Please add to blue box Leuchars Primary School Curriculum Rationale 2014-15 Introduction At Leuchars Primary School, we believe in the importance of rigorous teaching in the core subjects of Mathematics/Numeracy and Language/Literacy. We acknowledge the importance of Health and Well-being as a core subject under Curriculum for Excellence (CfE). We provide a cohesive Health Education pathway through our Programme of Study as well as addressing Health and Wellbeing issues through our work as a Health Promoting School, Eco School and Rights Respecting School. We use subject based and interdisciplinary learning approaches to the planning and teaching of Health and Well-being, Technologies, Expressive Arts, Social Subjects, Sciences and Religious and Moral Education with the aim of building skills as Responsible Citizens, Confident Individuals, Effective Contributors and Successful Learners. We acknowledge the importance of all the learning opportunities our pupils experience through the ethos and life of the school, curriculum areas and subjects, interdisciplinary learning and opportunities for personal achievement. Language/Literacy: Content We teach knowledge, understanding and skills in Literacy and Language through specific lessons, children then practise and apply these skills in their learning across the curriculum. Core literacy skills are taught through Workshop for Literacy, a contextualised learning approach. This is taught from Nursery to P7. Reading A quality book, rich in vocabulary, is used as a stimulus to teach the literacy skills from the Literacy Tracking Framework. Books are launched in an exciting way to make the children excited about reading. This is known as a “Book Blessing”. The skills cover the three core pathways Semantic, Orthographic and Phonological. The trackers provide the teacher with the key points for observations in order to monitor skills development and plan next steps. School resources – Cambridge Reading Scheme, other reading scheme reading books and sets of novels are used to practise and assess reading skills. Comprehension textbooks are available for assessment and practice. Reading areas within each classroom should have a variety of reading material, not have too many books and be changed regularly to maintain interest within the classroom. Phonics and Spelling There is a clear progression of phonics and spelling within the Workshop for Literacy manual. Jolly Phonics and Nelson Spelling can be used to supplement this and to give practice. Children engage in regular phonics activities and begin to learn spelling patterns when they are ready to do so. Spelling activities should be practised in class daily if at all possible. These activities should be fun and engaging. Rainbow words, spellmadoodles, finding words within words, scrambled words are all examples of short repetitive activities to help learn spelling. From P2 – P5 “Have a Go” books are used to encourage pupils to try out new words when they are writing in any area of the curriculum. The child tries out the word twice and then shows the teacher. The word is ticked if correct with lots of praise, and the correct word written and discussed if there is a mistake. P6 and P7 are taught to use self help strategies. Writing The Big Writing approach is used and every class has VCOP (Vocabulary, Connectives, Openers and Punctuation) displayed. These should be referred to during every writing lesson. Pupils at all levels are taught to increase the range and sophistication of vocabulary, connectives, openers and punctuation used. Children can be given talk homework on a weekly basis to prepare for the next writing task. The Big Writing and Workshop for Literacy approaches complement each other and sit well together firing pupils’ enthusiasm for literacy. In session 2014-15, we will explore Big Talk strategies at the early level. Punctuation Kung Fu punctuation is used to teach and consolidate punctuation taught through Workshop for Literacy and Big Writing. All classes have posters as prompts for Kung Fu punctuation. The vocabulary used on the Kung Fu Punctuation posters should be used to describe punctuation marks so that there is consistency through the school. Language/Literacy: Planning and Transition The Workshop for Literacy Tracking sheets are used throughout the school to plan Learning in Literacy. Teachers should use one tracker for each BROAD group. It is not usually the case that more than one tracker would be needed for pupils working at the same level. The tracker is designed to be used for three years and should be passed onto the next teacher to ensure tracking across stages. If pupils from two classes come together in a new academic year, the information on the trackers may be merged or two trackers used at the teacher’s discretion and with advice from SLT. If a group of pupils have not moved onto the next level after three years, this should be discussed with SLT. Numeracy/Mathematics: Content We teach knowledge, understanding and skills in Numeracy and Mathematics through specific lessons, children then practise and apply these skills in their learning across the curriculum. Textbooks and workbooks are available and should be used as one of the ways to assess learning but not as a vehicle for teaching a concept. Textbooks and workbooks can be used flexibly, there is not an expectation that all pages will be covered nor that pupils will complete one textbook before making use of the next. An improvement priority in session 2014-15 is to audit maths resources and invest in suitable, up to date resources to support our delivery of Maths as well as to develop a shared understanding of a progression within maths/numeracy. Numeracy/Mathematics: Planning and Transition Teachers plan for Numeracy and Mathematics using formats linked to Fife’s Milestones. It is good practice to plan by looking at the Learning Intention and to plan taught input and follow up activities which deliver this learning. Health and Wellbeing: Content and Planning Health and Wellbeing Outcomes and Experiences are planned and addressed through the Programme of Study and through the Ethos and Wider Life of the School. Some aspects of Health and Wellbeing are relevant to specific year groups rather than whole composite classes. This is made clear in the Programme of Study. At the present time, the Programme of Study does not make reference to the first 18 Health and Wellbeing Experiences and Outcomes - teachers record coverage of all outcomes on the three year tracker. Some aspects of Health and Wellbeing are naturally delivered through the Ethos and Life of the School e.g. our policy is to use a restorative approach which models to pupils skills relating to friendship. It is an improvement priority in session 2014-15 to audit the coverage of the Health and Wellbeing Experiences and Outcomes from Nursery-P7 and plan changes to ensure they are fully addressed. Health and Wellbeing: Physical Education All classes should receive three 50 minute periods of PE so that pupils are receiving the required two hours of PE per week. Other Curricular Areas: Content At Leuchars Primary School we do not prescribe topics to be covered at each stage. Instead, we have a Programme of Study which stipulates the Learning Intentions to be covered at each stage. This allows teachers to follow their own strengths and children’s interests while ensuring continuity and progression throughout the school. The Learning Intentions are delivered through Interdisciplinary Learning Experiences or through Subject Based Lessons at the teacher’s discretion. Other Curricular Areas: Planning Leuchars Primary School has a Programme of Study which allows for planning and delivery of Health and Well-being, Technologies, Expressive Arts, Social Subjects, Sciences and Religious and Moral Education. This Programme of Study has a booklet for use with each class. The booklet contains the following sections: 1. ‘Ongoing Big Picture Targets’ - these are covered throughout the course of the academic year. They do not need to be highlighted by the teacher. 2. Learning Intentions for each of the four capacities - each term, teachers highlight the LIs they intend to cover using the highlighting code (Term 1orange, Term 2-blue, Term 3-green, Term 4-yellow). They then write a Big Picture Target for that term and plan the assessment. The Big Picture Target should be shared with the pupils. The Big Picture Targets are displayed in the classroom on the four capacities display sheets. An evaluation against the Big Picture Target is carried out at the end of the term. 3. Religious and Moral Education Experiences and Outcomes (P2-7 only) – each term teachers highlight the Experiences and Outcomes they intend to address and write Big Picture Targets, assessment and evaluations as above. A three year tracker is being introduced in session 2014-15 to allow coverage across each level to be tracked from year to year. Planning Folders Planning Folders should reflect the totality of learning experiences of the pupils in the class. Teachers job sharing should complete a folder together and non class contact teachers should plan in the class teacher’s folder. Opportunities for Personal Achievement At Leuchars Primary School, we believe it is important for us to plan opportunities for our pupils to experience wider achievement and to celebrate their success. We make opportunities in school for pupils to experience wider achievement through Committees, Friday Activities, participation in initiatives such as Rights Respecting Schools, Health Promoting Schools and Eco Schools, participation in plays and performances (including class assemblies), attendance at festivals and competitions and by developing links within the local and wider community. We encourage pupils to share successes out with school and we celebrate these. During session 2014-15 we are seeking to further develop these opportunities and an improvement priority is to develop a method of tracking personal achievement in and out of school. Learning Log Each child has a Learning Log in which their Big Picture Targets are recorded, evidence is collected and evaluations are made. The Learning Log contains: Front Cover A Parental Comment Sheet An explanation note for Parents/Carers A copy of the school charter A Big Picture Target Sheet per term A piece of evaluated work evidencing progress towards each target (unless impractical to do so) A reflection sheet for each term Work may be evaluated using e.g. a teacher comment, peer or self comment/traffic light, a teacher traffic light or target achieved stamp. It is good practice to use a range of evaluation methods. Teachers write development comments (as opposed to critical comments) which are helpful in allowing pupils and parents to see next steps but this should be balanced with positive comments. The calendar by which Learning Logs are to be maintained is contained within the collegiate calendar.