Thameside Curriculum (Learning and Teaching) Policy. Part 1: Principles

Thameside Curriculum (Learning and Teaching) Policy Part 1: Principles 1. Rights Respecting School 2. Thameside Vision, Aims and Values 3. The Structure of the Foundation Stage 4. The Structure of the National Curriculum 5. The Role of Governors 6. The Role of Parents 7. The Role of Teaching Assistants 8. Monitoring and Review 9. About the Curriculum at Thameside 10. Inclusion and SEN 11. EAL 12. Vulnerable Children 13. Higher Achieving Pupils 14. Target Setting and Tracking 15. Equality of Opportunity 16. Subject leaders 17. Monitoring and Evaluation 1. Learning Culture 2. Effective Learning 3. Effective Teaching 4. The Learning Environment Part 2: Practice Page 1 of 15

1. Rights Respecting Schools Part 1: Principles Thameside Primary School is a Rights Respecting. School and policies will respect the UN Convention on the rights of the child. The Curriculum policy links to: Article 12: Children have the right to say what they think should happen and have their opinions taken into account. Article 14: Children have the right to think and believe what they want and to practise their religion, as long as they are not stopping other people from enjoying their rights. Parents should help guide their children in these matters. Article 28: Children have the right to a primary education. Discipline in schools should respect children s dignity. Primary education should be free. Wealthy countries should help poorer countries achieve this. Article 29: Education should develop each child s personality and talents to the full. It should encourage children to respect others human rights and their own and other cultures. Article 31: Children have the right to relax and play, and to join in a wide range of activities. 2. Thameside Vision, Aims and Values Our vision is to work together to enable our pupils to become confident, resilient and independent young people who are fully prepared for the challenges ahead, both in education and in the community. Aims 1. To provide a well taught curriculum that meets the educational and pastoral needs of our pupils 2. To enable children to be independent learners and thinkers 3. To foster a sense of belonging to the community so that children can participate with integrity 4. To work in partnership with parents 5. To enable children to be the best they can be Page 2 of 15

Core value Associated behaviour Belonging We will respect ourselves, each other, our belongings, the environment and authority We will take pride in our school, our work through the effort we put in, our uniform and PE kit and our achievements We will volunteer in and out of school We will co-operate with others and work as a team We will be tolerant of others Resilience We will show determination We will keep trying and not give up We will try to find solutions to problems We will be able to resolve conflict with our classmates We will try to help ourselves before we ask an adult Assurance We will have a go at things even if we find them difficult (confidence) We will be able to control our emotions and express them effectively We will communicate through our writing, our speaking and through ICT effectively and responsibly with our friends, teachers, visitors and others that we meet We will look forward to the next stage of our education We will participate in all areas of school life Independence We will try to help ourselves before we ask an adult We will be productive We will look after our belongings We will be able to make decisions We will be curious We will concentrate Integrity We will be honest and tell the truth We will do the right thing even when it is hard We will make good choices We will earn people s trust We will know right from wrong We will know when it is right to tell an adult No limits (aspiration and ambition) We will keep improving We will enjoy our learning We will use our imagination We will know what we can achieve We will have ambition and aspiration We will be ready for the next stage of our education We will be the best we can be Please note the red behaviours are also the characteristics of good learning (Shirley Clarke) Page 3 of 15

3. The Structure of the Foundation Stage: The prime areas of learning: communication and language physical development personal, social and emotional development The specific areas of learning: literacy mathematics understanding the world expressive arts and design Assessment is against the Early Years Foundation Stage Profile as well against the 3 characteristics of effective learning playing and exploring active learning creating and thinking critically Source: Statutory framework for the early years foundation stage Early Years Statutory Framework 2017 4. The Structure of the National Curriculum: Core Subjects English Mathematics Science Foundation Subjects Art and Design Computing Design and Technology Foreign Language Geography History Music Physical Education Personal, Social and Health Education & Citizenship ( not a statutory Subject) Religious Education (This is a statutory requirement although parents have the right to with draw their children from RE) Sex and Relationship Education Page 4 of 15

5. The Role of Governors Our Governors determine, support, monitor and review the school policies on teaching and learning. In particular they: support the use of appropriate teaching strategies by allocating resources effectively; ensure that the school buildings and premises are best used to support successful teaching and learning; monitor teaching strategies in the light of health and safety regulations; monitor how effective teaching and learning strategies are in terms of raising pupil attainment; ensure that staff development and performance management policies support the school self evaluation process. 6. The Role of Parents We believe that parents have a fundamental role to play in helping children to learn. We do all we can to inform parents about what and how their children are learning by: holding parents meetings and workshops to explain our school strategies for teaching, literacy, numeracy and assessment as well as consultations on appropriate policies eg via parent forum sending information to parents at the start of each term in which we outline the topics that the children will be studying during that term at school; sending regular reports to parents in which we explain the achievement and attainment made by each child and indicate how the child can improve further; these include target documents in terms 1 and 3, and a final report in term 6 holding progress meetings with parents explaining to parents how they can support their children with own work projects (homework); we suggest, for example, regular shared reading with very young children, and support for older children with their projects and investigative work. We believe that parents have the responsibility to support their children and the school in implementing school policies. We would like parents to: ensure that their children have the best attendance record possible; ensure that their children are equipped for school with the correct uniform and PE kit; do their best to keep their child healthy and fit to attend school; inform the school if there are matters outside of school that are likely to affect a child s performance or behaviour at school; promote a positive attitude towards school and learning in general fulfil the requirements set out in the home/school agreement when in place 7. The Role of Teaching Assistants Teaching Assistants and other adult helpers are deployed throughout school to support learning as effectively as possible. They are directed by the teachers to: - support learning and children's progress - supporting assessments of children's understanding - developing children's independence Volunteer helpers, mainly parents, are directed by teachers to assist in some classrooms with general tasks: listening to readers, assisting on outings and in providing other help, such as expertise in areas of the curriculum such as ICT. 8. Monitoring and Review Page 5 of 15

We are aware of the need to review the school teaching and learning policy regularly so that we can take account of new initiatives, changes in the curriculum, developments in technology or changes to the physical environment of the school. We will review the policy annually 9. About the Curriculum at Thameside Aims of the National Curriculum The national curriculum provides pupils with an introduction to the essential knowledge they need to be educated citizens. It introduces pupils to the best that has been thought and said, and helps engender an appreciation of human creativity and achievement. The national curriculum is just one element in the education of every child. There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils knowledge, understanding and skills as part of the wider school curriculum. Source: The2014 Primary National Curriculum in England; Key Stages 1 & 2 framework National Curriculum in England Framework for Key Stages 1-4 9.1 Religious Education The school has a policy and scheme for this subject, both of which are available for reference. Thameside Primary School is a non-denominational school and provides Religious Education, in conjunction with the locally agreed syllabus. Parents and staff have the right to withdraw from this subject. Thameside RE policy 9.2 Collective Worship This is provided on a daily basis and is of a broadly Christian nature Thameside Collective Worship Policy 9.3 Sex and Relationship Education The Governors have approved the Sex and Relationship Education Policy. The three main elements are: Attitudes and values Personal and social skills Knowledge and understanding The main areas covered are: Living things Life cycles Relationships and tolerance Page 6 of 15

Making the most of own ability Playing an active role as citizens Respect for self and others Please note: Parents may withdraw their children from Sex and Relationship Education. Thameside Policy and Guidelines for Sex and Relationship Education 9.4 Reading At this school we recognise that reading is the keystone of learning and therefore it is vital that every child becomes a reader. By becoming a proficient reader, children will: Have access to the whole curriculum Participate in own learning Develop confidence Improve self efficacy Make a contribution now, and in the future Develop imagination Increase experiences through books Be able to access the next stage of their education This will be done through: Personalised reading programmes Teaching all reading strategies Specific time allocations Specific adult to child allocation 1:1 reading tuition Target setting Matching text to child need Child self assessment Frequent assessment As soon as children in Key Stage 1 reach Y2 age related expectations they will be taught in guided reading groups. Thameside Reading Guidelines available at Thameside Reading Guidelines 9.5 Writing There is a consistent approach to writing across the school through the applied principles of imitation, innovation and invention using the Pie Corbett approach. Aims 9.6 Enrichment at Thameside To give the children at Thameside the choice to explore new activities and subjects To increase pupil voice To help build relationships with other children within their key stage To foster strong cross curricular links Page 7 of 15

To utilise expertise of staff To add activities that suit pupil needs (e.g. team building and strategy games) To increase pupil engagement To include parents To give older pupils leadership experience This will be done through 5 themed days during each year Activities offered based on pupil suggestions as well as skill-sets and interests of individual staff Allowing children to choose preferences for activities from each of four areas (Sport, Science and Technology, Communication, Creative Arts) Evaluation of activities by children and staff to include suggestions for improvement Mixed year groups working together to aid positive transition experience for children Foundation Stage children joining KS1 activities in Term 6 whilst Year 2 join KS2 activities Giving Year 6 pupils the chance to apply to be an activity helper in Term 6 Showcasing learning through an assembly in Term 6 10. Inclusion and Special Educational Needs Inclusion Statement We endeavour to achieve maximum inclusion of all children (including vulnerable learners) whilst meeting their individual needs. Teachers provide differentiated learning opportunities for all the children within the school and provide materials appropriate to children s interests and abilities. This ensures that all children have a full access to the school curriculum. Special Educational Need might be an explanation for delayed or slower progress but is not an excuse, and we make every effort to narrow the gap in attainment between vulnerable groups of learners and others. English as an Additional Language (EAL) is not considered a Special Education Need. Differentiated work and individual learning opportunities are provided for children who are learning EAL as part of our provision for vulnerable learners. We focus on individual progress as the main indicator of success. We strive to make a clear distinction between underachievement often caused by a poor early experience of learning - and special educational needs - Some pupils in our school may be underachieving but will not necessarily have a special educational need. It is our responsibility to spot this quickly and ensure that appropriate interventions are put in place to help these pupils catch up. - Other pupils will genuinely have special educational needs and this may lead to lower-attainment (though not necessarily to under-achievement). It is our responsibility to ensure that pupils with special educational needs have the maximum opportunity to attain and achieve in line with their peers. Accurate assessment of need and carefully planned programmes, which address the root causes of any learning difficulty, are essential ingredients of success for these pupils. These will be provided, initially, through additional support funded from the devolved schools budget. 11. EAL Language is central to our identity. Therefore, the home languages of all pupils and staff should be recognised and valued in the curriculum. The curriculum supports EAL children through opportunities for talking, listening and drama in a range of purposeful contexts. Page 8 of 15

12. Vulnerable Children We recognize that because of circumstances at home, some children are vulnerable to not making good progress or achieving at the standard they are capable of. Staff are aware of how home circumstances may impact on the social, emotional and educational development of a young person. At all times staff maintain a holistic view of the child and are aware of issues that affect their education, good behaviour and self image. The curriculum is tailored to provide enrichment opportunities and to develop key skills, independence and self-esteem. The progress of these children will be tracked as a separate group. 13. Higher Achieving Pupils We provide a curriculum that is appropriate to the needs and abilities of all our children. We plan our teaching and learning in such a way that we enable each child to reach for the highest level of personal achievement. The curriculum recognises and supports the needs of those children in our school 14. Target Setting & Tracking Teachers should use baseline data plus teacher assessment and an element of added challenge to set targets for pupils. Pupil progress against these targets will be closely tracked. Pupils should be encouraged to be involved in their own target setting and evaluating progress. Involvement in their own learning will develop motivation and pride. When appropriate all children will be involved in setting targets for learning. (Shirley Clarke AfL model) Thameside uses Target Tracker as a tool. 15. Equality of Opportunity The school actively promotes the equal opportunity and the understanding of, and respect for the rights of others. Please cross reference with Behaviour, Equal Opportunities and Race Equality Policies as well as the Disability Equality Scheme. Thameside Equality Scheme 16. Subject Leaders Subject leaders will be given whole school responsibility relevant to the current year s School Development Plan (SDP) and drive the subject in order to raise standards. All Subject leaders have whole school responsibility and produce annual subject action plans. 17. Monitoring & Evaluation There is regular monitoring and evaluation of all aspects of learning and teaching and provision through observations, planning monitoring, pupil interviews, work sampling and data analysis. Page 9 of 15

Part 2: Practice Regardless of the demands of the curriculum, whether it is the Early Years Foundation Stage curriculum or the National Curriculum, the approach to teaching and learning should be consistent throughout the school. 1. The Learning Culture 1.1 All adults model school values and uphold whole school policies and guidelines 1.2 All adults have high expectations of behaviour and learning 1.3 Develop a growth mindset Understand that the brain can be developed like a muscle through: - Taking on challenges - Learning from mistakes - Accepting feedback and criticism - Practising and applying strategies - Perseverance and focus - Asking questions - Taking risks 1.4 Use praise language that focuses on achievement and effort 1.5 All adults should treat children equitably, with kindness and respect 1.6 Develop learning powers (meta cognition) - Concentrate - Don t give up (encourage children to say I can t do it yet - Be cooperative - Be curious - Have a go - Use your imagination - Keep improving - Enjoy learning 1.7 Teachers will be part of the learning culture by being a member of a working party and so developing school policy and practice 2. Effective Learning Learning opportunities should enable all groups of pupils to make at least good progress. They should be designed to enable all groups of pupils to gain skills, knowledge and understanding at a good rate across the curriculum. Learning opportunities should incorporate a range of strategies in order to engage pupils in learning. These could be: - Work planned from children s own interests - Working with a range of adults either 1:1 in a group or as a whole class - Investigations - Problem solving activities - Research - Whole class work - Collaborative work with a group or with a partner Page 10 of 15

- Independent work - Using ICT - Outdoor learning across EYFS, KS1 & KS2, including field trips - Visitors - Theatre groups - Self-evaluation and improvement - Presenting work to others - Children as coaches and/ or experts Children need to be active participants in their own learning, be able to review their own learning identifying how to improve and how to overcome challenges in their learning. 3. Effective Teaching Formative assessment (formerly AfL) will be evident in planning and in all lessons. This is based on the Shirley Clarke model. See Outstanding Formative Assessment Shirley Clarke The following are indicative of outstanding teaching and should be taken into appropriate account before, during and after lessons. Learning Objectives clear and focused based on learning (skill or knowledge rather than task or context) displayed discussed and explained to the children based on children s prior attainment, knowledge and understanding Success Criteria break down the learning that is to take place include the steps or 'ingredients' the children need to be successful in their learning are identified by the teacher during the planning process are usually generated with the children during the lesson are written up (visually with younger children) and referred to during the lesson Plenary Planned times during, and at the end of, the lesson Reviews progress towards learning objective and success criteria Allows adults, and children, to address misconceptions, make improvements and add further challenge Learning may be applied to different contexts Time to reflect on the 'how' of learning in addition to 'what' has been learnt Outcome what will be achieved by the children by the end of the lesson the learning activity/evidence of learning sufficient time given to enable children to achieve meaningful learning differentiated according to the bands/ steps at which the children are working Page 11 of 15

Differentiation Is planned for using previous assessment Takes place throughout the lesson Is matched to children's levels and next steps learning Can be through adult support, range and type of resources, time, task, outcomes Adult Input Is balanced with pupil talk Is engaging and well-paced Is active and interactive Responds to and adapts to, ongoing assessment during the lesson Clearly models successful learning/the learning activity Is flexible according to the learning taking place eg. - different inputs for different groups (split main) - different start times for different group - guided groups Questioning Questions will be asked to assess learning, challenge and deepen thinking and understanding and should be based on the Shirley Clarke model of formative assessment; A range of answers A statement Right and wrong Starting from the answer/ end Opposing standpoint Feedback & Marking Regular feedback will be given to the children Identifies success and areas for improvement/next steps learning Refers to learning objectives, success criteria, children's individual targets and age related spelling, punctuation and grammar Opportunities are planned for children to regularly respond to feedback and marking these are timetabled Self and peer assessment is used to enable children to make improvements to their work See Thameside Marking policy Page 12 of 15

4. The Learning Environment Thameside Primary School has a commitment to provide stimulating, supportive and interactive learning environments for every child in the school. Classrooms must be places that support learning, engage children and places where children s successes are celebrated. Most of all they need to be places where children want to be and feel safe to take risks with their learning. Displays Pieces of work/ photos should be at least single backed There should be a mixture of 2D and 3D displays They should not be taken down unless there is a new one ready to go up Should be labelled Should have a mixture of labels that are computer generated and handwritten must be in school hand Labels, captions, titles etc should be big enough to be easily read from a distance Teacher self evaluation Teachers will carry out a self-evaluation, three times per year, by highlighting the elements that they have in their rooms. They can also add extras in the comments column. Then, the teacher will share their audit with a member of the senior management team and action points will be discussed as appropriate. See table overleaf. Cross reference with staff handbook Page 13 of 15

Requires improvement A Literacy working wall A good to outstanding learning environment The washing line shows all stages of the writing process. Self-evaluation comments Actions WRITING READING MATHS SCIENCE/FOUNDATI ON SUBJECTS CLASS CHARTER Writing washing line Access to Thesaurus, dictionaries A book corner A maths working wall Access to key maths resources A number line A number square, multiplication square and times tables/number bonds. (as appropriate) A Science/Topic display board History timeline The school s six values (belonging, assurance, integrity, independence, no limits and resilience). Toolkit of genre being studied. Word banks (generated by pupils), e.g. VCOP, Pie Corbett s Magpie for connectives, adverbs, adjectives in sentence level work on working wall. Book reviews, pictures of authors, questions about books, book of the week, new reads etc. Range of reading materials including fiction, non-fiction, newspapers, class books etc. The working wall shows the maths processes that children are learning, accompanied by successful examples of children s work. Questions, word problems, puzzles and investigations in which children can interact. Key vocabulary to support with learning. Questions that the children want to investigate. Key vocabulary Non-fiction books to support topic. Samples/pictures of work Visual cues alongside vocabulary Links to article numbers One or two statements (chosen by the children) to show how they will show each value. Each child must be represented in some way (eg. photographs, stars). Poster showing all of the articles. Page 14 of 15

LANGUAG E OF THE MOMENT Language of the moment displayed Basic vocabulary with translations. TIDINESS AND ORGANISATION Clearly labelled resources. Tidy surfaces, free from clutter. Children independently accessing and taking responsibility for resources in the classroom. Flexible table arrangements to suit learning activity. Visual timetable Clock visible to children JUDGEMENT Autumn: Spring: Summer: Sources: The National Curriculum for KS1 & 2 Sept 2014 The Early Years Foundation Stage Framework 2017 Thameside School Policies AfL Working Party Dec 2014 Outstanding Formative Assessment Culture and Practice by Shirley Clarke Thameside Staff Handbook H Wallace reviewed 5/17 Page 15 of 15