The Policy Overview And Procedures For SelworthySchool Curriculum Entitlement

The Revised National Curriculum Orders include a clear statement that teachers can select material from earlier or later Key Stages in order to enable pupils to develop a broad range of experiences and to progress and demonstrate achievement.

ATeachers should 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 set out what most pupils should be taught at each key stage - but teachers should teach the knowledge skills and understanding in ways that suit their 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.@

Planning

The emphasis for planning is through ICT, knowledge, skills and understanding and experiential learning

  • School Development Plan
  • The Curriculum Model - his model encompasses the child at the core of all that is experienced and learnt at school. Learners need to develop skills for life such as resilience, communication, cognitive skills, building team and relationship skills as well as coping with transition and change. Our pupils are the future citizens of tomorrow, they need to be equipped and skilled to be aware of society and to know their place in it

Our Curriculum Model is flexible to ensure personalised learning

  • Whole School Curriculum policy - this includes the Sensory Curriculum, the Foundation Stage, National Curriculum and the14-19 Curriculum
  • Selworthy School SOW, covering all National Curriculum areas and referenced to the ‘P’Levels
  • Dates set for evaluation and review
  • The curriculum is monitored on a rolling programme and monitoring reports are written. This is added to the subject monitoring book each year

Short Term Planning

  • Daily / weekly planning and evaluation sheets are to be kept in the class file and used for ongoing short term work in class. These will be emailed to the Headteacher at the start of each week. The file will be given to the Headteacher at the end of each term
  • Parents letters are to be sent at the beginning of each term, IEPs if requested, timetables etc to inform parents of topics/areas of curriculum coverage/general class news/dates etc.

Medium Term Planning

All subjects are to be planned prior to the start of the new term digitally and saved in the appropriate place on the computer. Hard copies are to be kept in a class file and given to the Headteacher when they are completed at the end of each term. These are to be on the school agreed proformas and will be a common approach across the school. It will not only inform the staff team but will inform supply staff. The copy for the Headteacher ensures clear information across all levels of the school team.

The booklet will contain:

  • A front page showing the curriculum model
  • A class timetable
  • Planning sheets
  • Rotas/class groupings
  • Individual pupil timetables if appropriate
  • All letters to parents
  • Short term planning and evaluation sheets
  • Educational visit list
  • ICPs / IEPs
  • Pen pictures
  • Individual pupil risk assessments
  • New files will be started each term and the previous terms file will be kept by the Headteacher for reference and evaluation
  • There is a blocked time for Rolling Topic Programmes helping to ensure curriculum coverage and breadth of experiences

History - Autumn Term

LowerSchool
Key Stages 1 & 2 / UpperSchool
Key Stage 3
2004-2005 / Local History (2)
My Life and my Family (1) / Britain 1066-1500
Medieval Britain
2005-2006 / Lives of Significant People from Britain and the Wider World (1) The Tudors (2) / Britain 1500 - 1750
Crowns Parliaments & People
The Stewarts
2006-2007 / Past Events from the history of Britain (1)
The Romans (2) / Britain 1750 - 1900
Expansion of Trade and Industrialisation
The Victorians
2007-2008 / Local History (2)
The ways people lived in the past (1) / European History before 1914
Walter Raleigh/Francis Drake/The Spanish Armada
2008-2009 / Lives of significant people from Britain and the Wider World (1)
The Anglo Saxons (2) / World Study after 1900
The Second World War
2009-2010 / Past Events from the history of Britain and the wider world (1)
The Vikings (2) / Repeat 2004-2005

R.E. - Spring Term

YEAR / LOWERSCHOOL / UPPERSCHOOL
2008 / Ourselves / Our Feelings, Experiences and Beliefs
2009 / My Family and Friends / My Community
2010 / Special Places / Places of Worship and their Artefacts
2006 / Special Stories and Songs / The Bible and Other Stories
2007 / Likes and Dislikes / Rules and Choices

Geography - Summer Term

LOWERSCHOOL
Keys Stages 1 and 2 / UPPERSCHOOL
Key Stages 3 & 4
Summer Term 2005 / Settlements in the UK and a less economically developed country
How and where people live / Settlements and population in two countries
People and places in different countries
Summer Term 2006 / Lets find out about water in the UK and a less economically developed country / Lets find out about natural disasters around the world - flood, volcanoes, hurricanes, earthquakes, etc.
Summer Term 2007 / Finding our way and transport in the UK and a contrasting country / Maps, plans, journeys and spatial awareness
Summer Term 2008 / Environmental issues in the UK and a less economically developed country
Weather and seasons / Environmental issues in two countries
Weather, climate and ecosystems
Summer Term 2009 / The locality of the school.
Our school and local environment / Development and economic distribution in two countries
Urban and Rural environments

Science planning, one area of the curriculum each term

YEAR / LOWERSCHOOL / CURRICULUM AREA / UPPERSCHOOL
AUTUMN TERM - PHYSICAL PROCESSES
2006/7 / Light/Dark / Electricity / Electricity
2007/8 / Movement / Forces & Motion / Magnets
Switches
Pulleys
2008/9 / Looking and Listening / Light and Sound / Experiments with light and sound
2005/6 / The Earth / Earth and Beyond / The Planets
SPRING TERM - MATERIALS AND THEIR PROPERTIES
2006/7 / Touch and Feel / Grouping / Materials and Their Uses
2007/8 / Sorting / Grouping / Recycling
2008/9 / Water / Changing Materials / Solids/Liquids
2005/6 / Making things change / Changing Materials / Reactions and Mixtures
SUMMER TERM - LIFE PROCESSES AND LIVING THINGS
2006/7 / How Things Grow? / Green Plants / Plant Life Cycles
2007/8 / How Things Live? / Living Things and Their Environment / Living Environments
2008/9 / Living and Non Living / Life Processes / Growth
2005/6 / Myself / Human and Other Animals / The Human Body

Art Rolling Programme

LOWERSCHOOL

YEAR / AUTUMN / SPRING / SUMMER
2006/7 / Fairy Tales / Modern European Art / Local Environment
2007/8 / Natural Objects / Themselves / World Art
2005/6 / Music / Puppets / Modern Children=s Books

UPPERSCHOOL

YEAR / AUTUMN / SPRING / SUMMER
2006/7 / Western contemporary Art / Renaissance Art / Aboriginal Art
2007/8 / Medieval Art / Islamic Art / African Art
2005/6 / Poster Renaissance Art / World Wide contemporary Art / Native American Art

English

Autumn Term / Spring Term / Summer Term
Poetry/Drama / Fiction / Non Fiction

Maths

Autumn Term / Spring Term / Summer Term
Number and the number system / Shape Space and Measure / Using and Applying

Design and Technology

Autumn Term / Spring Term / Summer Term
Developing, planning and communicating ideas / Working with tools, equipment, materials and components to make quality products / Knowledge and understanding of materials and components
Evaluating processes and products to span all curricular areas

PSHCE Life Skills Autumn Term

2006 – 2007 / Shopping and Citizenship
2007 – 2008 / Safety and Leisure
2008 – 2009 / Transport and Domestic Skills

PSHCE Social Spring Term

2006 – 2007 / Relationships and Cooperation
2007 -2008 / Decision making and Behaviour
Attention and concentration to span all curricular areas

PSHCE Personal Summer Term

2006 – 2007 / Healthy Eating
2007 -2008 / Toileting and Washing
2008 -2009 / Dressing and Possessions

ICT

Autumn Term / Developing Ideas and Making Things Happen
Spring term / Exchanging and Sharing Information
Summer Term / Finding Things Out

Music

Autumn Term / Performing
Spring term / Composing
Summer Term / Performing, Composing and Appraising

PE

Autumn Term / Dance, Games and Athletics
Spring term / Gymnastics
Summer Term / Outdoor and Adventurous activities and Swimming
  • ICPs are linked and referenced to the SOW and taken from the broader aims identified in the Annual Review. These are reviewed, evaluated and assessed each term
  • Foundation Stage Profile
  • Parents are invited to contribute to the IEP
  • The IEP objectives are taken from the statement and cover communication, number, PSHCE and ICT. These are reviewed, evaluated and assessed each term
  • ‘P’ scales are identified in the SOW. The ‘P’ scales form a part of the target setting assessment process
  • ‘P’ Level assessments is carried out throughout the school
  • Milestone summative assessments are used to inform the final school leavers’ report

Long Term Planning

Annual Reports including general aims taken from the Scheme of Work and objectives from the statement will be used as the basis for setting ICPs and IEPs throughout the year.

For the Foundation Stage, planning will show which key learning intentions will be covered for each of the six learning areas each term.

Assessment and Recording

  • Entry assessment and baseline assessment are made within six weeks of starting SelworthySchool
  • The SMT report to the Governors responsible for the curriculum who also attend some curriculum staff meetings, review policies and do classroom observations
  • IEPs are working documents and are updated at least termly
  • ICPs are reviewed and assessed each term
  • Termly planning forms are to be completed, evaluated and recorded at the end of each term
  • Standardisation of ‘P’ Levels is through discussion at teacher meetings, on line examples and PACE 2
  • ‘P’ Level assessments are made in the Summer Term and results reported to parents and the LEA
  • Assessments for the Foundation Stage Profile need to be completed each term during the Reception Year
  • Summative Milestones Assessment is used to inform future placement providers
  • Entry profiles and baseline assessment are completed for new pupils
  • Accreditation for Life and Living, ASDAN and National Skills Profile Modules celebrate achievements in the 14-19 Curriculum

SelworthySchool March 2003 CURRICULUM OVERVIEWPage 1 of 10

Reviewed Sept 2003 June 06, Jan 07,

Feb 07

  • Teacher Assessment is ongoing and informs the annual reviews

Annual Review

  • Further details are located in the Assessment Recording Policy. Each pupil=s statement of SEN is reviewed and updated through the annual review process.

Parental input to future objectives is sought to inform broad aims which are set and agreed with parents at the review evening. These broad aims inform the ICPs and IEPs throughout the year

  • The annual report to parents forms the basis of the review meeting of the Statement of Special Educational Needs in accordance with school and statutory policies
  • The School Transport Care and Management Plan is addressed /updated at the review

Planning and Evaluation Systems

  • Planned times for monitoring the SOW by the subject coordinators, includes classroom monitoring of the subject coverage, review and evaluation. Completed subject monitoring forms are to be kept by the coordinator and a central copy to be kept in a file in the Headteacher=s office
  • Teacher Management tasks are identified and planned to action throughout the year
  • The Selworthy School ‘S’ folder is located on the computer system and used to save planning, ICPs, IEPs etc that can be viewed by all class Teachers for, planning, evaluating, assessing and for generating ideas amongst staff. It also enables easy access for target evaluations, assessments and ‘P’ scale information and for subject coordinators overview of curricular coverage across the school
  • Monitoring procedures are outlined in the school Monitoring Policy
  • Performance management teaching observations are undertaken by the Headteacher and/or Deputy Headteacher
  • Yellow SOW folders contain the whole SOW and teachers have their own individual file (See Appendix 1)
  • Yellow Policy Folder contains all school policies and is kept in the Head=s office (See Appendix 1)
  • Yellow Subject Coordinator Folders are kept by individual coordinators (See Appendix 1)
  • Blue files (Records of Achievement) contain annotated and dated work that demonstrates progress or has been chosen by the pupil, external and internal certificates etc. (See Appendix 1)
  • White folders are kept for each pupil and contain IEPs, ICPs, baseline assessments, ‘P’level results, Targets, Behaviour plans and Entry Assessment. These folders along with the Record of Achievement folders go with the child as they pass through the school and help to tell the story of the individual child as seen by the Teachers (See Appendix 1)
  • Personal details and medical forms are collected by the administrative staff, copies are kept digitally and hard copies attached to the front of the current red individual pupil folders located in the filing cabinet in the Deputy Headteacher=s office. This is monitored by individual Class Teachers and the Teacher responsible for updating medical and therapeutic information. The blue folders located in the same place contain past details of the pupil
  • Course evaluation to be given orally to all appropriate staff at weekly staff meetings and a written evaluation form to be kept in the file in the office
  • The computer records forstaff development are updated monthly

Appendix 1

White Folders

Located in class

These go with the child throughout the school

Put the photo and sheet ’The story of……..by the teacher’ in the front cover of the folder

The folder will contain:

P Level results

Targets

IEPs

ICPs

Behaviour plans

Entry Assessment

Milestones

Blue Folders

Located in class

These go with the child throughout the school

Put the photo and sheet ’The story of……..’ in the front cover of the folder

The folder will contain:

Work of pupil’s own choice

Significant achievements outside of school

Annotated Certificates and work, including photos, tapes etc.

Printed sticky labels can be used for annotations. They need to be complete and placed on the back of work and certificates. Label must be completed and be specific, relating to context, help given etc. Include the ’P’ level the pupil is working within. P1 to P3 will naturally be more generic but the assessment focus must be clearly stated.

Include the curricular area focus – i.e. Knowledge and Understanding of the World, Creative and Aesthetic Development, Physical Development, Literacy Development, Mathematical Development. These areas are now the main focus for certificates – they are not so subject specific and reflect our curriculum model.

This monthly focus is found on (computer S drive – forms) PSHCE certificates can be given out as well as significant achievements in other curricular areas but it is envisaged that at least 1 certificate per pupil in the focus area will be given out each month. If certificates are not achieved it should be reflected in the weekly evaluations. Certificates will need to be in the office by 12pm on the Thursday morning, so they can be prepared for the Assembly and so the reception screen can be updated.

Work not required by school is to be sent home at the end of the Summer Term each year.

Photos will need to be taken of larger art/technology work for the ROA folder. ‘P’ levels must be identified on the work. Gradually the portfolio should build up a picture of the pupil. Work can be gradually sifted to show the complete range of work covered and progress throughout the school.

Yellow Curriculum Folders

Located in class

These are for curriculum subjects containing, policies, rubric, subject overviews and Scheme of Work

Teachers are to keep this updated by using the updated by printing the read only information which will be located on the S folder

YellowWholeSchool Policy Folder

Located in the Headteacher’s office containing all whole school policies other than curriculum

Class Planning Folder

Located in class

These are to be used for each term’s planning and are to contain:

Term plans, class timetables, individual timetables, letters to parents, evaluations, IEPs, ICPs, behaviour plans – in fact anything relating to the class and the pupils’ in it

Each term an introductory letter is to be written to parents with plans for the term, topics etc The Headteacher would like to read all the letters that go home

When folder contents are completed at the end of the term these will then be kept in the Headteacher’s office

Orange Folder

Located in class – containing, Risk Assessments that are generic, also pertinent to the class

Selworthy School Computer S

All paperwork as identified in white folders and blue folders, blank forms etc.

Purple Folders

Located in the staff room

One per class and to contain completed journey plans, journey permission sheets and relevant risk assessments

SelworthySchool March 2003 CURRICULUM OVERVIEWPage 1 of 10

Reviewed Sept 2003 June 06, Jan 07,

Feb 07