BRADSHAW HALL PRIMARY SCHOOL

DEVELOPMENT PLAN 2014-2015 FOR CURRICULUM 2014

CURRICULUM DEVELOPMENT TARGET: STANDARDS TEAM
OBJECTIVE / ACTION / LEAD PERSON, TIME SCALE
RESOURCES & TRAINING
CURRICULUM 2014
To plan, adapt and change the VISION for Curriculum 2014.
Part 1: Planning and Assessment Structures / ·  Adjust the long-term overviews to ensure that there is suitable coverage for all areas of the new curriculum. Maths and literacy planning to work on a one-year cycle; other subject areas to be delivered on a two-year cycle.
·  Develop and implement assessment system for the new curriculum. Movement to ‘Assessment Without Levels’ in Year 1, 3, 4 and 5 (2014-2015 school year) and year 2 and 6 (2015-2016 school year). Transition to be made within the school year. Key issues to establish:
*The most appropriate system for making assessment judgements, which is collectively understood and used
*How the new assessment model will provide transparency for parents when reporting on attainment and progress
*How the assessment model will allow the school to track the attainment and progress of children
*The way in which the new assessment model can be used actively by teachers to improve learning outcomes for children. This includes establishing how the new assessment model fits in with current AfL strategies, and ensuring that the new system is time-efficient. / Completed in phase teams, initially completed Sept 2014, reviewed July 2015.
SMT to establish new assessment model to be implemented in consultation with Stockport guidance and in consultation with cluster area schools (Autumn 2014)
INSET training to introduce new assessment model. Staff meeting time, led by assessment co-ordinator, to model the chosen assessment system to staff.
Assessment system reviewed throughout academic year, with full implementation and strategy established within the academic year.
CURRICULUM 2014
To plan, adapt and change the VISION for Curriculum 2014.
Part 2: Developing Pedagogical Approaches to Teaching and Learning / There will be significant changes to the school curriculum to meet the demands of the new curriculum. Whilst there are subject-specific action plans, all the changes made will be built on a focus on the same key areas. These are all aspects of teaching and learning that were highlighted as being centrally important to learning outcomes by the Visible Learning report and by work done by The Sutton Trust:
·  Metacognition
·  Assessment for learning, and creating assessment literate children
·  Collaboration
·  Engagement on learning
Discovery Workshops (Bradshaw Hall approach to reading) – Key Priority
The existing model for Discovery Workshop will be adjusted to ensure that activities are targeted specifically to children’s individual needs based on assessment information. There will also be an increased focus on being able to evidence learning outcomes, provide effective feedback for children in reading and improve the quality of independent learning. Children’s outcomes in Discovery Workshop will be monitored through classroom observations and book scrutiny. There will be a focus on the teaching of comprehension skills to children of all reading abilities in year 1, and increased support for children with decoding in reception and year 1.
SPAG trial - Key priority
Improve learning outcomes in grammar by building grammar teaching within the literacy curriculum in all phases. Stronger links made to grammar within reading and writing activities. A programme for spelling to be established, with age-group expectations clearly established. Teaching of spelling to be timetabled, with teachers reporting separately on attainment and progress in spelling.
Maths learning cycle
The schools pre-established ‘Maths Learning Cycle’ has allowed for a smooth transition to the new curriculum, with a mastery approach already embedded. Teachers are to become familiar with three core principles of new maths curriculum: fluency, reasoning and problem-solving. Targeted maths intervention will be timetabled and run in all phases, led by teaching staff. The content of the new curriculum will be organised into blocks, with a focus on mastery by giving children visual, interconnected and conceptual experiences of mathematics. A new calculation policy is to be written to meet the requirements of the new curriculum. This will be presented online, to make it more meaningful to children, teachers and parents. Policy to be based on embedding calculation concepts as well as outlining formal written and mental strategies.
Science
The school aim to achieve the Primary Science Quality Mark silver award. There have been many successful science trials run in the school – the outcrop of these trials is that we have identified the following model for improving learning outcomes in science:
·  Have powerful, practical contexts for immersing children in areas of study
·  Develop schemes of work based around children’s questions, areas of interest or misconceptions based on the initial immersion
·  Make active use of assessment for learning to plan science activities (including practical activities) built around the children’s needs.
We will also increase the awareness and exposure of children to science. There will be an upper KS2 school trip to Jodrell Bank, and the science coordinators will increase the awareness of parents in science at Bradshaw Hall. Teachers will be part of local science projects to develop science teaching across all key stages. These teachers will be used to drive the professional development of science throughout the school.
History and Geography
We will trial and develop the following model:
·  Have immersion sessions to give children background knowledge of topic areas, and to generate curiosity and interest.
·  Develop schemes of work based around children’s questions and key ideas within topics.
·  Sequences of lessons allow children to develop subject-specific skills and develop personal competences as outlined in the Bradshaw Hall Personal Competence Model.
·  Trialling the use of ICT to record and present learning where appropriate.
ICT
The subject development plan for ICT is presented as a Prezi. It outlines the school’s vision for the development of ICT, with the main foci being as follows:
·  Developing a programme of study for coding, supported by a coding after-school club.
·  Children developing ICT skills, through taught sessions, using the range of software and equipment available in the media suite.
·  Children being able to use and apply technology to record and present their work in a range of curriculum areas. / Trials led by year 6 and monitoring of Discovery Workshop in Autumn half-term 1. INSET and staff meeting time allocated to developments of key aspects of Discovery Workshop, Autumn half-term 2. Ongoing monitoring of learning outcomes.
Trials led by Mark Ives and Chris Mann, overseen by Anna Waller and Gareth Metcalfe.
System for spelling established by Anna Waller, Autumn term.
Calculation policy written by Gareth Metcalfe. Introduced in staff meeting in Autumn half-term 1. Calculation policy videos to be written and published on the school website in Autumn half-term 2.
Staff training on a mastery approach to maths in Spring 1 led by Gareth Metcalfe.
Led by Jacqui Sullivan and Kerry Walmsley.
Science trials led by Louise Bousefield and Matt Willis.
Luke Redfearn, overseen by Gareth Metcalfe and with the support of Matt Willis.

W:\STAFF SHARED FILES\SDP\SDP 2012-13\Action Plans\Music Action Plan 12-13.doc