Freeman Community Primary School Curriculum Policy 1 Introduction 1.1 The curriculum consists of all the planned activities that we organise in order to promote learning and personal growth and development. It includes not only the formal requirements of the National Curriculum, but also the range of extra-curricular activities that the school organises in order to enrich the experience of the children. It also includes the hidden curriculum, or what the children learn from the way they are treated and expected to behave. We are committed to developing the whole child and we aim to teach children how to grow into positive, responsible people, who can work and co-operate with others while developing knowledge and skills, so that they achieve their true potential. Our children will have the opportunity to be creative, to be physically active and to be academically challenged. We continually review and improve the curriculum we offer to our children. The curriculum at Freeman Community Primary School evolves to meet to the needs of our children, as well as the aspirations of the staff and community. 2 Values 2.1 Our school curriculum is underpinned by the values and ethos of our school. The curriculum is the means by which the school achieves its objective of educating children in the knowledge, skills and understanding that they need in order to lead fulfilling lives. 2.2 These are the main values of our school, upon which we have based our curriculum: We value the way in which all children are unique, and our curriculum promotes respect for the views of each individual child, as well as for people of all cultures. We value the spiritual and moral development of each person, as well as their intellectual and physical growth. We value the importance of each person in our community. We organise our curriculum so that we promote co-operation and understanding between all members of our community. We also use the community to enrich our curriculum. We value the rights enjoyed by each person in our society. We respect each child in our school for who they are, and we treat them with fairness and honesty. We aim to enable each person to be successful, and we provide equal opportunities for all the children in our school. We value our environment and we aim, through our curriculum, to teach respect for our world and how we should care for it for future generations, as well as our own. We value independent learning as a life skill and our curriculum reflects and provides opportunities for this.
We value parents and work in partnership with them to enrich the curriculum. Parents are informed about the curriculum through topic letters, and homework, and are positively encouraged to become involved in their child s learning. 3 Aims and objectives 3.1 The aims of our school curriculum are: to enable all children to learn and develop their skills to the best of their ability; to promote a positive attitude towards learning, so that children enjoy coming to school, and acquire a solid basis for lifelong learning; to teach children the basic skills of literacy, numeracy, science and computing (ICT); to teach children to be safe in the modern world, this includes the real world as well as the internet. to teach children about online safety, and develop digital literacy skills. to enable children to be creative and to develop their own thinking; to enable children to recognise and utilise their own best learning style; to teach children about their developing world, including how their environment and society have changed over time; to help children understand Britain s cultural heritage and British Values. to enable children to be positive citizens in their community and wider society; to fulfil all the requirements of the National Curriculum and the Suffolk Agreed Syllabus for Religious Education; to help children understand the importance of truth and fairness, so that they grow up committed to equal opportunities for all; to enable children to have respect for themselves and high self-esteem, and to be able to live and work co-operatively with others. 4 Every Child Matters We ensure our curriculum covers and equips the children with skills needed to fulfil each Every Child Matters outcome. Be Healthy To learn skills to make sensible choices in health through understanding of the way to keep fit mentally, physically, socially and spiritually Staying Safe To be able to access information through reading instructions, visual contexts and role play Enjoy and Achieve To develop new knowledge about themselves and their world Make a Positive Contribution To experience new situations through positive activities which will help mould and build confidence Economic Well-being To prepare the children to be an active member of society. 5 Organisation and planning 5.1 In the Foundation Stage and at Key Stages 1 and 2 we adopt a topic approach to curriculum planning. Topics usually last for half a term, but some are designed to be longer or shorter based upon the children s interests and curriculum coverage. We plan the curriculum carefully and progressively, so that there is coherence and full coverage of all aspects of the seven areas of the Early Years Foundation Stage and the National Curriculum.
5.2 We plan our curriculum in three phases. We agree a long-term plan for each key stage using the Primary National Curriculum. This indicates what topics are to be taught in each term, and to which groups of children. We review our long-term plan on a regular basis. 5.3 With our medium-term plans, we give clear guidance on the objectives and teaching strategies that we use when teaching each topic. Our medium term plans include links to all National Curriculum Subjects. We use national schemes and bespoke schemes of work for much of our medium-term planning in the foundation subjects including RE. 5.4 Our short-term plans are those that our teachers write on a weekly or daily basis. We use these to set out the learning objectives for each session, differentiation and resources. These plans also take in to account any recent assessment for learning. 6 Children with Special Educational Needs and Disabilities, including Able, Gifted and Talented 6.1 The curriculum in our school is designed to provide access and opportunity for all children who attend the school, as stated in our SEND policy. We always provide additional resources and support for children with special needs. 6.2 If a child has a special need, our school does all it can to meet these individual needs. We comply with the requirements set out in the SEND Code of Practice in providing for children with special needs. If staff or parents or carers raise a concern about a child, his/her teacher will make an assessment under advice from the SENDCo. In most instances the teacher is able to provide resources and educational opportunities which meet the child s needs within the normal class organisation. Support staff or specialist teachers may be used to assist the child. 6.3 If any child is working at the extension level they will be given open-ended questions and tasks and encouraged to follow lines of thought independently, as stated in our Able, Gifted and Talented policy. 7 The Foundation Stage 7.1 The curriculum that we teach in the Early Years class meets the requirements set out in the revised Early Years Foundation Stage Development Matters. Our curriculum planning focuses on the Early Learning Goals and on developing children s skills and experiences, as set out in this document. 7.2 Our school fully supports the principle that young children learn through play, and by engaging in well planned structured activities. 7.3 Teaching in the Early Years class builds on the experiences of the children in their pre-school learning. We build positive partnerships through visits by the Foundation Stage teacher to the Pre-school and other feeder nurseries in addition to other professional liaisons. 7.4 During the Foundation Stage, the teacher makes continual observations to record the children s progress. These assessments form an important part of the future curriculum planning for each child and are shared with staff, parents and carers and the Governing Body. 7.5 We are well aware that all children need the support of parents and carers and teachers to make good progress in school. We strive to build positive links with the families of each child by keeping them informed about their child s progress through the Learning Journey.
8 The role of the subject leader 8.1 The role of the subject leader is to: provide a strategic lead and direction for the subject; support and offer advice to colleagues on issues related to the subject; monitor pupil progress in that subject area; provide efficient resource management for the subject. The school gives subject leaders regular non-contact time, so that they can carry out the necessary duties involved with their role. It is the role of each subject leader to keep up to date with developments in their subject, at both national and local level. They review the way the subject is taught in the school and plan for improvement. This development planning links to whole-school objectives. Each subject leader reviews the curriculum plans for their subject, ensures that there is full coverage of the National Curriculum and that progression is planned into schemes of work The subject leader may also keep a portfolio of children s work, which s/he uses to show the achievements of children at each key stage and to give examples of expectations of attainment. 9 Monitoring and review 9.1 Our Governing Body s Learning and Achievement Committee is responsible for monitoring the way the school curriculum is implemented. This committee reviews the curriculum with guidance from subject coordinators, the Deputy Headteacher and Headteacher. 9.2 We have named Governors for all core subjects. The Governors liaise with the subject leaders of these areas, and monitor closely the way the school teaches these subjects. 9.3 The class teacher is responsible for the day to day organisation of the curriculum. The Headteacher and Deputy Headteacher monitors the lesson planning of all teachers during the year. The school s curriculum lead is Emma Gerry. 9.4 Subject leaders monitor the way their subject is taught throughout the school. The teachers are responsible for the medium and long-term planning which is shared with the subject leader. Subject leaders also have responsibility for the purchase, storage and management of resources. 10 Subject specific guidance 10.1 The core subjects in the National Curriculum are English, Maths and Science. English The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils: - read easily, fluently and with good understanding - develop the habit of reading widely and often, for both pleasure and information - acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language - appreciate our rich and varied literary heritage - write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
- use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas - are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate. Maths The national curriculum for mathematics aims to ensure that all pupils: - become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. - reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language - can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Science The national curriculum for science aims to ensure that all pupils: - develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics - develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them - are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future. 10.1 The remaining subjects are Foundation Subjects. Art and Design The national curriculum for art and design aims to ensure that all pupils: - produce creative work, exploring their ideas and recording their experiences - become proficient in drawing, painting, sculpture and other art, craft and design techniques - evaluate and analyse creative works using the language of art, craft and design - know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms. Computing The national curriculum for computing aims to ensure that all pupils: - can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation - can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems - can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems - are responsible, competent, confident and creative users of information and communication technology.
Design and Technology The national curriculum for design and technology aims to ensure that all pupils: - develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world - build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users - critique, evaluate and test their ideas and products and the work of others - understand and apply the principles of nutrition and learn how to cook. Geography The national curriculum for geography aims to ensure that all pupils: - develop contextual knowledge of the location of globally significant places both terrestrial and marine including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes - understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time - are competent in the geographical skills needed to: collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes - interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS) - communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length. History The national curriculum for history aims to ensure that all pupils: - know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people s lives have shaped this nation and how Britain has influenced and been influenced by the wider world - know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-european societies; achievements and follies of mankind - gain and deploy a historically grounded understanding of abstract terms such as empire, civilisation, parliament and peasantry - understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses - understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed - gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
Languages The national curriculum for languages aims to ensure that all pupils: - understand and respond to spoken and written language from a variety of authentic sources - speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation - can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt - discover and develop an appreciation of a range of writing in the language studied. Music The national curriculum for music aims to ensure that all pupils: - perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians - learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence - understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations. Physical Education The national curriculum for physical education aims to ensure that all pupils: - develop competence to excel in a broad range of physical activities - are physically active for sustained periods of time - engage in competitive sports and activities - lead healthy, active lives. Author: Emma Gerry Revised: October 2017 To be reviewed: October 2020 Date adopted by the Governing Body: Signed: