Wallasey School Going from Good to Great in a Caring & Achieving Community
WALLASEY SCHOOL CURRICULUM POLICY 2012-2013 Rationale The school curriculum aims to meet the learning needs of all individuals so that pupils may fulfil their potential whilst offering a comprehensive preparation for adult life. The school endorses the principle of open access to a broad, balanced and relevant curriculum providing equal opportunities for all pupils. The curriculum offers relevant opportunities for pupils to develop personal values and a wide range of knowledge and skills.
Purpose The curriculum supports the aims of the school, complies with requirements to deliver the National Curriculum (including R E, Citizenship, Work Related Learning and Enterprise Education) to all pupils in Key Stage 3 and Key Stage 4 and provides Key Stage 5 academic and vocational courses. The curriculum encourages the highest possible standards of achievement and prepare pupils for recognised qualifications. The development of literacy and mathematical skills are of fundamental importance which are reflected in the curriculum. Teaching is the major contributing factor to learning - learning is enhanced when there is high quality planning, differentiation, assessment for learning, tracking of pupil progress and a variety of learning styles, pace and challenge Pupils' learning and achievements must be supported by a curriculum that defines clear lines of progression through each key stage, each stage building on the skills of the last and preparing pupils for the challenges of the next. Pupils' learning is enhanced by the support and active involvement of parents and by further study at home. The curriculum supports pupils with special educational needs and pupils in specific sub-groups. The personal and social development of pupils is enhanced by a curricular programme which provides relevant experiences. The Spiritual, Moral, Social and Cultural dimensions of the curriculum have an integral part to play in contributing to the development of the whole person. The curriculum extends beyond that which is taught in the classroom - the importance of the pastoral curriculum, the 'hidden' curriculum and the contribution of extra-curricular activities is recognised.
Principles The annual Curriculum Development Plan provides a model for the delivery of the National Curriculum at Key Stage 3 and 4 and relevant courses at Key Stage 5 which meet legal requirements, provide breadth, balance, relevance and choice, provide sufficient teaching time and adaptation to new course developments and national directives. The timetable is used to provide flexible grouping arrangements, to allow curricular integration and to facilitate modular courses. Options programmes at Key Stage 4 and 5 are designed to offer equality of opportunity. Their aim is to ensure that pupils make informed choices, underpinned by appropriate independent advice and guidance. Teaching and Learning strategies which motivate pupils to become independent learners and which help individuals to achieve their best will be supported. The sharing of good practice within and between subject departments is essential. A â€˜whole-schoolâ€™ approach, together with an intervention programme, contributes to raising standards of literacy, communication and mathematics for all pupils. Additional support is provided for pupils with special needs where relevant, and underpins wave one teaching and learning. The monitoring of pupil performance and progress is crucial in identifying the achievements of the individual and in assessing progress towards meeting targets. Assessment is an inseparable part of the teaching and learning process. It is used to improve pupil selfawareness and to help teachers diagnose pupil's strengths and weaknesses, and for teachers to reflect on their own practice. Homework is a complementary process for extending classroom learning. Importance is placed on communication with parents/carers to inform them of the achievement and progress of their child. The pastoral curriculum, R.E., PSE and Collective Worship have a particular contribution to the Spiritual, Moral, Social and Cultural development of our pupils. Programmes of Personal, Social, Health and Citizenship Education, Outdoor Education, Work Experience, Business and Industry Links, International Travel, Cultural and Sporting Activities also contribute to the Spiritual, Moral, Social and Cultural Development of pupils.
Monitoring and Review The school's curriculum provides a clear and coherent framework with a content suited to the individual needs, interests and abilities of all its pupils. Regular monitoring of the curriculum by the Curriculum Development Team, key heads of service and pupils will inform an annual review and evaluation of the curriculum and it’s subsequent timetabling links.
Links to Leadership and Management The curriculum focuses on the necessary priorities for ensuring that all pupils make excellent progress in reading, writing, and mathematics. The curriculum is broad and balanced, within the context of the school, and meets the needs and aptitudes and interests of all pupils. The curriculum promotes high levels of achievement and good behaviour and successful progression to the pupils’ next stage of education, training or employment. The curriculum promotes the spiritual, moral, social and cultural development of all pupils. The curriculum is effectively planned and taught. The curriculum does not compromise pupil achievement, success or progression by inappropriate early entry to public exams. The curriculum is based at Key Stage 4 on an appropriate balance between academic and vocational courses. The curriculum reflects that planning for Key Stage 5 takes account of completion rates in sixth form courses. To be outstanding the curriculum provides highly positive experiences and rich opportunities for high quality learning. It has a positive impact on all pupils’ behaviour and safety, and contributes very well to pupils’ academic achievement and their spiritual, moral, social and cultural development. Source – School Inspection Handbook September 2012
Curriculum Policy Review: July 2013