Curriculum Policy March 2016

Transcription

1 Curriculum Policy March 2016

2 POLICY 1. Our School Vision For every child to say that this is the best school they ever attended; every staff member that it is the best place they have ever worked and every parent that it is the best choice they have ever made for their child. 2. Our School Aims To prepare children for both independent and state secondary education by providing a stimulating and caring learning environment. To create a friendly family atmosphere where every child can be safe and happy, developing good manners and respect for others. To treat every child as an individual and motivate them to reach their full potential, gaining confidence and maturity as they progress. To employ outstanding teachers who can inspire a lifelong love of learning and promote the highest academic standards. To involve parents closely in the education of their children and include them in the life of the school. To provide a benefit to the general public in accordance with our charitable status. 3. Introduction The Curriculum is the planned and regular activities that take place according to a schedule. The children also take part in regular extra-curricular activities, including Creative Curriculum Time and sports fixtures. In addition, the children have a large number of opportunities for enriching experiences, which include extra music classes, clubs, trips, visitors in school and special days. In all activities in school we promote Fundamental British Values and our school s values (from our system of Values-Based Education). We also recognise the aims of Spiritual, Moral, Social and Cultural development.

3 4. The aims of our school curriculum are: To provide a broad and balanced curriculum to all children in the school of compulsory school age, providing a linguistic, mathematical, scientific, technological, human and social, physical, and aesthetic and creative education. For children of below compulsory school age, to provide a programme of activities which is appropriate to their educational needs, in relation to personal, social, emotional and physical development and communication and language skills. To meet the needs of all children of all abilities, including those with IEPs and EHCPs, enabling them to achieve their full potential. To provide lessons which are stimulating and exciting. To provide lessons which enable the children to understand themselves and how they fit into the wider world. To enable children to acquire speaking and listening, literacy and numeracy skills. To promote a positive attitude towards learning, enabling all children to develop skills, to progress and to achieve to the best of their ability in all areas of learning. 5. The Foundation Stage curriculum The curriculum that we teach in the Pre-School and Reception classes meets the requirements set out in the revised National Curriculum at Foundation Stage. Our curriculum planning focuses on the Early Learning Goals and on developing children s skills and experiences within the seven areas of learning for the Early Years Foundation Stage. 5.1 EYFS areas of learning Prime Areas of Learning and Development Personal, Social and Emotional Development Communication and Language Physical Development Specific Areas of Learning and Development Literacy Problem Solving, Reasoning and Numeracy Knowledge and Understanding of the World Creative Development Our school fully supports the principle that young children learn through play, and by engaging in well-planned structured activities. 5.2 Nursery, Kindie and Kindergarten Younger children in Nursery, Kindie and Kindergarten share opportunities to play and explore all areas of learning and development within the Early Years Foundation Stage. We encourage parents to become involved through the daily observations released on our on line learning journal, fostering

4 strong links between home and school. Two and three year olds are able to add music and ballet lessons to their weekly experiences. 5.3 Transition Transition offers the children aged three and four, their own play space with opportunities to become 'school ready' within their learning environment. The weekly timetables include focused lessons in daily RWI, and music and games, with teaching staff from main school. Weekly on line observations, including the child's voice continue to encourage parents to become involve parents in their child's learning and development. 5.4 Reception As part of Literacy, children carry out RWI lessons on 3 days a week, initially within the Reception class and then extending, so that the children mix with other children of a similar stage of development within KS1. As well as the seven areas of learning for EYFS, children also have planned lessons in French, music and ICT, which are delivered by specialist teachers. 6. The curriculum in KS1 and KS2 6.1 The basis of our curriculum in KS1 and KS2: The National Curriculum, from which we may choose to deliver all or some of the topics for each subject, The ISEB Common Entrance syllabus, aspects of which are taught for maths, English and science in KS2, and for some subjects, a Hilden Oaks syllabus. 6.2 Curriculum Subjects in KS1 and KS2 English In KS1, Read, Write Inc. is taught for 3 days a week to enable children to develop phonic awareness, leading to reading and writing skills. The children carry out further writing tasks and they study text types and other aspects of the National Curriculum including spelling and grammar. In KS2 literacy skills are developed further, with closer referral to the National Curriculum and additional material is introduced to broaden the scope of the children s experience and in preparation for senior school entrance examinations. Mathematics The National Curriculum is studied closely in KS1, with a developing emphasis on the application of mathematics skills and problem solving. In KS2 the rate of study is accelerated, so that the children are fully prepared by the start of Y6 for senior school entrance examinations.

5 Application of mathematical skills continues to be a focus and further study enables the children to achieve to a high level in mathematics by the end of Y6. Science The National Curriculum is studied in KS1 and in KS2 additional material is included from the ISEB Common Entrance syllabus. The children develop a wide range of scientific skills and they are taught how to work scientifically. Many lessons involve practical activities and investigation to find out for themselves - is a focus throughout the school. In KS2 aspects of PSCHE, such as sex education, drugs awareness, the dangers of alcohol and the dangers of smoking are taught in science lessons and children study the principles of health and fitness. Information and Communication Technology ICT is taught as a discrete subject and the skills learned are then used by the children to promote and present their learning in other subjects. The National Curriculum for ICT is studied, including the new topic areas of coding and programming. Geography and History Geography and History are taught together in a topic, or as discrete subjects. Topics are chosen from the National Curriculum and also to stimulate interest in the local area. Children also study how human activity has influenced events and conditions in the past. Art and Design Technology Art and Design Technology are taught separate subjects. For Art, key skills have been identified and these are taught in KS1 and KS2 in combination with the study of the work of artists. Inspiration is often taken from visiting exhibitions. In DT many aspects of the National Curriculum are studied with design, purpose and evaluation being key features of DT lessons. Physical Education All classes have PE lessons in which they study Developmental PE, developing their skills and confidence and many areas of the National Curriculum are studied. In KS2 match play is introduced for girls and boys sports and fixtures play an important role. Swimming is taught at some time in the year for all classes from Y1 upwards. Athletics is taught in the summer term in preparation for Sports Days. Religious Education We have developed our own syllabus for RE. Our syllabus for KS1 is child-centered, focusing on their experiences and helping them to reflect upon them and the experiences of others. In KS2, world faiths are studied and in upper KS2 the children start to consider what they believe. French French is studied by all classes. A series of topics are studied, which enable the National Curriculum to be delivered by a specialist teacher, including speaking and writing activities. Music Music is studied by all classes. A series of topics are studied, which enable many aspects of the National Curriculum to be delivered by a specialist teacher, including composition and performance.

6 Personal, Social, Citizenship and Health Education PSCHE is an important part of the curriculum. It helps the children to understand themselves and their feelings and the modern world around them. Children also consider topics of Spiritual, Moral, Social and Cultural interest, which help them to develop in this area. Discrete lessons of PSCHE are part of the curriculum, following the Social, Emotional and Life Skills programme (SEAL). Also extra-curricular activities such as assemblies, charitable fundraising and giving, contribute to the children s understanding of how they are effective citizens of the world. 7. Organisation and Planning of the Curriculum We plan our curriculum in three phases. For each subject we agree a long term plan. This indicates which topics are to be taught in each term, and to which groups of children. We review this long-term plan on an annual basis. We have introduced Schemes of Works which give clear guidance on the objectives and which suggest teaching strategies and activities for each topic. These are used in conjunction with medium term plans, which indicate which aspects of each topic are to be delivered each week during the half term. Medium term plans are prepared by the teacher for the term or half term in advance, bearing in mind other school activities taking place during that time. Our short-term plans are those that our teachers write on a weekly or daily basis. We use these to set out the learning objectives for each session; to identify the resources and activities we are going to use in the lesson and how to differentiate for the children s needs. 8. Delivering the curriculum Children are taught in mixed ability classes of boys and girls. Additional adult support may be provided for small group work, or 1:1 work, within the classroom when necessary. Parallel classes may organize children into ability groups across both classes for core subjects. 8.1 The teachers are expected to: Have high expectations for the children. Employ a variety of teaching and learning methods to appeal to children with different learning styles. Prepare lessons that utilize a variety of resource materials, including books and ICT. Be aware of the learning needs of the children and to liaise with the SENCO to ensure that learning needs are met. Ensure that all children are able to access the curriculum through differentiated tasks and that all children are given opportunities to be successful. Direct any supporting adults to deliver differentiated tasks and to enable children to succeed. Prepare lessons that build upon previous experiences providing continuity and allowing for progression. Provide learning opportunities that offer depth and challenge to motivate and inspire children. Provide opportunities for cross-curricular activities to make use of skills learned in other subject areas including ICT Involve children by giving regular feedback through discussion, assessment and marking. Develop children s skills to become independent learners and to be able to work collaboratively. Provide opportunities for the children to reflect on their own work and the work of others.

7 Keep parents regularly and fully informed about the progress of their children through informal meetings, parents evenings and reports. 9. The structure of the timetable Year R to Year 6 have 45 lesson periods each week. There are five in the morning and four in the afternoon every day. The organization of the termly and yearly timetables for Year R to Year 6 is carried out by the Director of Studies to ensure that the appropriate allocation of time is given to each subject over the course of the year. 10. Monitoring and review of the Curriculum Our Trustees Education committee is responsible for monitoring the way in which the school curriculum is implemented. Committee members regularly observe taught lessons and they consider each subject area during its annual cycle of review and development. The Education committee oversees all areas of the curriculum, including special needs; liaises with the SEN Coordinator and monitors the ways in which special needs are addressed. The Director of Studies is responsible for the day-to-day organization and review of the KS1 and KS2 curriculum. The Head of Early Years is responsible for the day-to-day organization and review of the EYFS curriculum. Subject Coordinators monitor the way in which their subject is taught throughout the school. They prepare long-term plans and they review the medium-term planning and Schemes of work prepared by the teachers. Subject Coordinators also have responsibility for managing resources for their subject and they liaise with the Director of Studies and Head to ensure that their teaching materials such as published text books are appropriate. This policy will be reviewed on an annual basis.