The curriculum offer at Rookery is exciting, stimulating and challenging
“Consequently, Rookery children are expected to:
- Take responsibility for shaping their own learning pathway
- Value every learning opportunity
- Take risks and develop resilience”
Rookery school aims and values statement
With these aims in mind the Governors subsidise two major educational visits for all children per year as well a residential stay for children in Years 4 and 6.
Parents are asked to make a contribution towards the cost of the visit. Families experiencing hardship are to contact the pastoral manager - Mrs Rai.
All learners are expected to value the opportunities provided. Therefore, all Rookery children are expected to participate fully in all educational visits.
Educational visits are part of the curriculum; they are not optional.
- Our curriculum provides memorable experiences which promote spiritual, moral, social and cultural development. Children at Rookery are leading in developing their school as a cultural centre.
- This is typified in the Yearly Programme of Curriculum Events produced by each year group. These unique evening events are held in the school’s dedicated space for sports and arts. They are hosted and run by children. Children build on their experience of galleries, museums and theatre to independently transform the space, meet greet, present and host a community event for adults and siblings. The events are ticket only and are always sold out. They provide the whole school community with the experience of coming together to participate in shared cultural, learning experiences.
Past Curriculum events
Year 5 “Down by the River”
- Following the study of Rivers in Geography which included a field trip to a local river, year 5 hosted an evening dedicated to deciding whether to build a dam in a community. The children constructed the values and beliefs of the community and explored them further with parents and visitors through demonstration, questioning and discussion. Parents also had the opportunity to test their knowledge of river features and environmental issues expressed through art and debate. These issues were linked to the real world through the study of the contemporary artist, Betsy Damon as well as links to similar dilemmas facing communities in Cambodia.
Year 3 “Plantasia”
Year 3 was transformed into “Plantasia” for half a term with children’s named changed to plant names. All areas of the curriculum, including a visit to Birmingham Botanical Gardens were linked to solving the dilemma of where to site the Queen’s new extension because of the discovery of a new rare plant species. Children worked on perimeter and area in maths, composed music, developed a range of written outcomes and researched through reading and science as well as studying Van Gogh and poetry linked to plants.
Children reflect on their social and spiritual development. Year 3 children reflected in their learning journals
“On the day I felt like the happiest boy on earth. At the event I had more confidence than I thought. When I was talking I believed in myself. That’s what it’s all about.”
“In the end the parents clapped at us because we had a fabulous event so they could enjoy themselves.”
“We had some workshops. I helped my dad and little sister make a flower. I enjoyed helping people make flowers. I was teaching people”
Reflecting on a quiz run for parents; one child wrote:
“When we saw the first group someone’s mum shouted ‘shamrock’ and someone’s dad asked me to help but my teacher said ‘No cheating!’”
“Finally it was my part and my decision was I would save the beautiful and magnificent flower. Everyone cheered and clapped with amazement…”