Our curriculum is varied and suited to the needs of our students. Below is an overview of the different aspects of the curriculum and includes a booklet about our current curriculum which you can download. If you need any more information about the curriculum , please contact the school office who can direct you to our curriculum manager.
At Belmont, English and, Mathematics 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 and Mathematics 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
Our World (History, Geography and Science), Information and Communication Technology, Personal, Social and Health Education, Modern Foreign Languages, Physical Education, Music, Religious Education, Design & 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.
Key Stage 4
When pupils move into Key Stage 4 (year 10 & 11) subjects are accredited through GCSE and Entry Level Certificate / Award. In addition, pupils complete a range of ASDAN vocational courses. The accredited courses we offer are reviewed annually to ensure we are best meeting the needs and ambitions of our young people. This year we are offering:
- AQA Step up to English – Entry Level Certificate
- AQA Mathematics – GCSE
- AQA Mathematics – Entry Level Certificate
- AQA Science – Entry Level Certificate
- WJEC Computing – Entry Level Award
- Asdan Personal Development Programme – Gold/Silver/Bronze Award
- Asdan Short Courses in Independent Living and Personal, Social, Health Education
- Asdan Life Skills Challenges
- Arts Award
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.
Careers Education, Information, Advice and Guidance
Careers Education, Information, Advice and Guidance
Careers Education, Information, Advice and Guidance is a statutory requirement for all Year 8-11 students at Belmont School.
The school is committed to preparing all students for the opportunities, choices, changes, challenges, and transitions affecting their future education, training and life as adult members of society, including potential careers and work opportunities. To find out more about how we achieve this go to our Careers Guidance page on this website.
Curriculum Programmes of Study
Each curriculum area follows its own Programme of Study. Click on the links below to view each subject’s stages and statements:
- English – Reading
- English – Speaking and Listening
- English – Writing
- English – Spelling, Punctuation and Grammar
- Maths – Working Mathematically
- Maths – Geometry and Measure
- Maths – Number and Algebra
- Maths – Statistics
- Our World
- Physical Education
- Religious Education
- Design and Technology
- Food Technology
- Step up to English (KS4 only)
Please click on the subject below to see our Subject plans for 2020 – 2021:
Vocational Skills – Planning
You can view our Term 1 curriculum for each class below, click on the link:
Medium Term Plans:
Autumn Term 1
Details about our curriculum can be found in our booklet. To download, click here.
At Belmont School we believe that enriched play for children greatly affects child wellbeing and is deeply connected to a child’s learning and achievement in the classroom. In 2017 we joined the OPAL programme to improve opportunities for physical activity, socialisation, co-operation, coordination, resilience, creativity and enjoyment through improved play.
The OPAL Outdoor Play and Learning Programme is the result of 17 years testing and development in over 380 schools and is now used in Canada, France and New Zealand as well as across the UK. Work has started to adapt the programme for schools in Slovakia, Czech Republic, Hungary, Poland and Austria. In 2018 OPAL won first prize in an EU funded award for the best active school’s programme in Europe and two UK national playwork awards.
OPAL is based on the idea that as well as learning through good teaching, your children also learn when they play, and on average 20% of their time in school is playtime. At Belmont this figure can be higher dependant on the individual needs of the pupils.
One reason the school is carrying out this programme is that childhood has changed and many children no longer get their play needs met out of school.
- Average screen time per day 5 hours
- Average outdoor play time per week 5 hours
- Percentage of UK children who only play outdoor with other children at school – 56
Play is not messing about. It is the process that evolution has come up with to enable children to learn all of the things that cannot be taught, while also feeling like it is fun. As an OPAL school we offer creative and open-ended ways to play outside with upcycled materials and natural loose parts, opportunities for children to take the responsibility for their play, outdoor play in all weather and seasons, risk benefit approach to supervision which allows children to experience managing risk in their play.
Since we have joined the OPAL project has been a great success – more children are loving being outside, no matter the weather, as there is now much more to do. Whether it is playing with tyres, scooters, climbing frames, digging in the sandpit, enjoying imaginative play in the small world area or mud kitchen, OPAL is offering a creative and exciting alternative in addition to the regular activities on the playground.
If you would like to learn more about the OPAL Programme please have a look at the OPAL website: outdoorplayandleaning.org.uk.
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.
Some students, who the school believes will benefit from riding, are selected 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.