Curriculum Summary

"Curriculum Summary"

Designing a curriculum is a journey....

not a destination!

Introduction

Curriculum design is an ongoing process of continuing improvement.  At Llanrhidian Primary School, we recognise that we have both mandatory and statutory duties.  

The Curriculum and Assessment (Wales) Act 2021 puts mandatory duties on schools - things they are legally required to do.  Schools must also have ‘due regard’ to statutory guidance when carrying out their duties.

The headteacher and the Governing Body has jointly adopted our curriculum and assessment arrangements through ratification of policy and practice.   It is continually kept under review through the school's self evaluation processes. 

Practitioners, learners, parents, carers and the wider community are consulted with regularly.  Curriculum design is constantly reviewed in light of feedback from these stakeholder. eg  Questionnaires, Pupil Voice Groups, Curriculum Design Events.     

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 rights-respecting school we not only teach about children’s rights but also model rights and respect all relationships.  Our belief in “restorative approaches” ensures that every child is listened to. 

A Purpose Driven Curriculum

Our curriculum is designed to enable every learner to aspire  to the four purposes.  Every pupil, no matter their age, is suitably planned for.  We take into account every pupil's ability and aptitude, including any additional learning needs.  We have successfully developed a progressive continuum of dispositions to support the development of integral skills across the school.  These underpin the four purposes which lie at the heart of our curriculum.

To further support learners, we have developed "child friendly" four purposes to enable pupils to recognise their own success. 

Learning & Experiences

Across all Areas of Learning and Experience (AoLEs), the application of numeracy, literacy and digital competency is robustly planned for.  Teachers are expected to plan and deliver learning objectives pitched appropriately to the learners' needs.  Lessons have success criteria (which also include numeracy, literacy and/or digital competency) to ensure the learners are aware of the particular skills they are looking to develop within that lesson. In addition to literacy, numeracy and digital competence, teachers plan for incidental welsh and opportunities to address relationships and sexuality education in line with the new CfW.

The curriculum elements of Religion, Values and Ethics are routinely addressed through Big Questions and are stage appropriate.  We have developed "HABER" to support pupils when considering information they read, see or hear.

Relationships and Sexuality Education is appropriately and progressively taught using an agreed cluster plan.  This is part of the school's health and well-being curriculum.  

Our curriculum also incorporates, where appropriate, opportunities for learning and consideration of cross-cutting elements. These  allow learners to:

• consider local, national and international contexts
• develop understanding of relationships and sexuality education
• recognise, understand and promote human rights and diversity
• identify with careers and work-related experiences

Sustainable Development Goals (SDGs) are purposefully promoted and taught to enable pupils to make links to the real world. These have been mapped out across the school to ensure suitability and progression.  Pupils are encouraged to identify links between their own learning and the SDGs.

Planning & Assessing for Progression

Our planning has been designed to ensure vertical and horizontal progression.  This means we consider both the depth of learning as well as the breadth, whilst ensuring we build upon prior knowledge.  We work closely with our partner schools (North Gower Partnership) to develop a "Concept Map".  This ensures that all  learners receive equity of learning and experiences whilst in primary school,  enabling Gowerton Comprehensive School to plan for learning that will secure further progress. 

Our curriculum supports opportunities and experiences to develop the key concepts, knowledge and skills as described in the 27 statements of what matters. We use the descriptions of learning within each progression step as a starting point for our planning.  This is aligned with the school's expectations for learners, and broken down into a smaller steps of knowledge, skills and understanding (KS&U).  

Via the Llanrhidian website, all parents and carers have access to:-

1. Long Term Planning

2. A Termly Pod Project Overview

3. Flip Learning Pages (Pod Flip Bits) 

We use these three triangles to ensure a consistent process for "Planning, Preparing and Assessing your child's learning.

As a school we have robust assessment arrangements in place.  We draw upon a range of information to ensure every pupil is supported appropriately.  We place huge value on the importance of "formative" and "in the moment" assessment which enables the staff to facilitate immediate progress.   Parents receive regular information on their child's progress, and are given help to understand their next steps in learning.

Assessment arrangements include:-

• On-entry assessment

• Day to day formative assessment

• Identifying, capturing and reflecting on learner progress over time

• Understanding group progress

• A shared understanding of the principles of progression

• Learner progress meetings

• Opportunities to plan and refine progression and assessment practices–in school and across cluster,

• personalised assessments

• parent/carer involvement

Learning Together

We believe that every member of the school community, including pupils, staff and parents, are learners.  Together we develop as a learning organisation, using information from research, working with other schools, making strong links with local businesses and the using real world contexts to build a culture for improvement.

Mentally Healthy

There is a whole school and cluster approach to well-being enabling pupils to understand their own and others’ emotions.  This is in line with the Health and Well-Being AoLE, and is integrated throughout the school day, and throughout the curriculum itself. 

Every opportunity is used to promote the vision of “Every child can be the best they can be!”

Further Information

We have developed a comprehensive Curriculum for Learning Policy which is updated regularly.  This can be viewed through our  "Curriculum Policies Page".  All policies are ratified by the Governing Body. 

Links to Curriculum Areas