encourage all children to acquire a sense of responsibility; ensure all children read fluently, accurately and with good understanding;

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1 General Curriculum Statement The governors and staff aim to: provide high quality teaching and learning experiences to enable all children to achieve the highest standards of which they are capable in all areas of the curriculum; encourage all children to acquire a sense of responsibility; ensure all children read fluently, accurately and with good understanding; provide many opportunities for children to communicate clearly and confidently in speech and writing; ensure all children learn to write legibly and present their work attractively; help all children learn to apply numeracy skills with speed and accuracy; provide all children with relevant experiences to help them understand and apply mathematical ideas in their learning within and outside the classroom; help all children to acquire self-discipline and achieve good standards of behaviour; help all children to develop an understanding of their own and other religions, and to demonstrate respect for, and tolerance of, other peoples' faiths; help each child to know and understand the world in which they live, where appropriate, through first hand experiences; help all pupils develop their creative abilities and be able to express themselves physically, musically and artistically; help all pupils to acquire the skills necessary to become effective learners; welcome all parents into the school and to encourage them to work in partnership and harmony with the teaching and support staff. 1

2 Breadth Children will experience a broad curriculum through the study of Welsh, English, mathematics, science, information technology, design technology, history, geography, art, music, physical education and religious education. Health education is provided through specific programmes of personal, social and health education, and as a school we receive support in this matter from our school nurse. This approach requires these sensitive matters to be taught, where appropriate, in the context of other subjects, especially science. Children are then enabled to acquire the knowledge and understanding that is essential for healthy living. Environmental education is mostly developed through science, history and geography programmes of study. Teaching and learning are enriched by visits to the locality where children form first hand experiences. These initiatives not only provide relevant contexts for learning, but they help establish effective partnerships with industry. Balance Balance within the curriculum is fundamentally, though not exclusively, about qualifying and distributing time to different subjects of the curriculum. Other important matters affecting balance, such as resources, classroom organisation, teaching methods, groupings and the range of learning experiences offered to pupils are dealt with elsewhere in this statement. Progression and Achievement Progression within subjects and across year groups is secured through detailed schemes of work which are built up incrementally and systematically reviewed and evaluated. These are working documents designed to provide practical support for teaching and learning. They sequence the content and specify clear learning outcomes derived from the programmes of study. Tasks and activities designed to help pupils achieve the learning objectives are indicated, as are opportunities for assessment. Pupils' learning outcomes are assessed regularly using a variety of strategies, including thorough marking of children's work. The evidence collected from teacher assessment is used to give feedback to pupils to help them make improvements in their work. A new tracking system has been introduced which enables teachers to document pupils' progress during their time in the school. These records will be used to provide parents with detailed reports which are distributed annually and which describe their children's attainment, achievement and progress in the various subjects. The schemes also provide the basis for planning learning activities that are matched to pupils' different abilities. They indicate links with other subjects, where appropriate, and highlight the resources needed to support effective teaching and teaming. Most importantly, the schemes of work are the foundations for monitoring and evaluating standards of achievement as well as the quality of teaching and learning within each subject. 2

3 Target Setting and Achievement The school has a clear strategy for setting targets to raise and / or maintain high standards of achievement. The evidence collected from careful monitoring (referred to later), National Curriculum test results, teacher assessments and reading test results are all carefully analysed. The information is used to set appropriate performance targets for each class and year group. The process involves individual, team and whole school discussion about the performance of individual pupils which is used to forecast their future performances against National Curriculum criteria. Patterns of Curriculum Organisation The school organises the teaching of the whole curriculum on the basis of separate subjects and subject-focused topics. Every subject in the Foundation Phase department is taught through the medium of Welsh. English is introduced in Year 3 as a fourth Core Area. Pupils in the Key Stage 2 department are taught mainly through the medium of Welsh, but on certain occasions receive tuition for subjects such as history through the medium of English. Subjects such as music, physical education and religious education are mainly taught as separate subjects two or three times a fortnight in single sessions. Additional music activities are undertaken as part of seasonal festivals. Mathematics is taught mostly as separate programmes of study but opportunities are carefully planned for children to use and apply their skills in other areas of the curriculum, most particularly science and technology. Both of these subjects provide good, relevant contexts for children to use mathematical skills purposefully, especially those of measuring and representing data as part of problem solving and investigative work. Science is taught in a similar way. Subject-focused topics are concentrated on aspects of the programmes of study in one particular subject, but are reinforced by related elements from the programmes of study of a limited number of other subjects. Each year, children will study subject-focused topics in history and geography. Art, technology and information technology are sometimes taught in the context of other subjects. When necessary and appropriate, the skills associated with these subjects may be taught discretely. Curriculum Cymreig All children will be given opportunities to develop their knowledge and understanding of the cultural, economic, environmental, historical and linguistic characteristics of Wales. Pupils are encouraged to converse in Welsh with their peers during playtime and lunchtime. Systems such as Criw Cymreictod encourage pupils to earn class rewards by conversing in Welsh with their classmates. St. David's Day is celebrated each year and all children participate in this festival. Pupils take part in the Urdd Eisteddfod and sporting 3

4 competitions arranged by Urdd Gobaith Cymru. Pupils are given opportunities to participate in the Welsh Book Council s Quiz which encourages them to read new Welsh books. The general guidance for each National Curriculum subject expects learning activities to be provided in the relevant schemes of work to help to develop the Curriculum Cymreig. In practice, however, the major focuses for this work will be Welsh literature history, music, geography, art and English literature. The school is eager to ensure that links between individual subjects and Curriculum Cymreig are not contrived. Our focused approach to this important area of the curriculum will avoid the provision of superficial, meaningless learning experiences that could have a negative impact on children's attitudes to this work. The criterion used to plan Curriculum Cymreig learning activities is relevance for children at their different ages and stages of development. Use of Language All subjects provide natural, rich contexts for children to learn, use and apply their knowledge and skills of Welsh and English. On these occasions, children are expected to use their skills of Welsh and English in the context of the subject being studied, with appropriate emphasis on the accurate use of grammar, punctuation and spelling. Teachers' short term planning indicates the language skills being studied. Information Technology Information technology is taught very often in the context of other subjects, and for this reason, no "finite" time is allocated to this aspect of the curriculum. The specific learning activities are indicated in individual teacher's medium and short term planning and set within separate subjects. On occasions, the essential skills of IT will be taught separately, because it will be the most efficient way of doing so. However, this is likely to take place in time allocated to the subject(s) that will be the context for the main work. The programmes of study will be developed in line with the Digital Competence Framework for Wales. In addition to an ICT suite and designated class IPads, the school has an adequate number of computers and interactive whiteboards which are located in individual classes and are easily accessible to pupils and staff. As a school we continually meet the challenge of resourcing IT in order that provision is the best possible for our pupils. Members of staff are provided with lap top computers that serve as an additional resource in classrooms. Continuity of Teaching and Learning Children make progress in learning more effectively when there is continuity of teaching between classes and year groups. 4

5 Teaching Methods Teaching styles are chosen to fit the purpose of the subject and to meet the learning needs of the children. A combination of direct and indirect techniques is used to foster children's learning so that they have opportunities to learn through investigation and exploration, as well as through receiving instructions. When appropriate, demonstrations by the teacher and children are used to illustrate and reinforce particular teaching points. Teachers also intervene at strategic stages in lessons to make essential teaching points, to keep children on task and to maintain the pace of learning. At all times, children are given clear instructions of what is expected of them, especially to help them understand the quality and quantity of work to be completed by certain deadlines. Importantly, all teachers have high, but realistic expectations of all pupils. In addition to using talk as a medium for teaching, teachers give careful consideration to the appropriate use of workcards and worksheets, broadcasts, books, the blackboard / whiteboard, computer programs, visits, first hand experiences and tasks that require children to handle materials, all of which vary and enrich teaching. Through systematic monitoring and evaluation of the work being undertaken in their classes, teachers know when to intervene and when to allow children to work on their own. Classroom Organisation Space, furniture, resources and materials are carefully organised to ensure that the three broad styles of whole class, group and individual teaching may take place efficiently and effectively. Time is devoted to training all children to collect and return resources they need to use, as well as expecting them to play their part in maintaining an orderly environment. Great care is taken to present and display children's work attractively. Pupil Grouping and Group Work Various grouping strategies are used to organise teaching and learning. A good balance is achieved between whole class, small group and individual work. When children work together, we aim to provide some opportunities for them to do so collaboratively, in pairs or small groups. Mainly pupils are arranged in ability groups, but when necessary and appropriate for the learning being undertaken, they are grouped by mixed ability which allows abler pupils to support those in need of support. Planning Work is planned over the long, medium and short term. Long term planning involves the Headteacher, staff and governors in determining the breadth and balance within each key stage, by providing Schemes of Work, the contents of which are to be covered each term. Curriculum Maps provide us with a guide for our medium term planning. Since teaching is a craft, we see short term planning as the teacher's practical work brief. It is completed in the form of fortnightly forecasts and provides the basis for constructing lesson plans 5

6 that help teachers engage and sustain pupils' interest and ensures the learning proceeds at a brisk pace. This fortnightly planner indicates suitably differentiated tasks, describes the context for learning (individual, group, class), specifies resources, use of time and teaching methods along with noting key skills. The specific learning objectives, or outcomes, are used to make teacher assessments. Teachers draw the pupils attention to the objective and issue success criteria to help them to recognise the characteristics of high quality work. Strategies such as marking, talking with children and observing them at work are built into planning and used to collect evidence for teacher assessment. This information is used to plan further learning and to give children feedback about their progress and achievements which they should be able to use to make improvements. Curriculum leaders are available to provide advice and support as required. Resources The resources needed for teaching the various subjects are carefully organised to ensure easy and ready access for teachers and children. Labelling materials and equipment clearly and training children to take responsibility for obtaining and clearing away resources are important aspects of ensuring efficient management of resources. Curriculum leaders are responsible for managing and organising resources, including monitoring the use of equipment and materials. Priorities for spending are linked to the school development plan, and costs are carefully aligned with curriculum targets. Curriculum Leaders Curriculum leaders are responsible for co-ordinating work in their subjects across year groups. They produce a general policy statement for the subject and map the contents for each year from the National Curriculum programmes of study, drawing on the Level Descriptions (LDs) or End of Phase Outcomes (EPOs) to ensure there is appropriate progression. Curriculum leaders construct schemes of work to inform day-to-day and provide advice and guidance to colleagues. They attend relevant training courses and provide school-based training to support staff and curriculum development. Curriculum leaders are involved in monitoring and evaluating the provision in their own subjects, mainly through examining teachers' planning, leading moderation exercises, closely reviewing teacher assessment and National Test results. Within the constraints of available time, they also visit classes to undertake observation to judge standards and the quality of provision, and to establish the extent to which the Schemes of Work are being implemented, but they do so in a climate of providing practical support and guidance. 6

7 Monitoring and Evaluation The Acting Headteacher, with the support of the Acting Deputy Head and members of the Senior Management Team are responsible for keeping the curriculum under review and monitoring and evaluating the quality of teaching and learning. Teachers' fortnightly planning is examined regularly, feedback given along with books and samples of work examined and discussed. The evidence collected is evaluated against National Curriculum expectation and provides the foundation for whole staff discussion which is part of the process of reviewing school developments. Differentiation Children in all year groups differ in their needs and abilities. Teachers have to plan and use techniques which give all of them opportunities to show what they can do, know and understand at their different levels of ability. This is the process of differentiation. Some of the strategies teachers use to meet children's different needs include: providing common tasks that result in different outcomes; grouping children by ability to work on carefully matched tasks; providing different resources for individuals and groups; tailoring the teacher's support to individual or group needs; providing different children with more or less time to accomplish tasks; pupils work at different stages or strands of a subject; able pupils are given opportunities to study at a more challenging intellectual level; pupils are encouraged to pursue areas of particular interest through investigation and research. Additional Learning Needs Many children have additional learning needs at some time during their school lives. Some have special needs because they find learning difficult, some because of specific difficulties, impairments or disabilities and others have special needs because they have high ability. The school meets the needs of these children through careful planning, by the provision of additional support and especially by using the strategies for differentiation mentioned. Children who have moderate learning difficulties are supported by a teacher visiting the school on a weekly basis. Three members of staff work in classes to support individual and group support with literacy and numeracy skills. In addition, two members of staff are trained to deliver NiPpers numeracy intervention. Teachers work alongside the ALNCO to create Individual Behaviour / Education Plans for pupils with additional needs. Reviews of these plans take place twice a year with the class teacher, ALNCO and parents. For those children who have additinal needs, the provision is made through individual education plans that specify learning objectives together with practical activities which help the child to make progress in small, achievable steps. The needs of the more able children are also met through carefully differentiated learning activities, but ones that are suitably challenging and 7

8 extend the learner. Enrichment and extension programmes are provided to meet their special needs. We work closely with the Educational Psychologist and the LEA s Special Educational Needs Team to ensure the appropriate support for our pupils. Composite Classes The total number of pupils on role and the existing compliment of teaching staff make it necessary to provide two classes of mixed age and ability. Pupils are allocated to these classes on the basis of age, and gender in order to achieve a balance in both classes. Their diverse needs are met by careful management of learning, and in particular, by teachers attending to the issues of planning, differentiation and progression. Access All children in the school have equal opportunities. Furthermore, every effort is made to ensure the whole curriculum is accessible to boys, girls and children with additional needs. Homework Homework is provided on a regular basis for all children. At the appropriate age and stage of development, pupils are required to spend a modest amount of time on assignments that reinforce the work studied in the classroom. A home/school reading link aims to encourage parents to become involved in supporting their children's reading development. Parents are advised to read alongside their children at home, to discuss the content of books and to listen to their children read for a short period of time each evening. On occasions, parents are expected to work with their children to produce a model or artefact linked to a specific piece of learning. At other times, they may be requested to complete work sheets or simple questionnaires associated with the work. Extra-Curricular Activities The school provides a programme of extra-curricular activities which enrich the children's learning and includes the following: Netball Cross Country Running Swimming Llangrannog Football Rugby Performing Arts Arts and Crafts Numerous educational visits are taken throughout the year and include the following: Techniquest Porthcawl Llancaiach Fawr Local farms St Ffagan Millennium Centre Wales 8

9 People from the community regularly visit to support curriculum development and these include the police, the fire service, local clergy and religious leaders, drama groups, musicians, story tellers, community leaders, doctors and nurses, parents and grandparents with specific interests. Percentage of Curriculum Time Distributed Between Subjects Subject % FP % KS2 Welsh English - 19 Mathematics Science 9 8 Information Technology 6 4 Design Technology 6 4 History 6 4 Geography 6 4 Art 6 4 Music 6 4 Physical Education 6 4 Religious Education 6 4 PSHE Cross Curricular Total 100% 100% Quantification and Distribution at FP Statutory % Hours per Fortnightly Subject Year Session Welsh English Maths Science IT DT Art History Geography Music PE RE

10 Total Quantification and Distribution at KS2 Statutory % Hours per Fortnightly Subject Year Session Welsh English Maths Science IT DT Art History Geography Music PE RE Total These are general guidelines for teachers and support staff. flexible in order to ensure the required coverage for all subjects. Planning is The total amount of taught time available is hours for Foundation Phase and hours for Key Stage 2. The percentage column is a weighting figure which indicates the school's priority for valuing the various subjects relative to each other. It can be seen that Welsh, English maths and science are given high priority. In addition to the percentage of time allocated to technology, art and music, some additional work is invariably undertaken in other curriculum areas. Art and technology feature prominently in work in history and geography whilst children sing and perform music frequently in collective worship, seasonal festivals and concerts. History and geography provide rich context for Welsh 10

11 and English learning, which has the effect of boosting the time allocated to these humanity subjects. Governors and staff consider Physical Education to be a very important part of the curriculum for children and are eager to ensure that adequate time is allocated to it. In general, the time set aside for physical education is designed to allow each class to have 2 lessons a week which should secure reasonable coverage of the programmes of study. The Organisation and Timetabling of Taught Time Sessions Times FP Duration Times KS2 Duration Start Registration Collective Worship Session minutes minutes Break Session minutes minutes Lunch Session minutes minutes Break Session minutes minutes Total Taught Time 270 minutes 285 minutes N.B. Staff may choose to hold collective worship sessions at other times during the school day. Time-tabling The day is organised into 4 main sections. The 4 large sessions enable time to be distributed easily between subjects in the proportions that reflect the school's priorities. The use of curriculum time, therefore, is able to be planned in a fairly straightforward way. Dividing the 4 large sessions in half makes it easy to plan for lessons such as music and physical education. This is a convenient unit of since it allows teachers the flexibility to plan curriculum time in full sessions or half sessions on a weekly basis, or to block it in larger chunks on a fortnightly, half termly or whole term basis. 11