyond the school that they can pursue to develop their talents further-with the opportunity to learn to play many other instruments.
At Gladstone Park, children are taught a range of sports and skills throughout their years. Over time, they develop good ‘sports-personship’, learn the value of taking part and can become better at supporting other children in their PE journey - thereby embedding values such as fairness and respect.
Children learn to compete individually as well as in teams in a range of sports such as basketball, tennis and athletics. All children are given opportunities to take part and lead teams as well as improve in their skills and abilities. Children become more physically confident and learn about the importance of health and fitness, which supports and promotes a healthy lifestyle both inside of school and out.
Personal, Social, Health and Economic (PSHE) education
At Gladstone Park we use the Jigsaw PSHE programme and our intent is to deliver a curriculum that is accessible to all and aims to support the “whole child”. There is a strong emphasis on emotional literacy, building resilience and nurturing mental and physical health. It includes mindfulness to allow children to advance their emotional awareness, concentration and focus. Through PSHE, children are empowered through knowledge, to make informed choices, keep themselves safe, know about respectful relationships and appreciate and respect the diverse world that we live in.
By the time our children leave our school they will:
be able to approach a range of real-life situations and apply their skills and attributes to help navigate themselves through modern life
be on their way to becoming healthy, open minded, respectful, socially and morally responsible active members of society
appreciate difference and diversity
recognise and apply the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Individual Liberty
be able to understand and manage their emotions
be able to look after their mental health and well-being
be able to develop positive, healthy relationship with their peers both now and in the future.
understand the physical aspects involved in RSE at an age-appropriate level
have respect for themselves and others.
have a positive self esteem
RE is taught through enquiry where pupils not only share their own beliefs and values but build their knowledge and gain a deeper understanding of other religions and worldviews by forming a relationship with what they learn. The sharing of understanding through experiences and dialogue with others not only supports the spiritual, moral, social and cultural development of pupils, it also promotes the British Values of interfaith harmony and cooperation and the combatting of prejudice and discrimination. These enquiries are set so that pupils are not simply being introduced or recalling superficial facts about their own and others’ religions and belief systems but build their knowledge and gain a deeper understanding of other religions and worldviews by forming a relationship with what they learn. By comparing this learning with their own experiences, they can then consider and reflect meaningfully to create a more informed view of the world and their place in it.
The RE curriculum ‘reflects the fact that the religious traditions of Great Britain, are in the main, Christian’. The RE curriculum, whilst including the teaching and practices of the other principle religions and worldviews (including non-religious worldviews) represented in Great Britain, ensures that is reflective of the key religions represented in Brent. All religions and worldviews taught are presented from the perspective of the believers and RE is not used to promote, convert or urge a particular religion or belief. Religions are treated in a manner that believers/followers would not find offensive