cradlehall primary school curriculum rationale primary school – curriculum rationale ... embraces...
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Cradlehall Primary School – Curriculum Rationale Overview
At Cradlehall Primary we realise our values and vision through a curriculum which looks outwards and :
meets the needs of all learners and their differing learning styles
embraces the opportunities inherent in Curriculum for Excellence
recognises the importance of successful transitions
raises standards of attainment and achievement
acknowledges and promotes equality and diversity
maximises opportunities for learning for sustainability
embeds the UN Rights of the Child in day-to-day learning
works in partnership with parents/carers and partners of the school
allows for creativity, enterprise and innovation
takes cognisance of our local environment, yet is Global in outlook
challenges, motivates and is relevant to life in the 21st Century
isn’t static but continually evolves and develops
celebrates success
This rationale is further explored and exemplified below:
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A Curriculum which meets the needs of all learners and their differing learning styles
We endeavour to meet everyone’s needs:
Children learn through a variety of structured settings: individual, group, whole class,
year group and whole-school citizenship groups
Activities are structured to develop, in each individual, a wide range of progressive
skills.
Potential barriers for learning are recognised and acted upon by staff through the
GIRFEC model
Maximum use is made of technologies to support learning
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A Curriculum which embraces the opportunities inherent in Curriculum for Excellence
Our Curriculum aims to build our pupils’ capacity to become:
Successful Learners
Confident Individuals
Responsible Citizens
Effective Contributors
We achieve this through the development and delivery of a curriculum which is based upon the 7 key principles
of:
Challenge and enjoyment
Breadth
Progression
Depth
Personalisation and choice
Coherence
Relevance
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A Curriculum which recognises the importance of successful transitions
Our Curriculum ensures that transition from one stage of learning to another is as smooth as possible through:
Timetabled transition meetings between staff
Comprehensive, agreed records of relevant data
Links with other centres and secondary schools
Robust induction procedures ahead of starting nursery and primary one
Enhanced transition for children with additional support needs
Structured induction for parents at the start of each school year
In-class buddy support for children new to the school
Nursery – P6 buddy system followed on into P1 - P7
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A Curriculum which raises standards of attainment and achievement
Our Curriculum aims to fully develop each child’s potential. Progress is constantly monitored through a wide variety of
assessment. Results of monitoring are analysed and acted upon.
Ongoing peer and self-assessment
Reflection and identification of next steps in learning through Nursery Learning Journeys, Learning Profiles
and Logs
Standardised Assessment of Literacy and Numeracy P1-P7
Big Writing termly assessments
Unit of Learning assessments at the end of a period of study
Baseline Assessment in P1
Specific detailed assessment of children experiencing difficulties with literacy & numeracy
Learning Conversations are being developed throughout the school
Children are encouraged to engage in discussion about their learning and their progress and achievements.
Children are encouraged to demonstrate their achievements through a variety of means (Make, Say, Write, Do)
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A Curriculum which acknowledges and promotes: inclusion, equality and diversity
Within our curriculum planning framework we actively seek opportunities for exploring inclusion, equality and diversity
issues:
We work with Partners to ensure that for all our pupils, barriers to participation are minimised
We mainstream through careful selection of resources, including core literacy texts
We exploit opportunities for promoting equality and diversity, both within our own school community and
outwith, where these are not readily available.
Every class participates in the 1+ 2 Languages initiative: French P1-7 and Dutch P7
Pupils participate in the Resilient Kids programme at P1, P4& P7 to develop each individual’s emotional literacy
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A Curriculum which maximises opportunities for learning for sustainability
Within our curriculum planning framework we actively promote individual and collective responsibility for protecting and
nurturing our environment:
An active Eco Committee and after-school club undertake practical projects to enhance the school grounds.
Local, national and global issues are explored through these activities
Each class has to maintain and develop an area of eco responsibility - veg garden, friendship garden, bird
feeding
Rotas are maintained for recycling and composting.
Termly school assemblies publicise and reinforce the work of the Eco Committee
We hold twice-a year practical community events with a focus on school grounds improvement
Global Goals for sustainability are promoted through the curriculum
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A Curriculum which embeds the UN Convention on the Rights of the Child in day-to-day learning
Within our curriculum planning framework we actively promote individual and collective responsibility for the Rights of the
Child
Each class develops its own classroom charter based on the Convention
Where applicable, wall displays are referenced to the Convention
Each class has regular class meetings/discussions to seek pupils’ views
Regular input to school assemblies on Children’s Rights
Active campaigning by ambassadors to promote Children’s Rights outwith the school
Whole School Pupil Council with a clear remit for improving the learning within our
school through maximising the impact of Pupil Voice
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A Curriculum which works in partnership with parents/carers and partners of the school
Staff and Parents work cooperatively to the benefit of the school as a whole through:
High levels of informal two-way communication
Well organised and informative parent appointments, twice a year
Active participation in school self-improvement
Open Door ethos
Regular sharing learning through children’s work via homework, learning
profiles and open afternoons
Seasonal community events
Enhancing pupils’ learning through visits / talks by parents/carers
Participating in school excursions / environmental projects
Engaging with summative end of year pupil profiles
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A Curriculum which allows for creativity, enterprise and innovation
We endeavour to enrich children’s experiences of learning through:
Contexts for Learning which support enterprise in all year groups
Whole school business event e.g. Christmas Bazaar, P7 Holland Fund Raiser
Senior pupils taking responsibility for Pop-up Enterprises and School Uniform sales
Links with local businesses e.g. Tesco, TSB, NHS, Stagecoach Buses
Utilising Parent skills and contacts to enhance pupils’ knowledge and understanding of the World of Work
Pupils having access to at least a termly live arts performance
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A Curriculum which takes cognisance of our local environment, yet is Global in outlook
We encourage the children to appreciate the world around them, near and far through actual and vicarious
experiences. This is realised by:
A planning framework which progressively exploits opportunities for developing children’s growing awareness of the
world round about them
Planning a broad range of excursions, integral to the work of each class. These involve visits to local and more distant
locations where opportunities to enhance learning experiences are exploited
Maintaining our Level 1 Rights Respecting Schools Award. Children’s rights are integral to the work of the school.
Each class has created its own charter which exemplifies these rights in the class setting
Actively promoting the idea of European citizenship through the curriculum, participation in Euroquiz and links with
individual schools abroad.
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A Curriculum which celebrates success
We celebrate individual and collective successes through:
Achievers Assemblies, fortnightly
Items in the school newsletter and website
Publicity through local media
Individual class incentives and rewards
Recording achievements in Learning Profiles
End of year Awards Assemblies
Recognition of Excellence within the curriculum via end-of-session P7 Trophies
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A Curriculum which challenges, motivates and is relevant to life in the 21st Century
We prepare children for the future by:
Developing resilience in learners at all ages and stages
Pupil Voice being consciously developed at whole school and class levels
Endeavouring to ensure that the selection of updated resources mirrors
changes in society
Ensuring our curriculum has sufficient flexibility in order for staff to be
receptive to salient local, national and worldwide events, as these occur
Endeavouring to take up pertinent opportunities for curriculum enrichment
as these arise
Facilitating a wide range of opportunities for sporting and other interests
are catered for during lunchtimes and after school
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A Curriculum which isn’t static but continually evolves and develops
We share a commitment to improving what we do:
All staff professionally reflect on their individual roles and responsibilities through a structured plan of
professional review
Staff continually self-evaluate the curriculum; individually as it relates to each teacher’s responsibilities, and also
collectively, taking into account the needs of the whole school
Support staff self-evaluate their roles, formally and informally, and contribute to improvements in learning and
teaching and the management of the school as a whole
Most teaching staff have taken on additional leadership roles for different aspects of the curriculum, thereby
ensuring that practice continually moves on
Through the whole-school self-evaluation programme, Staff, Parents and Pupils have a voice in curriculum
development which helps identify priorities for future action