Curriculum Policy Junior School: EYFS, KS1 and KS2

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1 1 Introduction In line with the school s core purpose we aim to prepare pupils for life a successful future life. We provide an academic and practical education in a caring and supportive environment, designed to enable each individual to achieve her best and to reach her full potential. We aim to provide a curriculum which is rich in opportunities for personal fulfilment. We uphold the values of hard work and mutual co-operation and respect thus creating a harmonious atmosphere where students learn from teachers and each other. 2 Aims and Objectives Our curriculum policy aims may be summarised as: Challenging We are a selective school: our standards and expectations are high. We provide a curriculum which challenges students to achieve their best. We aim to develop lively and enquiring minds, with the ability to think imaginatively and critically with a positive response to opportunities, responsibilities, enterprise and leadership. Wide-ranging and diverse - We aim to provide a curriculum that meets the individual needs of all our students and develops their abilities and aptitudes. The specialist skills and expertise of our teaching staff ensure we can do this. Every student at Sydenham High School is presented with a wide range of experiences, fostering educational development and encouraging independent learning. Evolving To prepare each student for the challenges they will face in the 21 st century we keep the curriculum under review to ensure that it is relevant and accessible. We respond to the needs of students and staff with a regular programme of monitoring and evaluation. PSHE has a high profile throughout the school and is central in developing an understanding of current social and moral issues as well as recognising the importance of traditional values within today s society. Multi-cultural We are a community enriched by staff and students from a variety of backgrounds. The aim of our curriculum is to develop a respect for other cultures, faiths and ways of life. In practice, these policy aims mean that in line with regulatory requirements all students of compulsory school age i.e. EYFS Year 6 have experience of Linguistic education: Year 5 & Year 6 English, Latin, French EYFS to Year 4 English & French Mathematical education: EYFS Year 6 Mathematics is a compulsory core subject Scientific Technical education EYFS to Year 6 Science is a compulsory core subject All students from EYFS to Year 6 study COMPUTING Human and Social education EYFS Year 6 Geography, History, Religious Studies PSHE is compulsory for all students Page 1 of 7

2 Physical education EYFS to Year 6 all students have two hours physical education a week Year 1 to Year 6 have a half an hour weekly swimming session for 8 weeks Aesthetic/Creative education EYFS to Year 6 Art, Music, Design Technology, Drama Our curriculum is delivered within the following framework: Teaching 176 teaching days per year 25 teaching hours per week 7 x 40 mins lessons per day 1 x 30 mins lesson per day Learning Difficulties and Disabilities There are no statemented students. There are 24 students with English as an Additional Language currently at Junior School. Gifted and Talented Currently there are no gifted and talented pupils identified in the Junior School at present. All lessons are differentiated and challenge is provided via these objectives. Learning and Teaching Effective teaching and learning is essential for the successful delivery of the curriculum and its aims. Staff are involved in discussions on curriculum development, assessment, homework and the provision for specific educational needs through whole school, Academic Board and Key Stage Forum meetings. We aim to create a learning environment for learners of all styles, backgrounds and abilities and ensure staff receive inset to cater for the differing learning styles. Also refer to other relevant school policies: Assessment Homework Learning Support Planning and Preparation Every teacher is expected to: Plan effectively to achieve progression in learning within the schemes of work of the Junior School Set high expectations building on prior attainment and knowledge of the individual needs of students Be aware of any specific needs within the group and plan differentiated work accordingly Prepare well-produced material in advance of the lesson Set clear objectives at the beginning of the lesson which are understood by the students Plan a well-structured, well-timed lesson with a review of objectives to conclude Plan lessons appropriately and adapt teaching according to the learning and understanding from previous lessons Page 2 of 7

3 General Learning and Teaching Methods Every teacher is expected to: Provide challenge in lessons through a variety of teaching strategies Use a variety of activities and questioning techniques to ensure opportunities exist for a range of learning styles to operate Use a range of learning resources including COMPUTING when appropriate Display good subject knowledge and understanding Communicate an enthusiasm for the subject Provide the opportunity for language, numeracy and COMPUTING skills to develop as well as the independent and collaborative study skills needed by students for effective learning Provide opportunities to contribute to personal, spiritual, moral, social and cultural development and citizenship where appropriate Link lesson content to previous learning and teaching Draw from the ideas and experiences of students within the class Ensure instructions and explanations are clear and specific Involve all students in a class and listen and respond as appropriate. Encourage high standards of effort, accuracy and presentation Monitor and assess understanding throughout the lesson by the use of a variety of questioning techniques Recognise mistakes and misconceptions and use these constructively to facilitate learning Mark and assess written work regularly and accurately and give positive feedback including targets and guidance on how to improve Use homework effectively to reinforce and extend learning Classroom Management Every teacher is expected to: Ensure an orderly, punctual start and conclusion to lessons Maintain an orderly, purposeful atmosphere within the classroom Use praise regularly for effort and achievement Apply rewards and sanctions consistently Use prompt action to address any poor behaviour. Treat every student fairly and equally Create a positive and co-operative atmosphere where students feel safe and are confident about taking risks in their learning Ensure the learning environment is attractive and conducive to learning with evidence of students recent work on display Curriculum Organisation The curriculum and timetable is constantly evolving. The junior school s timetable comprises of 35 periods each of 40 minute duration and 5 periods of 30 minute duration. This permits more flexibility in the allocation of curriculum time, allowing 2 hours of PE per week for Years 1 6. Extracurricular activities take place before school, during the lunch break and after school. Page 3 of 7

4 Timing of the School Day see Appendix 1 Time Allocation to Subject Areas (Curriculum Plan) see Appendix 2 EYFS The Early Years Foundation Stage curriculum is planned in accordance with the EYFS Framework There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the prime areas, are: communication and language; physical development; and personal, social and emotional development. Providers must also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are: literacy; mathematics; understanding the world; and expressive arts and design Key Stage 1: Years 1 and 2 Key Stage 1 of the National Curriculum begins formally in Year 1. Form teachers are responsible for teaching English, Maths, Science, Topic (History & Geography), Art/DT, COMPUTING, PSHE, RE and Drama. Subject specialist teachers are employed to teach French, Music and Physical Education. The syllabus for each academic subject is planned broadly in accordance with the National Curriculum. Key Stage 2: Years 3 to 6 In Years 3 to 6 the syllabus content and skills taught in Mathematics, English, COMPUTING, Science, History, Geography, Art/DT are in line with the National Curriculum. The National Literacy and Numeracy Strategies are key resources. French and RE follow their own syllabuses. Latin is introduced in Year 5 and also taught in Year 6. Subject specialist teachers are employed to teach French, Latin, Music and Physical Education. Spiritual, Moral, Social and Cultural Development Sydenham High School has a strong sense of community the spiritual, moral, social and cultural development of all students is the foundation of this. Awareness is fostered throughout the curriculum and particularly through assemblies and PSHE programme, Flourish and Fly. Personal moral and social development is also encouraged through positions of responsibility. From Year 3 Year 6 each form elects two form captains. Y1 Year 6 a School Council representative and Eco Warrior is also elected annually. Year 6 also hold additional roles of responsibility such as COMPUTING monitors, Games Captains, Library monitors and House Captains. The School Council is managed and chaired by a Year 5 or Year 6 member of the council. Representatives from every class are given the opportunity to work directly with staff and contribute Page 4 of 7

5 to the successful progress and running of the school. The Eco Warrior Council is also managed in the same way. Extra Curricular Opportunities Educational Visits Educational visits (both day and residential), workshops and cultural visits are all ways in which the curriculum is enriched. Clubs and Activities A range of clubs and activities are available at lunch times and after school, run by staff and outside agencies. A selection of those offered in is shown below: Creative Chess Circus skills Ballet Junior Choir Writing Art Little Gems String Group Percussion Wind Group Group Athletics Recorder Club Hockey Maths Help Netball Club Speech and Drama French Gardening Club Storytelling Club Netball Students are encouraged to attend a variety of clubs either during their lunch hour or after school, although attendance is optional. Monitoring and Evaluation of the Curriculum Monitoring and evaluation of the curriculum is essential if Sydenham High School is to raise the achievement of students. Responsibilities: Senior Management: School aims (Mission statement) School development plan Overall curriculum provision, breadth and balance Overall standards of attainment exam analysis and target setting Overall quality of teaching and learning PSHE Spiritual, moral and cultural awareness Head of Junior School: School aims (Link to Mission statement) School development plan Appropriate, differentiated Schemes of Work being in place and adhered to by the department Continuity and progression, breadth and balance and quality of delivery Monitoring Schemes of Work to ensure equality of access and opportunity for all students Appropriate assessment which contributes to future lesson planning and to ongoing curriculum development. Standards of attainment within the subject area exam analysis and target setting Quality of learning and teaching within the subject area Page 5 of 7

6 Junior School Teachers School Aims Planning and delivery of lesson Assessment and recording of individual student progress Class and individual attainment Strategies for Monitoring and Evaluation Quality of Teaching & Learning When possible, a full staff training day before the Spring half term is set aside for individual review meetings with all staff. This gives senior management an opportunity to discuss the progress of Junior School and to review individual teachers. In addition to the PDP (staff review programme), the Junior School s Head Teacher observes the teaching staff once a term, collects in all lesson evaluations on a weekly basis and has an overview of all schemes of work. The Academic Board consisting of senior management and Heads of Department meet twice a term to discuss (amongst other items) curriculum issues. In addition to the above, strategies employed for monitoring and evaluation at all levels within the school include: Lesson observations Assessment data analysis and target setting Learning walks Staff development meetings Work Scrutiny & Book Looks Reports Student feedback Parent feedback Timing of the School Day Appendix 1 Monday Tuesday Wednesday Thursday Friday 8.30 Registration Registration Registration Registration Registration B R E A K L U N C H Page 6 of 7

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