It has been suggested that social inequality is a feature of all human societies Haralambos and Holbornp. Sociologists have identified a number of different forms of stratification systems existing in other societies or historic periods, for example, the caste system in traditional India, slavery and feudalism Bilton et alpp. From a study of other systems it is clear that not all systems of stratification are organised in terms of social class; the caste system for example was stratified in terms of status.
Share via Email Creative curriculum: Tom Finnie As a creative school, with a track record in fantastic English resultswe are often asked what our specific approach is: Immersion activities How can children access stories, poems and other texts if their minds and imaginations not fully engaged?
We have found that immersing children in a range of creative activities before reading the text means that they are fully prepared, and excited, about the reading journey ahead of them. Through painting, music composition, a film project, in role drama or sculpture, the kids have had a chance to share vocabulary, ideas and concepts which gives their reading fresh meaning and purpose.
We aim to provide children with a clear purpose to all reading, and especially writing tasks. Recent examples include a whole school bookmaking project. Following a whole school Inset on bookbinding techniques, every class published their own shared book; one example being an anthology of short spooky stories composed by year 6.
The effort the children put into their work was immense, and the results were stunning as a result. Meaningful planning Where possible, learning in English is linked with subjects within the creative curriculum we follow: Well in advance of teaching, teachers collaborate and share their ideas for planning through a mind mapping process.
Meaningful, creative activities are planned for, ensuring that all staff members know exactly what the children will be learning and why. Focused on strategies The teaching of reading is not easy. We ensure that specific reading strategies are modelled explicitly to the class; this provides children with a holistic bank of skills to draw upon.
This could include scanning a text, making an inference, predicting or creating a mental image. These strategies are then shared as a class, and then assessed in follow up guided reading activities. We want to encourage our children to discover new texts, genres and authors, so our reading areas are inviting, well resourced and highly organised.
Pupils can choose from an exciting array of reading material: Drama to engage and inspire The use of drama is such a powerful tool. Taking the lead from our drama specialist, all teaching staff use a range of techniques to promote the exploration of characters, situations and historical events.
Rigorous teaching of spelling and phonics In the infants, phonics is streamed, so all children can benefit from tailored teaching, making maximum progress as a result. All phonics and spelling activities are fun, multi sensory and as physical possible, the aim being to meet all learning styles in the class.
In the juniors, we try to make homework lists as personalised to the child as possible to ensure that the spelling patterns stick in a meaningful way.
Grammar concepts taught creatively Grammar cannot be taught as a stand alone activity.It was mixed sexes for all classes, bubs to sixth class with girls only after sixth class. The nuns resided in a large convent adjoining the school grounds.
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