Piecing the Curriculum together.

There are three elements to our curriculum provision in school. Central to the rationale behind these elements is our consideration for our pupils; their needs, likes, aptitudes and characteristics. Underpinning all this is a recognition that, in order to successfully deliver the three elements of our curriculum, we need to acknowledge the significant influence held by the teacher and ensure that all learning opportunities are exploited. The human component is an essential ingredient to whether our children will be successful or not.



National Curriculum
Our school must offer a curriculum, which is balanced, 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.
  • To supplement the National Curriculum we have our own ‘Agents of Change’ programme. This is a comprehensive combination of activities rooted in effective PSHCE and closely aligned to local and global conditions.

The Enriched Curriculum

In our enriched curriculum there is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications.


  • Sport (access to outside specialists for various sporting activities including, but not exclusively: basketball, football, tag rugby, netball, street dance, table tennis, Irish dancing, multi-skills)

  • Performance opportunities (The Sage, Gateshead, Whitley Bay Playhouse, Longbenton Community College, charitable venues etc)

  • Music ( music specialists delivering music to all pupils across the school; instrumental tuition from Year 3 onwards)

  • Educational visits (residential experiences include -Belgium, Stratford, Northumberland coastline, Dukes House Wood, Holy Island, Normandy – France)  Local study based visits including: Beamish Museum, Nissan, Hancock Museum, White House Farm, Aquarium etc are examples of the places we visit with our children in order to enhance the curriculum.

  • Careers week (ambulance service, local engineering firms, vets, animal shelters)

  • Visits from: Sustrans – bikeability, NSPCC, Mr Taylor for Bible stories, road safety) 

  • Visits to: Church, faith inspired events at Northumbria University, Youth Village at Allensford

The above activities are not exhaustive, our enriched curriculum is constantly evolving and developing according to pupils’ needs, likes and interests

The Incidental Curriculum

Incidental learning is unintentional or unplanned learning that results from other activities. This natural way of learning has characteristics of what is considered to be most effective in formal learning situations: it is contextual and social. Incidental learning can result in improved competence, changed attitudes, and growth in interpersonal skills, self-confidence, and self-awareness.

  • Nourishing children’s love for life and learning

  • Taking opportunities to develop a child’s understanding in a different context, following an event which may not have been planned in the lesson

  • Questioning a child’s extra-curricular interests and using this to enhance and enrich the wider curriculum

  • Reinforcing positive attitudes

  • Exploiting any situation or opportunity to reinforce and enhance learning and development.

The Human Component (the teacher)

‘As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, a child humanised or de-humanised.’
‘I am the decisive element in the classroom.’

Haim G Ginott