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					                                          FLEET INFANT SCHOOL

                                 Velmead Road, Fleet, Hampshire GU52 7LQ
                              Telephone: 01252 613582     Fax: 01252 624253

                                      Headteacher : Mrs C.A.Clayton

                                          Curriculum Policy

Status: Final

Ratified by the governing body: 23/2/09

Record of review:
                          Curriculum Policy

School Vision Statement

School Ethos Statement

   At Fleet Infant School, staff, governors and parents work together to provide the best possible start to every child’s school
career and to lay firm foundations for all future learning. Children are encouraged to be enthusiastic about learning and to develop
                         academically, personally and socially in a happy, caring and stimulating environment.

School Aims

At Fleet Infant School we aim to:

      create a culture of achievement by celebrating the personal, social and academic success of everybody in the school

      commit to continuous improvement in pupil achievement and all aspects of school life through a balance of self-evaluation and
       external verification

      embrace new knowledge, research and teaching initiatives and effectively manage change

      value the contribution of pupils, staff, parents and governors

      create a community which provides the opportunity for each child to:

          1.   develop a love of learning with a lively, enquiring, independent mind
          2.   acquire necessary skills, knowledge and understanding to be successful in a changing world
          3.   develop self-respect, self-confidence and self-discipline to co-operate with others
          4.   develop tolerance, empathy, consideration and respect for others
          5.   develop an understanding and reasoned set of personal attitudes, values and beliefs about themselves and the world
               around them

The curriculum provides an entitlement for all children’s learning and progress as well as developing and supporting their
general sense of well being and fulfilment.

The curriculum is committed to excellence and lifelong learning and is underpinned by achieving the outcomes of ‘Every
Child Matters’ for all children. It includes all the carefully planned activities which arise from:

      the statutory requirements of the Early Years Foundation Stage

      the statutory requirements of the National Curriculum for Key Stage 1

      the Primary Framework

      the agreed syllabus for Religious Education

      a Personal Development Learning programme

      extended learning opportunities

      curriculum enrichment activities

The curriculum at Fleet Infant School aims to:

      inspire and challenge all learners irrespective of gender, race, ability, religion and socio-economic background
      be flexible and adaptable in order to respond to the needs of all children at any time
      enable meaningful learning through a practical, problem solving and creative approach
      promote a clear and effective understanding of the rights, respects and responsibilities of everybody in the
       school community
      be informed by effective assessment procedures
      adopt a cross curricular approach which recognises the importance of subject content and related links
      enable children to maximise their potential through personalised learning
      give children the knowledge, skills and understanding to prepare them for life in the 21st century as a global
      encourage children to be reflective learners
      include the views of stakeholders
      develop higher order thinking skills through a skills based approach
      reflect the voice of the child
      value and nurture every child as an individual
      be fully inclusive
      promote a positive attitude to learning
      support the social, moral, spiritual, cultural and emotional development of each child

Values and purposes underpinning the curriculum
The curriculum at Fleet Infant School embraces the values and purposes detailed in the National Curriculum Handbook
for Key Stages One and Two, 1999.
    ‘Education influences and reflects the values of society, and the kind of society we want to be. It is important,
therefore, to recognise a broad set of common values and purposes that underpin the school curriculum and the work of

The National Curriculum Handbook references the following statement of values finalised by the National Forum for
Values in Education and the Community May 1997:

The self
We value ourselves as unique human beings capable of spiritual, moral, intellectual and physical growth and development.
We value others for themselves, not only for what they have or what they can do for us. We value relationships as
fundamental to the development and fulfilment of ourselves and others, and to the good of the community.

We value truth, freedom, justice, human rights, the rule of law and collective effort for the common good. In particular,
we value families as sources of love and support for all their members, and as the basis of a society in which people care
for others.
The environment
We value the environment, both natural and shaped by humanity, as the basis of life and a source of wonder and

Overview of Planning

Early Years Foundation Stage (EYFS)
The EYFS curriculum is planned according to the six areas of learning and development detailed in The Early Years
Foundation Stage Curriculum:
       Communication, Language and Literacy
       Problem Solving, Reasoning and Numeracy
       Personal, Social and Emotional Development
       Knowledge and Understanding of the World
       Creative Development
       Physical Development

Key Stage 1
The Key Stage 1 curriculum is planned according to the requirements of the National Curriculum, the agreed syllabus for
Religious Education and the Primary Framework.

Organisation of the curriculum
Early Years Foundation Stage
An annual overview of twelve themes covers all requirements within each area of learning and development. Each theme
begins with a stimulus, a question, a challenge or a problem.

Children input via a thinking map to each three week theme and the year team develop these ideas, linking them to the
areas of learning and development from the annual overview. This collaborative thinking map is displayed in each
classroom and forms the basis for the teaching and learning experiences over the three week period.
On a weekly basis there is a shared evaluation by staff and children of the previous week’s learning and foci decided for
the following week.

Every week, for every child, the teacher and/or the Early Years Assistant undertake a focused session in basic literacy
and numeracy skills. In addition, there are daily phonics and maths skills sessions.

Music and physical development activities include specific weekly sessions in addition to classroom activities (both indoor
and outdoor provision) in these areas of learning and development.

Personal Development Learning underpins all aspects of the curriculum but is explicitly delivered through planned
sessions and participation in the school’s annual programme of events.

The planned curriculum follows the model of:
Continuous provision – day-to-day activities that enable children to develop their own learning experiences given the
resources available
Enhanced provision – challenge in day-to-day activities set up by an adult
Directed activities   – adult initiated and adult led activities

Collective worship and assembly themes follow those of Key Stage 1 (see below). Children in the Early Years Foundation Stage have a phased
introduction to whole school assemblies as follows:
     Autumn term – Year R have class and team assemblies as the children settle into school
     Spring A – Year R attend whole school Singing Together and Celebration assemblies
     Spring B – as Spring A plus whole school Wednesday assembly
     Summer term – as Spring B plus whole school Monday assembly

Key Stage 1
An annual overview of topics identifies subject units of work and Literacy strands as given in the Primary Framework.

The subjects covered are:
   Science
   Geography

      History
      Art & Design
      Design Technology
      Religious Education

The Literacy strands are:
       Speaking and Listening
       Responding
       Group Discussion and Interaction
       Drama
       Word recognition: decoding (reading) and encoding (spelling)
       Word structure and spelling
       Understanding and Interpreting texts
       Engaging and responding to texts
       Creating and shaping texts
       Text structure and organisation
       Sentence structure and punctuation
       Presentation

Each unit of work is provided in a weekly format which identifies teaching content, skills to be taught, resources and use
of ICT. This is delivered through the TASC wheel format.

We use the TASC (Thinking Actively in a Social Context) wheel approach for many areas of learning. This allows children
to develop their thinking skills through a logical process of planning, implementing and evaluating their work. We begin
with a problem, challenge or question and develop the children’s knowledge, understanding and skills from what they
already know, understand and can do. Children work together to generate ideas and research the subject matter to give
them the necessary understanding to solve the problem, answer the question or rise to the challenge. Subject specific
skills are taught to support the children and enable them to be successful.

Children may work as a whole class, in small groups or as individuals and undertake a balance of oral, practical and written
activities. Teaching approaches are varied to meet the needs of all children.

Phonics is taught discretely through a carefully planned daily programme of skills.

Mathematics is taught on a daily basis within weekly units of work. Each unit of work in begins with a real life problem
which is explored under the strands of the Primary Framework.
These are:
       Using and Applying Mathematics
       Counting and Understanding number
       Knowing and using number facts
       Calculating
       Understanding shape
       Measuring
       Handling data

The skills required to solve the problem are identified and taught in preparation for answering the questions posed.

Music and Physical Education are taught on a weekly basis according to recommended time allocations.

Personal Development Learning underpins all aspects of the curriculum but is explicitly delivered through weekly planned
sessions and participation in the school’s annual programme of events.

Collective worship and assembly themes are planned on a three year cycle. The cycle includes themes taken from:
    Social and Emotional Aspects of Learning (SEAL) materials
    Festivals and celebrations
    Moral issues
    Rights Respect Responsibilities
    Multicultural topics
    School, local, national and global events

Planning, Preparation and Assessment time (PPA)

Early Years Foundation Stage
During the statutory entitlement of teacher’s PPA time, the Early Years Assistants in their additional role as Curriculum
Enrichment Practitioners continue the planned daily activities for the class whilst other Curriculum Enrichment
Practitioners provide a planned three weekly rotation of skills based activities. These skill s are:
    ICT skills
    Library skills
    Physical development skills

Key Stage 1
During the statutory entitlement of teacher’s PPA time, a planned three weekly rotation of skills based activities is
delivered by Curriculum Enrichment Practitioners.
These skills are:
    Dance skills
    Games skills

      Gross and fine motor skills
      Library skills
      ICT skills
      Problem solving and thinking skills

Additional timetabled curriculum activities for Early Years Foundation Stage and Key Stage 1

      Activate – this is a programme of physical development activities provided on a daily basis.

      Huff and Puff - this is an optional activity at playtimes to develop physical skills.

Progression and Coverage
The curriculum is planned to ensure full coverage of the Early Years Foundation Stage Curriculum and National

Progression of key skills is planned to ensure children build upon what they already know.

The curriculum is designed to provide access and opportunity for all children. Where necessary it is modified and
adapted to meet a child’s needs.
In addition to the above we provide specialist support through:

      Speech and language programmes
      Social communication skills group
      Motor skills group
      Basic skills groups
      Individual learning support programmes

Roles and responsibilities

The range of responsibilities for the curriculum are shared between the Headteacher, the Governing Body, the Local
Authority and the Department for Children Schools and Families.

The Governing Body have specific responsibilities which include working with the Headteacher to:
   consider, agree and monitor the implementation of a curriculum policy;
   ensure the school provides a balanced curriculum;
   ensure the National Curriculum is taught;
   ensure that sufficient time is provided for pupils to access the National Curriculum and other statutory
   ensure that teachers do not promote one-sided political views in teaching any subject;
   ensure that only approved external qualifications and syllabi are offered to pupils of compulsory school age;
   ensure assessments are carried out as relevant to the age range of the pupils;
   ensure results of statutory assessments are reported according to national requirements;
   prepare a written statement of their policy on sex education which must be freely available to parents;
   decide whether sex education should be included in the school’s curriculum and if so, what it should consist of and
     how it should be organised;
   ensure any sex education is provided in a way that encourages pupils to consider morals and the value of family
   monitor arrangements for collective worship
   consider complaints in relation to the curriculum in line with the school’s policy on curriculum complaints

The Head Teacher takes overall responsibility for the curriculum but the general organisation and management is
delegated to the Curriculum Manager.

Subject Managers take responsibility for the development and implementation of their subject policy and procedures.
They maintain an overview of standards in their subject and report to the Curriculum Manager on an annual basis.

Year Leaders take responsibility for curriculum planning, development and review in their year team and are accountable
for the standards achieved.

Classteachers are responsible for delivering the agreed curriculum and it’s assessment in line with the Teacher’s Pay and
Conditions document.

Monitoring and Review
Subject Managers follow an agreed annual programme of monitoring and at the end of each academic year produce a
subject Position Statement with a summary of points for development in their subject. This summary forms the basis of
the Subject Development Plan, included within the School Plan.

Subject managers meet with the Curriculum Manager to provide an overview of their subject which includes standards
and development areas.

The Curriculum Manager reports to the Head Teacher via the School Development Team which informs annual School
Improvement Priorities.

The Head Teacher reports to the Governing Body via the Curriculum Committee.

The Curriculum Committee monitors policy and procedures according to agreed priorities.

This policy will be monitored by the Curriculum Committee on an annual basis.


In drawing up this policy reference was made to:
    National Curriculum Handbook for Key Stages 1 and 2 – 1999
    Early Years Foundation Stage Curriculum – 2008
    A Primary Curriculum for Learning – Hampshire County Council – July 2008
    Primary Update – Hampshire County council – summer term 2008
    Information on GovernorNet -
    Exemplar materials from Teachernet -


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