Ashton Church of England Middle School

CURRICULUM STATEMENT

THE NATURE AND PURPOSE OF EDUCATION

Mission Statement At Ashton Church of England Middle School we aim to provide the maximum opportunity within the best possible environment which will enable all who work in this school to grow and develop to the best of his or her ability in the tradition of the Christian faith. Incorporated in this statement is our vision of the pursuit of excellent in teaching and learning. It is the basic right of all pupils regardless of gender, ethnic background or ability to pursue education in order to realise their full potential. Through such education individuals not only develop understanding of self but of others and the world. Education is thus both individual and corporate. Through education all may learn about their capacities, how to use and extend them, and how to make a positive contribution towards a peaceful and caring society. Formal schooling important as it is, is only part of education. Pupils learn continuously for themselves. The home, friends, the media and the community at large, also have important responsibilities to fulfil. Education is a process of growth and requires continuity. Cross-phase liaison is therefore an important feature of this process. All pupils will have access to the whole curriculum. Teachers must establish realistic goals that can be reached by every pupil. The whole curriculum is not just the National Curriculum but includes a whole range of aspects. The educational process incorporates the acquisition of knowledge, the formulation of ideas, and the development of skills and personal qualities as well as of attitudes and opinions. To nurture this process pupils need to be exposed to a wide range of experiences and to be taught specific skills both social and intellectual. They should be given opportunities to work as individuals and in groups, and to explore a variety of roles. In order to develop important concepts such as time and space, the physical and natural world, beauty and artistic creativity, conscientiousness of other people and either cultural, economic and political realities, and a sense of wonder and the worth of life, the
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curriculum should reflect a blend of physical, intellectual, cultural, spiritual and emotional activities and experiences. The Education Reform Act 1988 emphasises that the curriculum should have breadth and balance. Pupils should study that which: promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society and prepares such pupils for the opportunities, responsibilities and experience of adult life The curriculum diversity. should reflect cultural

The governing body should review their statement of curriculum aims at regular intervals, to reflect the statutory requirements of the ERA and the schools Curriculum Statement.

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The Headteacher has the direct responsibility for the organisation and implementation of the curriculum and the school development plan. CURRICULUM PRINCIPLES All those who have any involvement in curriculum planning development, implementation or review should be aware that the following fundamental principles have been addressed. The entitlement of the pupil: Not only to the National Curriculum but to that fuller curriculum that aims to respond to the educational needs of all pupils, particularly the development of Christian values, positive attitudes and personal values and of the moral and spiritual areas of learning and experience. The pupil as an individual The needs of the individual pupil as a developing member of society are of the utmost importance. Therefore the pupil should be central to the curriculum: its design, its content and its implementation. Equal opportunities * There should be equal opportunities for all pupils regardless of sex, race, religion and aptitude. Pupils should be positively encouraged to develop non-sexist attitudes and expectations about themselves, the opposite sex and their role in school and society. Every pupil should experience a broad, balanced and differentiated curriculum which is equitable both as regards access to learning opportunities and in relation to the personal esteem accorded to individual learners. Special Educational Needs * The curriculum entitlement of these pupils must always be addressed within the resources made available to school. Details of this area will be found in the SEN policy. Racial Equality * The schools curriculum in all aspects should consistently encourage sympathetic awareness and understanding of cultural diversity. * see policies individual

CURRICULUM AIMS

The curriculum aims to: help pupils to acquire understanding, knowledge and skills relevant to adult life and employment in a rapidly changing world. help pupils to develop lively, enquiring minds, the ability to question and argue rationally and to apply themselves to tasks and physical skills.
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 help pupils to use language, number and ICT skills effectively. help pupils understand the world in which they live through interdependence of individuals, groups and communities. help pupils to progressively develop personal and moral values, respect for religious values and tolerance of other races, religions and cultures. help pupils to appreciate human aspirations and achievements. prepare pupils to take their place in society. assist pupils to enjoy their time at Ashton Church of England Middle School.

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MEETING THE AIMS

In order to meet the aims stated a sound curriculum should: comply with the legal requirements; be organised effectively in terms of time allocation to subjects; group pupils in such ways that allow them to reach their full potential; provide access to the full range of curricular experience to all pupils; ensure continuity within school and across phases. include coherent provision for the major cross curricular themes, dimensions and skills; incorporate extra-curricular activities that extend and complement the curriculum. The curriculum should demonstrate: coherence: offering learning experiences which provide continuity and progression. breadth: providing access to all pupils to all areas of learning and experience and to knowledge, concepts, skills and attitudes. balance: giving each area of learning and experience appropriate attention. relevance: by linking school work to pupils own experience and making plain the application of what is being learning to adult life. differentiation: so as to match pupils developing abilities and attitudes.
MAKING THE CURRICULUM WORK

The schools task is to identify the needs of pupils and to foster through partnership with various groups: Parents contribute by: being actively committed to their childrens development; becoming involved in the life of the school being willing to contribute their own skills and expertise; agreeing and contributing to an acceptable standard of behaviour; understanding the need for, and supporting, their childrens regular attendance; having high aspirations for their children. signing and acknowledging profile cards.
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Governors who: establish the aims, ethos and priorities in collaboration with the Headteacher; assist in the drawing up of the development plan encourage all governors to take an interest in curriculum areas. support the staff in the management of the school encouraging and supporting all its endeavours; ensure that opportunities are given for staff to pursue professional development; encourage parental support; carry out those responsibilities as prescribed in law. undertake training to develop their own capacity for effective contribution.

Teachers who underpin the partnership and create a stimulating learning environment; plan effectively; set high expectations; use appropriate methods to encourage every pupil to fulfil potential; have access to good quality learning resources; undertake training to develop their own capacity for effective contribution.

Pupils have responsibilities too, where their needs are being met they should: respond readily to the challenge of the tasks being set; show a willingness to concentrate on them; adjust well to demands of working in different contexts; select appropriate methods; organise effectively the resources they need; sustain work with a sense of commitment and enjoyment; raise questions and persevere with their work when answers are not readily available; evaluate their work and come to realistic judgements about it; readily help one another.
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The wider community which helps reinforce the relevance of the curriculum to everyday experience by working with school and developing links through, for example: church links with the school and the local Christian Community. local visits linked to curriculum areas. representatives from industry, the local business community, charities etc. visiting and working with pupils. CURRICULUM OBJECTIVES 1. There should be a clear sense of direction and coherence across the curriculum. Teaching staff need to work together to make the stated policies and philosophy a reality. 2. 3. There should be clear evidence that equal opportunities are a significant concern. The school must actively work towards the full development of every pupils potential and to develop skills, knowledge and understanding to meet the demands of the next phase of education. The school concern for positive attitudes should help the pupil to become a socially competent individual with a real sense of responsibility towards others and the community. As far as possible the school environment should show efforts to provide an interesting, challenging and stimulating learning environment. Monitoring and review of the work of the school should be a continuous process. Teaching staff should be provided with and then make good use of in-service training for professional development in order to raise standards. The school must regard itself as part of the local community. The education provided is a partnership between home and school. All pupils should be regarded as of equal worth and the school should strive to provide for each one according to need and offer positive encouragement for achievement. A caring environment with high but achievable expectations should be fostered, one which celebrates success but in which it is safe to fail.

4.

5. 6. 7. 8. 9.

10. All staff should all be working towards raising the quality of education for all our pupils.
CURRICULUM CHARACTERISTICS

The curriculum is the means by which the aims of the school are translated into a planned programme of learning experiences, through which pupils can develop as fully as possible during their time at school and are prepared for their adult lives.
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The aims of the curriculum state that it should be broad, balanced, relevant. should be differentiated and exhibit continuity across stages.

It

In conjunction with the above the curriculum should show progression. Smooth progression through the years is critical in any attempt to raise standards and expectations of achievement. Progression, where further learning is based on assessment of what pupils know, understand and can do, informs the next step in the learning, prevents needless repetition and helps to ensure challenge.

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The curriculum, if it is to be effective, also needs to have coherence. The preparation of schemes of work for individual classes and year groups across a term, a year and a key stage should reflect the overall curriculum guidelines. CURRICULUM FRAMEWORK Although the National Curriculum and associated legislation in the Education Reform Act 1988 will form a large part of the curriculum it is not the total curriculum. However the essential features of the curriculum are: the aims which under pin it; elements of learning within it; aspects of learning which define it; structure which facilitates breadth and balance; continuity and progression; relevance differentiation (i) 3 Aims See Page Elements of

and

(ii) Learning

The school curriculum should promote the following elements of learning. Planning should take them into consideration: the acquisition of knowledge and understanding understanding of key concepts the development of a wide range of skills the development of personal qualities, values and attitudes (iii) Learning Aspects of

Includes National Curriculum both core and foundation and the wider aspects of the curriculum including the full range of learning experiences: personal, social environmental expressive and aesthetic linguistic and literacy mathematics
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and

 physical and recreational scientific spiritual and moral technological Aspects of learning should be found within the four main parts of the curriculum 1. NATIONAL CURRICULUM SUBJECTS and RELIGIOUS EDUCATION. 2. CROSS-CURRICULAR SKILLS e.g. oracy, literacy, numeracy, information technology capability, study skills, communication skills and problem solving skills.
4. appropriate teaching and learning styles, appropriate assessment liaison. CROSS-CURRICULAR THEMES Economic and Industrial Understanding and Experience Health Education Environmental Education Careers Education and Guidance Citizenship Multicultural Issues an d crossphase

3. CROSS-CURRICULAR opportunities,

DIMENSIONS

cultural

diversity,

equal

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The cross-curricular skills, dimensions and themes should permeate the aspects of learning. They should be primarily linked to, and developed through Attainment Targets and Programmes of Study in National Curriculum subjects and Religious Education. However, PSHCE covers some free standing units and in future some collapsed timetable activities development may be needed, as indeed happens currently with Year 6 in conjunction with the Computer Camp visit.
CURRICULUM ORGANISATION AND MANAGEMENT

The Curriculum

Whole

The whole curriculum encompasses the National Curriculum with the core and foundation subjects, Religious Education and all other experiences gained at school. KS2 Literacy and Numeracy strategies along with the KS3 Strategy are incorporated into the curriculum. The curriculum is greatly influenced by the attitudes, values, aspirations and expectations of the school community and their interaction. However the effective curriculum must rely on the development of certain features which build upon prior learning create opportunities to experience success and achievement use a variety of contexts recognise the influence of the learning environment and of human and material resources enable learners to identify their strengths and weaknesses. Managemen t It is the responsibility of the head teacher and governing body within the ethos of the school to create and review policies and strategies which organise and manage the curriculum. Planning Planning should be undertaken at three different levels with reference to pupil assessment and review of current practice. Whole school Departmental Individual Teacher The framework of the curriculum is based around a five form entry with four years employing a 25, 1 hour lesson week. For further details see Curriculum Analysis
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data. Pupils are taught in mixed ability classes. Smaller groups are provided in ADT lessons, and ICT. French is set in Year 7 and Year 8 in two blocks across two classes and three classes. English is set in all year groups French in Years 7 & 8 is taught in those groups. Mathematics is set across 6 groups in Year 5 commencing after the Autumn half term and other years are set across 5 classes and in Year 7 and Year 8 science is taught in these sets. Special needs provision is organised across the school by the SEN Co-ordinator and within departments by departmental co-ordinators. For more able pupils provision is organised on a departmental basis and is co-ordinated and developed by the Talented & Gifted Co-ordinator.

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ASSESSMENT, RECORDING AND REPORTING Details are contained in the school policy for the above and in the Marking guidelines. Assessment and Recording Individual Departments should familiarise themselves with the school policy and follow the guidelines laid down there. Every department has its own assessment and recording policy and the Head of Department should ensure that this is being adhered to. Reporting Individual annual written reports are sent to parents during the summer term. All parents are notified in advance of the dates of these reports. Interim reports are provided for all years in the Autumn term. Profile cards are completed half termly. Parents consultation evenings are provided during the year, one for Years 6,7 and 8; two for Year 5. Opportunities are given for the discussion of reports with staff should reporting not follow a parents consultation evening.
MONITORING, EVALUATION AND DEVELOPMENT

This is carried out in a variety of ways: Curriculum audit to ensure that the legal requirements are being met and that pupils have access to a broad and balanced curriculum. Governors curriculum Partnership where individual governors take a responsibility for a department meeting both formally and informally and reporting to the whole governing body. Departmental evaluation and Review, carried out by the Key Stage teams, visiting four departments per year. The foci of the review and evaluation to be determined for every three year cycle to be decided by the Senior Staff. Governors Curriculum Committee Head of Department. Within departments the planning, monitoring, evaluation assessment recording etc. are the responsibility of the Head of Department.

Testing of Pupils. QCA tests in English and Mathematics in years 5, 7 & 8. plus KS2 levels and internal school assessment help to give overall pictures of pupils and a measure of the school value added component. All data is kept in a tracking program on school computers and is available for individual teachers. All data is analysed annually by Deputy Head (Curriculum) to identify areas of weakness and value added in the school. Review: March 2010.

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