Curriculum Policy

Curriculum statement:

The school delivers a broad and balanced curriculum through a wide range of experiences. The curriculum is all the planned activities that we organise, in order to promote learning and personal growth and development. It includes not only the formal requirements of education but also the range of extra-curricular activities that are organised in order to enrich the experience of the children. It also includes the ‘hidden curriculum’ where the children learn from the way they are treated and expected to behave. We aim to teach children how to grow into positive, responsible people, who can work and co-operate with others while developing knowledge and skills, so that they achieve their true potential.

Our values:

Our school curriculum is underpinned by our school values and the learning profile.

Curriculum coverage:

  • Enable all children to learn and develop their skills to fulfill their individual potential teach children the basic skills of literacy, numeracy and information technology (IT).
  • Enable children to be creative and to develop their own thinking teach children about their developing world, including how the environment and society have changed over time
  • Help children understand their place on the global platform

Curriculum in Early Childhood:

Our planning focuses on the Early Learning Goals and on developing children’s skills and experiences. Pupils learn through child initiated play and by engaging in well-planned structured activities. Teaching in the reception class builds on the experiences of the children in their Early Childhood learning.

Key aspects of learning:

In all aspects of the curriculum the following skills are addressed:

  • Enquiry Skills
  • Problem solving
  • Reasoning skill
  • Information Processing skills
  • Evaluation skills
  • Self-awareness skills
  • Social Skills
  • Communication
  • Motivation skills
  • Managing feelings
  • Creative thinking skills
  • Empathy Skills

Planning and organisation:

We plan our curriculum over four quarters, following Cambridge Primary objectives for English, maths and science in Primary. In Preschool we also work in four quarters.

We have long-term plans which detail the path of the curriculum for each subject and each class for the whole academic year, and these enable teachers to make smooth transitions between grade groups. Additionally, all teachers work closely together when planning to ensure there is continuity as well as an appreciation that some skills, topics or content areas overlap between grade groups.

We review our long-term plans on an annual basis. Our medium-term plans give clear guidance on the learning intentions, learning outcomes and teaching strategies to use in each quarter including any discrete subject teaching.

Our short-term plans, or daily plans, detail exactly what learning objectives and activities happen in each lesson, on a lesson-by-lesson basis. These are written on a weekly basis and are discussed with the respective Head of Department. We use these to set out the learning objectives for each session and identify resources, activities, key questions and tracking and monitoring pupils at all times.

Assessment:

Assessment is seen as fundamental to all stages of learning and covers various stages throughout the curriculum. From Grade 3 to Grade 7, students will be taking Cambridge progression tests in English, maths and science. In Preschool all classes are assessed throughout the year in the classroom, and KG1 and KG2 have exams at the end of the academic year.

Teachers also set internal exams at the end of each quarter, which assesses learning from the whole quarter, and informs individual objectives for each student for the next quarter. These are completed in all subjects.