At Belmont, English, Mathematics and Science are taught using our schemes of work which are drawn from the programs of study in the National Curriculum. The schemes of work are organised into units setting out teaching and learning activities that are adapted to meets the needs of Belmont pupils.
In the primary department English, Mathematics and Science are usually taught by the class teacher.
The Key Stage 1 phonics and reading schemes are…
- Yellow Door letter formation
- Get Reading Right
- Dandelion Readers
- Letters & Sounds Framework
- Jolly Phonics
In the secondary department pupils are taught by different subject teachers.
Pupils in Key Stage 4 follow accredited courses in each of the core subjects. Pupils can achieve GCSE or Entry Level Certificates according to their individual ability
History, Geography, Information and Communication Technology, Personal, Social and Health Education, Modern Foreign Languages, Physical Education, Music, Religeous Education, Domestic Technology and Art are known as the Foundation Subjects.
In the primary department these subjects are taught through a “topic” approach. This helps pupils to make links between subjects and develops their creativity.
In the secondary department the foundation subjects are taught as separate subjects by specialist teachers, except Modern Foreign Languages which is integrated throughout the curriculum and additional activities. All of the foundation subjects are taught to pupils up to year 9. In addition to the foundation subjects Key Stage 3 pupils take part in swimming and Forest Schools on a termly rotation.
Key Stage 4
When pupils move into Key Stage 4 (year 10 & 11) subjects are accredited through GCSE, Entry Level Certificate and ASDAN – Personal Development Programme. Pupils complete a vocational course – ‘An Introduction to Hospitality and Catering’ which replaces History and Geography.
To support transition into post 16 provision, pupils in Key Stage 4 take part in college visits and link sessions. They also complete two work experience weeks in year 11 which are linked to units in English and Careers.
The principle aim of Religious Education is to enable pupils to understand the nature of religious beliefs and practices, and the importance of these to people’s lives.
The Religious Education curriculum is planned using the Gloucestershire Agreed Syllabus and is a part of the curriculum for each age group. As part of this programme, pupils study the main beliefs and festivals of the major world religions, examine artefacts and visit places of religious worship.
In keeping with the requirements of the law, provision is made for acts of worship, which are wholly or mainly Christian in character but not distinctively of any denomination.
“Provision shall be made to secure that, so far as practicable, every pupil attending a special school will attend religious worship and receive religious education, or will be withdrawn from attendance at such worship or from receiving such education, in accordance with the wishes of parents.” Education Act 1981
Parents who do not wish their child to attend religious worship or religious education should inform the Headteacher of this in writing. Separate arrangements will be made for their supervision at these times.
Curriculum Programmes of Study
Each curriculum area follows its own Programme of Study:
Lessons away from school
Primary pupils get the opportunity to develop their confidence and swimming skills with swimming sessions at Bettridge for part of the year. Swimming sessions will include water games to develop their confidence and understanding of water safety. The more able swimmers have the opportunity to develop their swimming skills and learn different swimming strokes. They are taught by qualified staff and Belmont staff also support the children in the water.
Forest Schools is based within beech woodland at The Ebworth Centre which is owned by The National Trust.
Pupils from Classes 3 and 4 attend the Forest Schools site. This allows them time to develop both individual and team skills through simulating activities in the outdoors.
The woodland environment is central in supporting a very dynamic approach to learning and provides a wonderful source of stimuli for all of the senses through the changing seasons. Sessions are designed around the needs of our pupils and initiated by the Forest Schools leader through suggested activities such as hide and seek, shelter building, using tools, lighting fires and environmental art. Pupils are encouraged to use their own curiosity and creativity to develop activities within this safe and supportive environment.
The Forest Schools experience has clearly demonstrated greater self- esteem, coordination and cooperation among the pupils who attend and continues to play a valuable part of pupil development.
Class 1 and 2 children are very fortunate to be able to use the facilities of RDA (Horse Riding for the Disabled at Cheltenham Racecourse).
At RDA children develop good relationships with the horses and practice their balance and coordination skills. Horse riding is a therapeutic alternative to developing pupil’s social, emotional and physical needs.