Curriculum Policy This policy should be read in conjunction with: SEND Policy EAL Policy

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1 Curriculum Policy This policy should be read in conjunction with: SEND Policy EAL Policy Updated July 2016 Page 1 of 8

2 Introduction Priory Preparatory School provides a full time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996) which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education. The subject matter is appropriate for the ages and aptitudes of pupils, including those pupils with a statement. Our school s curriculum comprises all the planned activities that we organise in order to promote learning and personal growth and development to ensure that all pupils have the opportunity to learn and make progress. Lessons are planned for appropriately to the aptitudes and needs of all the pupils within the school including those with an EHC plan and those whom English is an additional language, the most able pupils and those pupils who have other particular needs such as those who perform a caring role at home as young careers. The school will take additional actions to ensure that these pupils receive the support they need to achieve educationally while taking into full consideration the impact of their caring responsibilities. The curriculum includes not only the formal requirements of the National Curriculum including speaking, listening, literacy and numeracy skills, but also the various extracurricular activities that the school organises in order to enrich the children s experience. It also includes the hidden curriculum what the children learn from the way they are treated and expected to behave. Written policies, plans and schemes of work take into account the ages, aptitudes and needs of all pupils, including those pupils with an IEP/EHC and do not undermine the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. The curriculum is planned and delivered with the expectation that it effectively prepares the pupils for the opportunities, responsibilities and experiences of life in British society. The school has a personal, social, health and economic education which reflects the school s aims and ethos and encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act (a). Pupils below compulsory school age receive 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. The EYFS statutory Framework sets out the learning and development requirements comprising of: The Prime and Specific areas of learning and development are interconnected with the Characteristics of Effective Learning as follows:- Page 2 of 8 Primes areas:- Personal, Social and Emotional Development Physical Development Communication and Language

3 Specific areas:- Literacy Mathematics Understanding of the World Expressive Art and Design The Characteristics of Effective Learning :- Playing and Exploring - engagement Active Learning - motivation Creating and thinking critically - thinking This all leads into children achieving the Early Learning Goals through careful observation, assessment and planning for each child. We want children to grow into positive, responsible people, who can work and cooperate with others while at the same time developing their knowledge and skills, in order to achieve their true potential and in preparation for the opportunities, responsibilities and experience of adult life. Aims of Curriculum The aims of our school curriculum are: to enable all children to learn, and develop their skills so that all pupils have the opportunity to learn and make progress to the best of their ability; to provide subject matter appropriate for the ages and aptitudes of pupils including those pupils with a statement; to promote a positive attitude towards learning, so that children enjoy coming to school, and acquire a solid basis for lifelong learning; to teach children the basic skills of literacy, speaking and listening, numeracy and information and communication technology (ICT); to have regard for the National Curriculum to provide experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic, and creative education; where a pupil has a statement/ IEP, education which fulfils its requirement; to adequately prepare children for the opportunities, responsibilities and experiences of adult life suitable for their age. to enable children to be creative and to develop their own thinking; to teach personal, social and health education and citizenship (PSHE and C) which reflects the school s aims and ethos; to teach children about the developing world, including how their environment and society have changed over time; to help children understand Britain's cultural heritage, respect fundamental British values and democracy; Page 3 of 8

4 to appreciate and value the contribution made by all ethnic groups in our multicultural society and show respect and tolerance to those of different faiths and beliefs; to enable children to be positive citizens; to teach children to have an awareness of their own spiritual development, and to distinguish right from wrong; to help children understand the importance of truth and fairness, so that they grow up committed to equal opportunities for all; to enable children to have respect for themselves and high self-esteem, and to live and work cooperatively with others. Organisation and planning We plan our curriculum in three phases. We agree a long-term plan for each key stage and subject. This indicates what topics are to be taught in each term, and to which groups of children. We review this long-term plan on an annual basis. Through our medium-term plans we give clear guidance on the objectives and teaching strategies for each topic. We have regard for the National Curriculum in English, Mathematics and Science. Our medium-term planning reflects the guidance in those documents. We also use the national schemes of work for much of our medium-term planning in the foundation subjects. Our short-term plans are those that our teachers write on a weekly or daily basis. We use these to set out the aim, success criteria, outline of lesson (teacher & children activities & resources, differentiation, plenary, assessment, next steps and homework given). How the School Operates There are three main buildings. The Main School is housed in a large central building, which includes administrative areas. The Rowe building, where there is a spacious gymnasium, assembly hall, changing rooms and kitchen. The Clark building for teaching rooms for reception to Year 3 and the office for Head of Pre-Prep. The school is two class entry and is divided into separate departments: Early Years, Pre- Prep and Preparatory School. It can be described as three separate areas of learning. In Early Years the pupils are aged between two to five years. There is a structured learning programme to establish firm foundations for future learning. A wide range of activities develops the pupils co-ordination skills, their social behaviour and their early reading, writing and number skills. Creative work, group activity, free play and formal learning sessions are all part of the Foundation Stage. In Pre-Prep the pupils are aged between five and seven years of age. The pupils are taught for the most part by their class teachers, although Games, Swimming, Music, Page 4 of 8

5 French and Art (PP2 only) staff provide specialist tuition. Emphasis is placed on the need to develop Literacy, Numeracy and Social Skills. In the Prep School the pupils are aged from seven to thirteen and as the pupils become older they are often split into ability groups. Form teachers teach Years 3 and 4 in form groups, with specialist staff teaching French, Games, P.E., Music and I.C.T. By Years 5 and 6 the pupils are taught by specialist staff, continuing their broad education. The focus is to prepare the boys for the 11+ exams; English and Maths homework are set twice a week. Within these subjects the boys are set according to ability to ensure targeted lessons and support given to SEN and AG&T boys. Teaching of VR and NVR has been added to the timetable with the view to helping the boys with their next schools exams. Study skills and Project work has been added to help the boys develop these skills which can be transferred to all subject areas. In Years 7 and 8 the pupils follow the Common Entrance Syllabus. The subjects are taught by specialist teachers. We are in the process of phasing out this age group over the next two years. Page 5 of 8

6 Teaching and Learning At Priory Prep we believe that effective teaching takes place when: Teachers have a sound knowledge about the content of the subject taught. Teachers plan effectively. There is a realistic balance of how subjects fit together, possibly considering cross-curricular themes. Teachers have ability to construct learning experiences, which build on prior knowledge. Teachers organize subject planning around key themes, skills and concepts. Both staff and pupils know and understand the processes of teaching and learning. Teachers ensure that pupils always see themselves as active participants in the learning role. A feeling of ownership of the learning and materials used is engendered in the pupils. A range of materials and teaching styles are used that are appropriate to the pupils. National Curriculum and Common Entrance Syllabus is being adhered to in order to obtain consistency with other schools and to prepare for their next stage of education. At Priory Prep we believe that pupils learn best when: They are made to feel secure and confident. They are actively involved in the learning process. They are given the opportunities to work in a variety of contexts. They are presented with tasks that are meaningful and challenging. They understand the purpose of learning activities. They can be given individual and group targets that help focus their learning. They progress through the school system and recognize progression. The classroom environment is welcoming. Where possible cross-curricular links are formed e.g. I.C.T. Experience outside the classroom is built upon. Strong links are forged between parents and school. Account is also taken of teaching the pupil as a whole, and the need of younger pupils to experience practical tasks, which gradually develop into abstract concepts. Also of importance is the physical, emotional and social well being of the pupil in terms of play opportunities and good nutrition. Page 6 of 8

7 The role of the Head of Department (HoD) The role of the Head of Department is to: - provide a strategic lead and direction for the subject; - support and advise colleagues on issues related to the subject; - monitor pupils progress in that subject area; - provide efficient resource management for the subject. It is the role of each HoD to keep up to date with developments in their subject, at both national and local level. They review the way the subject is taught in the school, and plan for improvement. This development planning links to whole-school objectives. Each HoD reviews the curriculum plans for the subject, ensures that there is regard for the National Curriculum and common entrance and senior school entrance examination coursework, and sees that progression is planned into schemes of work. Once a year the Director of Studies conducts a Department Review. This is to monitor the department and plans for the next academic year. Monitoring and review Appraisal of all staff is done once a year. Part of this process included a lesson observation. This feeds into the review of their targets set from the previous year and the setting of new ones. There is always a Teaching and Learning based target. Department Review is done by the Director of Studies. This is to monitor the department and plans for the next academic year. The Headmaster, supported by the SMT, is responsible for the long term, medium term and day-to-day planning and organisation of the curriculum and they monitor learning in accordance with the school s aims and values. HoD monitor the way their subject is taught throughout the school. They examine longterm and medium-term planning and learning, and ensure that appropriate teaching strategies are used. HoD also have responsibility for monitoring the way in which resources are stored and managed. Page 7 of 8

8 Maths English Science Music French Latin Art PE Games Computing Geography History RS Skills PSHE Project Library Assembly Reading Dance/Drama/Music Appendix 1 - Lesson Allocation to Subjects Y P J G A B M L K PP2L PP2H PP1N PP1D RecZB RecEB N N In addition to the above allocation the EYFS classes i.e N1,N2, Rec EB and Rec ZB follow the Early Years Foundation S 1 unit = 40 minutes 1.5 units = 60 minutes learning: 1. PSED (Personal, Social and Emotional Development) 2. PD (Physical Development) 3. C & L (Communication and Language) 4. Literacy 5. Maths 6. UTW (Understanding the World) 7. EAD (Expressive Arts and Design) Page 8 of 8

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