CONTENTS:

1. Introduction

2. Roles and Responsibilities

3. Curriculum Content

4. An Inclusive Curriculum

5. Spiritual, Moral, Social and Cultural Development

6. Skill Development

7. Sustainability

 

1.      Introduction

Our Aims

1.      Our school curriculum aims to provide opportunities for all pupils to learn and to achieve

2.      Our curriculum aims to promote pupils’ spiritual, moral, social and cultural development and prepares all pupils for the opportunities, responsibilities and experiences of life

 

The school is committed to providing stimulating, challenging and enriching learning opportunities with an emphasis on the development of the positive attitudes toward learning and the necessary skills involved.  At the same time we recognise that education must enable our learners to respond positively to the opportunities and challenges of the rapidly changing world in which we live and work.  If we are to respond effectively to these values and purposes, we need to work in collaboration with families and the local community, including church and voluntary groups, local agencies and business, in seeking to achieve two broad aims through the curriculum. These aims provide an essential context within which we will develop our own curriculum:

 

Aim 1: Our school curriculum aims to provide opportunities for all pupils to learn and to achieve

The curriculum develops enjoyment of, and commitment to, learning as a means of encouraging and stimulating the best possible progress and the highest attainment for all pupils. It builds on pupils’ strengths, interests and experiences and develops their confidence in their capacity to learn and work independently and collaboratively. It equips them with the essential learning skills of literacy, numeracy, and information and communication technology, and promotes an enquiring mind and capacity to think rationally.

The curriculum contributes to the development of pupils’ sense of identity through knowledge and understanding of the spiritual, moral, social and cultural heritages of Britain’s diverse society and of the local, national, European, Commonwealth and global dimensions of their lives. It encourages pupils to be aspirational and celebrate achievements.

The curriculum provides rich and varied contexts for pupils to acquire, develop and apply a broad range of knowledge, understanding and skills. It enables pupils to think creatively and critically, to solve problems and to make a difference for the better. It gives them the opportunity to become creative, innovative, enterprising and capable of leadership to equip them for their future lives as workers and citizens. It also develops their physical skills and encourages them to recognise the importance of pursuing a healthy lifestyle and keeping themselves and others safe.

Aim 2: Our curriculum aims to promote pupils’ spiritual, moral, social and cultural development and prepares all pupils for the opportunities, responsibilities and experiences of life

The curriculum promotes pupils’ spiritual, moral, social and cultural development and, in particular, develops principles for distinguishing between right and wrong. It develops their knowledge, understanding and appreciation of their own and different beliefs and cultures, and how these influence individuals and societies. The curriculum encourages positive values, develops pupils’ integrity and autonomy and helps them to be responsible and caring citizens capable of contributing to the development of a just society.

The curriculum promotes equal opportunities and enables pupils to challenge discrimination and stereotyping. It develops their awareness and understanding of, and respect for, the environments in which they live, and secures their commitment to sustainable development at a personal, local, national and global level. It also equips pupils to make informed judgements and independent decisions and to understand their responsibilities and rights.

The curriculum promotes pupils’ self-esteem and emotional wellbeing and helps them to form and maintain worthwhile and satisfying relationships, based on respect for themselves and for others, at home, school, work and in the community. It develops their ability to relate to others and work for the common good. It enables pupils to respond positively to opportunities, challenges and responsibilities, to manage risk and to cope with change and adversity.

The curriculum prepares pupils for the next steps in their education, training and employment and equips them to make informed choices at school and throughout their lives, enabling them to appreciate the relevance of their achievements to life and society outside school, including leisure, community engagement and employment.

These two aims reinforce each other. The personal development of pupils, spiritually, morally, socially and culturally, plays a significant part in their ability to learn and to achieve. Development in both areas is essential to raising standards of attainment for all pupils.

The two broad aims for our curriculum are reflected in section 351 of the Education Act 1996, which requires that all maintained schools provide a balanced and broadly based curriculum that:

·         promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society

·         prepares pupils at the school for the opportunities, responsibilities and experiences of adult life. 

2.      Roles and Responsibilities

The Education Act 1996 requires the Secretary of State, local authorities and the governing body and headteacher to take steps meet the requirements of the Act.

The Headteacher will ensure that:

·         All statutory elements of the curriculum, and those subjects which the school chooses to offer, have aims and objectives which reflect the aims of the school and indicate how the needs of individual pupils will be met. This will include how the subject will be taught and assessed, the use of language (reading, writing, speaking and listening), and the use of information and communications technology

·         The amount of time provided for teaching the curriculum is adequate and is reviewed by the Teaching and Learning Committee annually

·         Where appropriate, the individual needs of some pupils are met by permanent or temporary disapplication from the National Curriculum

·         The procedures for assessment meet all legal requirements, and pupils and their parents/carers receive information to show how much progress the pupils are making, how they compare with national expectations, and what is required to help them improve

·         The Governing Body is fully involved in decision-making processes that relate to the breadth and balance of the curriculum

·         The Governing Body is advised on statutory targets in order to make informed decisions.

·         Reference is made to this policy in other associated policies, and, where changes are made to this policy,all other school policies and procedures are checked/amended.

 

All staff will ensure that the school curriculum is implemented in accordance with this policy.

 

The Governing Body will ensure that:

·         It considers the advice of the Headteacher when approving this Curriculum Policy and when setting statutory and non-statutory targets

·         Progress towards annual statutory targets is monitored

·         National Curriculum test and teacher assessment results are published in the prospectus and in the annual report to parents, and progress towards meeting agreed targets is described

·         It participates actively in decision-making about the breadth and balance of the curriculum

·         Political issues are always presented to pupils in a balanced way

3.Curriculum Content

Foundation Stage

In our Reception year we plan the curriculum according to the Early Years Foundation Stage Profile (EYFSP) which covers six areas of learning:  Communication, Language and Literacy, Mathematical Development, Knowledge and Understanding of the World, Creative Development, Physical Development and Personal and Social Development.

This document should be read alongside the policy for the Foundation Stage.

Key Stage One

The statutory subjects that all pupils must study in our school are art and design, design and technology, English, geography, history, information and communication technology, mathematics, music, physical education, religious education and science.

The programmes of study (as defined by the Education Act 1996, section 353b) set out what pupils should be taught in each subject, and provide the basis for planning our schemes of work.  The needs and abilities of the pupils is the starting point for all planning. Assessment helps to determine the degree of challenge and progression for work across each year.  The Assessment and Teaching and Learning Policies should be read in conjunction with this policy. 

Religious education

Under the Education Act 1996 schools must provide religious education for all registered pupils, although parents can choose to withdraw their children. We teach religious education according to the locally agreed syllabus and reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teachings and practices of the other principal religions represented in Great Britain.

Religious education makes a distinctive contribution to the school curriculum by developing pupils’ knowledge and understanding of religion, religious beliefs, practices, language and traditions and their influence on individuals, communities, societies and cultures. It enables pupils to consider and respond to a range of important questions related to their own spiritual development, the development of values and attitudes and fundamental questions concerning the meaning and purpose of life.

Sex education

We keep an up to date written statement of our policy on sex education and make it available to parents and pupils. Parents can choose to withdraw their children from all or part of sex education, where it is provided.

4.An Inclusive Curriculum all learners

We have a responsibility to provide a broad and balanced curriculum for all pupils. This statutory inclusion statement sets out three principles for developing an inclusive curriculum which provides all pupils with relevant and challenging learning

We will:

·         set suitable learning challenges

·         respond to pupils’ diverse learning needs

·         overcome potential barriers to learning and assessment for individuals and groups of pupils.

Our teachers aim to give every pupil the opportunity to experience success in learning and to achieve as high a standard as possible. The national curriculum programmes of study and Early Years Foundation Stage Profile set out what most pupils should be taught – but our teachers teach the knowledge, skills and understanding in ways that suit our pupils’ abilities. This may mean choosing knowledge, skills and understanding from earlier or later key stages so that individual pupils can make progress and show what they can achieve. A flexible approach will be used to take account of any gaps in pupils’ learning resulting from missed or interrupted schooling.

For pupils whose attainments fall significantly below the expected levels a much greater degree of differentiation will be necessary. In these circumstances, teachers will use the content of programmes of study as a resource or to provide a context, in planning learning appropriate to the age and requirements of their pupils.

For pupils whose attainments significantly exceed the expected level of attainment within one or more subjects, teachers will plan suitably challenging work.

When planning, teachers will set high expectations and provide opportunities for all pupils to achieve, including boys and girls, pupils with special educational needs, pupils from all social and cultural backgrounds, pupils from different ethnic groups including travellers, refugees and asylum seekers, and those from diverse linguistic backgrounds. Teachers are aware that pupils bring to school different experiences, interests and strengths which will influence the way in which they learn. Teachers will plan their approaches to teaching and learning so that pupils can take part in lessons fully and effectively.

To ensure that they meet the full range of pupils’ needs, teachers are aware of the requirements of the equal opportunities legislation that covers race, gender and disability and the school has policy documents which should be read in conjunction with this document.

Teachers will take specific action to respond to pupils’ diverse needs by:

a.      creating effective learning environments

b.      securing their motivation and concentration

c.       providing equality of opportunity through teaching approaches

d.      using appropriate assessment approaches

e.      setting targets for learning.

Pupils with special educational needs

A minority of pupils will have particular learning and assessment requirements which go beyond the provisions described above and, if not addressed, could create barriers to learning. These requirements are likely to arise as a consequence of a pupil having a special educational need or disability or may be linked to a pupil’s progress in learning English as an additional language.

Teachers will take account of these requirements and make provision, where necessary, to support individuals or groups of pupils to enable them to participate effectively in the curriculum and assessment activities. During end of key stage one assessments, teachers will bear in mind that special arrangements are available to support individual pupils and discuss these with the lead teacher in year two and the headteacher.

Curriculum planning and assessment for pupils with special educational needs takes account of the type and extent of the difficulty experienced by the pupil. Teachers encounter a wide range of pupils with special educational needs, some of whom will have disabilities. In many cases, the action necessary to respond to an individual’s requirements for curriculum access will be met through greater differentiation of tasks and materials, consistent with school-based intervention as set out in the SEN Code of Practice. A smaller number of pupils may need access to specialist equipment and approaches or to alternative or adapted activities, consistent with school- based intervention augmented by advice and support from external specialists as described in the SEN Code of Practice or, in exceptional circumstances, with a statement of special educational need. Teachers will seek guidance and support from the school Special Educational Needs Coordinator (SENCo) and, where appropriate, work closely with representatives of other agencies who may be supporting the pupil.

Teachers will take specific action to provide access to learning for pupils with special educational needs by:

a.      providing for pupils who need help with communication, language and literacy

b.      planning, where necessary, to develop pupils’ understanding through the use of all available senses and experiences

c.       planning for pupils’ full participation in learning and in physical and practical activities

d.      helping pupils to manage their behaviour, to take part in learning effectively and safely

e.      helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning.

Pupils with disabilities

Not all pupils with disabilities will necessarily have special educational needs. Many pupils with disabilities learn alongside their peers with little need for additional resources beyond the aids which they use as part of their daily life, such as a wheelchair, a hearing aid or equipment to aid vision. Teachers will take action, however, in their planning to ensure that these pupils are enabled to participate as fully and effectively as possible within the national curriculum and the statutory assessment arrangements. Potential areas of difficulty should be identified and addressed at the outset of work, without recourse to formal provisions for disapplication.

Teachers will take specific action to enable effective participation of pupils with disabilities by:

a.      planning appropriate amounts of time to allow for the satisfactory completion of tasks

b.      planning opportunities, where necessary, for the development of skills in practical aspects of the curriculum

c.       identifying aspects of programmes of study and attainment targets that may present specific difficulties for individuals.

Pupils who are learning English as an additional language

Pupils for whom English is an additional language have diverse needs in terms of support necessary in English language learning. Planning will take account of such factors as the pupil’s age, length of time in the country, previous educational experience and skills in other languages. Careful monitoring of each pupil’s progress in the acquisition of English language skills and of subject knowledge and understanding is necessary to confirm that no learning difficulties are present.

The ability of pupils for whom English is an additional language to take part in the national curriculum may be ahead of their communication skills in English. Teachers will plan learning opportunities to help pupils develop their English and will aim to provide the support pupils need to take part in all subject areas.

Teachers will take specific action to help pupils who are learning English as an additional language by:

a.      developing their spoken and written English

b.      ensuring access to the curriculum and to assessment.

Planning for inclusion

We have an inclusive curriculum which has been shaped to match the needs and interests of the full range of learners.

These include:

·         the gifted and talented

·         those with special educational needs and disabilities

·         pupils who have English as a second language

·         the different needs of boys and girls.

Pupils also bring to school a range of cultural perspectives and experiences, which are reflected in our curriculum and used to further pupils’ understanding of the importance of the issues of diversity.

Our inclusive curriculum allows:

·         different groups of pupils to see the relevance of the curriculum to their own experiences and aspirations

·         all pupils, regardless of ability, to have sufficient opportunities to succeed in their learning at the highest standard.

5.Spiritual, Moral, Social and Cultural Development

All subjects provide opportunities to promote pupils’ spiritual, moral , social and cultural development. Explicit opportunities to promote pupils’ development in these areas are provided in religious education and the non-statutory framework for personal, social and health education (PSHE) and citizenship.  A significant contribution is also made by our school ethos, effective relationships throughout the school, collective worship, and other curriculum activities.

Pupils’ spiritual development involves the growth of their sense of self, their unique potential, their understanding of their strengths and weaknesses, and their will to achieve. As their curiosity about themselves and their place in the world increases, they try to answer for themselves some of life’s fundamental questions. They develop the knowledge, skills, understanding, qualities and attitudes they need to foster their own inner lives and non-material wellbeing.

Pupils’ moral development involves pupils acquiring an understanding of the difference between right and wrong and of moral conflict, a concern for others and the will to do what is right. They are able and willing to reflect on the consequences of their actions and learn how to forgive themselves and others. They develop the knowledge, skills and understanding, qualities and attitudes they need in order to make responsible moral decisions and act on them.

Pupils’ social development involves pupils acquiring an understanding of the responsibilities and rights of being members of families and communities (local, national and global), and an ability to relate to others and to work with others for the common good. They display a sense of belonging and an increasing willingness to participate. They develop the knowledge, skills, understanding, qualities and attitudes they need to make an active contribution to the democratic process in each of their communities.

Pupils’ cultural development involves pupils acquiring an understanding of cultural traditions and an ability to appreciate and respond to a variety of aesthetic experiences. They acquire a respect for their own culture and that of others, an interest in others’ ways of doing things and curiosity about differences. They develop the knowledge, skills, understanding, qualities and attitudes they need to understand, appreciate and contribute to culture.

 

 

6. Skill Development

Pupils learn, practice, combine, develop and refine a wide range of skills in their work across our curriculum. Some of these skills are subject specific (painting in art and design), some are common to several subjects (enquiry skills in science, history and geography).

Some skills are universal, for example the skills of communication, improving own learning and performance, and creative thinking. These skills are also embedded in all subjects and are essential to effective learning.

Opportunities for teaching and learning all these skills are identified when planning. Pupils can be encouraged to reflect on what and on how they learn, and how these skills can be applied to different subjects, different problems and real-life situations.

Key Skills

Six skill areas are described as key skills because they help learners to improve their learning and performance in education, work and life. These key skills are embedded in our curriculum.

·         Communication The key skill of communication includes skills in speaking, listening, reading and writing. Skills in speaking and listening include the ability to speak effectively for different audiences; to listen, understand and respond appropriately to others; and to participate effectively in group discussion. Skills in reading and writing include the ability to read fluently a range of literary and non-fiction texts and to reflect critically on what is read; and the ability to write fluently for a range of purposes and audiences, including critical analysis of their own and others’ writing. Opportunities for developing this key skill are provided through English in particular and through pupils’ use of language across the curriculum.

·         Application of number The key skill of application of number includes developing a range of mental calculation skills and the ability to apply them within a variety of contexts. Skills include developing the understanding and use of mathematical language related to numbers and calculations in order to process data, solve increasingly complex problems and explain the reasoning used. Pupils need to be able to apply calculation skills and the understanding of number to problems in other National Curriculum subjects and to real-life situations. Opportunities for developing this key skill are provided explicitly in mathematics.

·         Information technology The key skill of information technology includes the ability to use a range of information sources and ICT tools to find, analyse, interpret, evaluate and present information for a range of purposes. Skills include the ability to make critical and informed judgements about when and how to use ICT for maximum benefit in accessing information, in solving problems or for expressive work. The ability to use ICT information sources includes enquiry and decision-making skills, as well as information-processing and creative thinking skills, and the ability to review, modify and evaluate work with ICT. Opportunities for developing this key skill are provided explicitly through the subject of ICT and through pupils’ use of ICT across the curriculum.

·         Working with others The key skill of working with others includes the ability to contribute to small-group and whole-class discussion, and to work with others to meet a challenge. If pupils are to work with others they must develop social skills and a growing awareness and understanding of others’ needs. All subjects provide opportunities for pupils to cooperate and work effectively with others in formal and informal settings, to appreciate the experience of others and consider different perspectives, and to benefit from what others think, say and do.

·         Improving own learning and performance The key skill of improving own learning and performance involves pupils reflecting on and critically evaluating their work and what they have learnt, and identifying ways to improve their learning and performance. They need to be able to identify the purposes of learning, to reflect on the processes of learning, to assess progress in learning, to identify obstacles or problems in learning and to plan ways to improve learning. All subjects provide opportunities for pupils to review their work and discuss ways to improve their learning.

·         Problem solving The key skill of problem solving involves pupils developing the skills and strategies that will help them to solve the problems they face in learning and in life. Problem solving includes the skills of identifying and understanding a problem, planning ways to solve a problem, monitoring progress in tackling a problem and reviewing solutions to problems. All subjects provide pupils with opportunities to respond to the challenge of problems and to plan, test, modify and review the progress needed to achieve particular outcomes.

Thinking Skills

By using thinking skills pupils can focus on ‘knowing how’ as well as ‘knowing what’ – learning how to learn. The following thinking skills are embedded in our curriculum.

·         Information-processing skills  These enable pupils to locate and collect relevant information, to sort, classify, sequence, compare and contrast, and to analyse part/whole relationships.

·         Reasoning skills These enable pupils to give reasons for opinions and actions, to draw inferences and make deductions, to use precise language to explain what they think, and to make judgements and decisions informed by reasons or evidence.

·         Enquiry skills  These enable pupils to ask relevant questions, to pose and define problems, to plan what to do and how to research, to predict outcomes and anticipate consequences, and to test conclusions and improve ideas.

·         Creative thinking skills These enable pupils to generate and extend ideas, to suggest hypotheses, to apply imagination, and to look for alternative innovative outcomes.

·         Evaluation skills These enable pupils to evaluate information, to judge the value of what they read, hear and do, to develop criteria for judging the value of their own and others’ work or ideas, and to have confidence in their judgements.

 

 

7. Sustainability

Education for sustainable development enables pupils to develop the knowledge, skills, understanding and values to participate in decisions about the way we do things individually and collectively, both locally and globally, that will improve the quality of life now without damaging the planet for the future. There are opportunities for pupils to develop their understanding of sustainable development within our school curriculum, in particular their work in geography, science, PSHE and citizenship.