Our curriculum takes full account of all requirements of the 2014 National Curriculum.
St Teresa’s seeks to provide a broad, balanced and creative curriculum which allows for continuity, progression and pace Our curriculum is carefully planned around class topics, thus allowing children the opportunity to work in depth so that they have time to reflect, consolidate and transfer their learning.
It is designed to support children’s natural curiosity and stimulate their creativity. We aim for children ‘s learning to be both fun and memorable. St Teresa’s has been involved with Artsmark since 2008 and we encourage children to demonstrate their knowledge and understanding through a wide range of media . especially the creative arts such as drama, dance, music and art. We are also a registered centre for Arts Awards and are able to offer opportunities for pupils to achieve the Explore and Discover national awards.
We emphasise the importance of learning through first-hand experience both inside and outside the classroom, and have been praised for the outstanding opportunities offered to pupils. (Ofsted 2010 -11 subject survey in art, craft and design). Our work in developing a creative curriculum was included as an example of good practice in the Ofsted report Making a Mark 2008/2011 …. well planned and imaginative enrichment activities had a clear and beneficial impact on pupils’ learning in art, craft and design and on their wider development.
As part of a ‘Creative Partnerships’ programme, pupils worked on long-term projects with practitioners skilled in local crafts such as willow weaving , hookey-mat making and metal working. These activities enabled pupils to work on a much wider variety of scales than usual, ranging from a full- sized willow bird hide to the intricacies of bending metal. They gained knowledge of the local working and cultural heritage that connected generations together across the local community. Pupils working alongside their teachers and creative practitioners, were able to work with more resistant materials than usual. As a result, pupils and staff developed confidence in using a wider range of materials in lessons. For example, a metal archway for our ‘forest school’ involved design, planning, prototypes and a completed artwork.
The Head teacher reported that as a result of such experiences ‘many pupils’ attitudes have changed as they realise that art is all around them and it is possible to acquire the skills needed to be creative without necessarily depending on drawing.