Our Gorseland curriculum drivers have been formed through our school values, our beliefs about high quality education and an exploration of the backgrounds and experiences of our children. Our three drivers are embedded within our Gorseland curriculum, ensuring we provide our children with appropriate and ambitious opportunities and connections to enhance their understanding of diversity, the arts and our environment.
This means we educate children to have a better understanding that each individual is unique, also recognising and celebrating our individual differences. The differences can be in health, race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs or other ideologies. This shapes our children’s thinking as we prepare them to be interdependent citizens that contribute positively to British society.
This means we provide our children with a variety of engaging and exciting opportunities that enable them to develop positively in their learning, both academically as well as socially, emotionally and culturally. Giving children quality experiences of the arts in and out of the classroom impacts greatly upon the standards of attainment achieved by the children. Our vision and ethos is reflected in our desire for our children to become interdependent, responsible learners capable of critical and creative thinking: we believe the arts are an essential ingredient in this process. We believe that this will enhance children’s learning through making the curriculum more exciting and engaging.
This is a process that encourages children to explore environmental issues, engage in problem solving and take action to improve their environment. As a result, children develop a deeper understanding of environmental issues and develop the skills to make informed and responsible decisions.