(pdf) planning for the revised curriculum at key stages 1 and 2

CONTENTSOverview 1

Starting to Plan for the 2Revised Curriculum – Big Wheel

The 4A’s Model for Planning 3

Additional Resources to Support 10the 4A’s Planning Process

Appendix 1: Aspire Activity 11

Appendix 2: Year Group/Key Stage 17

Audit Template

Appendix 3: Personal Development 18and Mutual Understanding Audit

Template

Appendix 4: The School Ethos Audit 21

Appendix 5: Curriculum Map Template 38

Appendix 6: Year Group/Key Stage 39Action Plan Template

The information contained in this guidance booklet is also available as a

CPD Unit for use in whole-staff training. The CPD Unit, which comprises

a PowerPoint presentation, appears on the CPD disc included in your

Curriculum Support and Implementation Box.

Acknowledgements

The Partnership Management Board would like to thank the many people who

contributed to the development and production of the contents of this pack.

They include colleagues from:

Council for the Curriculum, Examinations and Assessment (CCEA)

Council for Catholic Maintained Schools (CCMS)

The Education and Library Boards

Regional Training Unit (RTU)

Classroom 2000 (C2K)

The Partnership Management Board would also like to thank all the schools who

so generously allowed us to take photographs. Their participation celebrates pupils

enjoying learning. Their involvement makes the materials real.

Planning for the Revised Curriculum

1

OverviewThe Revised Curriculum seeks to prepare young people for a rapidly changing world. It does this by retaining the best of current practice whilst building in areas of change.

This document can assist you as you carry out School Development Planning

(SDP) for implementation of the Revised Curriculum. It provides you with

practical strategies and resources that can be used to plan the Personal

Development and Mutual Understanding, Thinking Skills and Personal Capabilities,

Assessment for Learning, Areas of Learning, and Connected Learning elements

of the Revised Curriculum.

We don’t expect you to implement all the changes of the Revised Curriculum

at once, or to the same degree of detail, by the close of 2007. We recognise

that implementation needs to be planned, incremental and facilitated in ways

that take account of your school’s individual circumstances and readiness.

What’s more, your teachers need time to access training and support to

develop confi dence with and expertise in all of the areas of curriculum change.

To help you with the transition, we’ve scheduled training and support for

implementation, which will continue through 2010. Your CASS link offi cer will

have communicated details about these to your school.

2

Key Stages 1&2

Starting to Plan for theRevised Curriculum – Big WheelThis ‘Big Wheel’ model shows the range and scale of issues that you must

focus on and how these issues are inter-connected. The model also reveals

the centrality of the learner – children are the reason for change and the

Revised Curriculum is designed to best meet their needs.

Although all the ‘pods’ are inter-related and moving at once, you can decide

which pod (area of curriculum change) to jump on as a starting point. You may

have your own starting points not named here – hence the ‘?’ pods.

Because the areas of curriculum change are so inter-related, whichever pod

you begin with should inevitably lead you to planning for the other pods. To

ensure manageability and thoroughness, however, we do recommend that

you devise a plan for each pod. Each individual pod’s plan will eventually

contribute to an overall Year 5 master plan, but constructing a plan for each

pod will ensure that you have a clear understanding of your school’s state of

development and readiness for change in relation to each. It will also provide

you with a planned approach to continuous and connected development in

each area. As planning is an ongoing process, and because the areas of

change are intrinsically linked, you can (and should) then revisit each pod’s

plan (and the Year 5 master plan) to add detail and amend as plans for the

other pods develop, staff’s confi dence grows and implementation is underway.


3

The 4A’s Model for Planning

• whole-school • Areas of Learning

• key stages • year groups

• individual teachers.

Once you choose your starting point, you can begin to plan change.

We recommend using the 4A’s planning model, shown here. This model has

been developed as a result of schools’ experiences in trial and pilot work.

The 4A’s model comprises four steps (Aspire, Audit, Adapt, and Action) and

can be used to carry out planning across the following levels:

We encourage you to adapt and amend the model in ways that harmonise with

your existing SDP and best suit the needs and interests of your pupils.

The 4A’s planning approach offers an incremental process that you can repeat

as you plan the various elements of the Revised Curriculum. The 4A’s language

may be new but the processes aren’t. They harmonise with best practice

being advocated by the Education and Training Inspectorate (ETI) and SDP.

Each one of these stages is driven by a belief that schools must be in control

of the change and that leadership within schools is the key to making a real

difference for teachers and children.

Schools involved in pilot studies have reported that the 4A’s approach provides:

a deeper understanding of the changes in the Revised Curriculum;

opportunities for staff to identify creative opportunities to meet the

requirements of the Revised Curriculum;

increased engagement and commitment from staff; and

vital information to inform decision-making about a number of important

issues such as:

– staff training and development needs;

– key stage planning; and

– models of implementation for Personal Development and Mutual

Understanding.

•

•

•

•

AuditReview your provision in relation

to what you currently do.

AdaptReview your provision against

the new requirements.

ActionDevelop action plans in relation

to your starting point.

AspireClarify your vision in relation

to your chosen starting point.

4A’s Cycle for Implementation

4

Key Stages 1&2

Aspire During the Aspire stage, you must clarifyyour vision for the Revised Curriculum inrelation to your chosen starting point (pod).

You can use the following questions to encourage staff involvement:

• ‘What do we want our pupils to know about?’

• ‘What do we want our pupils to be (attitudes, dispositions and values)?’

• ‘What do we want our pupils be able to do (skills and capabilities)?’

Outline of Planning Activities for Aspire

Objectives Suggested Activities Resources

Ensure staff become familiar

with the areas of curriculum

change.

Develop an understanding of

the aim and objectives of the

Revised Curriculum.

Consider the Revised

Curriculum in relation to

your school’s vision.

Create conditions to support

the implementation of the

Revised Curriculum.

Provide a focus for Year 5

planning.

View and discuss the ‘Planning for

Implementation’ DVD and booklet. Your

school will already have a copy of this

resource.

The ‘Planning for

Implementation’ DVD and

booklet questions

The ‘Big Picture’ poster

(included in your Curriculum

Support and Implementation

Box)

Flipchart

Your school’s mission

statement

Appendix 1: Aspire Activity

•

•

•

•

•

Present the ‘Big Picture’ poster to the

planning team and discuss the areas of

change and connections between them.

Review and discuss the school’s mission

statement asking:

‘In what ways do we develop our children as:

individuals and contributors to society, the

economy and the environment?’

Complete the Aspire Activity.

Agree a starting point (‘pod’) for change.


5

Audit During the Audit stage, you must review your current provision in relation to the pod you have chosen to start with. We recommend that you audit your current provision on a year group/key stage level.

To help ensure that you meet the DE’s curriculum roll-out schedule, we

recommend that you audit your Year 5/Key Stage 2 provision fi rst. A template

for the Year Group/Key Stage Audit is included in Appendix 2. Each group’s audit

should show:

the year group’s or key stage’s focuses for learning;

what learning is being delivered and when (the knowledge, understanding and

skills the Areas of Learning currently deliver);

the learning experiences that are currently being delivered to children

(examples of the types of learning experiences are described for you on the

‘Big Picture’ of the Revised Curriculum);

the learning intentions; and

how children are being assessed.

Please note that when you audit Personal Development and Mutual Understanding,

you will also need to audit any whole-school Personal Development and Mutual

Understanding initiatives or activities and any discrete provision and integrate

your fi ndings into your Curriculum Map. A partially completed audit template

for Personal Development and Mutual Understanding is included in Appendix

3. We also suggest that you complete an audit of your school ethos in order to

evaluate your school’s current climate for delivering Personal Development and

Mutual Understanding. Information on this audit is available in Appendix 4. You

then use these audit fi ndings to create a Year Group/Key Stage Curriculum Map.

A Curriculum Map template is included in Appendix 5.

Record everything that is happening in every Area of Learning on the Curriculum

Map – don’t worry about duplication at this stage. Your Curriculum Map should

replicate all of the information obtained in the Year Group/Key Stage audits. In

addition, once collated, you will also be able to see:

where and how Connected Learning is currently taking place across Areas of

Learning; and

existing links to Personal Development and Mutual Understanding.

•

•

•

•

•

•

•

6

Key Stages 1&2

Outline of Planning Activities for Audit


Become familiar with and

understand the revised

Statements of Minimum

Requirement for your

starting point.

Identify and build on current

good practice.

Provide a holistic view of Year

5 learning experiences.

Have each year group/key stage use the

appropriate audit template to audit what

they currently do. They will need existing

schemes of work, the ‘Big Picture’

poster and the Statements of Minimum

Requirement during this process.

Existing schemes of work

KS 1 & 2 ‘Big Picture’

poster

Appendix 2: Year Group/Key

Stage Audit template

Appendix 3: Sample

Personal Development

and Mutual Understanding

Audit template (if you are

starting your planning with

Personal Development and

Mutual Understanding)

Appendix 4: School Ethos

Audit Template (if you are

starting your planning with

Personal Development and

Mutual Understanding)

Appendix 5: Curriculum

Map template

Statements of Minimum

Requirement (available at

www.nicurriculum.org.uk)

•

•

•

•

•

•

•

Assign a coordinator to compile the audit

information and create a Year Group/Key

Stage Curriculum Map that shows what is

currently being delivered.

It is likely that other areas of curriculum

change will be represented by the

Curriculum Map even though you start at

one ‘pod’.


7

Adapt At the Adapt stage, you need to review the Year Group/Key Stage Curriculum Map you created during the Audit stage against the requirements of the Revised Curriculum.

For some starting points, you will compare your map against the Revised

Curriculum’s Statements of Minimum Requirement. If your pod has no

Statements of Minimum Requirement, then you could perhaps review your

Curriculum Map against the advice in your pod’s guidance booklet, the ‘Big

Picture’ or the Statutory Orders. Your goal is to identify:

strengths and areas for improvement; and

duplications and/or gaps in learning.

In the Adapt stage, you also begin to look forward to how you can revise

what you currently offer in order to meet the requirements of the Revised

Curriculum in relation to the pod you have chosen as your starting point.

You need to consider:

what you want your children to know, understand and be able to do;

what learning experiences you want to deliver to the children; and

what can be done better.

In addition, you may see natural opportunities in your Curriculum Map to also

implement some of the other areas of change. If so, take advantage of this by

identifying:

what Thinking Skills and Personal Capabilities you want to deliver to the

children;

opportunities for Assessment for Learning;

opportunities for Connected Learning (for example through topics such as

ourselves, safety and the environment or by using ‘Journeys’ or ‘The Blue

Planet’ from Ideas for Connecting Learning, which is due to arrive in schools

in spring 2007); and

opportunities for Personal Development and Mutual Understanding.

•

•

•

•

•

•

•

•

•

8

Key Stages 1&2

Outline of Planning Activities for Adapt


Present all staff

with a holistic

view of the Year

Group’s/Key

Stage’s learning

experiences.

Build on existing

good practice.

Adapt existing

provision to

meet your pod’s

requirements.

Present all of the information gained from the

audits to teaching and planning staff.

Your Curriculum Map

Relevant Statements of

Minimum Requirement

(available at

www.nicurriculum.org.uk)

Key Stages 1 & 2 ‘Big Picture’

poster

Question prompts for group

discussions about the ‘Big

Picture’

Feedback sheets/fl ip chart

Your SDP

•

•

•

•

•

•

Examine and discuss the Curriculum Map against

the Statements of Minimum Requirement to

determine:

strengths and weaknesses of your Year Group’s/

Key Stage’s learning programme; and

duplication of content, contexts and activities.

•

•

Discuss and evaluate the map’s learning

experiences in relation to broad criteria from the

‘Big Picture’.

For example, evaluate current learning provision in

terms of how it promotes:

curriculum objectives;

connectivity across Areas of Learning;

learning experiences; and

attitudes and dispositions.

How can you maximise learning connections

between Areas of Learning?

Where are there further opportunities for

promoting Connected Learning?

Are there elements of your Year Group/Key Stage

programme that can be excluded?

•

•

•

•

Discuss potential areas for change and then:

agree on areas for change;

agree on aims and scope of proposed change;

and

prioritise areas of change.

•

•

•

Identify whole-school /Year Group/Key Stage/

Connected Learning initiatives.

Add details on the agreed changes to your SDP.


9

Action During the Action stage, you must develop action plans in relation to your chosen starting point and your agreed areas of change and aims/scope of change.

Separate action plans should be prepared for each of the following:

the whole school;

year group/key stage;

Areas of Learning; and

individual teachers.

A Year Group/Key Stage Action Plan template is available in Appendix 6.

You can adapt this action plan for the other tiers of planning as well

(whole-school, teachers, etc.).

Outline of Planning Activities for Action


Develop detailed

knowledge of

the Revised

Curriculum.

Produce a revised

Year Group/Key

Stage that meets

your school’s

aspirations.

Provide detailed

guidance for the

Year Group/Key

Stage.

Use the decisions made during the Adapt stage and have

each year group/key stage prepare an Action Plan. Include

the following information:

existing schemes;

your revised Year Group/Key Stage curriculum map;

SDP targets;

agreed action points to realise your agreed areas of change;

and

a timeline for review.

A template is provided that mirrors the Audit template.

It leaves room to identify Thinking Skills and Personal

Capabilities as well as plans for Assessment for Learning,

depending on your school’s readiness.

•

•

•

•

•

Relevant Statements

of Minimum

Requirement

(available at www.

nicurriculum.org.uk)

Your school’s agreed

areas of change

‘Ideas for Connecting

Learning’ (arriving

with schools in

spring 2007)

Information on

Thinking Skills and

Personal Capabilities

and Assessment for

Learning (available

in your curriculum

support and

Implementation box)

Schemes of Work

Appendix 6: Year

Group/Key Skills

Action Plan

•

•

•

•

•

•

Have teachers adapt classroom practice and methodologies.

Monitor, review and evaluate the implementation of the action

plan(s). Add detail and depth for all areas of curriculum

change on an ongoing basis.

Determine the next phases of planning – ‘Aspire’ for a new

starting point.

•

•

•

•

Sequence of the 4A’s It is very important to realise that the 4A’s process of Aspire, Audit, Adapt and

Action is fl exible and can be carried out in a few different sequences. While

Adapt and Action always need to be the fi nal two steps of the planning process,

either Aspire or Audit can be used as the fi rst stage of planning.

10

Key Stages 1&2

Additional Resources to Support the 4A’s Planning ProcessAdditional information and resources are provided to support you throughout your planning for the Revised Curriculum.These include:

‘Planning for Implementation’ DVD and staff discussion booklet (already with

your school);

Case studies of school planning and implementation

(available on www.nicurriculum.org.uk);

CPD materials on Personal Development and Mutual Understanding, Thinking

Skills and Personal Capabilities and Assessment for Learning (available on the

CPD disc included in your Curriculum Support and Implementation Box); and

‘Ideas for Connecting Learning (ICLs)’ (scheduled for arrival in schools in

spring 2007).

•

•

•

•


11

Appendix 1 – Aspire Activity This purpose of this activity is to help highlight the many components that make up your whole-school community and to help you determine:

what your school would look like if your chosen starting pod underpinned

the work of the school; and

how your school would be different.

InstructionsDivide your school’s planning team into four groups and assign each group a

letter – A, B, C or D. Circulate the relevant activity sheet to each group.

Each group will be responsible for the following areas of investigation:

Group: Areas of Investigation

A Senior Management

Staff and auxiliary staff

B Children

The learning environment

C The curriculum and school day

Assessment

D Governors

Parents and local community

Education Board and others

*Please note: If your planning team is small, you can complete this activity by

simply looking at each area of investigation individually.

Step 1 – (15 minutes)For each of their areas of investigation, have each group consider the following

questions:

What would this area look like if the objectives of your starting pod for

whole-school planning underpinned the work of your school?

How would this area differ from now?

Give each group 15 minutes to discuss the questions and record their answers

on the activity sheet.

•

•

•

•

12

Key Stages 1&2

Step 2 – (10 minutes)Have each group pass their activity sheet clockwise to the next group. Then

ask each group to comment on what points they agree or disagree with and

add any information they feel is missing. For example, Group A must comment

on Group D’s answers about governors, parents and the local community,

and the Education Board and others. Group B must comment on Group A’s

answers about senior management and staff and auxiliary staff.

Steps 3 and 4 – (5 minutes)Once again, have each group pass the activity sheets clockwise, review

the information, indicate whether or not they agree with the other groups’

responses, and add comments. Repeat this step for Step 4 so that all groups

have the opportunity to comment on all of the areas of investigation.

Step 5 – (20 minutes) Pass the activity sheets one last time so that each group receives their original

activity sheet. Have each group review their areas of investigation in light

of comments from other groups. Finally, have each group pick the most

important fi ndings and present feedback to the entire team.


13

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viti

es a

re

fea

ture

d.

Pla

ygro

un

d g

am

es

an

d s

tru

ctu

red

acti

viti

es.

Th

eir

se

lf e

ste

em

,

se

lf c

on

fi d

en

ce

an

d

ho

w t

he

y d

eve

lop

as

ind

ivid

ua

ls

Init

iati

ng

, d

eve

lop

ing

an

d s

usta

inin

g

mu

tua

lly

sa

tisfy

ing

rela

tio

nsh

ips

Cla

ss c

on

tra

cts

are

evi

de

nt.

Tea

ch

ers

ha

ve a

po

sit

ive

wo

rkin

g r

ela

tio

nsh

ip w

ith

on

e a

no

the

r.

Th

e c

hil

dre

n r

esp

ect

sta

ff.

Th

e s

taff

re

sp

ect

the

ch

ild

ren

.

Ab

se

nte

eis

m i

s l

ow

fo

r

sta

ff a

nd

ch

ild

ren

.

Co

lla

bo

rati

ve l

ea

rnin

g i

s

tak

ing

pla

ce

.

Op

po

rtu

nit

ies f

or

form

al

an

d i

nfo

rma

l m

ee

tin

gs

are

pro

vid

ed

.

Th

ere

is a

sh

ari

ng

of

pra

cti

ce

an

d r

eso

urc

es.

Sch

oo

l C

ou

ncil

is i

n

op

era

tio

n.

Wh

ole

-sc

ho

ol

Pro

vis

ion


19

Yea

r G

rou

p/K

ey

Sta

ge

Pro

vis

ion

Pe

rio

d

(e.g

. 1

st s

ix-

we

ek

pe

rio

d,

Se

pt-

Oct

, etc

.).

Fo

cu

s f

or

Le

arn

ing

(to

pic

/th

em

e/

sk

ills

/kn

ow

led

ge

)

Le

arn

ing

In

ten

tio

ns

Le

arn

ing

Ex

pe

rie

nce

s

Ho

w d

oe

s t

his

me

et

the

re

qu

ire

me

nts

of

the

Re

vis

ed

Cu

rric

ulu

m?

De

pth

of

Co

ver

1=

lim

ite

d

3=

so

me

5=

full

y

Su

pp

ort

ing

Evi

de

nce

Ro

ad

Sa

fety

(Fo

un

da

tio

n a

nd

KS

1)

Re

co

gn

isin

g

ap

pro

pri

ate

ro

ad

use

Ho

w c

on

sp

icu

ity

red

uce

s r

oa

d

co

llis

ion

s

De

velo

pin

g a

pro

-acti

ve a

nd

resp

on

sib

le

ap

pro

ach

to

sa

fety

Kn

ow

ing

wh

ere

,

wh

en

an

d h

ow

to

se

ek

he

lp

• • • •

Th

ink

ing

, P

rob

lem

-

So

lvin

g a

nd

De

cis

ion

-

Ma

kin

g

Wo

rkin

g w

ith

Oth

ers

Be

ing

Cre

ati

ve

Ma

na

gin

g

Info

rma

tio

n

Be

ing

Cre

ati

ve

Fo

un

da

tio

n S

tag

e

ch

ild

ren

pla

y w

ith

eq

uip

me

nt

fro

m D

oE

Ro

ad

Sa

fety

:

Ro

le p

lay

an

d

ima

gin

ati

ve p

lay;

Cre

ati

ng

sce

na

rio

s;

Pla

yin

g w

ith

veh

icle

s a

nd

ro

ad

ma

ts;

an

d

Pe

op

le w

ho

he

lp u

s

the

me

.

KS

1 c

hil

dre

n t

ak

e

pa

rt i

n a

ssis

ted

wa

lk a

rou

nd

sch

oo

l

pre

mis

es,

co

nd

uct

tra

ffi c

su

rve

y,

inte

rvie

w a

Pa

tro

l

Pe

rso

n,

inve

sti

ga

te

the

im

pa

ct

of

se

aso

na

l ch

an

ge

s

(lig

ht

an

d d

ark

) o

n

roa

d s

afe

ty.

KS

1 C

hil

dre

n t

ak

e

pa

rt i

n a

‘D

esig

n a

Po

ste

r’ c

om

pe

titi

on

:

‘Ho

w t

o c

ross t

he

roa

d s

afe

ly’.

• • • •

Ho

w t

o k

ee

p

sa

fe i

n f

am

ilia

r

an

d u

nfa

mil

iar

en

viro

nm

en

ts

(Fo

un

da

tio

n)

Str

ate

gie

s a

nd

sk

ills

fo

r k

ee

pin

g

the

mse

lve

s s

afe

an

d h

ea

lth

y (K

S1

)

Co

pin

g s

afe

ly a

nd

effi

cie

ntl

y w

ith

th

eir

en

viro

nm

en

t (K

S2

)

Ro

le p

lay,

Cir

cle

tim

e

Th

rou

gh

pla

y e

xp

eri

en

ce

s,

ch

ild

ren

de

velo

p a

gre

ate

r

aw

are

ne

ss a

bo

ut

pla

ce

s

tha

t a

re s

afe

an

d u

nsa

fe

to p

lay.

Ch

ild

ren

pra

cti

se

ro

ad

sa

fety

sk

ills

in

co

ntr

oll

ed

sit

ua

tio

ns.

Th

ey

ide

nti

fy

sa

fer

pla

ce

s t

o p

lay

an

d g

ive

re

aso

ns.

Th

ey

reco

gn

ise

da

ng

ers

asso

cia

ted

wit

h b

usy

an

d

qu

iet

roa

ds.

Aw

are

ne

ss r

ais

ing

is h

eld

wit

h s

taff

an

d c

hil

dre

n

re:

de

sig

na

ted

sta

ff a

nd

pro

ce

du

res.

20

Key Stages 1&2

Dis

cre

te P

rovi

sio

n

Pe

rio

d

(e.g

. 1

st s

ix-

we

ek

pe

rio

d,

Se

pt-

Oct

,

etc

.).

Fo

cu

s f

or

Le

arn

ing

(to

pic

/th

em

e/s

kil

ls/

kn

ow

led

ge

)

Le

arn

ing

In

ten

tio

ns

Le

arn

ing

Ex

pe

rie

nce

s

Ho

w d

oe

s t

his

me

et

the

re

qu

ire

me

nts

of

the

Re

vis

ed

Cu

rric

ulu

m?

De

pth

of

Co

ver

1=

lim

ite

d

3=

so

me

5=

full

y

Su

pp

ort

ing

Evi

de

nce

Yea

r 5

Pe

rso

na

l

De

velo

pm

en

t a

nd

Mu

tua

l U

nd

ers

tan

din

g

Fe

eli

ng

s a

nd

em

oti

on

s

Exa

min

e a

nd

exp

lore

the

ir o

wn

an

d

oth

ers

’ fe

eli

ng

s a

nd

em

oti

on

s

Kn

ow

ho

w t

o

reco

gn

ise

, e

xp

ress

an

d m

an

ag

e f

ee

lin

gs

in a

po

sit

ive

an

d s

afe

wa

y

Re

co

gn

ise

th

at

fee

lin

gs a

nd

em

oti

on

s m

ay

ch

an

ge

at

tim

es o

f

ch

an

ge

an

d l

oss

Fe

el

po

sit

ive

ab

ou

t

se

lf

Exp

lore

an

d e

xa

min

e

wh

at

infl

ue

nce

s

the

ir f

ee

lin

gs a

nd

be

ha

vio

urs

• • • • •

Se

lf-M

an

ag

em

en

t

Wo

rkin

g w

ith

Oth

ers

Co

mm

un

ica

tio

n

Ph

oto

gra

ph

s a

nd

me

dia

are

use

d t

o

exp

lore

em

oti

on

s.

Pla

nn

ed

an

d

str

uctu

red

Cir

cle

Tim

e i

s u

se

d t

o

exp

lore

issu

es.

A p

rog

ressiv

e

pro

gra

mm

e s

up

po

rts

the

ne

ed

s o

f th

e

ch

ild

ren

.

Ch

ild

ren

pre

se

nt

wo

rk t

o p

ee

rs.

Exp

lore

th

eir

ma

na

ge

me

nt

of

a

ran

ge

of

fee

lin

gs a

nd

em

oti

on

s a

nd

th

e

fee

lin

gs a

nd

em

oti

on

s

of

oth

ers

4V

isib

le s

tru

ctu

res a

re

in p

lace

to

pro

mo

te

an

em

oti

on

all

y sa

fe

en

viro

nm

en

t.

Th

e c

hil

dre

n

co

mm

un

ica

te w

ith

oth

ers

th

rou

gh

a

de

velo

pin

g v

oca

bu

lary

rela

tin

g t

o f

ee

lin

gs a

nd

em

oti

on

s.

Ch

ild

ren

are

pro

vid

ed

acce

ss t

o t

ho

se

sta

ff

wit

h c

ou

nse

llin

g s

kil

ls.


21

Appendix 4: The School Ethos AuditOverview

An effective Personal Development and Mutual Understanding programme does

not just depend upon the taught curriculum. The conditions that surround the

provision of PD&MU play a signifi cant role in the impact a programme will have.

Of these conditions, your school’s ethos, climate and the ways in which you

utilise the expertise of those in your community are most infl uential.

In Together Towards Improvement (ETI /DENI, 2003), the school’s ethos is defi ned

as: ‘The discernable and distinctive character of the school... the atmosphere

and expectations which enable it to promote the all round development of its

pupils.’

Your school has its own ethos or identity, which is refl ected in its culture,

policies, and practices, the relationships within and beyond, and the priority

given to the welfare of the individual. A positive school ethos and climate is one

where:

individuals are valued, cared for and respected;

good relationships fl ourish throughout;

the school is welcoming and attractive;

there is a stimulating learning environment;

effective teaching and learning takes place; and

there is genuine, open communication at all levels where the opinions and

needs of all are taken into account.

The aim of the school ethos audit is to help you consider how ready you are for

the introduction of Personal Development and Mutual Understanding as an Area of

Learning in the Revised Curriculum. It will help you identify current strengths

and will provide a starting point for further evidence gathering, evaluation,

identifi cation of areas for development and planning to improve the foundations

that effective PD&MU must be built on.

This audit is based on the process for self-evaluation contained in Together

Towards Improvement (ETI/DENI 2003) and examines three parts of your school’s

ethos: your school’s climate, your school’s links with parents, and the pastoral

care you offer.

Your school’s climate is characterised by:

its sense of purpose and identity;

the quality of the learning environment;

the morale and relationships that exist;

expectations; and

the pupils’ behaviour.

•

•

•

•

•

•

•

•

•

•

•

22

Key Stages 1&2

Your school’s links with parents are characterised by:

the relationships your staff have with them;

the communication and information that is exchanged;

the level of their involvement; and

how and whether you respond to/invite their views and enquiries.

Your school’s pastoral care is characterised by:

whether there is a caring atmosphere;

the arrangements you have in place for the children’s welfare; and

your observance of child protection procedures.

You should use the results of this audit to help you plan your school’s Personal

Development and Mutual Understanding programme.

A template and instructions are provided overleaf.

•

•

•

•

•

•

•


23

School Ethos Audit Instructions

Step 1: Ask your staff to read through the audit questionnaire (overleaf).

Reassure them that the characteristics of good practice listed

illustrate examples of what a school that is ready to introduce,

develop or consolidate PD&MU might look like. They are not intended

to be a defi nitive list and are designed to be refi ned, challenged and

added to. Remind your staff that if they add examples, it is best to

think of ‘any’ school, not your school, as this will enable them to

be more objective. Take on board any suggestions and amend as

necessary.

Step 2: Begin the school ethos audit process by providing copies of the

questionnaire for your staff and agreeing a timescale for completion

of the audit.

Step 3: When all staff have completed the questionnaire, the PD&MU

coordinator should compile the information, present the fi ndings

to the staff and review the evidence. It is important to review the

evidence for the staff’s ratings in order to identify strengths and

areas for improvement. Evidence might come, for example, from

teacher discussions, classroom observation and talking to pupils.

Step 4: Enter the Adapt stage of planning by discussing potential areas for

change. Then agree on areas of change, agree on aims and the scope

of the proposed change and prioritise the areas of change.

Step 5: Develop action plans for your agreed areas of change. Use the sheet

in the appendix titled ‘Ethos Action Plan Template’ to help you record

targets, success criteria, actions and timelines for your planned

changes.

24

Key Stages 1&2

School Ethos Audit Template

Read the statements below and mark each on a scale of 1-4 to indicate how the statement refl ects

your school.

1 = Consistently like our school

2 = Often like our school

3 = Occasionally like our school

4 = Unlike our school

Then note those areas where your school is performing strongest, weakest or moderately and

identify which areas are the best starting points for achievable change. Integrate these areas into

the Adapt and Action stages of your school planning.

Indicator: Climate of the School

Key Feature - Sense of purpose and identity

Like our

school

Unlike

our

school

Staff and pupils can say what their school values or ‘stands for’.

Staff and pupils agree that the school’s values match broadly with their own

values.

Staff and pupils can describe what is good about their school.

Staff and pupils say that they feel happy at work/school and that they ‘fi t in’.

Staff and pupils say that they are proud of their school.

Staff and pupils can give examples of why it is good to be at the school, in terms

of academic, personal and social development.

Staff and pupils have opportunities to contribute to the way the school is run.

Staff and pupils feel they are valued because their contributions

are recognized/acted on.

Pupils wear their uniform.

There is two way communication between the governors and staff through the

teacher/governor representative about the pupils’ wellbeing and education.

CONTINUE WITH YOUR OWN EXAMPLES

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

The audit statements in this appendix are © Crown copyright 2003, from ETI/DENI Together Towards Improvement.


25


Key Feature – Quality of the learning environment

Like our

school

Unlike

our

school

The building is clean, tidy and appropriately heated and ventilated.

Displays of pupils’ work demonstrates both individual and groupwork.

All pupils have the opportunity to experience success.

Pupils’ achievements of all kinds are drawn attention to in classes

and in more public ways e.g. assembly, newsletter, website.

There are interesting things to do in the playground and during

playtimes indoors.

There are opportunities to learn ‘out of school hours’.

The school’s outdoor environment is used for learning.

Pupils collaborate well with each other in learning together.

Pupils readily access help from their peers and from adults.

Pupils are encouraged to be curious, ask questions and be involved

in open ended investigations and problem solving activities.

Pupils receive helpful feedback from others to help them learn.

There is easy access to drinking water.

There are facilities for pupils to store and access their own learning

materials.

Learning materials in the classroom are clearly labelled and stored

to enable pupils to manage their own learning.


1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

26

Key Stages 1&2


Key Feature – Morale and relationships

Like our

school

Unlike

our

school

Pupils show by their behaviour that they respect all the staff.

Teachers maintain high standards of conduct towards pupils.

Teachers and pupils generally relate to each other in a harmonious

way, during curricular and extra curricular activities.

There is a good level of school attendance.

Staff absenteeism is low.

Staff and pupils have opportunities to contribute to school

improvement, they utilise these and their contributions are

valued and acted upon.

Staff share good practice with each other formally and informally.

There is evidence of teamwork in different contexts.

Staff and pupils are praised individually for their work and have access to

support when required.

There are opportunities for governors and staff to meet to discuss

school business.

The school has mechanisms for promoting good relationships

between staff and pupils e.g. circle time, School Council etc.


1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4


27


Key Feature – Expectations of pupils and staff

Like our

school

Unlike

our

school

Pupils are proud of their work.

Pupils’ handwriting and presentation skills are good.

Pupils know why their teachers are pleased with their work.

Pupils can say what is good about their work and what needs to

be improved.

Pupils are helped to edit and redraft their work.

Pupils are motivated to edit or redraft their work to improve it.

Pupils know, through discussion with the teacher, what they are

learning about/learning to do, and what standards of ‘success’ look like.

Pupils know, through feedback from their teacher, to what extent

they have achieved their goals or the goals of a learning activity/lesson.

Staff are aware of the standards of achievement in schools of a

similar size/catchment area, and use this to raise standards.

Staff regularly share good practice with each other.

Staff seek out examples of good practice from beyond the school

in order to raise standards.

There are mechanisms for peer review/support such as mentoring

or team teaching.


1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

28

Key Stages 1&2


Key Feature – Pupils’ behaviour

Like our

school

Unlike

our

school

The school has a positive behaviour policy which staff, parents

and pupils have contributed to, understand and support.

There are specifi c times when behaviour issues are addressed

in class e.g. circle time.

Pupils learn through the taught curriculum to:

Develop a positive and realistic self image;

Understand how their actions make others feel; and

Respect and cooperate with others.

Pupils participate in ‘rule making’ and drawing up sanctions

and rewards.

There are structures to encourage the development of pupil

friendships e.g. playground games, playground buddies etc.

There are peer mediators who have received training for their role.

There is a School Council and behaviour issues can be addressed there.

Non-teaching staff are supported in making their contribution to

pupils’ behaviour.

There has been a demonstrable improvement in pupils’ behaviour over

recent years.

Pupils know what to do if they are being bullied or are worried

about someone else being bullied.

There is effective intervention and support for children with

behaviour problems.

Pupils have confi dence in the way the school deals with bad

behaviour and bullying.

Pupils behave well travelling to and from school on buses.

Pupils behave well when on school business away from the school.

Staff are clear about and use the discipline referral system.


•

•

•

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4


29

Indicator: The Links with Parents

Key Feature – Relationships with parents

Like our

school

Unlike

our

school

Staff readily acknowledge the contribution of parents to the school’s

success.

Staff positively promote the role of parents with pupils in discussing learning.

The part played by parents is acknowledged in the school prospectus and/or

website and in publications such as newsletters or the annual report.

There is evidence that parents value the work of the school e.g. from

questionnaires, informal comments, practical support etc.

Parents are always treated with respect when they approach the Principal and

staff.

There are welcoming and private places to have discussions

with parents.

Parents know from experience that their concerns are always taken seriously

and dealt with confi dentially.


1 2

1 2

1 2

1 2

1 2

1 2

1 2

3 4

3 4

3 4

3 4

3 4

3 4

3 4

30

Key Stages 1&2


Key Feature – Communication and information

Like our

school

Unlike

our

school

There is a range of ways for parents to fi nd out about the everyday

work of the school e.g. website, newsletters, clear letters from class

teachers regarding events/trips/visits, availability of teachers with specifi c

responsibilities etc.

Parents are welcome to communicate informally with teachers about

their child’s progress e.g. by telephone, in person, in writing or at

school events showcasing pupils’ work.

There are structured and well utilised occasions for parents to talk

to teachers about their child’s progress.

Parents receive helpful information about their child’s progress through:

Skilled teacher explanation and illustration;

Informative marking and feedback on pupils’ work;

Regular assessment;

Standardised results; and

Annual reports.

There is opportunity for parents to add their comment on pupil reports.


•

•

•

•

•

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4


31


Key Feature – Involvement in the pupils’ education

Like our

school

Unlike

our

school

Parents are given regular information on the structure and content

of the curriculum for their child.

Parents understand the school’s curriculum – what is taught and how.

Parents are given clear information about how to help their child at home.

Parents are given opportunities to improve their own knowledge

and skills to enable them to support their child’s learning.

Parents are encouraged to volunteer their particular skills within

the school to enrich learning and teaching.

There is a dialogue with parents about education issues.

Staff look for new opportunities for parents to contribute to learning

and teaching.


1 2

1 2

1 2

1 2

1 2

1 2

1 2

3 4

3 4

3 4

3 4

3 4

3 4

3 4

32

Key Stages 1&2


Key Feature – Response to parents’ views and enquiries

Like our

school

Unlike

our

school

Parents have been consulted in drawing up and/or reviewing school

policies on:

Anti-bullying;

Behaviour;

Drugs;

Relationships and Sexuality; and

Child Protection.

There is evidence of parents being consulted about changes to the school

curriculum e.g. homework, reading schemes, choice of extra-curricular

activities.

There is evidence of how the school has dealt well with parents’ concerns

about pastoral matters.

There is evidence of how the school has dealt well with parents’ concerns

about their child’s education and progress.

Parents who telephone the school or communicate by letter/e mail are always

responded to promptly and given clear information.


•

•

•

•

•

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4


33

Indicator: Pastoral Care

Key Feature – A caring atmosphere

Like our

school

Unlike

our

school

Staff are well acquainted with the personal circumstances and

needs of the children in their care.

Staff make time to listen to children.

Staff, through their behaviour and speech, demonstrate positive

regard for all children.

Teachers adopt practices to create and maintain a safe and

secure atmosphere in their classrooms, when children are

moving about the school and on school trips.

(Where appropriate)

Some staff have relevant specialist qualifi cations e.g. counselling.

Staff regularly follow up concerns about children’s welfare with

their parents/carers.

Staff follow up concerns about children’s welfare with relevant

agencies outside the school when appropriate.

Children are not afraid of other pupils or of any of the staff.

Younger children and older children play together happily.

Younger children can confi dently move around the school.

Staff help children to know how to access help in school.

There is a range of ways for pupils to express worries and concerns.

Pupils use these available channels and structures to express worries

and concerns.

The building, facilities and equipment are safe.

Accidents in school are investigated and follow up with

action where required.


1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

34

Key Stages 1&2


Key Feature – Arrangements for ensuring pupils’ welfare

Like our

school

Unlike

our

school

The school has drawn up, in consultation with pupils, parents and staff

policies on:

anti-bullying;

positive behaviour and discipline;

drugs;

relationships and sexuality education; and

child protection.

Pupils, parents and staff understand and support the implementation of the:

anti-bullying policy;

positive behaviour and discipline policy;

drugs policy;

relationships and sexuality education policy; and

child protection policy.

The school has a programme of Personal Development/Health Education

that supports pupil learning and skills relating to the school’s policies on:

anti-bullying;


drugs;


child protection.

Pupils and parents and staff have given feedback on the school’s policies,

procedures and programmes relating to:

anti-bullying;


drugs;


child protection.


•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4


35


Key Feature – Child Protection

Like our

school

Unlike

our

school

All staff are conscious of their duty to safeguard and promote

the welfare of children.

There is a code of conduct which sets out the standards for all staff

interacting with pupils.

The school follows guidelines on checking all those with substantial

unsupervised contact with pupils – whether employed or volunteers

All staff are aware of how to identify the signs of possible child abuse.

All staff are aware of the school’s child protection procedures and

where to access this information in school.

All staff (including staff such as peripatetic, students, volunteers)

know who is the designated and deputy designated teachers for

child protection.

The designated teacher, deputy designated teacher, Principal and Chairperson of

the Board of Governors all understand their roles in child protection matters.

The school keeps a record of all complaints or information

about child protection issues, for the appropriate period of time.

All staff are equipped with the skills to talk with pupils about whom

there are concerns, and how to record any information acquired.

Parents are regularly informed of the child protection policy and

procedures (at least once every two years).

There is a summary in the school’s prospectus of the arrangements

for parents to make known any concerns they have about the safety

of their own or another child, including the names of two people whom

they may speak to.

Pupils are clear about who to talk to in school about worries about

themselves and others, and how to get help. Such information is clearly

displayed.

Pupils are given information on how to get help outside school e.g. Childline.

Pupils understand that not all information they share with staff can be kept in

confi dence.

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

3 4

(table continued overleaf)

36

Key Stages 1&2


Key Feature – Child Protection

Like our

school

Unlike

our

school

Pupils are taught in a sensitive way about personal safety, and are equipped with

the skills to recognise and resist unwelcome approaches.


1 2 3 4

Thank you for completing this audit please return to

………………………………. by …………………..........


37

Scho

ol E

thos

Act

ion

Plan

Tem

plat

e

Ba

se

lin

e

Po

sit

ion

(Wh

ere

are

we

no

w?)

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at

do

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ach

ieve

?)

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cce

ss

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teri

a

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w w

ill

we

kn

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es

an

d T

rain

ing

Are

as

fo

r Im

pro

vem

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t

Sc

ho

ol:

Yea

r:

38

Key Stages 1&2

Appe

ndix

5: C

urri

culu

m M

ap T

empl

ate

Pla

nn

ing

Pe

rio

dP

lan

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• • • • •


39

Appe

ndix

6: Y

ear

Grou

p/K

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Act

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Plan

Tem

plat

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eri

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(pdf) planning for the revised curriculum at key stages 1 and 2

Documents