Policy Statement on the Curriculum
School Vision Statement
“Whatever we do in the future we know that we have been prepared for life.”
Michael School is a small school with big learning experiences.
It is an exciting place to learn with times to be calm when we need them. We learn in a variety of ways and enjoy lots of different activities. Our learning means something to us and is fun and motivating. Pupils and staff aim high and try to do their best. We know that if we work hard our achievements will be celebrated. It is a place where we take risks and are not afraid to fail.
Michael School is a happy and caring place where everyone is welcome. It is a place where everyone is different and is important. We understand that we are all good at different things and together we can achieve more. We are part of a school family and Michael School is the beating heart of our village. We are proud to be members of Michael School. Whatever we do in the future we know that we have been prepared for life.
Rationale
The curriculum is the interaction between the teacher and the learner and, as such,
transmits attitudes and values, in addition to knowledge, skills and understanding. High
standards are created through high expectations, which are at the core of the attitudes
and values we transmit through our curriculum delivery.
Purposes
to ensure pupils access their statutory entitlement to the curriculum
to provide a basic curriculum which includes Religious Education, the
National Curriculum and the Essentials for Learning Curriculum for pupils in Key Stages One and Two
to provide the Foundation Stage Curriculum for pupils in the Foundation Stage
to develop positive attitudes and behaviour, including self control
to develop high self esteem and confidence
to encourage pupils to think for themselves and become independent and self
responsible
to develop a readiness to learn and become confident in a range of situations
to motivate pupils and encourage them to learn to question; and respond to
challenge
to develop respect for self and others
to acquire knowledge, skills and understanding
to build on previous experience through reflection
to recall information and remember how to do things
to use the outcomes of assessment in order to move forward
to develop creativity, imagination, spontaneity and initiative
to communicate effectively and express themselves clearly, using the key skills
to work co-operatively and collaboratively where appropriate develop strong and lasting
relationships
to learn to select and use method and resources, and to be discriminating
to be motivated to work independently
to persevere and show resilience
to accept constructive criticism and build on it
to promote the intellectual, spiritual, moral, cultural, mental and physical
development of all pupils
to promote partnership between the child, the parent, the teacher and the
community
Broad Guidelines
The curriculum:
is based on the vision, aims, mission and ethos of the school
is broad and balanced and is careful to ensure sufficient depth of study
introduces pupils to a wide range of experiences, knowledge skills and understanding
promotes pupils’ spiritual, moral, cultural, mental and physical development
prepares pupils for the opportunities, responsibilities and experiences of adult life
is planned, taking into consideration - long, medium and short term goals which are based on the International Primary Curriculum, Essentials for Learning, and the National Curriculum
enables pupils with musical talent to develop their skills.
additional music tuition provided by the Isle of Man Music Service is also available - these lessons incur a nominal charge
encourages the development of ICT skills
includes the development of key skills
for the Early Years - the Curriculum Guidance for the Foundation Stage is linked to all National Curriculum subjects for planning
is differentiated to meet the needs of all pupils including SEN and pupils who are Rapid Learners
includes opportunities for assessment and builds in continuity and progression in future planning, following evaluations of pupil outcomes
is assessed through teacher assessments which take place during the year.
In the Foundation Stage - the Foundation Stage Profile is used, The levels achieved in Years 2 and 6 are reported to the Department of Education in June
teacher assessments in all classes are entered into IMPS.
includes the use of the school environment to develop academic and social skills
ensures the quality of pupil learning by a tracking process which draws from - lesson plans, schemes of work and goals and targets set by teachers and subject leaders
has sufficient resources to enable pupils to access their entitlement and also to provide value for money
reflects equal opportunities and race equality for all pupils
for each individual subject is evaluated and reviewed by the relevant Subject Leader
is monitored evaluated and reviewed by the Governing Body through regular discussion and reports from the Headteacher
is reported to parents through induction evenings and regular parents evenings,
is further enhanced by providing opportunities for staff development in teaching skills; curriculum knowledge, skills and understanding; and classroom organisation and practice
NON-NEGOTIABLE LIST 2016/17
Assemblies 4 x 15 minutes at 10.15 Monday to Thursday (Own class assembly on Monday) 3pm celebration assembly on a Friday.
Singing practice 30 minutes per week when HT available
Numeracy- equivalent of 45 to 60 minutes per day including time spent in challenges. Key Stage 1 30- 45 minutes per day plus cross curricular.
Literacy- equivalent of 1 hour per day plus challenges- cross curricular wherever possible, big literacy based within IPC.
Guided reading- minimum of one session per week per child. Reception to do 2 guided reads per week. Individual reading with targeted children throughout the school with parent helpers.
Phonics- KS1- 20 minutes daily in differentiated phonic groups. KS2- daily phonic/ spelling sessions as part of Click teaching programme.
P.E.- equivalent of 2 hours per week. Reception doing 1 session per week and also outdoor provision (not a requirement in Reception).
R.E.- Equivalent of 45 minutes per week (can be blocked), included religious assemblies e.g. Open the Book.
Manx studies- 12 hours per year across year 4,5 and 6. Also covered through Feddan in KS2, singing, dancing, Manx History and Geography syllabus.
Daily snack time at 10.45am.
Planners to be completed with guided reading comment and homework- written in and checked at least weekly. All planners to be signed.
Primary pound system to be used across the whole school.
Good to be Green system used.
14) Challenges in KS2- should be 5 per week. KS1 to do three at the start of the year, possibly moving onto 5 by the summer term.
Conclusion
This policy should be read in conjunction with the National Curriculum Orders and
Statutory Requirements, the Current Curriculum Time Allocations and all NC policies,
the Special Educational Needs Code of Practice, the Sex and Relationships Education Policy, the Religious Education Syllabus, the Teaching and Learning Policy, the Equal Opportunity and Race Equality Policy, the schools planning procedures and documents, the Isle of Man Essentials for Learning Curriculum Statement and the International Primary Curriculum.
Reviewed October 2016
Next review October 2017