Gors Community School Curriculum Policy

Last modified 12/02/2017 18:38

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Gors Community School  - Ysgol Gymunedol y Gors

Curriculum Policy

Polisi Cwricwlwm

 ‘Imagine the world

Dychmygwch y Byd’

 

Article 28: You have the right to learn and go to school

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The United Nations Convention on the Rights of the Child (UNCRC) is at the heart of our school’s planning, policies, practice and ethos. As a Right’s Respecting School, we not only teach about children’s rights but also model rights and respect in all relationships and at all levels. Our belief in restorative approaches ensures that every child is listened to.

 

Within all subjects the teaching of Literacy and Numeracy is promoted. Using the 2015 new orders for English and Mathematics teachers are expected to plan and deliver objectives pitched appropriately to the learners. Lessons have success criteria (WILF) to ensure the learners are aware of the specific skills they are looking to develop or apply within that lesson. <monitoring of books, lesson and listening to learners will ensure that ‘every child can be the best that they can be!’

 

Rationale

The curriculum is the interaction between the teacher and the learner and, as such, transmits attitudes and values, in addition to knowledge, skills and understanding. High standards are created through high expectations, which are at the core of the attitudes and values we transmit through our curriculum delivery.

Purposes

  • to ensure pupils access their statutory entitlement to the curriculum
  • to provide a basic curriculum which includes Religious Education and the

National Curriculum for pupils Key Stage two and the Foundation Phase Curriculum for pupils in the Foundation Phase

  • to provide a daily act of collective worship (which is broadly Christian in nature)
  • to develop positive attitudes and behaviour, including self-control
  • to develop high self-esteem and confidence
  • to encourage pupils to think for themselves and become independent and self responsible learners
  • to motivate pupils and encourage them to learn to question; and respond to challenge
  • to develop respect for self and others
  • to acquire knowledge, skills and understanding
  • to build on previous experience through reflection
  • to use the outcomes of assessment in order to move forward
  • to develop creativity, imagination, spontaneity and initiative
  • to communicate effectively and express themselves clearly, using the key skills
  • to work co-operatively and collaboratively where appropriate
  • to learn to select and use method and resources, and to be discriminating
  •  to be motivated to work independently
  • to promote the intellectual, spiritual, moral, cultural, mental and physical

      development of all pupils

  • to promote partnership between the child, the parent, the teacher and the community

 

 

Broad Guidelines

 The curriculum at Gors Community School:

  • is based on the vision, aims and ethos of the school
  • is broad and balanced and is careful to ensure sufficient depth of study
  • introduces pupils to a wide range of experiences, knowledge skills and
  • understanding
  • promotes pupils’ spiritual, moral, cultural, mental and physical development
  • prepares pupils for the opportunities, responsibilities and experiences of adult life
  • is planned, taking into consideration - long, medium and short term goals which
  • are based on the Statutory Framework for R.E. the schools
  • Has Schemes of Work for all National Curriculum subjects
  • enables pupils to develop their thinking, ICT, creative and personal and social skills.
  • Uses themes from The Building Blocks programme and others developed with pupils
  • Enables pupils to use acquired literacy and numeracy skills across the curriculum

 The curriculum at Gors Community School

  • encourages the development of ICT skills across the curriculum
  • values the development of developing thinking and Assessment for Learning
  • values the development of key skills in ICT across the curriculum
  • ensures that the Foundation Phase planning is linked to all National Curriculum subjects for planning
  • is differentiated to meet the needs of all pupils including ALN and More Able &          Talented pupils
  • includes opportunities for assessment and builds in continuity and progression in future planning, following evaluations of pupil outcomes
  • is assessed through standardised assessments such as Salford for reading which take place annually from year 2 – 6 and teacher assessments linked to on-going leveling of pupil work in moderation and standardisation
  • includes the use of the school environment to develop academic and social skills
  • ensures the quality of pupil learning by a tracking process which draws from lesson plans, and goals and targets set by teachers and subject leaders
  • has sufficient resources to enable pupils to access their entitlement and also to provide value for money
  • reflects equal opportunities and race equality for all pupils
  • is evaluated and reviewed by the relevant curriculum coordinators, Senior Management Team and  the Head teacher
  • is monitored evaluated and reviewed by the Governing Body through regular discussion and reports from the Subject Leaders and the Head teacher
  • is reported to parents through regular parents evenings, curriculum evenings etc.
  • is further enhanced by providing opportunities for staff development in teaching skills; curriculum knowledge, skills and understanding; and classroom organisation and practice
  • is further enhanced with additional opportunities for the development of  music which is provided by the Swansea LA music peripatetic teacher
  • Is split into six areas of learning: Expressive Arts, Health and Well-being, Humanities, Language Literacy and Communication, Mathematics and Numeracy and Science and Technology. In addition the school is developing digital competence with the introduction of the National Framework for digital competence 2016
  • Is being viewed with reflection on the Four purposes by use of the Building Blocks programme

Conclusion

This policy should be read in conjunction with the National Curriculum Orders and Statutory Requirements and all NC policies, School subject policies, the Special Educational Needs Code of Practice, the Sex and Relationships Education Policy, the Religious Education Scheme of Work, the Teaching and Learning Policy, the Equal Opportunity and Race Equality Policy, the schools planning procedures and Documentation. Digital Competency Framework 2016 and the Donaldson Report 2015.

 

18.09.2016

Review date September 2017