Dance is about so much more than just performance. It can enable a person to communicate in a non-verbal way. It increases self-confidence and team spirit, increasing the sense of bonding within the group. Dancing enables people of all abilities to join in, allowing a level of self-expression perhaps not always open to everyone.
The aim of this course is to use and explore the fundamentals of dance, focusing mostly on some of the different forms of Arabic dance, but also some freestyle dance. It will help to improve posture, flexibility and balance. In learning specific dance moves it will also help to practice focus and allow an exploration into different types of music, as well as simply being fun.
- Self Confidence – having the ability to meet and greet new people with confidence, learning about how important eye contact and engagement is as part of a performance and how that can translate into every-day life. Working towards a group performance that is so interdependent also helps to increase self-confidence and trust in the group.
- Self-Expression – Dance is one of the ultimate forms of self-expression. We will learn how to dance as a group, but Arabic dance techniques can just as easily be used for personal self-expression – for the sheer joy of doing it even if no-one else is around.
- Communication & Body Language – For thousands of years people have communicated through dance and music. It transcends language. It provides a way to demonstrate all the human emotions without the need for speech, using movement, expression and body language. We will explore some of the history of this as well as seeing how it affects our dancing and fits into contemporary life.
- Imagination – Whilst we will be working on group dances, once the basic moves have been learned, pupils will be encouraged to make suggestions as to what music we could dance to and what moves they would like to put to that music. Arabic and freestyle dance require truly feeling the music and letting the body move to it in a way that comes from the heart as well as the head.
Food preparation has become one of our most popular Enhanced Curriculum choices. However, in previous years we have focussed our food preparation classes on baking. There is wealth of other ways to prepare food – so this year we are going to include non-baking methods of food preparation, from a variety of cultures. These will include at least one each of: a delicious salad, a pasta dish, a rice dish, a type of sweet, and a dessert.
In the classes pupils learn to:
- Take precautions, such as wearing aprons and making sure the food surfaces are clean.
- Know that heat is a catalyst and matter can change state.
- Develop team work and taking turns with various tasks.
- Think for themselves, and be creative, trying new and exciting flavor
China is undoubtedly important on the world stage, and yet, because the official language of China – Mandarin – is not commonly taught at primary level, and because we have many students within the school that have Mandarin as a native language, we have decided to offer this opportunity to our students via our Enhanced Curriculum programme.
Decoding such a unique language is a challenge that is rewarding and supports the development of intellectual courage and resilience, creativity, and ultimately, self-confidence in our children.
We want to introduce the children to a different language, one of the oldest in the world, and a language unrelated to the European rainbow of languages to widen their horizons.
The children will be getting to grips with the different tones and start to recognise, and later to write, the different characters.
An additional benefit to the students of learning Chinese is that they are introduced to China’s ancient and rich culture, with lessons, for example, focussing on festivals and customs, food and historical places of interest.
Signing can help children of all abilities develop communication skills when they start school. Knowing a second language, such as ASL, also boosts self-esteem of the children and their confidence in learning, as well as their awareness of the Deaf culture.
Research has found that the use of signs and finger spelling will accommodate a wide range of learning styles: “verbal linguistic,” kinaesthetic” and “interpersonal.”
Just as there are benefits to learning a new spoken language, there are also a wide variety of reasons why learning sign language is good for children.
In this course the children will learn the basic of sign language as well as providing an extra layer of understanding about the barriers the Deaf/HoH community faces on a day-to-day basis.
Design technology enables children and young people to actively contribute to the creativity, culture, wealth and well-being of themselves and their community. It teaches how to take risks and so become more resourceful, innovative, enterprising and capable.
Using children’s natural creativity and offering opportunities for investigation, designing and making can enable children to learn a great deal about their world.
Design and technology is inextricably linked to exploration and investigation right from the early years. As children grow the Design Technology develops children’s skills and knowledge in design, structures, mechanisms, electrical control and a range of materials, including food. It encourages children’s creativity and encourages them to think about important issues.
- Design and Technology encourages children to consider design problems
- Children learn about functionality in design
- Children develop practical skills that aid them in everyday life
- The design process is central to project work as a method of problem solving
- Children develop communication skills through designing and working as a team to solve design problems
- Design and Technology provides a constructive channel for a child’s creative needs
Do you want to give your child a head start in playing golf? Well now you can!
Golf is a game that can be played throughout most of a person’s life. It is known to be a great way of improving bonds between people throughout childhood and adulthood. Golf increases motor skills and concentration as well as camaraderie and just simply being fun.
Golf is historically an honourable game, it is unusual in that it is more-or-less, self-policing. The etiquette within the game mirrors that of the way people should act in everyday life.
Part of our course will be to teach about the rules of the game, not just the ability to correctly hit the golf balls.
Gaelic Football is a form football played mainly in Ireland. It has some similarities to traditional football (soccer) and rugby and it is one of the most popular spectator sport in Ireland.
Gaelic football is played by teams of 15 players on a rectangular grass pitch with H-shaped goals at each end. The object is to score by kicking/striking the ball with your hand and getting it through the goals. The team with the highest score at the end of the match wins.
The ball is round, however, is a little smaller than a soccer ball. The goalposts look like those used in games of rugby, with the posts higher than the crossbar. A goal, worth three points, is scored by either kicking or punching the ball under the crossbar. A single point is scored by either kicking or punching the ball over the crossbar.
Players in the game try to score by moving up the field with the ball. As in rugby, they can carry the ball and hand-pass or kick it to a teammate. A foul occurs if a player moves more than four steps without releasing the ball, bouncing it once, or soloing it.
Soloing involves dropping the ball but then toe-kicking it upward back into the same player’s hand. A player can run any distance by soloing the ball.
Gaelic football teaches young people lessons for life in relation to sharing, teamwork and appreciating the different skills people have.