Evergreen Primary School Curriculum Policy 2017-2018
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Evergreen Primary School Curriculum Policy
2017-2018
Approved by: School Committee Date: November 2017
Signed by: (Chair)
Last reviewed on: 11th December 2017
Next review due by: Autumn 2018
1
Contents
1. Vision and Aims
2. Curriculum Philosophy & Definition of Learning
3. Curriculum Overview
4. Curriculum Outline
5. Roots for Learning Overview
6. Foundations - Areas of learning
2"Inspire, Enjoy, Achieve"
Mission Statement
All children at Evergreen Primary School will receive an innovative, exciting
education in a safe, healthy, happy and rights respecting learning environment
We aim to
• Ensure everyone is respected and valued.
• Ensure all children receive a high quality education which is
personalised, inclusive, relevant and challenging.
• Maximise outcomes for all.
• Provide a wide range of learning experiences for all.
• Develop independence and self-confidence.
• Develop communication skills as the key to accessing effective learning.
• Develop a sense of pride in our school and the wider community.
We Value
• Effective Communication
• Independence
• Creativity
• Perseverance
• Individuality
• Others' opinions and views
• Equality and diversity
• Positive and trusting relationships
• Confidentiality
• Consistency and fairness
3Federation Curriculum Philosophy & Definition of
Learning
Our definitions of Learning
‘Learning at Evergreen INSPIRES us to discover, explore and ENJOY. We use
our skills and knowledge to understand so that we can ACHIEVE and develop
ourselves as citizens of tomorrow.’
‘At The Oaks we MOTIVATE our pupils to develop a love of learning and
enquiring minds. We EDUCATE our pupils to prepare and equip them with
skills for life beyond school. We acknowledge and CELEBRATE all our positive
achievements’
Children have a right, spelled out in the United Nations Convention on the
Rights of the Child, to provision which enables them to develop their
personalities, talents and abilities irrespective of ethnicity, culture or religion,
home language, family background, learning difficulties, disabilities or gender.
We believe that setting high expectations and having positive attitudes can
give every child the confidence that they need to enable them to flourish and
thrive.
The curriculum of any school is central to meaningful and effective education.
It is concerned not just with the ‘what’ is taught but also `how’ it is to be
delivered. Our curriculum intends to provide opportunities that we believe are
essential for the learning and development.
The curriculum is the responsibility of all members of the school staff. It must
reflect not only the needs of the children but also take into account the views
of the pupils, their families and Governors.
Staff develop a curriculum model which is tailored to the ever changing and
wide ranging needs of its pupils. The model incorporates personalised learning
and a differentiated curriculum programme which not only provides
consistency but offers scope for individual teachers to design and implement
highly structured teaching programmes to meet the very specific educational
needs of each child.
4It also provides guidance for achieving a balanced selection of appropriate
teaching objectives across the curriculum areas which not only consider the
age and ability of the child but also the nature and degree of difficulty.
We aim:
For all our pupils to become:-
• successful learners who enjoy learning, make progress and achieve
• confident individuals who are able to live safe, healthy and fulfilling lives
• responsible citizens who make a positive contribution to society.
• effective communicators, through which ever method best suits them.
To provide a curriculum which engages and challenges pupils with widely
differing abilities and learning styles.
For our pupils’ time in school to be positive, stimulating and rewarding so that
their self esteem and confidence can develop along with practical skills and the
ability to use and apply their knowledge.
To nurture in all our pupils sensitivity and respect towards others through an
understanding of rights and responsibilities.
To encourage partnership with parents and all who contribute to the
development of each pupil, recognising that understanding and involvement
are the key to effective cooperation.
To foster caring and trustful relationships between pupils and staff.
We believe therefore our curriculum should:
Be accessible and relevant to the needs of each individual pupil
Incorporate the National Curriculum to promote the development of pupils’
knowledge, understanding and skills.
Be broad and balanced through highly structured and motivating individual
teaching programmes and through well planned and differentiated group
activities.
5Ensure continuity of learning through school by careful monitoring of teaching,
learning and assessment and maintaining comprehensive records of progress.
Focus on experiential learning, with knowledge, understanding and skills being
developed through first-hand practical experiences and provide opportunities
for independent enquiry and problem solving.
Have well organised cross curricular links and include a broad and accessible
enrichment programme which will allow pupils to apply their learning in a
relevant and meaningful context.
Develop and maintain excellent links with the local community.
Develop their awareness and understanding so that they can recognise their
own self worth and value themselves as part of the wider society.
Celebrate children’s achievements both in and out of school using praise,
positive reinforcement, careful display and records of achievement in a range
of media.
We have carefully selected and tailored the curriculum in order to
• set suitable learning challenges;
• respond to pupils’ diverse learning needs; and
• overcome potential barriers to learning and assessment for individuals
or groups of pupils.
Our curriculum incorporates a variety of strategies and approaches
personalised to small groups and individual needs. It is these needs that are
addressed throughout the curriculum.
EYFS
In the EYFS the pupils follow Early Years Foundation Stage Curriculum /
Development Matters.
In KS1 and KS2 There are 3 pathways which pupils can follow depending on
their levels of development and individual needs.
1. Roots for learning for pupils working at early developmental levels
6The curriculum for pupils with profound and multiple learning difficulties and
those with complex learning difficulties focuses on the development of the
following fundamental areas:
• Communication
• PSED
• Early cognitive thinking
• Sensory
• Physical
2. Foundations for the National Curriculum
For those pupils who are working at pre National Curriculum levels and have
not yet reached the Early Learning Goals the Development Matters themes
and principles are used. The National Curriculum is also incorporated where
appropriate.
Pupils in the EYFS and those following the Foundations Pathway follow the
seven areas of Learning & Development. These are:
• Communication and language
• Physical development (Physical education)
• Personal, social and emotional development (PSHE)
• Literacy / English
• Mathematics
• Understanding of the world (Science, History, Geography, Computing,
Design and Technology, Religious Education)
• Expressive arts and design (Art and Design, Music)
3. National Curriculum Pathway
Children who have reached the early learning goals follow an adapted national
curriculum. They follow programmes of study that are relevant to their levels
of development therefore pupils in KS2 may be following programmes of study
from an earlier year group or Key Stage.
The pathways ensure that the curriculum is tailored appropriately to meet the
very individual needs of our children.
7International Primary Curriculum
The IPC is used as a framework and supports teaching of foundation subjects.
The thematic units are carefully organised to ensure breadth, balance and
coverage as children move through school.
SCERTS
For pupils within the specialist Autistic provision, The ‘SCERTS’ model is also
incorporated into the curriculum with a focus on:
• Social communication
• Emotional regulation
• Transactional support
In addition to Maths and English there are 3 Essential strands which run
throughout and drive our curriculum. These strands address the key areas of
learning which tackle pupils’ individual barriers to learning. They focus on:
• Communication
• Personal, social and emotional development
• Physical development
Enrichment
Our curriculum is greatly enriched with whole school special events such as
Science week, science fairs, curriculum topic days and days to celebrate
diversity such as Diwali, Chinese New Year, World Cup and international
schools to promote pupils’ spiritual, moral, social and cultural development.
Extra-curricular activities are organised both in and out of school. An overnight
residential experience is offered to a group of pupils in the summer term. As
well as this an annual trip to a pantomime is carried out by The Rotary Club.
We also invite musicians, scientists, storytellers and theatre groups into school.
We use the community as an outside classroom to reinforce the work that we
do in school. Children may swim at the local sports centre or visit a local
museum or a café. The community provides a great place in which to apply and
generalise new and emerging skills.
8We foster strong links with the local and wider area to develop community
cohesion. We forge close links and effective partnerships with local and other
special schools.
9Evergreen Curriculum Outline
3 essential strands run throughout the curriculum
Key Functional Skills Skills for Learning including cognition and sensory Personal Skills including self-help and social and
awareness emotional
Communication and literacy Working with others in a team
Application of mathematical and number skills Reflecting on learning Physical orientation and mobility skills
Using ICT Problem solving and independent enquiry Organisation and study skills
Sensory awareness and perception Self help skills
Early thinking skills Social and emotional skills
Characteristics of Effective Learning
Playing and exploring – engagement Active learning – motivation Creating and thinking critically – thinking
Finding out and exploring Being involved and concentrating Having their own ideas
Playing with what they know Keeping trying Making links
Being willing to ‘have a go Enjoying achieving what they set out to do Choosing ways to do things
Curriculum Areas of Learning
Framework
PMLD/CLDD
Roots for Communication and Physical Sensory Cognition and Learning PSED
Learning Interaction
Pathway
• English
(P1-P4) • Maths • Physiotherapy • English • English • Positional Changes
• Understanding of the • PE • Maths • Maths • Attending to intimate,
Quest World • Gross and Fine motor • Understanding of the • Understanding of the and medical care.
• EyeGaze skills World World • Gross and Fine motor
SCERTS
• TaSSeLs • Rebound • Expressive Arts and • Expressive Arts and skills
• TacPac • Hydrotherapy Design Design • Self-help skills
• PSHE • Passive movements • Science • Science • Life skills
• Social Relationships and • TacPac • TacPac • TacPac • PSHE
10Evergreen Curriculum Outline
Emotional Development • PSHE • PSHE
• Sensory Support • RE • Social Relationships and
• SALT • Sensory Support Emotional Development
• Intensive Interaction • SALT • RE
Prime Mathematics Prime Understanding the World Expressive Arts Prime
and Design
EYFS Pathway Communication and • Numbers PSED • People and communities Physical
Language • Shape, Space • The world • Exploring and Development
Development and Measures • Making • Technology using media
• Listening and Attention relationships • Science • Being • Moving and
Matters • Understanding • Self-confidence Imaginative handling
• Speaking and self • Health and
SCERTS Literacy awareness. self-care
• Managing feelings
IEYC • Reading and behaviour
• Writing
Communication and Mathematics PSED Science Understanding Expressive Arts Physical
Language the World and Design Development
Foundations for Numbers • Making relationships
NC Pathway • Listening and Attention • Self-confidence and • History • Art • PE
• Understanding Shape, Space and self-awareness. • Geography • D&T • Swimming
KS1 & KS2 • Speaking Measures. • Managing feelings • RE • Music • Gross Motor
Literacy and emotions • Computing • Drama • Fine Motor
(P4-P8) Problem Solving • Health and Well- • Rebound
• Reading and Reasoning being • Physio
Development • Writing
Matters
SCERTS
IPC EY
NC KS1
11Evergreen Curriculum Outline
English Mathematics PSED Science Geography Art PE
NC Pathway Spoken Language • Number • Health and Well History
• Measurement Being
KS 2 Reading • Geometry • Relationships Languages Music
• Self-confidence and
(P8-) Writing self-awareness. RE
• Managing feelings
NC POS KS1/2 and emotions Computing Drama
IPC MP 1 • SRE D&T
Enrichment
7 areas of learning are based around a rolling programme of termly topics
It’s All About Me It’s a Kind of Magic Though the Keyhole:
Colour My World All Creatures Great and Small Delightful Durham
Food Glorious Food It’s a Busy Day Vroom – Lets Get Moving
12Evergreen Curriculum Outline
Pre-Formal
PMLD and CLDD Curriculum
Communication Physical Sensory Cognition and PSED
and Interaction Learning
13Evergreen Curriculum Outline
Pre-Formal
PMLD and CLDD Curriculum
Communication and Physical Sensory Cognition and Learning PSED
Interaction
• Physiotherapy • English • English • Positional Changes
• English • PE • Maths • Maths • Attending to intimate,
• Maths • Gross and Fine motor • Understanding of the • Understanding of the and medical care.
• Understanding of the skills World World • Gross and Fine motor
World • Rebound • Expressive Arts and • Expressive Arts and skills
• EyeGaze • Hydrotherapy Design Design • Self-help skills
• TaSSeLs • Passive movements • Science • Science • Life skills
• TacPac • TacPac • TacPac • TacPac • PSHE
• PSHE • PSHE • PSHE
• Social Relationships and • RE • Social Relationships and
Emotional Development • Sensory Support Emotional Development
• Sensory Support • SALT • RE
• SALT
• Intensive Interaction
IEP targets are incorporated into all areas.
Areas will overlap and lessons will contain more than one area.
E.g. TaSSeLs and other forms of communication (Communication) will be used during positional changes (Personal Care, Transitions and Independence).
• Children may follow a physio programme for head control (Physical), when using EyeGaze (Communication).
14Evergreen Curriculum Outline
English /Communication, Language, Literacy Mathematics
SALT
Only key focus area will be highlighted on weekly timetable.
15Evergreen Curriculum Outline
Theme 1 Theme 2 Theme 3 Theme 4 Theme 5
Physical Development Expressive Arts and Science Understanding the World PSED
Design : IPC IPC
PE IPC Achieve, Reflect and Celebrate
PE Art and Design Science (core) Geography PSHE
Fine and gross motor skills, OT Music History Nurturing programme
Leisure and Recreation Drama RE SEAL
Hydro, Rebound, Soft Play Design & Technology International and Society Celebrating Achievements
Outdoor Play and Learning Computing Personal skills
Physio Daily Living Skills
Community Skills
Relax Kids
Problem Solving and Reasoning
ENRICHMENT
These themes respond to our pupils’ diverse learning needs. They will provide all pupils with suitable learning challenges and address potential
barriers to learning and inclusion.
These 3 essential strands for life and learning run through everything
Key Functional Skills
Communication
Application of Mathematical and Number Skills
Using ICT
16Evergreen Curriculum Outline
Skills for Learning (cognition)
Working with others in a team
Reflecting on Learning
Problem solving and independent enquiry
Sensory awareness and perception
Early thinking skills
Personal skills and other priorities
Physical, orientation and mobility skills
Organisation and study skills
Self help skills
Social and emotional skills
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