Policy and Guidance on The Kingswood Prep School curriculum

Transcription

1 Policy and Guidance on The Kingswood Prep School curriculum This Policy applies to pupils throughout the Prep and Pre-Prep Schools (including EYFS: Nursery and Reception). KPS Mission Academic Ambition for Every Child Skills and Attitudes Spiritual, Community and Family Extra-Curricular Staying Healthy and Safe Introduction At KPS, we are ambitious for our pupils, as unique individuals, and we want to shape them into well-rounded, learners, fully-equipped with the flexibility, resilience and resourcefulness to embrace whatever lies ahead in the rapidly changing global market place they will grow into. It is our aim that our curriculum should equip our children to become: Inquirers their natural curiosity should be nurtured and they should actively enjoy learning; Thinkers they have chance to exercise initiative in applying thinking skills, critically and creatively, to solve complex problems; Communicators they should be able to receive and express ideas and information (ideally confidently in more than one language); Risk-takers they should be able to approach unfamiliar situations, without anxiety, and have the confidence to explore new ideas; Knowledgeable they should have opportunity to explore themes that have global significance and to acquire a critical mass of knowledge; Principled they should develop a sound grasp of the principles of moral reasoning, integrity, honesty and a sense of justice; Caring they should be encouraged to show sensitivity towards the needs and feelings of others, and have a sense of personal commitment to helping others; Open-minded w would like them to respect the values of other individuals and cultures and seek to consider a range of points of view; Well-balanced enabling children to understand the importance of physical and mental balance, and personal well-being; Reflective encouraging children to give thoughtful consideration to their own learning by constructively analysing their own personal strengths and weaknesses. 1

2 At KPS, we also want to capture the fun, enthusiasm, joy, inquisitiveness and creativity that should be at the very core of teaching and learning. The Pre-Prep Curriculum (Nursery- Year 2) The Pre-Prep curriculum encompasses the learning experiences and education of the children at Kingswood - from the time they enter school at approaching three years, until they move to the Prep department at seven. It incorporates the Early Years Foundation Stage (EYFS) and Key Stage 1 (Years 1 and 2). Pre-Prep Early Years Foundation Stage (Nursery and Reception) 1 2 In Nursery and Reception the Early Years Foundation Stage provides a play-based framework to support early learning and care for all our children from three to five years. It is a framework that forms a foundation for children s learning and development for the future. The partnership of home and school is nurtured from the very first visit as parents and teachers work together to encourage the children in developing their knowledge, skills and thinking processes. For the young child, many experiences are fresh and new. Learning is an exciting adventure waiting to happen. Children are encouraged to discover what interests them and what they are good at and to celebrate their findings and achievements with their peers and with caring staff in an atmosphere of warmth, trust and mutual respect. Playing and Exploring, Active Learning and Critical Thinking underpin all aspects of our Early Years curriculum. Children are given time to explore, question and marvel at these new experiences. They are encouraged to enquire about everything that captures their imagination. In an atmosphere where they feel safe and valued, children are encouraged to work cooperatively and develop positive relationships with other children and with the adults who work closely with them. The three Prime Areas of the EYFS Curriculum are: 1. Personal, Social and Emotional Development Staff support and encourage the children to develop self-esteem and social and emotional skills, including a positive self-image and to care for each other and their environment. 2. Communication and Language Speaking and listening are developed through discussion, story, conversation, drama, small world play and role play, all of which underpin all other aspects of the curriculum. 3. Physical Development The children have many opportunities to explore movement and space through running, climbing and balancing, both in our indoor hall and in our wooded Adventure Playground. They develop the fine movement skills needed for the use of a variety of tools and equipment through exciting play - based activities. Our staff support an holistic approach to the children in their care and have a vital role in listening, responding to and supporting the children, to enable them to express themselves, enjoy their childhood to the utmost and use their many experiences to meet future challenges confidently and creatively. 1 EYFS Curriculum 2 Foundation Stage Booklet 2

3 Children are also supported in four Specific Areas, through which the three prime areas are strengthened and applied. The specific areas are: 1. Literacy Children are provided with a wealth of opportunities and authentic activities that will support them in developing the confidence to acquire early literacy skills in a range of situations and for a variety of purposes. 2. Mathematics The children learn about sorting and matching, classifying, shape, space and measure, pattern and recognizing, writing and using numbers. Children are supported in developing their skills in a broad range of contexts in which they can explore, enjoy, learn, practice and talk about their developing understanding. 3. Understanding the World This covers exploration and investigation, designing and making, ICT, time, place and communities. Children are supported in developing the knowledge, skills and understanding that help them to make sense of the world. Their learning is supported through offering opportunities for them to use a range of tools safely; encounter creatures, people, plants and objects in their natural environments and in real-life situations. 4. Expressive Arts and Design This important area of learning includes creating music and dance, exploring a wide variety of media and materials, developing imagination and imaginative play and responding to experiences, expressing and communicating ideas in a variety of interesting and exciting ways. Years 1 and 2 The Early Years Foundation Stage Curriculum, which framed teaching and learning in Nursery and Reception, is planned to move seamlessly towards subject areas taught in Years 1 and 2. English and Maths are taught daily; Science, ICT, History, Geography, RE, PSHE (Personal, Social, Health and Emotional Education), Art, Design Technology, Music, PE/Games and French (begun in Reception) are all included in the timetable and blended in such a way as to be relevant and meaningful for the children. Year 1 and 2 follow a Creative Curriculum, thematically connecting subject areas in order to stimulate thinking and maximize children s engagement. Specialist teachers teach French, Music, ICT, and PE/Games and liaise closely with class teachers to ensure that children s needs are met and talents nurtured. Schemes of Work, planned progressively in each subject, incorporate all areas of children's learning. 3 The environment is designed to include experiential learning, vital at this stage of development. Classrooms, role play areas and interactive displays, are designed to meet the children's developing needs, encouraging them to have a go, to learn through experience. Visits are arranged to illustrate topics and visiting authors, poets and visitors from other countries and cultures offer new perspectives. The outside environment, too, provides endless opportunities. The school's varied grounds: playgrounds, pergolas, woodland adventure area, field and shady trees offer a wonderful backdrop for outdoor activities. We adopt a child-centred approach throughout the curriculum. Each child is welcomed as an individual. It is recognised that children learn at different rates and have different talents and interests. Generous staff- 3 Subject Schemes of Work 3

4 pupil ratios enable teachers and assistants to give quality time to the children. Their experience and sensitivity to children s needs enable them to judge when to consolidate learning and when to challenge and extend their thinking. The curriculum is carefully planned to be an exciting journey, as the children share in the joy of learning and discovering. 4 Pastoral care is at the centre of our ethos. 5 In these early stages of education, it is essential that children know that they are valued and respected and have a unique and significant contribution to offer, a part to play in the school and the wider community. 6 Assessment Assessment is an integral part of the teaching and learning process and Assessment for Learning is undertaken through observations and recorded as the children play and learn. 7 *In the Early Years individual Learning Journals 8 are compiled by the children s Key Workers documenting the children s learning through observations, photographs and recorded comments. In Year 1 and Year 2 ongoing assessment is continued through formative assessment at the end of each unit in both English and Maths. (Children are regrouped at the end of each phonic unit according to their learning needs.) These assessments shape the planning for the next stage of each child s learning. At the beginning of each academic year, children s skills in reading and writing are assessed (alongside Cognitive Abilities Testing in Year 2). At the end of each academic year a summative (nationally standardised) assessment of reading, writing and maths levels is conducted, so that each child s progress can be tracked year on year. 9 We are developing a KPS Passport to Learning which seeks to enable children to develop fundamental learning skills. Passport to Learning focuses on developing the personal qualities and thinking skills of each individual child, enhancing abilities in areas such as: Enquiry Adaptability Resilience Morality Communication Thoughtfulness Cooperation Respect The lessons make use of the classrooms, but also take full advantage of the fantastic outdoor spaces offered around the KPS grounds. The children will build on skills they have learnt across the curriculum and will be introduced to new and exciting activities. A key part of the sessions is, not only be the activity, but a review of their learning journey and how they have arrived at each stage. Learning in this way forms the 4 Teaching & Learning Policy 5 KPS Prospectus 6 PSHE Policy 7 Teaching & Learning Policy 8 Early Years Learning Journals 9 KPS Assessment, Recording & Reporting Policy 4

5 educational context which encourages children to make connections experientially, leading to deeper understanding within and between curriculum areas and meeting the needs of the learner. Experiences such as these, from early years, will help children to enter education, and later, training and employment with the transferable skills required to meet the opportunities and challenges of a rapidly changing world. The Prep Curriculum (Years 3-6) In planning and delivering the curriculum throughout Years 3 to 6, our aim is to offer a broad and balanced approach towards learning, both in and out of the classroom. To this end, we have developed a curriculum model, building on the International Primary Curriculum model, adapted to suit the needs and ethos of our school, combining the best of thematic learning, with specialist teaching. Our curriculum gives our pupils experience in linguistic, mathematical, scientific, technological, human and social, physical, and aesthetic and creative education 10, and we cultivate academic, moral, spiritual and personal development in a caring environment. Wherever possible we aim to make children s learning experiential, relevant to their own experiences and fun. Our teaching approaches are interactive and multi-sensory to address the range of learning styles within each class 11. We seek to challenge our pupils in all areas of the curriculum and we encourage the development of independent learning. Active participation in lessons, for example through discussion, practical activities, educational visits and role play, is considered important to our pupils' progress and is an integral part of our teaching. By accessing our broad and balanced curriculum, KPS pupils should: acquire knowledge, understanding, skills and attitudes relevant to their future secondary education; develop respect for religious and moral values; be able to appreciate beauty in all its forms; be able to access information from an increasing range of sources; be able to gain an increasing confidence in using language and number and become and thereby become increasingly effective users; be able to show respect for our multicultural society; develop a sense of responsibility - both personal and collective; be encouraged to develop and maintain fitness and to develop life-long habits of healthy living; be able to co-operate with peers, and to show respect for self, others and the environment. Schemes of work which cover subject matter appropriate for ages and aptitudes of pupils, including those who receive learning support are available for all subjects, as are appropriate resources. Our curriculum is carefully planned to build on children s previous educational experiences in the Pre-Prep and allows them through progression and continuity to achieve deeper understanding of and greater competence in each aspect of the curriculum, leading to individual progress. Every pupil s work is assessed, monitored and recorded, and used as a basis for planning future steps in their learning. 12 Whilst summative assessment (assessment of learning) is used as feedback for teachers and managers, formative assessment 10 Subject Policies 11 Teaching & Learning Policy 12 Assessment, Recording and Reporting (ARR) policy 5

6 (assessment for learning) plays a central part in lessons, in teachers response to written work, in target setting and in reporting to parents. 13 There is opportunity for all our pupils to learn and make progress. We have adopted the National Curriculum (2014) for English and Mathematics, whilst extending and enriching the academic experience where possible and appropriate. Building on the work in the Pre-Prep, the IPC offers an exciting, active, thematic approach, with emphasis on the development of learning skills and behaviours. Research, exploration and presentation are key feature. Currently there are a number of additional distinctive emphases: PSHE is delivered as both a discreet subject and is also integrated into the whole curriculum. From Autumn 2009 KPS has adopted the Social and Emotional Aspects of Learning (SEAL) framework and programme. 14 Games are allocated a double lesson for each year group, in addition to a double Activities session and a PE lesson. In Years the PE programme includes swimming for half the year. KPS has a sport for all policy and encourages children to play a wide range of sports and to represent the school in a team regardless of ability. The aim is to encourage children to enjoy physical activity, develop good levels of fitness and adopt a healthy lifestyle. The development of personal and social skills is also facilitated through competition and teamwork. Information about future careers can also be provided in general terms, in line with the current good practice in primary education. Whole Prep School Issues (Ages 3-11) ICT and Internet Safety. ICT is a rapidly developing feature of society and children need to be able to build on existing knowledge and adapt to the ever-changing forms of technological communication. From their earliest days at school in the Nursery, children have the opportunity to experience ICT through computers, interactive whiteboards, tablets and programmable toys. These form an integral part of the children s education and year by year, discrete ICT lessons and integrated technology enable the children to develop and apply important skills in this area. The importance of Internet Safety is also recognized and is thoroughly addressed within school systems, communications with parents and built into teaching and learning programmes. Learning Support within the Kingswood Prep School Curriculum 17 Prior to entry, children starting school in the Nursery visit with their parents to meet the staff and children. In Reception, Year 1 and Year 2 children visit for a morning and work/play alongside children of the same age. This gives staff an opportunity to make an informal assessment. Within the Pre-Prep, our generous pupil/staff ratios enable children of all abilities to be thoroughly supported in their learning. Staff work 13 Assessment, Recording and Reporting (ARR) policy 14 PSHE policy 6 Special Educational Needs and Learning Support policy 15 ICT Policy 16 Acceptable Use Policy (AUP) 17 Learning Support Policy 6

7 together and regularly share information about the children s progress. The Head of Learning Support is on hand to discuss specific learning needs and advise on teaching/learning strategies. In Years 3 6, through assessments prior to being offered a place, an interview with the Headmaster and school reports, Kingswood Prep ensures that all its students can access the curriculum. Where appropriate staff have access to support from the Head of Learning Support who may advise on children whose learning is causing concern. Arrangements will be made through the Head of Learning Support for accurate diagnosis of special needs. Each pupil on the learning support register will have an ILP which is reviewed each term, and the school will communicate regularly with parents at all stages. Pupils will also have access to appropriate professional support, through one or two learning support lessons each week. Provision for any pupils who are statemented, would also be provided, in line with the requirements of their statement. The form tutor is provided with a copy and subject teachers access details of those with Learning Support through the intranet and are expected to take individual needs into consideration when planning and delivering lessons. 18 The EAL student and the Kingswood Curriculum 19 On entry to KPS, children for whom English is not their first language are assessed by the EAL teacher, after which she advises the form teacher on the level of the pupil s English; an individual programme is put in place for pupils to be supported within their class and/or to have discrete EAL lessons. The EAL teacher is also able to provide specific curriculum support by working closely with child s form teacher. Pupils are monitored continuously; the School aims to give appropriate support to all EAL children. Challenge & Enrichment and More Able and Talented Provision in the Kingswood Curriculum 20 At KPS we seek to provide challenge and enrichment opportunities for each and every one of our pupils, and we recognise that every child has his/her own strengths and will require an individualised approach to learning. To this end, we identify key areas of strength, and for development, for each child, for each academic year. In addition to this strategy, we also identify More Able and Talented children, in accordance with our Challenge and Enrichment Policy. Those with particular gifts and talents will be identified through subject specific criteria and the School s tracking, monitoring and assessment procedures. KPS will endeavour to offer a range of experiences in and out of the classroom and quality of teaching and learning, ranging from extension work to the Extra Curricular Activity (ECA) programme to ensure that pupils are given the opportunity to achieve their full potential. Parents will be consulted where appropriate. Transfer and Continuity The curriculum is constructed with the aim of providing a seamless progression throughout, for those who wish to take advantage of a 3-18 years continuous education Subject Policies 19 EAL Policy 20 Challenge and Enrichment Policy 21 Subject Policies KPS & KS 7

8 Transition between the Foundation Stage, Key Stage 1, Key Stage 2 and Key Stage 3 is planned with care. Perhaps the first significant transitional step for our youngest children occurs when they move from Nursery, their first school experience, for many their first independent experience outside the home, to Reception. 22 The journey along the corridor can seem daunting to a young child stepping out from the safety of a known environment so this first move is planned with care; Reception teachers and nursery nurses visit the Nursery and the children in small groups visit them in their new classrooms within the school day so that they are familiar with and confident in their new surroundings. The introduction of the Creative Curriculum into KS1 is designed to blur the boundaries between EYFS and KS1, to make learning skills based and topic led. Further transitions are planned as the children move through the school. As part of an induction programme there is a Moving on Morning towards the end of the summer term for children to meet their new class and teacher and to be introduced to expectations and organisation for the next year. 23 At the beginning of each academic year parents are invited to an introductory evening for each Year group where the curriculum requirements are presented to parents There is regular monitoring, review of progress and communication of pupil achievement to pupils and parents each term in the form of written reports, interim reports and parent evenings. 26 In preparation for next stage choice explanatory material is sent out to all parents whose children are to enter Year 7 (KS) 27 This currently includes a Taster Day in January and an Induction Evening in the Summer Term preceding their transfer to our senior school. Personal, Social & Health Education 28 Every child matters is a reflection of the value that is placed on each member of our community. The Christian (Methodist) foundation of Kingswood requires attention to the broad needs of each child. That each individual is uniquely created and loved by God is the starting point of the educational philosophy of the School, and the proper development of the individual s personal and social life is of central importance at KPS. PSHE is a part of every aspect of school life and a planned programme integrates specific timetabled PSHE lessons into the curriculum. Health Education is a part of the PSHE programme which includes healthy eating and fitness for life. It also includes proper use of drugs and medicines and the dangers of their misuse. The SEAL programme has recently been adopted to provide a cohesive framework underpinning the existing work in this area throughout the school. PSHE also includes aspects of education for healthy lifestyle, health and hygiene, healthy eating and the need for exercise and dress, safety issues relating to the care of medicines and drugs including the danger of misuse and aspects of sex and relationship education. 22 Induction Programme Nursery to Reception 23 Moving on Morning Arrangements 24 Pre-Prep Introductory Evening Plans 25 Year 3 6 End of Year Objectives in English & Mathematics 26 End of Year & Interim Reports 27 Letter from Registrar 28 PSHE Policy 8

9 Date reviewed October 2016 Version number 2.1 Author ISI-required policy? Published on website? KPS Director of Studies YES YES 9