Our school Curriculum

 

Our school curriculum comprises of all learning and other experiences our pupils experience and participate in.

 

The school curriculum is the vehicle which provides the contextual framework for the teaching of the National Curriculum Framework.

 

It is designed to provide pupils with the interpersonal skills, relationship building and social skills which are necessary in order to prepare them for the opportunities, responsibilities and experiences of life in our rapidly changing society. There are 12 aspects to our school curriculum to which we aspire for every pupil. These are grouped together into 3 specific areas: self; others and learning.

 

Self

  1. To develop a sense of spirituality based on the Gospel values of love, forgiveness, caring, faithfulness, integrity, justice and honesty
  2. To develop knowledge, self-esteem and confidence in order to grow into healthy, productive adults
  3. To instill a love of learning, friendship, family and community
  4. To manage risk and disappointment as opportunities to learn

 

Others

  1. To develop communication and teamwork skills
  2. To increase global awareness and responsibilities
  3. To value and build relationships with people of all cultures
  4. To manage conflict and acknowledge different viewpoints

 

Learning

  1. To reflect on and build learning power to improve our basic literacy and numerical skills
  2. To develop the use of ICT to enhance learning
  3. To participate in a range of Arts in order to gain a rich cultural experience
  4.  To appreciate the value of sport in developing teamwork, managing success and disappointment

 

Assessment

We believe that:

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

  • 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

 

Assessments may be:         

  • formative - leading to next steps of learning

  • summative – for reporting to parents and school leaders

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

 

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 a 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)