Skip to content ↓

Enrichment

Leader: Amy Chappelow

Intent

Why do we do what we do?

The ‘creative’ element of Enrichment is to enable progression in the development of creative skills and to offer a wide range of broader curriculum opportunities, fully utilising the skills of staff and the school’s extensive facilities.  These skills include Art, DT (including cooking) and Gardening. Children have the opportunity to experience a range of lessons with a particular focus on use of outside space including the school Science Garden (weather permitting).

French and Music lessons provide an opportunity to develop skills and confidence in these areas.

Where possible activities will include child-choice and be child-led to develop creativity and independence further.

In the coming year, content will be decided more in collaboration with year leaders to support with curriculum coverage where necessary (e.g. Geography field work, dance and RE).

Implementation

What does it look like in practice?

Planning is flexible and weather dependent. Children in different groups will have similar but not always identical opportunities (based on the time of year/weather when they do Creative lessons). Planning includes a range of DT, Art, Gardening and cooking opportunities (progression is planned in where possible to ensure children are supported and challenged dependent on their ability). In the coming year, content will be decided more in collaboration with Year leaders to support with curriculum coverage where necessary (e.g. Geography field work, dance and RE).

The children have weekly lessons which vary in length depending on when their Enrichment is. The classes will rotate through 2 Enrichment opportunities and one French/Music lesson every 4 weeks (usually). There will be RE lessons at the end of the autumn term. In the morning session, there is also a Dance workshop (provided externally). Children will swap between morning and afternoon sessions to ensure similar opportunities.

Children will have consistent opportunities for creativity with child-led activities within the lessons where possible.

Pupil voice will continue to be used to support with successful implementation.

The planning shows progression (some of this provision is in addition to the essential curriculum skills taught in class). Planning demonstrates opportunities provided based on the skills and knowledge progression document where applicable.

Impact

Children will be excited and engaged and will be able to talk about their learning. They will broaden and deepen their understanding in these areas and enjoy the varied creative opportunities. Feedback is mostly verbal however new assessment grids will be introduced in Art and DT. Evidence is collected through sketch books (where relevant) and photos (where appropriate). Pupil voice is used to ensure attitudes are positive. Children will display engagement, enthusiasm and confidence towards developing creative skills.

Children will broaden and deepen their understanding in these areas and enjoy the varied creative opportunities.

Children leave Frimley: With a confident approach to creative learning. They are well-equipped to plan and carry out creative learning and have developed their skills to achieve better outcomes.