Ysgol Gynradd Craigcefnparc

Ysgol Gynradd Craigcefnparc

Craigcefnparc Primary School

Curriculum Policy

Craigcefnparc Primary School

Ysgol Gynradd Craigcefnparc

Curriculum Policy

The curriculum is the interaction between teacher and learner and, as such, transmits attitudes and values, in addition to knowledge, skills and understanding. High standards are created through high expectations, which are at the core of the attitudes and values we transmit throughout curriculum delivery.

Implications for planning

Significant changes have been made to the content and presentation of the curriculum, and this has given the school the opportunity to revise whole school planning, to provide appropriate, relevant and motivating experiences for all learners through an experiential curriculum.

The curriculum aims to:

focus on the learner
ensure that appropriate skills development is woven throughout the curriculum
focus on continuity and progression 3–19
offer reduced subject content with an increased focus on skills
be flexible
be relevant to the twenty-first century
support Government policy including bilingualism, Curriculum Cymreig/Wales, Europe and the World (WEW), equal opportunities, food and fitness, education for sustainable development and global citizenship, and the world of work and entrepreneurship
provide a daily act of collective worship (which is broadly Christian in nature)
provide a broad, balance, relevant and flexible curriculum based on the statutory documents:- • Framework for the Foundation Phase for 3 to 7 year-olds;

• Revised National Curriculum subject Orders for key stage 2 and key stage 3;

• National exemplar framework for religious education;

• Non-statutory skills framework for 3 to 19 year-olds;

• Framework for Personal and Social education for 7 to 19 year-olds;

S.E.N. Code of Practice
Literacy and Numeracy Frameworks

Through the curriculum, the school maintains its aims to support all pupils and help them to develop high self esteem and confidence, develop pupil’s positive attitudes and behaviour, including self control.

Purposes:

to ensure pupils access their statutory entitlement to the curriculum
to provide positive attitudes and behaviours, including self control
to develop high esteem and confidence
to encourage pupils to think for themselves and become independent and self responsible
to motivate pupils and encourage them to learn to question, analyse and respond to challenge
to develop respect for self and others
to acquire knowledge, skills, attitudes and understanding
to build on previous experience through reflection and activating prior knowledge
to use the outcomes of assessment in order to move forward
to develop creativity, imagination, spontaneity and initiative
to communicate effectively and express themselves clearly
to develop and use key skills effectively in communication, ICT, number and thinking
to work co-operatively and collaboratively where appropriate
to learn to select and use various approaches and resources, and to be discriminating
to be motivated to work independently
to promote the intellectual, spiritual, moral, cultural, creative, mental and physical development of all pupils
to promote partnership between the child, the parent, the teacher and the community

Flexibility in planning

As a school we recognise that one of the overall aims of the revised curriculum is to reduce prescription and give control and responsibility back to schools and to learners themselves. Schools are free to organise and deliver the curriculum in the way that best suits their circumstances and needs. We recognise that there are no constraints relating to time allocation or organisation of subjects. Therefore the school now uses Cornerstones as a thematic, topic based approach to learning, in order to best meet the needs of all learners.

The outline of the new summative assessment levels.

Outcome 1 Foundation Phase
Outcome 2 Foundation Phase
Outcome 3 Foundation Phase
Outcome 4 Foundation Phase / Level 1 National Curriculum
Outcome 5 Foundation Phase / Level 2 National Curriculum
Outcome 6 Foundation Phase / Level 3 National Curriculum
Level 4 National Curriculum
Level 5 National Curriculum

All stakeholders are committed to the philosophy of Foundation Phase pedagogy and recognise that effective practice developed in the early stages of children’s education lays the foundations for life long learning. The school has devised a curriculum that embraces this philosophy in a coherent whole school approach that aims to ensure consistency and progression of practice.

Long term planning

Based on Foundation Phase and National Curriculum documents . It has been agreed by staff that each teacher has the necessary expertise to plan for their relevant age range, based on the whole school use of the revised programmes of study for Literacy, Language & Communication skills, English and Mathematics. These include progression through Literacy and Numeracy frameworks, in the format of progression ladders for each year group. The introduction of Cornerstones has ensured progression and coverage of skills, through curriculum auditing. Curriculum maps for Literacy and Numeracy ensure coverage and skills ladders ensure skills are taught at appropriate levels.

Medium Term Planning

Curriculum maps for English and Maths highlight range and coverage of skills per half term. Medium term planning is highlighted through core and foundation subjects, teachers plan for discrete English and Mathematics to support topic based skills and range.

Short Term Planning

Detailed weekly lesson planning incorporates learning objectives, key vocabulary, key skills, directions for associate staff, differentiation. Assessment of learning and evaluation are key areas to inform future planning.

Co-ordinators

All subject leaders monitor and report on coverage, progression and assessment results throughout the year. They provide a strategic lead and direction for the subject. Throughout the year, coordinators monitor data, conduct lesson observations and book scrutiny sessions, listen to learners and lead developments in their subject area. Subjects leaders are responsible for monitoring resources and their storage.

Monitoring and review

Governing Body are responsible for monitoring the way the school curriculum is implemented. There is a named governor for ALN, this governor liases with the SENCO and monitors the way the school teaches pupils with additional needs.

The Headteacher is responsible for the day-to-day organisation of the curriculum. The Headteacher monitors termly and weekly plans, ensuring all classes are taught the full requirements of the National Curriculum, and that all lessons have appropriate learning objectives.

This policy was agreed by the Governing body Autumn 2014

Signed by Chair of Governors: ______Date: ______

Signed by Head teacher: ______Date: ______