Newbold School Curriculum Drivers

The Curriculum Drivers help to shape the content and delivery of the curriculum at Newbold School.

 

Respect

Respect Times Five (Rx5) is a system designed for Newbold School to promote respect in five different areas. These areas are as follows:
 

1. Respect for self: This includes children being aware of their personal appearance and hygiene; taking pride in their behaviour; having high expectations for their immediate outcomes and their future; prizing effort above what comes easy; not allowing anyone to treat them disrespectfully.

 

2. Respect for peers: This focuses on how children behave towards other pupils in the school, across all classes and age groups. We encourage our children to respect others by thinking about how their actions and words may affect others, playing cooperatively, sharing toys, including others in their games so no-one is lonely or left out, helping anyone who is sad or hurt. Any hurt inflicted on another child should be acknowledged and rectified in some form (e.g. an apology or replacing a broken item or whatever is deemed appropriate to the misdemeanour).

 

3. Respect for teachers: As a school community, children should show respect to the adults who care for them. This is shown by listening in class, completing lesson tasks (including homework) and trying to improve their learning in every lesson. Children should speak to the school adults in a polite manner using ‘excuse me’, ‘please’ and ‘thank you’ in their language. They should not shout or be rude in the way they communicate with adults. They should follow the school rules at all times.

 

4. Respect for others: Newbold school is comprised of a community of diverse people from many parts of the world. We encourage our children to respect those who are different from themracially, nationally, religiously and culturally. The school is Christian in its outlook. Most of its pupils belong to the Seventh-day Adventist church. However, we teach our children that God loves everyone and although we should hold our own beliefs and unique values dear, we should not treat anyone who differs from us disrespectfully.
 

5. Respect for the environment: The environment ranges from our school grounds to the entire planet. In school, pupils are expected to look after school equipment and resources (e.g. by tidying items away properly and treating school equipment, building and grounds with care). Newbold children aretaught to be conscious of the importance of recycling, controlling pollution, conservation (e.g. of water) and being kind to the animal and plant kingdoms.

 

Local and Global Citizens

We want our children to understand and value their place in the world. We aim to prepare them for a world with an increasingly complex web of connections and interdependencies in which their choices and actions can have repercussions for people and communities locally, nationally or internationally.

Promoting good citizenship is embedded within our Respect x 5 culture. We encourage children to think about questions of equity and fairness and how to minimise harm to our local environment and our planet. 

A Newbold pupil should:

  • be aware of the wider world and have a sense of their own role as a world citizen

  • participate in the community at a range of levels, from the local to the global

  • respect and value diversity

  • have an understanding of how the world works

  • be willing to act to make the world a more equitable and sustainable place

  • think carefully about how they exercise their responsibilities to others as well as protect their own rights.

Many elements of our PSHE curriculum aim to promote these attributes and attitudes. We use our local environment and links to the community to engage the children and adapt the curriculum to provide exciting experiences as well as relevant learning. When learning about the wider world in history or geography, the children are encouraged to identify the relevance of what they are learning to their lives here and now as well as developing the skills to be historians and geographers.

Developing Learning Behaviours

Newbold Learning Behaviours:

  • Enquiry

  • Motivation

  • Resilience

  • Independence

  • Collaboration

  • Reflection

 

We promote these key learning behaviours and attitudes that not only promote successful learning outcomes and progress within the classroom, but are also important life-long skills and attributes for our children. We teach skills and establish learning environments and approaches with the aim of nurturing ‘Newbold Learners’ who:

  • have enquiring minds and use reasoning skills effectively; 

  • are motivated to learn and seek challenges; 

  • Are resilient when things get difficult and can learn from mistakes; 

  • work independently or collaboratively as appropriate; 

  • reflecton learning and identify next steps in their learning journeys.

We use Growth Mind set theory and practice to support the development of The Newbold Learner,

If pupils operate under a growth mindset, then they accept the central premise that talent, ability and intelligence are not fixed. This starting point makes them more likely to pursue behaviours which are beneficial for learning, such as:

  • persisting in the face of obstacles

  • seeing effort as a path to mastery

  • learning from feedback

  • embracing challenge

  • seeing mistakes as learning opportunities.

“The hallmark of successful individuals is that they love learning, they seek challenges, they value effort, and they persist in the face of obstacles” (Professor Carol Dweck, 2000).

Spirituality

A sense of spirituality is evident generally at Newbold School in many aspects of school life - e.g. the activities we run, our charity endeavours and our recognition of the world around us. We encourage our children to look around them and take notice, e.g. of the changes in seasons, the presence of animals and, through these the presence of God. For non-believers, spirituality translates to the awe and wonder that is undeniable in our surroundings and in each small miracle of life. Spiritual stimulus can be anything relevant. Our Early Years classes have caterpillars and tadpoles in their classes; they release the butterflies and little frogs into Sylvia’s Garden and the pond. This introduces them to the miracles of life’s beginnings. However, spiritual stimulus can come from much smaller sources too - for example, singing together in assemblies or from our daily prayers.

Call Us: +44 (0)1344 421088   /   j-gungadoo@newboldschool.co.uk   /   Popeswood Road, Binfield, Berkshire, RG42 4AH, England