Cradlehall Primary School – Curriculum Rationale

A Window on the World of Learning

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Cradlehall Primary School – Curriculum Rationale Overview

At Cradlehall Primary we realise our values and vision through a curriculum which looks outwards and :

meets the needs of all learners and their differing learning styles

embraces the opportunities inherent in Curriculum for Excellence

recognises the importance of successful transitions

raises standards of attainment and achievement

acknowledges and promotes equality and diversity

maximises opportunities for learning for sustainability

embeds the UN Rights of the Child in day-to-day learning

works in partnership with parents/carers and partners of the school

allows for creativity, enterprise and innovation

takes cognisance of our local environment, yet is Global in outlook

challenges, motivates and is relevant to life in the 21st Century

isn’t static but continually evolves and develops

celebrates success

This rationale is further explored and exemplified below:

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A Curriculum which meets the needs of all learners and their differing learning styles

We endeavour to meet everyone’s needs:

Children learn through a variety of structured settings: individual, group, whole class,

year group and whole-school citizenship groups

Activities are structured to develop, in each individual, a wide range of progressive

skills.

Potential barriers for learning are recognised and acted upon by staff through the

GIRFEC model

Maximum use is made of technologies to support learning

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A Curriculum which embraces the opportunities inherent in Curriculum for Excellence

Our Curriculum aims to build our pupils’ capacity to become:

Successful Learners

Confident Individuals

Responsible Citizens

Effective Contributors

We achieve this through the development and delivery of a curriculum which is based upon the 7 key principles

of:

Challenge and enjoyment

Breadth

Progression

Depth

Personalisation and choice

Coherence

Relevance

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A Curriculum which recognises the importance of successful transitions

Our Curriculum ensures that transition from one stage of learning to another is as smooth as possible through:

Timetabled transition meetings between staff

Comprehensive, agreed records of relevant data

Links with other centres and secondary schools

Robust induction procedures ahead of starting nursery and primary one

Enhanced transition for children with additional support needs

Structured induction for parents at the start of each school year

In-class buddy support for children new to the school

Nursery – P6 buddy system followed on into P1 - P7

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A Curriculum which raises standards of attainment and achievement

Our Curriculum aims to fully develop each child’s potential. Progress is constantly monitored through a wide variety of

assessment. Results of monitoring are analysed and acted upon.

Ongoing peer and self-assessment

Reflection and identification of next steps in learning through Nursery Learning Journeys, Learning Profiles

and Logs

Standardised Assessment of Literacy and Numeracy P1-P7

Big Writing termly assessments

Unit of Learning assessments at the end of a period of study

Baseline Assessment in P1

Specific detailed assessment of children experiencing difficulties with literacy & numeracy

Learning Conversations are being developed throughout the school

Children are encouraged to engage in discussion about their learning and their progress and achievements.

Children are encouraged to demonstrate their achievements through a variety of means (Make, Say, Write, Do)

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A Curriculum which acknowledges and promotes: inclusion, equality and diversity

Within our curriculum planning framework we actively seek opportunities for exploring inclusion, equality and diversity

issues:

We work with Partners to ensure that for all our pupils, barriers to participation are minimised

We mainstream through careful selection of resources, including core literacy texts

We exploit opportunities for promoting equality and diversity, both within our own school community and

outwith, where these are not readily available.

Every class participates in the 1+ 2 Languages initiative: French P1-7 and Dutch P7

Pupils participate in the Resilient Kids programme at P1, P4& P7 to develop each individual’s emotional literacy

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A Curriculum which maximises opportunities for learning for sustainability

Within our curriculum planning framework we actively promote individual and collective responsibility for protecting and

nurturing our environment:

An active Eco Committee and after-school club undertake practical projects to enhance the school grounds.

Local, national and global issues are explored through these activities

Each class has to maintain and develop an area of eco responsibility - veg garden, friendship garden, bird

feeding

Rotas are maintained for recycling and composting.

Termly school assemblies publicise and reinforce the work of the Eco Committee

We hold twice-a year practical community events with a focus on school grounds improvement

Global Goals for sustainability are promoted through the curriculum

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A Curriculum which embeds the UN Convention on the Rights of the Child in day-to-day learning

Within our curriculum planning framework we actively promote individual and collective responsibility for the Rights of the

Child

Each class develops its own classroom charter based on the Convention

Where applicable, wall displays are referenced to the Convention

Each class has regular class meetings/discussions to seek pupils’ views

Regular input to school assemblies on Children’s Rights

Active campaigning by ambassadors to promote Children’s Rights outwith the school

Whole School Pupil Council with a clear remit for improving the learning within our

school through maximising the impact of Pupil Voice

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A Curriculum which works in partnership with parents/carers and partners of the school

Staff and Parents work cooperatively to the benefit of the school as a whole through:

High levels of informal two-way communication

Well organised and informative parent appointments, twice a year

Active participation in school self-improvement

Open Door ethos

Regular sharing learning through children’s work via homework, learning

profiles and open afternoons

Seasonal community events

Enhancing pupils’ learning through visits / talks by parents/carers

Participating in school excursions / environmental projects

Engaging with summative end of year pupil profiles

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A Curriculum which allows for creativity, enterprise and innovation

We endeavour to enrich children’s experiences of learning through:

Contexts for Learning which support enterprise in all year groups

Whole school business event e.g. Christmas Bazaar, P7 Holland Fund Raiser

Senior pupils taking responsibility for Pop-up Enterprises and School Uniform sales

Links with local businesses e.g. Tesco, TSB, NHS, Stagecoach Buses

Utilising Parent skills and contacts to enhance pupils’ knowledge and understanding of the World of Work

Pupils having access to at least a termly live arts performance

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A Curriculum which takes cognisance of our local environment, yet is Global in outlook

We encourage the children to appreciate the world around them, near and far through actual and vicarious

experiences. This is realised by:

A planning framework which progressively exploits opportunities for developing children’s growing awareness of the

world round about them

Planning a broad range of excursions, integral to the work of each class. These involve visits to local and more distant

locations where opportunities to enhance learning experiences are exploited

Maintaining our Level 1 Rights Respecting Schools Award. Children’s rights are integral to the work of the school.

Each class has created its own charter which exemplifies these rights in the class setting

Actively promoting the idea of European citizenship through the curriculum, participation in Euroquiz and links with

individual schools abroad.

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A Curriculum which celebrates success

We celebrate individual and collective successes through:

Achievers Assemblies, fortnightly

Items in the school newsletter and website

Publicity through local media

Individual class incentives and rewards

Recording achievements in Learning Profiles

End of year Awards Assemblies

Recognition of Excellence within the curriculum via end-of-session P7 Trophies

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A Curriculum which challenges, motivates and is relevant to life in the 21st Century

We prepare children for the future by:

Developing resilience in learners at all ages and stages

Pupil Voice being consciously developed at whole school and class levels

Endeavouring to ensure that the selection of updated resources mirrors

changes in society

Ensuring our curriculum has sufficient flexibility in order for staff to be

receptive to salient local, national and worldwide events, as these occur

Endeavouring to take up pertinent opportunities for curriculum enrichment

as these arise

Facilitating a wide range of opportunities for sporting and other interests

are catered for during lunchtimes and after school

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A Curriculum which isn’t static but continually evolves and develops

We share a commitment to improving what we do:

All staff professionally reflect on their individual roles and responsibilities through a structured plan of

professional review

Staff continually self-evaluate the curriculum; individually as it relates to each teacher’s responsibilities, and also

collectively, taking into account the needs of the whole school

Support staff self-evaluate their roles, formally and informally, and contribute to improvements in learning and

teaching and the management of the school as a whole

Most teaching staff have taken on additional leadership roles for different aspects of the curriculum, thereby

ensuring that practice continually moves on

Through the whole-school self-evaluation programme, Staff, Parents and Pupils have a voice in curriculum

development which helps identify priorities for future action