Curriculum

Curriculum overview

 

CREATIVE CURRICULUM POLICY: KS1 & KS2

 

 

The curriculum has been organised and established in consultation with all teaching staff.  It is regularly reviewed and developed in accordance with the School Improvement Plan, recommendations from Ofsted and following consultation with Governors and teaching staff.

 

 Aims

 

The Creative Curriculum aims to:

 

  • Provide a broad and balanced curriculum.
  • Build up children’s confidence and motivation to learn through the use of a range of learning and teaching styles.
  • Embed key skills in order to prepare children for real-life and everyday situations.
  • Provide opportunities to apply knowledge and learning in practical ways.
  • Provide a creative approach to planning and delivery that will incorporate and embed key aspects of the National Curriculum.
  • Provide enrichment opportunities where learning and teaching can take place beyond the classroom.
  • Develop social skills and encourage children to become more active citizens within the school community and beyond.

 

Creative Curriculum

The Creative Curriculum has been organised into integrated topics.  Each topic has been given a key focus, e.g. Theatre = Literacy, The Tudors = History, The Earth and Beyond = Science, Travel = Geography, and links have been made to other curricular areas within the topic and curricular focus.

 

Opportunities for Speaking and Listening are optimised and basic skills are delivered through this holistic approach to teaching.

 

The use of ICT is encouraged in all topic areas as a subject in its own right and in both the teaching of the topic and in the opportunities for children’s independent learning.

 

Each class teacher is responsible for the delivery of the curriculum through a ‘topic based’ approach which incorporates key skills as set out in the National Curriculum.  Although links can be made with all subjects, the following subjects are taught as dedicated, discrete sessions:

 

  • Numeracy – Maths skills are key to developing everyday skills although links can be made to the curriculum through data handling, position, measurement, especially in Science, DT and Geography.
  • Literacy – Phonics, Reading and Handwriting, Writing and Spelling are taught as discrete subjects as they build up basic skills.
  • RE – in accordance with the Leicestershire RE Guidance.
  • PE and Swimming
  • MFL – French
  • ICT
  • PSHE

 

Teaching staff are encouraged to broaden the experience of the topics for the children through off-site visits, visitors into school and shared experiences of the wider school community, eg, involvement with parents and school links etc.

 

Childrens’ achievements are celebrated regularly through the school newsletters, displays in classrooms and shared areas, structured play and interactive displays in assemblies.

 

Responsibilities and Roles

The Headteacher and Governing Body have overall responsibility for the Curriculum, supported by the Curriculum Leader.

 

The Curriculum Leader is responsible for overseeing the delivery of the Curriculum through:

 

  • Regular formal and informal discussions with staff.
  • Monitoring planning to ensure curriculum coverage.
  • Carrying out book scrutinies alongside planning to ensure cross-curricular links are optimised.
  • Observing learning and teaching to ensure progress is being made within the topics.
  • Regular reviews of the curriculum through staff and pupil questionnaires and open dialogue.
  • Making changes where necessary.
  • Formulating an action plan to move the school forward.
  • Speaking with the children about their learning.

 

All teaching staff are responsible for the planning and delivery of the curriculum on a day-to-day basis and for making cross-curricular links where appropriate.  Staff make amendments to planning in order to optimise learning opportunities when they arise.

 

Inclusion

It is expected that all children will be given the opportunity to learn in a creative and encouraging learning environment which encompasses a range of learning and teaching styles.  All children are entitled to this as part of the ECM agenda.  It is hoped that this approach will motivate and support children’s learning at all levels including the Able and Talented, EAL and children identified with a Special Educational Need (SEN).

 

Monitoring and Review

Monitoring and review takes place on a regular basis in accordance with the School Improvement Plan, the Creative Curriculum Action Plan and in accordance with the Performance Management Policy.