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What works for white British boys – Case study: Tyneview Primary School


  • Date: December 2010
  • Programme: Narrowing the gaps
  • Topic/theme: White British Boys
  • Number in series: 10
  • School name: Tyneview Primary School
  • Local authority: Newcastle
  • Phase: Primary
  • The development of the skills-based curriculum is dynamic and a shared responsibility. 'Things can't stay static they need to evolve. We keep looking outside to ensure we are providing the best curriculum we can. We need to keep it fresh – the same thing year after year is not fresh.'
  • The curriculum is designed to be compact and meaningful but flexible enough to respond creatively once or twice a year to the development of new ideas. 'Teachers need to drive the curriculum and children need to understand why.
  • Personal, social and emotional development is important. The school adapts themes and materials from the Social and Emotional Aspects of Learning (SEAL) and Sathya Sai programmes to achieve this.
  • Community cohesion is a key driver in addressing local community issues and relating more widely to the local community. 'Community cohesion starts with understanding the groups of children in school. Nothing is done simply as an exercise as adults and children need to know the purpose of activities.'


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