Cradlehall Primary School Curriculum Rationale A Window on the World of Learning
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 21 st Century isn t static but continually evolves and develops celebrates success This rationale is further explored and exemplified below: 1
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 2
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 3
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 4
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) 5
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 6
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 7
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 8
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 9
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 10
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. 11
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 12
A Curriculum which challenges, motivates and is relevant to life in the 21 st 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 13
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 14