From Sepetmber 2018 we will be starting our new curriculums. In EYFS we will be using Kinder Corner and for the rest of the school the International Primary Curriculum (IPC).
A strong focus on oral-language and vocabulary development and assessment.
Build-in scaffolds and prompts to help students thoroughly learn procedures and cooperative learning structures.
Many opportunities for student interaction and partner work.
Integration of social-emotional skills and strategies
KinderCorner provides students with a wide array of literacy-enhancing experiences to promote their language and literacy development. Students in KinderCorner participate in listening, speaking, reading, and writing activities throughout their entire day.
The Learning Labs foster thematic exploration through concrete hands-on activities. Students engage in imaginative play, problem solving, exploring materials, experimenting, observing, and recording data. They interact together, enhancing their interpersonal and oral-language skills, and develop cognitive skills as they engage in imaginative play.
Year 1-Year 6: International Primary Curriculum
IPC takes a global approach; helping children to connect their learning to where they are living now as well as looking at the learning from the perspective of other people in other countries. It is used by schools in more than 90 countries around the world and in over 1700 Primary Schools.
Children are taught via original themed units of work, with exciting avenues of learning to explore such as ‘Chocolate, Young Entrepreneurs, Explorers or Pirates and Treasure.’
The units of work provide practical activities which teachers can use in the classroom plus a wealth of other supportive information. Each unit is structured to make sure that children's learning experiences are as stimulating as possible.
All the units follow the same process of learning as described below.
The entry point is an activity for children that begins each unit of work and provides an exciting introduction to the work that is to follow. Entry points can last from one hour to a week, depending on the age of the children and the appropriateness of the activity.
The knowledge harvest takes place in the early stages of each unit and provides an opportunity for children to reveal what they already know about the themes they are studying. This bank of knowledge can then be added to, developed and even challenged by the teacher, throughout the course of the unit.
Explaining The Theme
This activity involves the teacher helping the children to see the 'big idea' of the unit of work before embarking on the subject learning.
The big picture provides teachers with subject-based background information to the issues contained within the unit.
Each IPC unit has a research activity and a recording activity. Research activities always precede the recording activities. During research activities, children use a variety of methods and work in different group sizes to find out a range of information.
During the recording activities, children interpret the learning they have researched and have the opportunity to demonstrate, share and explain their learning in different ways.
The exit point has two main purposes. First, to help children pull together their learning from the unit and second, to celebrate the learning that has taken place.
All our Key Stage 1 and Key Stage 2 children will be taught English, Maths, PE, as well as the following subjects through the IPC curriculum: Science, Art and Design, Computing, Geography, History, Music and PE. Key Stage 2 children must also study a foreign language. Here's a breakdown by topic:
The curriculum places the emphasis on formative assessment rather than a focus on end of term testing or summative assessment. For those children who struggle with the pressure of exams, this new system should present them with a more relaxed approach to testing.
With the removal of levels, we will use the national curriculum expectations and have developed a curriculum that teaches this content. This includes an assessment system that enables us to check if pupils are making progress.
Children will therefore no longer be judged on whether they are making two levels of progress between Key Stage 1 and 2 but will be judged against the average progress made by pupils made within the same baseline. We have adopted a Mastery Curriculum which measures whether children are 'Entering, Developing, Meeting or Exceeding' objectives.