Curriculum

Planning & Guidance for the new New Curriculum 2014

Please view the information below for Central School’s planning and guidance documents through 2013/2014 in preparation for the new curriculum.

New National Curriculum Plan

New National Curriculum – Subjects Taught

KS1 & 2 – A Thematic Approach

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Personalised Learning 

The curriculum taught at Central School is based on the National Curriculum but aims to be flexible to meet the diverse and changing needs of pupils.  The curriculum design reflects an innovative and creative approach where the curriculum subjects and programmes of study have been significantly modified to ensure access to learning for all groups including the more able cohort.

A curriculum outline for each class can be found on their class home page. This outlines the theme of study and the classes medium term plans in line with the new National Curriculum.

Curriculum Model

The curriculum model is currently divided into five areas; these are:

Modified Curriculum:Monopoly

All pupils have access to this curriculum within their class/year groups.  This includes daily literacy  and numeracy lessons and other foundation subjects including Spanish as a modern foreign language.  The curriculum offered is referenced to pupils’ preferred learning styles and identified learning cohorts in which the pupils are placed.

ASCPic

 

ASC Curriculum

This curriculum delivery is highly specialised for pupils who have social and communication disorders and who are on the autistic spectrum.  The Individual Education Plans have targets that include:

  • Communication
  • Social Interaction
  • Flexibility of thought
  • Behaviour and sensory integration

The Individual Education Plans will be amended when the language and communication curriculum has been revised.

Supplementary Curriculum

This supplementary curriculum is provided for targeted groups in the high cohort.  Additional support is offered to accelerate progress in Literacy, Numeracy and ICT with access to therapeutic interventions to enhance self-esteem and motivation to ensure readiness for learning.

SupplementaryPic

Boy readingFunctional Curriculum

The functional curriculum broadly equates to those pupils with complex learning difficulties. This includes areas such as life-skills, language support, development of Maths, English and basic skills.

Well-being

Well-being is an integral part of the school.  It encourages and nurtures individuals to develop to their full potential.  Individual pupils are identified as requiring extra support with their social and emotional well-being.

WellbeingPic WellbeingPic2 WellbeingPic3

 

 

 

 

 

New Curriculum Design

New Curriculum Design Diagram

 

Curriculum Drivers

Knowsley Central School’s delivery of an effective curriculum over time, will make an impact on academic standards, achievement and pupils’ personal development, it is the needs of the children that should determine the emphasis. It is important that all our pupils learn what is in the statutory curriculum, but, as a school, we are aware that our pupils need much more than this and that we need to personalise our curriculum to meet the diverse range of pupils’ learning needs.

As a school we will ensure that the content of the curriculum meets the needs of our pupils and fulfils statutory requirements.

The drivers are the things that will shape both our personal curriculum and the statutory curriculum. These will relate to:

  • The needs of our pupils
  • The needs of our community
  • The values of our school
  • The location of our school

The key drivers help determine our emphasis and make us a unique provider. These drivers are:

  • Communication
  • Challenge and Aspirations
  • Community and Diversity
  • Creativity
  • Enterprise
  • Physical and emotional well-being

 

Overarching Curriculum Drivers

CurriculumDrivers

 

Principles

PrinciplesPicWhen teachers plan the delivery of the curriculum and creative themes, we have decided to keep the following principles in mind. This will ensure consistency of principles across school.

The four principles are:

  1. Make it real
  2. Let pupils steer
  3. Don’t over plan
  4. Build momentum

Principle 1: Make it real

  • —We believe the more real the learning experience, the more likely it is that pupils will engage
  • We will plan to make the content real to pupils – it should not be abstract or too far removed from their experience. For example, if something is based in the past, we will try to think of the legacy it has left and start with that.
  • Use a stimulus – a visit, visitors, artefacts, books, videos, situations, plays, etc
  • The wider the range of stimuli, the more likely it is that our pupils will engage with the theme.

Principle 2: Let pupils steer

  • —This involves going ‘off plan’ as things that interest them appear. The teacher’s planned content and activities should provoke them into asking their own questions

Principle 3: Don’t over plan

  • —If we are to provoke lines of enquiry, then pupils need space and time to follow them
  • —Plan the content and then add up to fifty per cent contingency time to allow pupils to steer learning and also to allow for pupils who need extra time to understand.
  • —Question and probe understanding – allow pupils to do the same ( We are good at this)
  • —Allow time for pupils to explore their lines of enquiry.

Principle 4: Build momentum

  • Secure enough time to build momentum.
  • Like the space shuttle, try a dramatic start.
  • Explore the idea of a theme week to build momentum

 

Defining Personal development

Personal Developmemt