The whole approach to developing young people aged 3 to 16 is to change in Wales and Richmond Park Primary School is already on the journey.
The new curriculum will have more emphasis on equipping young people for life. It will build their ability to learn new skills and apply their subject knowledge more positively and creatively. As the world changes, they will be more able to adapt positively. They will also get a deep understanding of how to thrive in an increasingly digital world. A new digital competence framework is now introducing digital skills across the curriculum, preparing them for the opportunities and risks that an online world presents. Meanwhile teachers will have more freedom to teach in ways they feel will have the best outcomes for their learners.
The central focus of assessment arrangements will be to ensure learners understand how they are performing and what they need to do next.
The purpose of the new curriculum is to support our children and young people to be:
- ambitious, capable learners, ready to learn throughout their lives
- enterprising, creative contributors, ready to play a full part in life and work
- ethical, informed citizens of Wales and the world
- healthy, confident individuals, ready to lead fulfilling lives as valued members of society.
It will have six ‘Areas of Learning and Experience (AoLE).
- Expressive arts.
- Health and well-being.
- Humanities (including Religious Education, which should remain compulsory to age 16).
- Languages, literacy and communication (including welsh, which should remain compulsory to age 16, and modern foreign languages).
- Mathematics and numeracy.
- Science and technology.
It will also include 3 cross-curricular responsibilities:
literacy, numeracy and digital competence.
Assessment is a continuous process and takes place on a daily basis in schools. Progression reference points help learners, teachers, parents and carers to understand if appropriate progress is being made. They will set out expectations for learners in each area of their learning relating broadly to ages 5, 8, 11, 14 and 16.
Much of our thematic work is covered through half termly opics.
We use a bespoke, creative and comprehensive curriculum, based on the Four Cornerstones of Teaching and Learning: ‘Engage-Develop-Innovate-Express’, which provides us with the basis on which to develop outstanding, tailored provision.
This curriculum has helped us as a school to create a vibrant and creative curriculum that puts children at its heart, excites their imaginations, inspires them to learn, extends their horizons, deepens their understanding and meets their intellectual and personal needs.
What do the Four Cornerstones look like?
Each stage of learning has its own characteristics promoting high quality teaching, built upon children's natural learning schema.
A stage of learning that provides children with an inspiring and thought provoking starting point that stirs curiosity and initiates interest. Children engage in purposeful and contextualised learning experiences; in and outside the classroom, making best use of partners, experts and the community to provide the stimulus to learn. To ensure that children are immediately ‘engaged’, teachers provide a range of memorable experiences and starting points that stimulate children's interests in a particular theme or concept.
A stage of learning that provides children with an opportunity to develop and master key skills, subject knowledge, research techniques and independence. Children become industrious learners making sense of information and experiences, leading to sound understanding and progress. Children DEVELOP their knowledge, understanding, key and subject skills required to progress their learning and attainment through quality differentiation, focused learning tasks and high quality relevant learning experiences.
A stage of learning that challenges children’s ability to work creatively, exploring possibilities and finding solutions. Using and applying previously learned skills, knowledge and understanding children work collaboratively to innovate, managing their own learning to achieve given success criteria. Teachers provide an imaginative and relevant provocation or scenario that provides opportunities to observe how successfully children can use, apply and problem solve in creative and imaginative ways.
A stage of learning that empowers children to share, celebrate and reflect with a range of partners and audiences. Children cement their learning through shared reflection with peers and other adults and are able to suggest next steps of learning. Teachers discuss, review and support individual and group evaluations using their observations and evidence to make summative assessments.
Examples of work and pictures will also be included on our Twitter feed for you to see what the children achieved during the projects.
Please click the links on the right hand side for more information about the Curriculum we follow in school.