FOUNDATION SUBJECTS

 

Spanish

‘Learning a foreign language is a liberation from insularity and provides an opening to other cultures.’ (Languages - Purpose of Study, from The National Curriculum in England Framework Document, September 2013)

Each class is timetabled for one hour of Spanish a week, where we provide a balance of spoken and written language and lay the foundations for further language learning at Key Stage 3. 

In line with the new National Curriculum pupils are taught to:

• Understand and respond to spoken and written language from a variety of authentic sources.

• Engage in conversations, express opinions and respond to those of others.

• Write at varying lengths for different purposes.

• Use a variety of grammatical structures.

• Read and understand words, phrases and simple sentences.

In Year 3 and 4 the children spend much of their time working with online interactive activities from Education City. As they become more confident with the use of Spanish they gain increasing access to different forms of text.

The children in Years 5 and 6 follow Heinemann’s ‘Mira!’ scheme. This interactive scheme motivates the pupils through fun and engaging activities on the Smart Board. It helps to build confidence with exercises at the appropriate level and maximizes success through a clear grammatical progression.

At BFS we equip our pupils linguistically and culturally to communicate successfully in Spanish in a world where bilingualism is an asset.

 

 

History

History is a valued part of the curriculum at our school as it provides a means of exploring, appreciating and understanding the world in which we live and how it has evolved. History stimulates imagination, building upon the child’s innate curiosity about the past. We encourage children to learn by experience and looking at artefacts, visiting museums and places of historical interest as an integral part of the history curriculum. History fires pupils’ curiosity about the past in Gibraltar with local history forming an integral part of this subject, however, Britain and the wider world will be explored too. Pupils consider how the past influences the present, what the past societies were like, how these societies organised their politics and what beliefs and cultures influenced peoples’ actions. As they do this, pupils develop a chronological framework for their knowledge of significant events and people. They see the diversity of human experience and understand more about themselves as individuals and members of society. What they learn can influence their decision about personal choices, attitudes and values.

Topics covered:

 

• YEAR 3 - The Evacuation; Ancient China; Ancient Rome; The Neanderthals; Famous People; The Moorish Castle & other historical sites

• YEAR 4 - Invaders and Settlers; Ancient Egypt; Local Politics & Its History

• YEAR 5 - The Battle of Trafalgar; The Tudors; Ancient Greece

• YEAR 6 - Victorian Britain; The Great Siege of Gibraltar 1779-83; The Ancient Maya Civilisation

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Geography

The attainment targets throughout Key Stage 2 (Years 3-6) will be delivered through a solid scheme of work with reference to the neighbourhood of the school and the local area. By being introduced to geographical concepts from familiar surroundings and situations, children can then be moved on to a greater understanding of the global nature of these.

The newly designed and dynamic Geography curriculum at BFS incorporates a substantial amount of bespoke e-learning resources which are made available to both teachers and pupils. These resources further enhance the teaching and learning experience of the pupils and teachers in the subject.

Pupils will be focusing on the following topics:

 

• YEAR 3 - One Earth; Earthquakes & Volcanoes; Mountains; Europe; Flags, Capitals & Anthems; Brazil & The Amazon; Compass & Maps; People; Our Weather

• YEAR 4 - Mapping the Earth; Earthquakes & volcanoes; Life in India; Village Settlers; Leisure Time; Improving the environment

• YEAR 5 - Water; Wind; Traffic problems; Coasts; 

• YEAR 6 - Cities; Mountains; Food & Famine; Rivers; Coasts

 

In order to help your child with these subjects it is advisable to encourage them to observe the environment carefully, to ask questions about it, and most importantly to seek answers. Whilst our courses strive to give children a broad and balanced view it is recommended that they achieve a greater understanding through their own research and background reading.

 

 

Computing

The school has one computing suite which has Internet access. The suite has workstations that can accommodate up to 28 pupils. Maintenance and WiFi security within the computing suite is the responsibility of Government ITLD technicians.

During your child’s time at this school they will have the opportunity to use a range of computing resources in both core and foundation subjects. Such resources will include electronic toys, calculators, musical instruments, word processors, databases, spreadsheets, simulation programs and other computer software.

All pupils closely follow the QCA computing scheme of work and the Coding.org scheme. The QCA scheme has a clear structure of units in six-week blocks that follow the guidance given in the QCA documentation. The units ensure a progressive development of skills that are relevant to each strand of the Programme of Study.

The Coding scheme provides opportunities for pupils to develop their coding skills in a clear and progressively more complex manner in order to empower them to solve increasingly more complex problems.

The computing program of study allows pupils to develop their computational thinking and creativity to understand and change the world. They will learn how to analyse data, search a database, create different types of charts and graphs and be introduced to the use of spreadsheets.

 

 

Art

The school has always taken pride in allowing its pupils to express themselves freely, in their pursuit of aesthetic gratification.  Through art, pupils are encouraged to work at their own pace in learning the many different skills inherent in this area. A large variety of stimuli are provided so those pupils may be inspired into producing work in their unique way.

 

Their work is done through different media and an adequately stocked Art Department provides children with a wide choice.  The Art Curriculum has been designed in such a way, that it affords pupils the chance to reconcile with skills taken in earlier years of their development.  At the same time, some of their work involves fine craft skills, which are also pursued as they work through the four years in our school. 

 

They are exposed to Art and Craft from a variety of cultures and History of Art is also tackled in all years.  Our pupils are therefore exposed to a rich involvement in Art in general, which will enhance their knowledge and appreciation of the subject for years to come.  Visits to local Art exhibitions are undertaken when possible in order to create an awareness of local expertise and allow pupils to view works as a live first-hand experience.

 

 

Design Technology

In DT pupils are encouraged to combine practical and technological skills with creative thinking. It provides a constructive channel for learning and formulating ideas which can be achieved by using the three step process of designing, creating and evaluating. The latter is of paramount importance as they learn to improve the quality of their products, solving problems as individuals and members of a team: Does it meet the need? Is it effective? Could it be improved? All this would be recorded in the design proposal and used to support the final product. 

 

The projects provide stimulating contexts and include fun activities such as making 3D animals, designing paper bags and working with puppets. Some of the themes are also cross-curricular such as creating a Viking shield, a children’s pop-up book, building a carnival float or an electricity model. These are closely linked to the core and foundation subjects, combining practical and intellectual skills with an understanding of aesthetic and technical issues. DT is a very practical and interactive subject which encourages artistic expression and creativity and is thoroughly enjoyed by pupils of all ages in our school. Every year group will also undertake a food technology project, where basic cooking and baking skills will be taught and practised. Understanding different food types and their value is also tackled in conjunction with Science.

 

P.E.

At BFS the PE programme is designed to help the child’s social, moral, physical and educational development over the four years at the school. Gymnastics, dance, swimming, hockey, football, basketball, netball, minor team games, athletics, road running, cricket and rounders form part of the PE Curriculum.

 

Each class is timetabled for two hours of PE a week. One hour is dedicated to the learning of team games (Games session) whilst the other hour (PE session) concentrates on gymnastics, basketball and other basic skills.

 

The school policy dictates that children should wear the correct attire for PE and Games lessons (see previously in Games and PE kit). For safety reasons, watches, bracelets, earrings and chains are not to be worn during PE lessons.  Teachers cannot take responsibility for any such valuables and it is therefore advisable that children leave such items at home. 

 

The school should be informed if a child has any medical condition, which could be aggravated by physical exercise.  If s/he is to be excused from PE a note from the parent or guardian is required. A medical certificate will be required if the child needs to be excused from PE/Games for a lengthy period.

 

For more information on our school uniform please click

 

For hygienic reasons it is recommended that children take a shower or a bath when they get home after any PE lessons.  For safety reasons, watches, bracelets, earrings and chains are not to be worn during PE lessons.  Teachers cannot take responsibility for any such valuables and it is therefore advisable that children leave such items at home.

 

The school should be informed if a child has any medical condition, which could be aggravated by physical exercise.  If s/he is to be excused from PE a note from the parent or guardian is required.  A medical certificate will be required if the child needs to be excused from P.E/games for a lengthy period.

 

Music

Throughout the four years in school, your child will make the most of one-hour weekly music sessions. Your child will follow a varied course, complying with NC guidelines and providing them with valuable musical experiences. Musical skills covered will range from singing, keyboard, percussion, pitch & rhythmic notation, solo and ensemble performance, composing in a variety of styles, listening, appraising and understanding music of different genres. Music is also used in a mindful way, helping children identify the emotions music stimulates within them, as well as exploring the effects of music as a powerful tool for expression. The scheme of work is carefully designed to differentiate in ability, and ensures every child obtains a good background foundation of Music.

 

In addition to this there are musical activities, which go on outside school time. We have a very successful choir that meets and rehearses once a week at lunchtime. Members of the choir can be from any age group within school. It is voluntary, but children have to audition for a place to comply with space limitations. There is always a waiting list! The choir regularly takes part in school concerts, masses and also perform in public and private venues outside school for charity.

 

The music scheme of work is carefully designed to be enjoyable, therapeutic and targets to meet every child’s learning needs, abilities and interests, in order to be valued by all.

 

 

P.S.H.E. & Citizenship (P.S.H.C.E)

    

At Bishop Fitzgerald we regard PSHCE as an important part of the whole curriculum. We believe that the promotion of health and well being is central to the life of the school and its relationship to the surrounding community. Our aim is for the children to develop as free, informed individuals within our society. We wish to ensure that the children experience positive social interaction, develop skills in their personal relationships and develop understanding and tolerance. We aim to provide a broad and balanced curriculum which:

1. Promotes the spiritual, moral, cultural, mental, emotional, social and physical development of our pupils in school and in society;

2. Prepares pupils for the opportunities, responsibilities and experience of adult life;

3. Provides a holistic model of personal and social development, encouraging the making of healthy choices.

 

 

Religious Education

 

The RE curriculum’s overall aim is to complement and reflect the general ethos of the school.  Furthermore, it aims to instil an appreciation that we are all the same regardless of our religious beliefs.  Gibraltar is a very religiously tolerant community and we focus greatly on this. 

 

Each year’s programme teaches the child about Judaism, Islam and Christianity; looking at similarities and differences between them and understanding their customs and traditions. 

 

During the years, the Catholic child is also taken through the sacramental, scriptural and liturgical life of the church, thus enabling the individual to make an informed and reflective choice when receiving any of the Holy Sacraments during their lifetime as a Christian. 

 

The RE curriculum also seeks to affirm and develop the Whole of the person and his/her “connection” with the rest of creation through the fostering of the values of justice, peace and human dignity and through the nurturing of a deep love and respect for humanity.