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Subject Information

ART

At Collingwood School and Media Arts College we believe that Art, Craft and Design is a great form of expression for our pupils and students; it allows them to explore their creativity whilst using their imagination.

Art gives our learners the skills, ideas and knowledge necessary for them to express responses to thoughts and experiences. Art should enable our learners to communicate what they see, feel and think through both 2D and 3D means.

“I found that I could say things with colour and shapes that I couldn’t say any other way – things I had no words for” Georgia O’Keeffe

Our students and pupils are taught basic drawing and craft skills in order for them to understand how material and processes work, therefore enabling students to become more confident in their abilities as artists. Learners are then encouraged to experiment with their ideas, their use of the formal elements including colour, texture, form, pattern and different art materials and processes. Self-evaluation of work is promoted and children are taught how to be resilient to achieve their goals. We encourage artistic development through the use of resources and a range of starting points and themes, which further develops their talents and creative thinking.

Our learners are taught to think critically and are introduced to a range of art styles and movements. This enables learners to understand how Art, Craft and Design is celebrated in different cultures and how this has shaped our history.

All learners are supplied with a sketchpad to record their art journey’s over the school year. These sketch pads are crucial in recording progress, skills, experimentation and imagination. It allows our learners to develop their ideas and to show progression in their artistic ability.

With our well-equipped media suite opportunities are created for the children to develop their research skills and digital processes which we are further embedding alongside our knowledgeable Media suite staff.

Learners are also able to work on live projects and with practising artists, this is an area that we will carry on developing in order for students to experience real life projects.

 

We also recognise and celebrate the work children bring into school from home, which shows skills they have learnt being utilised.

As students progress through Collingwood School we offer a range of Art, Craft and Design qualification including:

-Arts Award Discover, Explore and Bronze
-WJEC Creative, Media and Performance Arts (Including units on painting and drawing, ceramics, textiles, 3D and printmaking)
-AQA Unit Awards
-AQA GCSE Arts, Craft and Design

Our aims for all learners are:

-To produce creative work, exploring ideas and recording experiences
-Become skilful 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

CAREERS/CEIAG

At Collingwood School and Media Arts College Careers Education, Information and Guidance is available to all pupils across all our key stages including sixth form. At Collingwood, CEIAG is not a standalone subject and is embedded across the curriculum in lessons taught every day.
In the lower key stages (1, 2, 3) it is taught within the PHSE lessons, where a wide range of information about The World of Work will be studied. At Key Stage 4, it is taught as a Btec WorkSkills qualification, which is nationally recognised by employers.
Within sixth form, CEIAG is part of the Preparing for Adulthood Plan and involves a programme which is differentiated to meet the needs of the students. Also in sixth form students are able to experience the World of Work through placements which are individually chosen to match the student’s interests, skills and needs.
Our aims are to

-Encourage pupils to be ambitious and broaden their horizons throughout school life.
-Ensure pupils are prepared to take their next steps in learning or a career.
-Encourage pupils from an early age to have an understanding of what the World of Work is really like.

Throughout all the key stages during the year, pupils will be introduced to The World of Work and Further Education opportunities through visits to Careers Events, visitors in school, Careers Advisers and practical sessions etc. These will help pupils to learn how to investigate their own career/ further education opportunities and give an insight into what their career path may include.

Here at Collingwood we want our pupils and their parents to be aware of the opportunities available to them and want to instil in our pupils a sense of aspiration so that paid work, employment and training are achievable to everyone.

D&T/FOOD TECH

Design and technology prepares pupils to participate in tomorrow’s rapidly changing technologies. They learn to think and intervene creatively to improve quality of life. The subject calls for pupils to become autonomous and creative problem solvers, as individuals and members of a team. They must look for needs, wants and opportunities and respond to them by developing a range of ideas and making products and systems. They combine practical skills with an understanding of aesthetics, social, environmental and health issues, function and industrial practices. As they do so, they reflect on and evaluate present and past design and technology, its uses and effects. Through design and technology, all pupils can become discriminating and informed users of products, become innovators and know how to lead a healthy lifestyle.
Our aims are to:

-Develop the creative, technical and practical expertise needed to perform everyday tasks confidently.
-Participate successfully in an increasingly technological world by using ICT and our state of the art laser cutter.
-Build and apply a repertoire of knowledge, understanding and skills in order to design and make high quality prototypes and products for a wide range of users.
-Critique, evaluate and test their ideas and products and the work of others.
-Understand and apply the principles of nutrition and learn how to cook.

Design & Technology is a popular subject at Collingwood, the practical nature of the learning experiences make it accessible to pupils of all abilities. The pupils draw on knowledge and understanding from across the curriculum, develop their numeracy, literacy, ICT and communication skills and are required to apply these in practical ways.
Design & Technology at Collingwood gives the students opportunities for:

-Practical learning experiences promoting success which will raise achievement and self- esteem.
-Focussing on real scenarios and design problems which are meaningful.
-Using appropriate and differentiated materials to suit pupils of differing abilities, enabling access to the curriculum for all.
-Communicating using a range of methods-avoiding over reliance on the written word.
-Using ICT as a means to pupils realising, developing and enhancing their work
-Accessing and supporting learning in other subjects, e.g Maths, English, ICT and Science
-Working on personally motivated design tasks where the pupil takes ownership of their work and of their own learning.
-Working with a flexible range of contexts and topics that can be adapted to suit individual interests and motivations.
-Pupils to work at a suitable pace and level with appropriate teacher and TA support.

At Collingwood we want our pupils to have an enjoyable, positive and effective learning experience. Pupils will be given the opportunity:

-To overcome any potential barriers by having alternative or adapted activities to overcome any difficulties with tools, equipment or materials, for example using ICT or help from the teacher or TA.
-To communicate through means other than writing or drawing to help them record their ideas, for example modelling through making mock ups from card etc.
-To complete tasks by having small achievable tasks set with plenty of time to complete them if needed.

Drama

Drama has an important role to play in the personal development of our students. The skills and qualities developed by students in drama, such as teamwork, creativity, leadership and risk-taking are essential in all subjects and all areas of life. Drama stimulates the imagination and allows students to explore issues and experiences in a safe and supportive environment.
It is vital to create an atmosphere of security, trust and concentration. Drama promotes self-esteem and provides all students with a sense of achievement regardless of academic ability.

Through KS1-KS4 the Drama curriculum is focused upon developing pupil imagination, communication and creativity whilst assessing their progress in the three essential areas of making, performing and responding in Drama. The curriculum has been designed to introduce and sustain the continual assessment of pupils according to the Drama Assessment Level descriptors published in the Arts Council document “Drama in Schools” (second edition 2003)
In KS1 and KS2 pupils take part in a range of pretend activities where they explore situations and stories through imaginative role play. Themes and texts are connected to the topics and themes they are studying in other curriculum areas.
They are also encouraged to develop their confidence in performance skills by taking part in the school Christmas production., celebration events and special assemblies.
In KS3, students have the option through, Extended Opportunities to participate in Creative Arts which integrates, Music, Film and Media, This student lead work will lead to an Arts Award Explore or Discover certificate. They will be provided with experience and skills in sound editing, staging and directing.
Ks 4 students receive 2 x 40 minute lessons in Performing Arts, which may have a music focus or drama focus depending on the interest of students. Their progress will be accredited through the WJEC Creative Media and performance pathway
KS5 students are can follow the Arts award Bronze or Silver qualification in Performing Arts where they have the opportunity to work with professional artists, attend performances, visit theatres and galleries and increase their knowledge and understanding of the Arts Industry.

ENGLISH

Why is English important?
The teaching of English at Collingwood including, Speaking and Listening, Reading and Writing. We encourage pupils to speak and write clearly so that they can communicate their ideas and emotions to others. Through their reading and listening, others can communicate with them. A range of literature plays a key role in this development. Reading also helps pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participate fully as a member of society; pupils who do not learn to speak, read and write fluently and clearly can be disenfranchised. We want our pupils to have life chances including academic, vocational and training opportunities on their Pathway for Adulthood. It is important that pupils engage and are part of society. The development of literacy through English is an important part of this.

Aims

The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with confidence in spoken and written language, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure all of the pupils:

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate
  • ensure that needs do not prevent students accessing learning (e.g. EAL, communication aids)

The Programmes of Study are based on the National Curriculum. The structure of English comprises of three strands of learning:

  • Speaking and Listening
  • Reading
  • Writing

KS2 – National Curriculum through Schemes of Work differentiated to meet the SEND needs of the children, with a strong emphasis on the development of communication and reading skills.

KS3 – Pupils follow an appropriate programme of study based on KS2 or KS3 Curriculum. This is differentiated according to the varied SEND needs of the children.

KS4 – WJEC Entry Level Additional English (part of the Media and Arts Pathway qualification).

Unit Awards.

Sixth form English

OCR and AQA English Functional Skills. Entry Level 1 up to Level 2.

ENGLISH - LITERACY AND READING

Reading for pleasure and Learning at Collingwood School and Media Arts College

At Collingwood reading as a life skill is developed and importantly a love of reading to enrich pupils’ lives from Primary age pupils through to Sixth form. Reading different texts is a vital skill for learning that will help pupils read for information and support their accreditation across all their subjects.

Pupils have regular reading times twice a week, in the morning as well as a weekly library lesson. Reading is shared or independent depending on the ages and need of the pupil. Pupils enjoy a wide range of texts and text types for example graphic and audio texts.

We promote reading through English lessons. Primary pupils follow a structured phonics programme of teaching and reading and share books.   Pupils access a wide range of literature in each year including: poetry, non-fiction texts, and a range of fiction including Shakespeare.

Pupils are encouraged to talk about what they are reading, share their ideas, voice their own opinions and develop informed responses to texts. The skills of Speaking and Listening and the ability to respond, voice thoughts and opinions is vitally important for our pupils. Pupils receive extra lessons to support the development of their communication through specifically trained staff. ​

The library is the hub of many competitions for example the Poetry Post Box and World Book Day. ​Pupils are encouraged to take a pride in the library and take care of it.

Why do we want pupils to read?

What are the benefits of reading for pleasure?

  • Children who say they enjoy reading for pleasure are more likely to achieve well in their lives.
  • It can have a positive impact on children’s emotional and social behaviour.
  • It can have a positive impact on how children write – including their spelling and grammar.​

What works in improving independent reading?

  • An important factor in developing reading for pleasure is providing choice - choice and interest are highly related.
  • The support of parents and carers to foster a love of reading and value books.
  • Reading for pleasure is strongly influenced by relationships between teachers and children, and children and families and carers.

How often do we want our children to read?

Routine is important for reading. We provide this opportunity through our morning reading times and through timetabled Library lessons. The timetabled library time encourages pupils to have access to a range of different texts. Quiet reading time is encouraged however we are sensitive to the needs of our pupils and support is always provided. We encourage pupils to become excited about books and to read at home. Switching off from the outside world and escaping into another one is a pleasure we want our children to access.

EXTENDED OPPORTUNITIES (KEY STAGE 3)

Horseriding

Science

Enterprise

Tourism

Performing Arts and Media

Forest Schools and introduction to the Duke of Edinburgh skills

HUMANITIES & R.E.

Humanities Mission Statement

At Collingwood School and Media Arts College we are passionate about the teaching and learning of Humanities across the school. Humanities covers the teaching of Geography, History and Religious Education.

At Collingwood we want our pupils to leave us with the knowledge and skills that they need to understand the world they live in. It is this world that they will need to make sense of, use and engage with. We want our pupils to cherish and appreciate the diverse world around them, to make choices that sustain it and make a positive difference.

“People must feel that the natural world is important and valuable and beautiful and wonderful and an amazement and a pleasure” – David Attenborough

Humanities subjects are about how people of different cultures and backgrounds relate to each other and the world in which they live, or in which people have lived in the past, providing a means by which pupils can apply their understanding of it in personal, local, national and global contexts. At Collingwood we aim to develop the skills and understanding needed to equip young people to play an active, well-informed role in the community, and to prepare them for further education and for work in a rich range of fields.

At Collingwood, our learning activities are chosen to engage, challenge and motivate our pupils. We match our teaching to the needs of our learners and activities are designed so that pupils of all abilities can maximise their learning. A range of teaching techniques are used to accommodate the individual difference in learning styles, interest and aptitude. Activities are planned to ensure the most able pupils are stretched and those who are struggling are fully supported.

In Key Stages 1 and 2, Humanities is delivered through a range of topics over the year. Pupils will study six topics per academic year, thereby ensuring coverage of both the skills and knowledge content outlined in the National Curriculum.

In Key Stage 3, pupils receive two 40 minute lessons of Humanities per week. These lessons are delivered by specialist subject teachers.

Religious Education at Collingwood

Religious Education enables children to investigate and reflect on some of the most fundamental questions asked by people. At Collingwood we develop the pupils’ knowledge and understanding of at least six of the major world faiths. Through our Religious Education teaching, we enable our pupils to develop a sound knowledge not only of Christianity but also of Buddhism, Hinduism, Islam, Judaism and Sikhism (and, where appropriate, Humanism). Children reflect on what it means to have a belief system and to develop their own spiritual knowledge and understanding. We help our pupils learn from religions as well as about religions.

The Religious Education curriculum forms an important part of our school’s spiritual, moral, social and cultural teaching. It also promotes education for citizenship. Our school RE curriculum is based on the Northumberland County Council agreed syllabus, and it meets all the requirements set out in that document and in legislation. When the circumstances demand, we will provide teaching and learning opportunities that target the children’s own needs and aspirations.

We base our teaching and learning style in RE on the key principle that good teaching in RE allows pupils both to learn about religion and beliefs and to reflect on what the religious ideas and concepts mean to them. Our teaching enables children to explore and firm up their own values and promotes their spiritual growth and development. We encourage children to think about their own views, beliefs and actions in relation to the themes and topics studied in the RE curriculum. We also encourage pupils to explore a variety of different ethical and moral issues.

Trips to local places of worship are undertaken annually, as well as visits to Collingwood from people of different faiths and beliefs, and we have strong links with our local church, St Aidan’s in Morpeth, the Kadampa Buddhist Compassion Centre, The United Reform Synagogue and the Sikh Gurdwara, which are all in Newcastle. We also have links with the Islamic Diversity Centre in Newcastle.

At Key Stage 4, pupils have a suspended timetable once every half term where they have the opportunity to study core themes such as environmental issues, human rights and social justice, community cohesion, health and well-being, and relationships. If time allows, visits to places of worship will take place.

Through teaching Religious Education in our school, we provide opportunities for spiritual development. Children consider and respond to questions concerning the meaning and purpose of life. We help them to recognise the difference between right and wrong through the study of moral and ethical questions. We enhance their social development by helping them to build a sense of identity in a multicultural society. Children explore issues in religion and belief, and, in doing so, they develop their knowledge and understanding of the cultural context of their own lives.

Progression and Continuity in Religious Education

To make religion and belief more accessible, our Primary pupils benefit from a thematic approach. At KS3, our pupils move into a more structured introduction to world religions. At KS4, pupils return to a more thematic approach to look at topical ethical and moral issues. We believe these issues will enthuse the pupils and also have relevance in their lives. The topics will encourage a lot of debate and discussion, to enable the pupils to reach informed conclusions about these matters themselves.

ICT & COMPUTING

Computing at Collingwood School

Intent

All pupils at Collingwood have the right to have rich, deep learning experiences that balance all the aspects of computing. With technology playing such a significant role in society today, we believe ‘Computational thinking’ is a skill children must be taught if they are to be able to participate effectively and safely in this digital world. A high-quality computing education equips pupils to use creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. At Collingwood School, the core of computing is Computer Science in which pupils are introduced to a wide range of technology, including laptops, iPads, VR headsets, interactive whiteboards and a range of programmable resources such as Lego and robots, allowing them to continually practice and improve the skills they learn. This ensures they become digitally literate so that they are able to express themselves and develop their ideas through information and computer technology– at a level suitable for the future workplace and as active participants in a digital world.  We teach a curriculum that enables children to become effective users of technology who can:

  • Understand and apply the essential principles and concepts of Computer Science, including logic, algorithms and data representation
  • Analyse problems in computational term, and have repeated practical experience of writing computer programs in order to solve such problems
  • Evaluate and apply information technology analytically to solve problems
  • Communicate ideas well by utilising appliances and devices throughout all areas of the curriculum.

Internet Safety

Collingwood School takes internet safety extremely seriously. We have an E- Safety Policy that provides guidance for teachers and children about how to use the internet safely. Every class participates in lessons on e-safety and children understand how to stay safe when using technology.

You may find the following links useful to help your child stay safe online at home: Understanding social networking sites and how to keep your children safe.

Understanding social networking sites and how to keep your children safe:

https://www.commonsensemedia.org/

Great advice to help keep your children safe online:

https://www.thinkuknow.co.uk/

Safety information for the whole family:

https://support.microsoft.com/en-gb/hub/4099151/windows-security-help

Report any illegal content on the internet:

https://www.iwf.org.uk/

Keep up to date with any e-safety issues:

https://www.childnet.com/

Safety information for parents:

https://www.saferinternet.org.uk/

Information on gaming safely with resources for parents and children:

https://news.microsoft.com/2009/01/14/microsoft-encourages-families-to-get-game-smart/

Understand and share the world of social networking websites with your children:

https://www.nspcc.org.uk/preventing-abuse/keeping-children-safe/online-safety/

Implementation

Teachers are provided with an additional three planning days per year in addition to their PPA, to plan their curriculum. As part of this planning process, teachers need to plan the following:

  • A knowledge organiser which outlines knowledge (including vocabulary) all children must master
  • A cycle of lessons for each subject, which carefully plans for progression and depth
  • A low stakes quiz which is tested regularly to support learners’ ability to block learning and increase space in the working memory
  • Challenge questions for pupils to apply their learning in a philosophical/open manner
  • Trips and visiting experts who will enhance the learning experience

Impact

Our Computing curriculum is high quality, well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:

  • A reflection on standards achieved against the planned outcomes
  • Children can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
  • Children can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
  • Children can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
  • Children are responsible, competent, confident and creative users of information and communication technology.
  • A celebration of learning for each term which demonstrates progression across the school
  • Pupil discussions about their learning;
KS4 OPTIONS

Enterprise

Creative/Performing Arts

Photography

Computing/Coding

Duke of Edinburgh Award/Horticulture

MATHS

At Collingwood School Media & Arts College, Mathematics is a vital component to the school curriculum, with each class benefiting from a minimum of four lessons per week. This is the case across all our key stages (1, 2, 3 & 4) and right the way up to sixth form.

All of Collingwood’s students are delivered the National Curriculum and learn key areas such as Calculation, Measure, Shape/Space and Data Handling. We are fully aware and respectful that every student will have varying abilities and each class is differentiated to accommodate every student. Collingwood’s philosophy is that every student should be given the opportunity to succeed. Collingwood’s objective is for all students to leave with a formal accreditation. We enter students for array of qualifications based on their suitability; these include Entry Level, Functional Skills and a GCSE in Mathematics.

In Mathematics, we implement a cross curricular method to the subject by bringing in English, ICT/Computing, Humanities also having discussions why Maths is so important and the role it plays in everyday life. The goal here is to encourage all the students to have an understanding and encourage them to appreciate Maths outside the classroom, as well as broadening their understanding.

Maths at Collingwood isn’t simply a classroom activity; we make the most of our surroundings by taking it outdoors and bringing it more to life and making it more exciting for the students.

MEDIA

At Collingwood School Media & Arts College, Media is a major element in the school curriculum, being taught as a discrete subject at KS3-5, but also embedded in a wider sense throughout the school. We acknowledge that Media is a great motivator for all of our learners, being attuned to their existing interests and lives beyond school, and aim to expand the use of Media equipment and practices further throughout the school, further developing pupil engagement and creativity.

Collingwood School is fortunate to possess an excellent Media Suite facility, with green screen, video production edit suite and music recording equipment. Quality still and video cameras are available for pupils to use. There is a range of media production software, and our pupils are able to learn to use packages such as Photoshop and Premier to a standard higher than they would in a mainstream setting. We aim to train and further develop our teaching and support staff in terms of using the equipment and resources on offer, so that they will become more confident in incorporating Media into their pedagogy.

Collingwood also has a highly skilled Media Suite staff as a resource, and on the curriculum side, a subject lead who has been Principal Moderator for the WJEC Entry Pathways Media course for some years. Collingwood School prides itself on producing Media work of the highest quality, which is used nationally as exemplar material for schools delivering the EP Media course.

Collingwood has used its media expertise in a range of projects with external agencies, including Alnwick Garden, SENRUG, Coca Cola Enterprises, VODA and the BBC, and continues to develop in this area.

We firmly believe that the teaching of media and its embedding in the wider curriculum prepares our pupils for life in a media- driven world, as well as improving life chances, as many of our ex pupils have gone on to gain higher level qualifications in Media Arts subjects.

MUSIC

Music is valued as a powerful and unique form of communication, that can influence the way pupils think, feel and act. It Music can inspire and motivate where other stimuli are ineffective.

Music is particularly important within the within the Special Needs setting as it can act as a vehicle for personal expression, promoting emotional development, and encouraging creativity

At Collingwood Media Arts College , music has a high priority within the school curriculum

Music is taught at the foundation level as a discrete subject through an integrated arts curriculum.

The schemes of work reflects topic work and links with literacy and other curriculum areas, in line with National  Curriculum guidance . Music is sometimes combined with dance and drama

Children in KS1 and 2 children receive 1 music lesson per week delivered by a the specialist music teacher .

They attend singing assemblies and participate in yearly performances .

They have access to an excellent range of musical instruments and are introduced to music technology through a range of soft wear.

In Key Stage 3, children receive a 40 minute lesson per week. The content will be linked with Humanities themes wherever possible, developing skills and knowledge in line with National curriculum guidance.

Children are taught how to use and integrate music technology and sound equipment into their learning and as a tool for self evaluation.

At KS4 music is provided as an Option and students can gain a range of accreditation.

In KS5,  If students have a particular interest in developing their skills or exploration of music, they can do so through the Arts Award qualification

All students have the opportunity to learn keyboard and as well as receiving whole class instrument tuition delivered by the specialist music teacher.

At Collingwood we encourage our pupils to share their skills and become confident composers and performers.

P.E.

Subject Statement

At Collingwood we believe Physical Education will sustain and develop the physical health and mental wellbeing of all students by providing them with skills such as control, awareness, agility, balance and coordination as well as offer them life skills such as teamwork, leadership, communication, creativity, critical thinking and resilience.

We endeavour to nurture confidence while supporting independence in movement and competence, through a fun, enjoyable and engaging curriculum. We offer a range of activities and levels of challenge and competition, guide posting our students to further external opportunities where relevant.  Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

Rational

Collingwood School and Media Arts College recognises the vital contribution of physical education to a young person’s physical, cognitive, social, moral, cultural and emotional development.

At Collingwood we aim to embed being physically active for life.  PE is an integral part of the curriculum to be enjoyed by all children. Weekly physical activity lessons in KS1-4 support the ethos of a healthy lifestyle and engage students so they are ready to learn in the classroom. We also offer weekly swimming sessions for students in Key Stages 1-3. It links across the curriculum, and particularly with therapies, such as OT, Physiotherapy, and Speech and Language by developing a range of skills which provide our students with essential, functional movements, body awareness and expression that they can continue to enjoy after life at Collingwood.

We work with a range of partners including Morpeth School Sports Partnership, Bone Desert Cycling, Bikes4Health, Newcastle United Football Foundation, Ability to Play, Northumberland Sport, Active Northumberland, Barnabus Safe and Sound, Northumberland Cricket Development, Newcastle Falcons, Panathlon Ltd, Coca Cola Enterprise, Northumberland County Council Economic and Inclusion Policy Team, Shorebase and All Stars Rugby to help offer our children a broad range of experiences and strengthen school-club links.

We are extremely lucky to have exceptional resources and a range of equipment. Links with the local leisure centre permit students in Key Stage 4 to enjoy the benefits of using the large sports hall with a high ceiling every Friday afternoon. We also link with Barnabus Safe and Sound to use their gym and sports hall for additional space. Bikes4Health have supported us in the development of a multi-purpose cycle track, which is also used for the Daily Mile.

General Aims of PE

In and through PE, our pupils will participate in challenges that engage and excite staff and pupils alike.

  • To provide a broad and balanced PE curriculum to aid and increase self-confidence in relation to physical literacy and their ability to manage themselves and their bodies in a variety of situations.
  • To give all children the physical, emotional and thinking skills to achieve in PE, sport and life.
  • To develop the children’s knowledge, skills and understanding of physical education including how to recognise and describe how their bodies feel during exercise.
  • To promote teamwork and the importance of fair play, in addition to support understanding of the ways in which sport can transcend social and cultural boundaries.
  • To promote key fundamental movement skills; Agility, Balance and Coordination.
  • To cater for the different strengths, needs and preferences of each student by using differentiated activities where appropriate consisting of individual, paired and group activities.
  • To develop a sense of personal achievement through the variety of opportunities that PE offers children.
  • By offering a range of activities, students will therefore be provided with a broad base of movement knowledge, skills and understanding, which can be refined and expanded throughout their time at Collingwood and beyond.
  • To develop the children’s personal, social, cognitive and creative skills.
  • To raise students' learning and awareness of the importance of health, hygiene and fitness, as well as understand factors which affect health and fitness, linking to PSHE.
  • Children of all abilities will be encouraged to join clubs and organisations with the aim of extending their interest and involvement in sport. We will also encourage children to develop their creative and expressive abilities, through improvisation and problem-solving.

Specific Aims

Different experiences for different age groups will ensure all pupils will be exposed to a range of appropriate challenges as they move through the school so that they:

  • Develop physical competence and confidence by acquiring and developing a range of fine and gross motor skills.
  • Become aware of the different shapes and movements that can be made with the body.
  • Develop knowledge, skills and understanding, and the ability to remember, repeat and refine actions with increasing control and accuracy.
  • Become aware of the benefits of a fit and healthy lifestyle by understanding the effects of exercise on the body and the importance of developing strength, endurance and flexibility.
  • Appreciate the value of safe exercising.

PE Curriculum Planning Guidelines

PE is a foundation subject in the National Curriculum. The fundamental skills, knowledge and concepts of the subject are categorised into.

  • Games
  • Gymnastics
  • Dance
  • Athletics
  • Outdoor and adventure activities
  • Swimming and water safety.

As a school, we still follow the purpose and aims contained within The National Curriculum, with a view to expect the highest standards from our children in this vital area of learning.

In Key Stage 1 and 2, we aim to develop the children’s fundamental movement skills of Agility, Balance and Coordination. Depending on the individual pupil further development in the core fundamental skills may be progressed, thinking about not only using them in the six categories outlined above, but also for competition.

Monitoring and Evaluating 

Teachers and pupils assess against learning outcomes and success criteria. The main method of gathering evidence and assessing achievement is made through a continuous process of teacher observation. This is informed assessment based on knowledge of the pupil and the content of the work. Appropriate activities/skills have been identified for assessment and judgements are made on the ability of the children to plan, perform and evaluate in physical education. Other techniques used include:

  • Discussion
  • Question and answer
  • Photograph
  • Filming
  • Peer assessment during lessons
  • Self-reflection and evaluation during lessons

Assessments can inform teachers of what has been successful and future targets can be set for individuals.

Contribution of PE to other areas of the curriculum

There are many opportunities to link PE to other curriculum areas. Here are some examples of how this is achieved.

English

Speech and Language – students use language and communication to follow and give instructions, peer assessments and self-reflection in terms of what went well and even better if. They are also encouraged to communicate their positioning or tactics during team games and activities.

Handwriting - OT exercises are encouraged, particularly during warm up and cool down activities. Awareness of posture is important across the curriculum, particularly handwriting, and for everyday movements. We focus largely on shoulder stability, posture and core strength.

Lois Addy’s “Get Physical!: An Inclusive, Therapeutic PE Programme to Develop Motor Skills” used within the PE programme of study.

Maths

Children will be encouraged to think about PE in a mathematical context by looking at shape, sequence, position and direction during activities such as Dance and Gymnastics.

Students explore time, distance and height in a sporting context, particularly in Athletics. As well as, angles, rotation, space and time in Team Games. Students use counting and a range of situations, including to count teams, players and scores.

School have bought into Teach Active’s “Maths of the Day” programme and resources.

Science

During PE sessions, children will experience the effects on body parts and pulse rates and understand the impact of exercise on the body. They will explore the way the skeleton can move and the use of joints as well as the importance of posture and realise the function of muscles.

The school recognises that physical activity is just one element of healthy lifestyles and actively promotes healthy eating to help combat child obesity. These messages are shared in clubs, lessons and through cookery sessions with all age groups.

Media and ICT

We use ICT to support PE teaching when appropriate. In Dance and Gymnastics video recordings of their performances are made, and these are used to self-evaluate and improve their movements, actions and overall quality of their work.

Personal, social and health education (PSHE) and citizenship

PE contributes to the teaching of personal, social and health education and citizenship. Children learn about the benefits of exercise and healthy eating, and how to make informed choices about these things. PE strongly emphasises the importance of rules, respect, cooperation, trust and honesty, in addition to equality and fairness.

Spiritual, moral, social and cultural development

The teaching of PE offers opportunities to support the social development of our children through the way we expect them to work with each other in lessons. Groupings allow children to work together and give them the chance to discuss their ideas and performance. Children learn to respect and work with each other and develop a better understanding of themselves and of each other. Through PE, children will develop a positive attitude towards themselves and others as well as raising self-esteem through opportunities to develop sporting success.

Music

The teaching of PE could contribute to the teaching of music through skills using rhythm and tempo. It could give the children the opportunity to demonstrate musicality and creativity through movement to music.

School Sports Premium

Collingwood receive funding which is used to make additional and sustainable improvements to the quality of PE and sport offered for primary students. It is used to help build capacity and capability within Collingwood, ensuring that improvements made now will benefit pupils joining the school in the future. This includes:

  • The engagements of all pupils in at least 60 minutes of daily physical activity
  • Increased confidence, knowledge and skills of all staff delivering PE and sport, through team teaching, mentoring, training and resources.
  • Broader experiences, quality and range of sports and activities offered to all pupils, including extended current opportunities, new sports and the use of external coaches working with teachers.
  • The running of extended opportunities during playtimes, after school and embedded physical activity across curriculum subjects.
  • Attendance and running of sporting competitions.
SCIENCE

Science is a key component of the school curriculum, with each class in KS3 and KS4 benefiting from two lessons per week. The students are taught separate sciences (Biology, Chemistry and Physics) with a range of practical activities alongside theory. Key areas of study within each science include light, sound, separating mixtures, acids and alkalis, the human body and evolution.

Each class has a tailored and suitably supported set of PowerPoint slides, worksheets, practical tasks and group discussions to maximise learning and develop scientific skills. Teaching assistants as well as a specialist science teacher help develop students towards their termly targets working its way up to AQA ELC (entry level certificate) Science in KS4.

Students are encouraged to question and develop curiosity in topics in order to better their understanding and develop life skills to take science beyond the classroom.