Curriculum

Our school curriculum enables many of the school aims to be met through the learning experiences provided for our pupils.  It is broad and balanced and incorporates the National Curriculum as well as school based initiatives.  Our Early Years curriculum is based in the National Early Years Foundation Stage which emphasises the importance of play in developing key learning skills.

The curriculum is the means by which we ensure that learning is fun, challenging and for life.

The intent of our curriculum is to enable pupils to:

  • Learn new skills, knowledge and concepts and to apply them when appropriate.
  • Observe and understand the world around us
  • Question and investigate ideas and opinions
  • Be creative
  • Acquire positive attitudes to their learning and be self evaluating
  • Become active rather than passive learners
  • Develop their thinking skills
  • Be at the centre of the learning process
  • To be confident in themselves and their ability to learn and make progress regardless of their ability
  • Enjoy learning

We have high expectations of what our pupils can achieve and are committed to an ongoing programme to improve standards of attainment in all areas of the curriculum. 

Assessment

At Anson, we aim to teach children how to grow into confident, independent learners who can work and co-operate with others while developing knowledge and skills, so that they achieve their true potential as a unique child of God.

1. Principles and aims

The general aim is to develop a common  process,  including formats  for planning, assessment, recording  and  reporting which will be used by all staff.

We aim to:

  • produce  worthwhile information about the  child's  progress and  achievement  for  ourselves, other  members  of  staff, parents, Governors and the L.A. in a form which is easy to use and understand.

  • recognise, acknowledge and celebrate pupils' experiences and achievements to include not only academic skills, but  also extra-curricular activities and personal achievements.

  • concentrate on positive achievements and take a constructive approach to areas of development.

 

We believe that:

  • Assessment is about making decisions on what has been learned and as such, forms an integral  part of curriculum planning.

  • Assessment should be valid, reliable and manageable.

  • Assessment should promote pupils' progress within and  between  schools  and the assessment processes  and  standards should be consistent.

  • Children should be involved in self assessment

 

2. Nature and functions of assessment

Assessments may be:         

  • formative - step by step progression of the pupil.

  • diagnostic  - does the pupil require specific  help  in certain areas?

  • informative  - reporting to parents, Governors,  L.A. etc.

  • summative – these are in place throughout the child’s career in school. The results of these are used diagnostically to inform teaching as well as to inform target setting.

  • evaluative – to inform whether teaching programmes and strategies need reviewing etc.

Assessments will inform our teaching and provide a continuous record of a pupil's progress towards their age-related expectations.

 

Reporting Attainment and Progress to Pupils and their Parents

The key to talking to a child or their parent about their learning is to focus on the criteria, not any score. This allows for discussion around what has been achieved well and what the next steps for learning are. Discussion with pupils about their learning is most effective when it is based around specific success criteria for the current area of learning.

Phrases that could be used when reporting to parents include:

  • Your child is working within the expected range for their age (followed by examples of particular areas of success and current areas of focus)

  • Your child is working slightly below the expected range (followed by examples of particular areas of success and current areas of focus)

  • Your child has a strong understanding of the concepts taught this year and has been working on extension activities to further develop their problem-solving skills (followed by examples of particular areas of success and current areas of focus)