The specific areas of learning
- To help children make progress by guiding their next steps
- Physical development
This happens in class regularly, during learning activities, and feedback to students is quick and direct. It can be conducted as an observation of an activity, during discussions or after a written test. Targets are stored by students in exercise books to remind students and teachers about the next steps in learning. v
In Foundation subjects, if a student has achieved beginning or developing, the teacher will share learning advice with the child to help them know what they need to do to improve the skill. This advice will be used as a target for students to help them make further progress.
An example of some learning advice could be - ‘Work with a partner. Discuss the sounds that different instruments make.’
Assessment of learning
Traditional assessment methods (i.e. examinations) are still used for the following reasons
- To see what has been learned at the end of a unit, term, year or Key Stage
- To track the progress of individual children’s learning (see ‘How do we monitor progress?’)
- To help the school improve the curriculum and children’s learning
- To help provide accurate feedback when reporting.
We believe children learn better without the pressure of exams continually looming over them. The school will reduce the amount of formal exams and we intend to keep it that way focusing more on continual assessment.
We aim to strike the right balance between creating an enjoyable learning environment for children and maintaining high standards of school improvement and staff accountability.
AA child’s development is individual and their rate of progress will vary from year to year; sometimes growth will be slow and smooth, sometimes rapid followed by periods of reflection and consolidation. This is normal and not a cause for concern.
9 things you should know about our Curriculum
1. The English National Curriculum is used in thousands of schools around the world.
2. The goal of the Curriculum is for children to focus on a combination of academic and personal learning. We want children to enjoy their learning; develop enquiring minds, develop the personal qualities they need to be good citizens of the world, and develop a sense of their own nationality and culture, at the same time developing a profound respect for the nationalities and cultures of others. Most of all, we want children to develop all the skills they will need in order to confidently face the world of tomorrow.
3. Children learn through a Thematic Approach. A unit of work has a theme that today’s children find interesting and relevant. Examples of these themes include Animals, Toys and Rainforests. A unit of work lasts on average between four and eight weeks and children learn many of their subjects through this one common theme so that their learning has meaning to them.
4. Linking subjects means that children can make lots of connections with their learning. We now know that the more connections that the brain can make, the better a child can learn.
5. The development of skills is a very big part of our curriculum and learning activities have been designed so that children can develop these skills. This development of skills even applies to the personal and social learning where we emphasise adaptability, resilience, thoughtfulness, cooperation and respect and which, as a result of progressive skill development, helping children to become able and inspired learners.
6. Our curriculum is not just topic learning. Although the learning is based around a theme, the learning that the children do within that theme has very distinct outcomes to ensure that children are learning exactly what they need to learn.
7. The curriculum focuses children’s learning on a combination of knowledge, skills and understanding. No one can properly predict the nature of work and life opportunities that will be available for today’s primary age children by the time they are adults. Many of the jobs they will have don’t yet exist; especially in the fields of ICT, technology and science. So we focus on a skills-based approach, developing adaptable and resilient globally-minded learners, prepared for the fast-changing world that they’ll be living and working in.
8. The curriculum has been designed for children of all abilities and all learning styles, and encourages learning in groups as well as individual learning.
9. The continued development of the FOUNDATION today ensures that children are learning a current and highly relevant curriculum based on the very latest research into the brain and children’s learning.