T.R.I.E.S The DNA of Whitehouse
- Tolerance - We are understanding
- Respect - We are polite
- Inclusivity - We are all equal
- Effort - We are resilient and never give up
- Support - We work as a team
The community at Whitehouse Primary are committed to providing a safe, happy and nurturing environment where all children will become confident learners, realising their potential and being fully equipped for the journey ahead.
Believe in Yourself is our motto-we are inclusive and equal. We have high aspirations for all our children.
At Whitehouse Primary School, we have spent the last year reviewing our curriculum offer so that we are able to support all children in reaching their potential regardless of context or circumstance.
Our curriculum is designed to meet the formal requirements of the National Curriculum. We have looked at every curriculum subject individually, as we recognise that each subject is unique and includes its own substantive knowledge and disciplinary knowledge.
|Substantive Knowledge||Disciplinary Knowledge|
|Domain specific||Contextual and related information|
|Factual content||Big ideas|
|Sequential flow of information required||Connecting arguments|
|Required subject vocabulary||Opinions and interpretations|
|Rules and methods||Associated influences|
|Procedural fluency||Critical arguments|
Aims of our school curriculum are:
- To provide the best possible learning environment and experiences for all our children
- To enable all children to learn and develop their skills to the best of their ability with an understanding of what makes them a successful learner so that all children can achieve their potential.
- To have a clear set of values that place equal importance on emotional well being as well as physical/healthy lifestyles.
- To be inclusive, respectful and mindful of the needs of all learners.
- To help children understand Britain’s cultural heritage and the heritage of the local area.
- To support transition and future career aspirations.
- To enable children to be positive citizens in school and in society, understanding and respecting other cultures and making positive contributions.
- To fulfil all the requirements of the National Curriculum and the Locally Agreed syllabus for Religious Education.
Cohesive progressive curriculum
It is also important that we develop children to be well-rounded individuals through our broader curriculum offer and experiences but also with consideration to the heritage of the area, any current affairs or topical issues and also to ensure that children have early preparation for the world of work whilst recognising the needs of the area. Part of this offer includes the ‘hidden curriculum’,or what children learn from the way they are treated and expected to behave in line with the ethos of our school and fundamental BritishValues.
Staff are very committed to offering extra-curricular clubs to enrich the experiences of children and children are encouraged toattend these clubs to try new things or to practise skills they already have.
Our curriculum is clear, coherent, and progressive. It gives children the chance to learn age-appropriate skills and knowledge which are building blocks for further units of learning. Our long-term and medium term plans provide teachers with very clear guidelines on what children must learn and how this fits in with learning they have already covered or will cover in the future. Our subject overview maps also ensure that staff are aware of how to deliver learning with techniques aimed at enhancing long-term retention of substantive knowledge.
Pedagogy: The art of teaching
(Pedagogy involves being able to convey knowledge and skills in a way that pupils can understand, remember and apply.
Pedagogical skills can generally be divided into classroom management skills and content-related skills.)
Teachers are supported in being able to develop their pedagogy with strong induction and on-going training around classroom management however, we recognise that teachers also need on-going training to develop their ability to convey knowledge and skills related to content. Teachers have support to develop their knowledge of how to represent content, how to understand students’ conceptions of the subject and the teaching and learning implications associates with the subject specific matter and their general knowledge base for teaching in terms of teaching strategies. Teachers are also supported in their development of curriculum knowledge and their knowledge of educational contexts.
Organisation and Planning of our Curriculum
Long-term plans include a coverage of subject areas across the whole school to enable children to develop in depth a range of vocabulary, knowledge and skills through age-appropriate progression of skills and knowledge. Progression of learning in skills and knowledge has been organised with consideration for the baseline knowledge children need for each new area of learning across subjects.
Medium term objectives are drawn directly from the National Curriculum and, in some subjects across Key Stage 2, knowledge organisers ensure that all teachers recognise the progression of skills and knowledge required in the subject. Knowledge Organisers have been created, where it supports learning in these subjects, to ensure that the core content of each unit is clearly outlined to clarify the knowledge necessary for the unit of work. A knowledge organiser acts as a planning, teaching and assessment tool. It provides complete clarity to leaders, teachers, pupils and parents about what is expected to be learnt and remembered by the end of the lesson, the unit, and in the curriculum area.
Teachers deliver short term planning based on the long and medium term plans and the impact of this is monitored in a varietyofways such as through formative assessment, work scrutiny, discussion with pupils and staff.
Teachers must ensure that they have coverage of the knowledge and skills for their age-group but there is enough flexibility forteachers also to cover topical, current or spontaneous affairs that arise There is no set planning format for teachers to enable each teacher to work in the way most suited to them being able to be well-prepared for lesson delivery.
Careful consideration has been given to the timetable to ensure breadth and depth of coverage of all subjects. Some subjects maybe taught weekly, others may be taught half-termly and where there are links between subjects, these are exploited.
Over the three terms of the academic year, each child has the opportunity to experience the full range of National Curriculumsubjects, and over the duration of a whole key stage, the pupil will have been taught all subjects in line with the new National Curriculum and Local Authority guidance.
A great deal of thought has been put into our curriculum overview, long and medium term plans and also how children will be supported in retaining information.
During each lesson, staff will exploit opportunities to carry out formative assessment to ensure that they can recognise and correct any misconceptions and to ensure that they can plug any gaps in learning.
At the end of units of work, staff assess against the key performance indicators that children have been required to learn and this information is used to inform future planning and delivery to ensure that children can have opportunities to catch up any missed learning.
Whilst planning for the curriculum, teachers will give consideration to any relevant risks. If appropriate, these will be highlighted on planning and the appropriate documents completed to meet with health and safety regulations. E-Visit forms will be submitted for all off site visits.
Subject to financial constraints, we aim to provide and maintain appropriate resources to support the delivery and development of the curriculum. All resources are organised and stored to ensure ease of location and accessibility to staff and pupils. Resources are regularly audited and checked. Requests for new resources are passed to the Head Teacher and budgets spent with these in mind to ensure a high quality delivery of our curriculum.
Equal Opportunities and the Single Equality Scheme
We believe that all those who work in, or attend, Whitehouse Primary School have the right to be treated fairly and with respectably everyone connected with the school. We aim for Whitehouse Primary School to be a safe, supportive place, where all children and adults feel valued as individuals.
Children with Additional Needs
The curriculum in our school is designed to provide access and opportunity for all children who attend the school. If we think it necessary to adapt the curriculum to meet the needs of individual children, then we do so in co-operation with parents. If a child has additional needs, our school does all it can to meet these individual needs complying with the requirements set out in the SEND Code of Practice. All children who secure a place in the ARP must have a Statement for MLD, recommended by the SARS team.
Governors review each subject via the school development plan, and through planned curriculum Deep Dives and link governor meetings, which result in a report that is shared with the full governing body. Specific subject leaders may be requested to present details of initiatives, or developmentto the governing body.
We have named governors for the core subjects, Early Years and Special Needs. The governors liaise with the subject leaders of these areas, and monitor the way the school teaches these subjects. We also invite Governors to review foundation subjects with curriculum walks and work scrutiny.
Curriculum Communication to Parents
Communication with our parents’ about how their children are performing and what they are experiencing in school is a high priority to us and we do this in a number of ways.
- Formal reporting to parents three times a year either in the form of a written report or a parent consultation evening where parents make an appointment to meet with their children’s teachers and discuss their progress.
- Learning Assemblies
- Knowledge Organisers to be shared
Teachers are of course also available at the start and end of each day for any necessary communications.