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Curriculum Policy

Curriculum Policy

  1. Introduction

At Golders Hill School we aim to offer an appropriate, balanced curriculum to all children in our care. We value the importance of children’s personal, social and emotional development, creative development and physical development in addition to their academic achievements. This policy is to be read in conjunction with the Schemes of Work, the Equality Policy and the Additional Needs policy.

We follow the Early Years Foundation Stage (DfE, 2012) for children from Pre-Nursery to Reception. There is a separate Golders Hill School Early Years Curriculum Policy.  Our Schemes of Work for children in Years 1 and 2 are based on the National Curriculum Key Stage 1.  As a small independent school with a high staff to pupil ratio, we are able to adapt and extend the curriculum to facilitate high standards of attainment for all children.

Our staff are aware that they act as role models for the children.  Golders Hill School promotes positive behaviour management strategies.  We believe that learning should be active and fun wherever possible.   

Golders Hill School offers clubs, activities and celebrations outside of school hours to extend the range of the curriculum and the experiences offered to our pupils.

  1. Aims and Values

At Golders Hill School, we try to promote the feeling of a large family through the ‘unwritten’ or hidden curriculum. This includes the attitude of staff towards the children and towards the children’s learning. We aim to promote a caring and enthusiastic approach.

 Pupils and parents keep in touch with GHS long after they have moved on to other schools.  This continued contact helps our present pupils to feel part of a larger community where lasting relationships are developed.  Our curriculum aims include:

  • Thorough and challenging coverage of literacy, mathematics, science and ICT
  • Valuing the unique child as a person, not just a learner
  • Promoting spirituality within the context of our diverse, multi-faith school
  • Balancing rights with duties – sharing our daily chores and respecting our environment at school and in the wider world
  • Promoting inclusion in the context of truthfulness, fairness and empathy
  • Promoting positive learning dispositions in staff and pupils for lifelong learning
  • Offering a balance of teaching and learning styles

 

  1. Organisation and planning

Teachers in Years 1 and 2 prepare a yearly plan to ensure that key skills and knowledge are covered throughout the school year in all of the National Curriculum Primary Subjects. The half-termly plan (medium term) links together compatible themes to emphasise cross-curricular connections.  Weekly plans are designed to allow another teacher to follow the planned activities for the class.  Individual lesson plans show the particular learning intentions for the session or series of sessions for the class or for groups of children. Lesson evaluations include assessment for learning for individual children or groups of children

In the first term of Year 2, the children are prepared for the 7+ entrance examinations. They follow a specially planned scheme of revision and extension of the necessary skills and knowledge.

In the Early Years, planning follows the requirements of that curriculum, offering a balance of child initiated and teacher led activities.  Observation, analysis and planning for individual next steps ensure progress throughout that curriculum stage.

In the Reception classes, children work on more formal, academic tasks for literacy and numeracy for part of the morning and spend their afternoons learning through active play and exploration in accordance with the requirements of the EYFS curriculum.

  1. Monitoring and Review

The curriculum coordinator has responsibility for reviewing the suitability of the curriculum on an ongoing basis. The Senior Management Committee track pupil progress and offer advice and support to other staff.

All plans are submitted to the Head teacher who reviews them together with the curriculum coordinator.

This policy is reviewed and monitored by the Senior Management Committee (see also the Teacher Standards, Appraisal and Capability Policy).

Inclusion and Differentiation (see also the ALN/SEN policy)

Teaching staff may group the children across the year or class where it is necessary to address the learning needs of groups of children with differing levels of ability in literacy and mathematics.  All other subjects are approached in mixed ability groups.

Children with additional or different learning needs will be assessed by the Additional Needs Coordinator and an Individual Education Plan will be prepared.  This is in addition to the class teacher’s duty to plan and offer suitable tasks and activities for that child in accordance with our Equality Policy.

Date:    5 October 2014          Signed:    A T Eglash                          

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