“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.
We have adopted the CORNERSTONES Curriculum which we feel gives us the skills and thematic approach we believe is right for the pupils at our inclusive school.
Our Cornerstone curriculum includes:
Our imaginative Learning Projects are split into sections, which see children progress through four stages of learning: Engage, Develop, Innovate, Express.
At the ‘Engage’ stage, children:
At the ‘Develop’ stage, children:
At the ‘Innovate’ stage, children:
At the ‘Express’ stage, children:
We believe that education must be experiential, must nurture independence and must enable all members of each generation to develop the judgments necessary to take responsibility for:
We believe that judgment is the integration of knowledge, skills and standards of ethical behaviour that guides decisions, commitment and action.
Throughout this, and every other curriculum-based policy, the right of every child to acquire and apply Basic Skills is implicit and their entitlement to support in the acquisition of those skills is fundamental.
High quality education is characterised by:
Curriculum design must take account of:
To develop experiential learning so that:
To develop collaborative learning communities so that:
To develop standards-driven learning so that:
To develop a skills based curriculum so that:
To develop problem-based learning so that we offer opportunities for children to learn in different ways. Ways which we have identified as effective learning.
To maximise potential by ensuring that children have:
across the whole school.
* Developing children’s understanding of Success Criteria grids
* Making effective use of assessment information e.g. in setting individual targets for achievement
* Maintaining children’s books with annotated work which informs planning and individual target setting
* Implementing the marking & presentation policy consistently
* Developing self and peer assessment
* Good relationships with all children
* All children treated with kindness and respect
* Following all school policies
* Abiding by set and agreed codes and practices
* Secure knowledge and understanding of the curriculum
* Motivating children and building on their skills
* Teaching based on knowledge of the children’s level of attainment
* All tasks set according to levels of ability
* Setting, monitoring and reviewing of individual targets
* Lessons planned with clear learning objectives
* Lessons evaluated to improve practice
* Having high expectations for all learners
The basic skills of Literacy and Numeracy will be developed through the skills based delivery of programmes of work in ways appropriate to the needs of each child.
The ‘skills framework’ identifies a range of ‘key skills’, the development of which will enable each child to develop as an active and interactive learner of the skills necessary to meet the demands of our programmes of study and to enjoy the opportunities they offer and to ‘prepare them for the opportunities, responsibilities and experiences of later life.’
Children will be given opportunities to build on skills they have started to acquire and develop at Foundation Phase. Children will continue to acquire, develop, practice, apply and refine the key skills of thinking, communication, ICT and numeracy through group and individual tasks in a variety of contexts.
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 judgments. Children will be involved in assessing, evaluating and making judgments 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.