“A child has the Right to an Education” Article 28
At Llandeilo Primary School we believe in the concept of lifelong learning and the idea that both adults and children learn new things every day. We maintain that learning should be a rewarding and enjoyable experience for everyone; it should be fun.
Through our teaching, we equip children with the skills, knowledge and understanding necessary to be able to make informed choices about the important things in their lives. We believe that appropriate teaching and learning experiences help children to lead happy and rewarding lives. We also believe in equality of opportunity to succeed for every child and our learning programmes will enable each learner to reach his / her full potential.
Our curriculum is enriched, engaging, broad, balanced and relevant. It ensures progression and continuity for all pupils and provides opportunities for them to acquire knowledge, skills and experiences through engaging cross curricular themes across the year.
Teachers plan and formatively assess thoroughly. Clear learning objectives are set and success criteria are shared with pupils. A varied range of learning experiences and opportunities allow these objectives and skills to be learnt and applied with independence.
Our Curriculum includes:
What our learning looks like.
At Llandeilo Primary we want all children to ‘be the best they can be’ and ultimately achieve the 4 core purposes.
Staff are encouraged to use a variety of teaching and learning approaches to ensure the best outcomes for our pupils – whole class, small group, focus teaching and carousel activities.
To ensure this happens, we have a consistent approach throughout the school that allows our pupils to ‘Wonder’, plan learning, assess needs, acquire skills and knowledge, apply them with independence for a purposeful stimulus and review their own learning and the impact they have had upon other’s learning.
All learning begins with a stimulus which allows our pupils to ‘see, think and wonder’.
In Foundation Phase, themes are initiated through Purposeful Experiential Play (PEP), allowing pupils to explore ideas freely, staff to assess needs and appropriate learning to be put in place to ensure progression and application of skills with increased interdependence and independence.
Within KS2, learning begins with focused tasks and skills mastery teaching to ensure our pupils acquire and master the skills need to produce the end product interdependently or independently.
Explanation of teaching approaches:
|Whole class||All pupils taught the same topic at the same time, work on the same task at the same time.|
|Focus task||Small group teaching|
|Carousel||A carousel of different activities – pupils complete different tasks with support, independence or interdependence. .|
|Independent tasks||Making own decisions and sensible choices to complete a task.|
|Interdependence.||Cooperating with others to make decisions and choices together to complete a task.|
12 pedagogical principles
How pupils learn is as important as what they learn. Our curriculum is broad and balanced offering children many exciting and wonderful learning experiences to develop their spiritual, social, creative, linguistic, mathematical, scientific and technological knowledge and skills.
Our teachers promote learning through a range of approaches, some of which are outlined in the 12 pedagogical principles.
Expectations for learning
We have very clear expectations of the staff, pupils and the environment in which we all learn.
The teachers will…
The pupils will…
The school learning environment will provide…
The Role of the Class Teacher.
It is the role of the class teacher:
The Role of the Curriculum subject leader. Mrs V Davies
It is the role of the ARR leader:
i) by looking at teachers’ termly and fortnightly planning
ii) ii) by observation and monitoring and
iii) iii) by listening to learners
It is the role of the Headteacher and governing Body:
A skills – based curriculum is tailor-made for children who experience difficulties in accessing the curriculum through normal routes. Each child’s learning styles will be recognised and his / her learning needs can be met.
If a child is experiencing severe difficulties, in any class, the child will have been identified as being in the ‘school action’ / ‘school action plus’ stages of our code of practice and his/her programme of work will be planned appropriately in an Individual Education Plan.
Each child’s work will be recorded in an appropriate manner and relevant to the ability or disability of the child e.g. models, paintings, computer aided etc.
Every child’s achievement in all areas of the curriculum, however small it may be, will be valued and treated with respect.
Where a child demonstrates ability beyond that expected for a child of his/ her age or stage will have been identified as MAT (more able or talented) and will have the same entitlement under the SEN the code of practice e.g. an IEP may be appropriate. When planning to provide for pupil’s outside the “norm” we must also be aware that there may be children who have particular gifts and work may need to be “differentiated up”.
Any specialist equipment, programmes of work, special tuition etc. will be acquired as and when the need arises. If specialities cannot be coped with within the school structure these pupils are also entitled to the protection and provision under the later stages of the code of practice.
Assessment is an on-going process and will be based upon teachers’ professional judgements. Children will be involved in assessing, evaluating and making judgements about their own work, and from this joint formative assessment goals can be set to ensure continuing development and progression in the acquisition of skills.
Evaluations of processes and procedures will be made in line with all policy reviews.