Cliffdale Primary Academy

2016-2017

Section 5 Learning and Teaching

Subject Leaders of Learning 2016-2017 This document refers also to budget holders for the subjects below: Subject

Foundation Stage Jo Humphrey

English Jo Petch

Maths Kim Radlett

Science Tracy Elliott

ICT Claire Ellis

History Zoe Williams

Geography Paul Thomas

Design and Technology Beth Arnold

Art & Design Ruth Cox

Music Elizabeth McAndrew

PE and Sport Louise Isa-Grada

RE Glynis Ford

PSHE/Citizenship Hayley Parsons

Forest Schools / Outdoor Learning Fran Cullen

The Curriculum Cliffdale Primary Academy has a curriculum that meets the wide ranging educational and social needs of our pupils. We have developed a curriculum, which encompasses and extends the national curriculum. Our whole school curriculum model provides a natural progression from the Early Years curriculum towards full participation within the national curriculum framework, with programmes designed for and implemented at an appropriate level.

Aspect

Reading (Pupil Premium) Provision for Autism

Jayne Silvester Ashley Oliver-Catt

OHSL and Residential visits Louise Isa-Grada

FS/KS1 Beth Arnold

KS2 Kim Radlett

Curriculum Aims The Learning and Teaching Process Encourages and enables pupils to express preferences, communicate needs, make choices, make decisions and choose options that other people act on and respect Develops enjoyment of learning, using a creative approach, encouraging high levels of achievement and attainment Enables pupils to interact and communicate with a wide range of people Recognises and encourage individual talents; seeking the maximum development of each pupil through personalised programmes Increases pupils’ awareness and understanding of their environment and the world Prepares pupils for a life in which they have the greatest possible degree of autonomy Develops personal self-confidence and self-esteem based on a variety of successful experiences Prepares pupils to play an active role as citizens; developing a healthy, safe lifestyle; developing good relationships and respecting differences between people. Curriculum Organisation Rationale All classes provide a teaching and learning environment which is orderly, structured and attractive and provides developmentally appropriate learning opportunities. They promote independent thinking, active learning, a “can-do” attitude and an active, inquisitive imagination that fosters self-confidence and social competence. Because young children respond well to direct sensory experience; manipulation of materials and physical motor activity, play crucial roles in helping them form concepts, generate ideas, and produce symbolic representations. The key principles on which we work are:- To develop communication skills supported as appropriate by signing, symbols and the use of augmentative communication aids To develop skills for independence To encourage decision/choice-making Our pupils are encouraged to:- Pursue their interests and ideas, making decisions about what to do and how they might do it Learn to work and play cooperatively with others Exercise a wide range of intellectual and physical abilities

Reception All pupils at Cliffdale Primary Academy who are of Reception age either follow the Early Years Curriculum or the National Curriculum as appropriate to their age and stage. Teaching is delivered through a three year curriculum cycle of different topics, with learning intentions for different individuals clearly identified. There is a high emphasis placed upon the importance of structured play throughout the curriculum. Key Stage 1 From Year 1 our pupils follow the national curriculum at the level appropriate to their development. Each class has a specific timetable constructed to ensure coverage of the curriculum as well as including time for meeting the specific needs of individual pupils. The timetables include personal daily or weekly specialist programmes such as sensory circuits, speech and language therapy, physiotherapy or occupational therapy. Personal, Social and Health Education (PSHE) forms 20% of the curriculum and as such is high priority. The focus for PSHE at KS1 is the development of self-help skills and social skills. Key Stage 2 As pupils progress through the school they are encouraged to become increasingly independent. They access an increasing range of specialist curriculum areas and benefit from the expertise of a number of specialist teachers. Pupils take on more responsibility and are encouraged to make an increasing contribution to their own learning. There are strong links between the Year 6 classes and the local schools to which they transfer in Year 7, when pupils reach secondary age.

Curriculum Planning Responsibilities

The Head of School has overall responsibility for the curriculum. She collects copies of all long term plans and has overall responsibility for whole school coherence and progression

The Assistant Headteacher for Learning and Progress has responsibility for Pupil Progress and Assessment

The Heads of Learning for each Key Stage take on a monitoring and evaluation role, providing information and feedback for both subject leaders and for the Head of School

The subject leaders produce a long term map for their subject area in consultation with teachers delivering that subject

The subject leaders are responsible for ensuring that the medium term plans are produced at the beginning of each term

The class or subject teacher produces daily/weekly lesson plans for each subject taught each week and gives them to the Head of Learning to monitor at regular intervals.

Planning proformas for all planning and all long term maps are available on the ‘curriculum server’ of the school network

CLIFFDALE PRIMARY ACADEMY

Long Term Planning Guidelines – Writing a Curriculum Map The Purpose To provide an overview of the curriculum for each year group of each key stage To provide breadth and balance To ensure progression and continuity To ensure relevance To put the curriculum in context Continuing Units Continuing work Is a planned sequence of activities drawn from a curriculum area, which

requires regular and frequent teaching and assessment Is planned across a year or Key Stage to ensure progression Contains a progressive sequence of learning objectives Needs time for the gradual acquisition, practice and consolidation of skills,

knowledge and understanding. Blocked Units Blocked work is taught within a specific amount of time of no more than a term focuses on a distinct and cohesive body of knowledge, understanding and

skills can be taught on its own or it can be linked with other subjects. A similar block may be needed in another year of the same key stage in which

case it must draw on more demanding aspects of the key ideas and use a different context.

The Process 1. Identify for each curriculum area, which aspects to organise and teach as

continuing work. Allocate them across the rolling programme 2. Identify for each curriculum area, which aspects to organise and teach as

blocked units of work. Allocate them across the rolling programme 3. Allocate time to all the units of work 4. Identify particular links with different aspects of the curriculum. The Outcome Framework for each term of each year of the rolling programme which specifies

what will be taught in each aspect of the curriculum. The time allocated to teaching and assessing it An indication of how it will relate to the rest of the curriculum.

Medium Term Planning

Medium term plans may be termly or half termly.

They provide a teaching framework for the term or half term for all subjects

They show clear learning intentions and an overview of activities

There is a rolling programme of topics or themes that allows for the teaching of some subjects together; increasing personalisation, flexibility and creativity.

They show:

A link with the long term plan and the national curriculum programmes of study

Learning objectives – see section below for guidance

Key vocabulary

Use of ICT

Activities for learning

VAK / How the learning will be presented

Additional resources, support, visits etc…

How equal opportunities are being met

Planned assessment opportunities

Time per week

Planning specific to the school

Learning Objectives – Making Learning Intentions Explicit Learning intentions must be explicit so that:

The activities link closely to their aims

The teacher knows exactly why the children are involved in an activity and can share their intentions with – pupils, teacher assistants, observers etc…

The learning intentions follow a progression throughout the school and are not so general as to encourage repetition

Success in achieving them is easily measurable

MONITORING SHEET FOR MEDIUM TERM PLANS

Subject _____________________________ Term __________________ Class ____________________ Teacher ___________________________

Aspect

Comment/Action needed

Has the correct template / planning format been used?

Is the plan linked with the Long Term Plan?

Plan has clearly differentiated learning intentions – 1 intention – 4 ways

Learning intentions are linked to assessment opportunities

The plan provides opportunity and expectations for a variety of teaching and learning through a range of varied activities

The plan shows a range of additional specific relevant resources as appropriate to the unit of work

The plan shows a range of ICT programmes, websites and apps that can support learning.

The plan shows specific key vocabulary to be taught as appropriate

The plan shows SMSC and cross curricular links

Any other comments

Monitored by:

Date:

Topic:

Cycle / Term:

Year A / Autumn 2016

Stage:

Lower / Upper School

Focus:

Focus:

English Links / Key Vocab

Maths Links

ICT Links

Learning Intentions Activities for Learning Assessment Opportunities Resources

SUBJECT

MEDIUM TERM PLANNING

Cliffdale Primary Academy An outstanding lesson ….

Pupils fully engaged, motivated, showing enjoyment. Engages a variety of learning styles. Staff communicating effectively with all pupils

Pupils developing skills for independent learning, taking responsibility for learning, knowing what they are aiming for, knowing when they have made progress and able to set targets. Able and secure enough to ask for guidance when required

Lessons ‘punchy’, dynamic. High expectations for learning outcomes, behaviour, attitudes and engagement and all children working at appropriate levels. Lessons well differentiated

Good pace, depth, challenge with good use of subject content and use of resources including ICT

Children aware of expectations re behaviour. Strategies used are consistent. Pupils taking responsibility for their actions

Excellent use of questioning that encourages children to think and elicits their understanding

Lesson very well planned, clear, differentiated, showing use of staffing and resources

All staff using their expertise and experience effectively – supporting, modelling, extending learning

Ongoing assessment is rigorous and determines next steps. Children making excellent progress during the lesson. Assessment based on their prior attainment in the lesson and over time. Pupils have opportunities to assess their own work and each others

Excellent use of feedback and praise that recognises achievement and encourages pupils to take the next steps in their learning

LESSON PLAN (example)

Teacher:

Subject:

Date:

TAs:

Class:

Time:

Main focus of lesson:

Learning Intentions (no more than 3)

Assessment Opportunities:

Group 1 will:

Group 2 will:

Group 3 will:

English / SMSC Links

Use of ICT:

Target Vocabulary:

Resources needed:

Introduction: How will the lesson begin?

Group 1 Activities

Group 2 Activities

Group 3 Activities

Learning and Progress Policy

MEMBER OF STAFF RESPONSIBLE: Ashley Oliver-Catt, Head of School

REVIEW OF POLICY: July 2016

REVIEW DATE: July 2017

Introduction: Cliffdale Primary Academy is committed to providing an outstanding education for our pupils. Our staff work hard to create a learning environment where pupils enjoy their lessons, participate actively and achieve their best. Staff are also learners and continuously evaluate and improve their practice. Their learning is facilitated through the school continuing professional development programme.

Aims: The Learning and Teaching process:

1. Encourages and enables pupils to express preferences, communicate needs, make choices, make decisions and choose options that other people act on and respect

2. Develops enjoyment of learning, using a creative approach, encouraging high

levels of achievement and attainment

3. Enables pupils to interact and communicate with a wide range of people

4. Recognises and encourages individual talents; having the highest expectations of each pupil through personalised learning programmes

5. Increases pupils’ awareness and understanding of their environment and the

world

6. Develops personal self-confidence and self-esteem based on a variety of successful experiences

7. Prepares pupils to play an active role as citizens; developing a healthy, safe

lifestyle; developing good relationships and respecting differences between people

8. Prepares pupils for an adult life in which they have the greatest possible

degree of autonomy

Pupils learn best when: At Cliffdale Primary Academy pupils learn in different ways and we use a range of strategies that enable pupils to learn in ways that best suit them. These include:

Investigation and problem solving

Questioning

Using Information and Communication Technology

Research and finding out

Creative and practical activities

Using alternative and augmentative communication

Group work; Paired work; Independent work

Designing and making things

Visits to places of educational interest

Providing appropriate levels of adult support

Participation in physical activity

Role play, drama

Using a range of media eg TV, DVD

Making use of the senses – a multi sensory approach

Reflecting on what has been learnt

Involving outside agencies

Integrating therapy programmes into learning

Working in partnership with parents/carers

We encourage pupils to take responsibility for their own learning and to be involved in reviewing their own learning as far as possible. This process is supported during the planned plenary at the end of each lesson and in Reflection and Review time at the end of most school days.

Effective teaching: At Cliffdale Primary Academy we expect all staff to provide learning and teaching experiences that:

Are carefully planned and well structured

Are creative and innovative – consciously showing enthusiasm and positivity

Meet the individual learning needs and styles of all pupils (inc IEP targets)

Are based on clear learning intentions that are shared with pupils and supporting staff

Include appropriate challenge and pace

Allow time for pupil response (thinking time)

Include clear expectations of what pupils are should achieve by the end of the lesson

Develop understanding through active, practical, first hand experiences

Provide opportunities to review and reflect on learning

Include planned support for the learning of pupils with differing abilities and learning needs

Build on previous learning and experiences

Reward achievement in its broadest sense, using praise and positive reinforcement

Manage behaviour using the school’s agreed guidelines

Make good use of ICT to support and enhance learning and enable access to the curriculum

Include developmental feedback and constructive criticism of pupils’ work

Make effective use of appropriate resources

Develop language skills and increase pupils’ vocabulary

Classroom management: At Cliffdale Primary Academy the learning environment is structured and managed efficiently by:

Providing a structured and ordered place in which children can learn

Using a consistent approach to classroom procedures and behaviour guidelines

Liaising with therapists and other agencies to provide joined up planning and delivery of programmes (combined into 1 single plan)

Minimising distraction

Using display effectively to both reward achievement and support learning

Effective use of teaching assistants who are included in planning and assessment

Using visual timetables in an agreed way

By setting high expectations of behaviour and concentration

Use of labels and visual clues to enable pupils to access resources independently

Consistent use of signing, symbols and communication aids to support the learning environment

Personalised Learning

At Cliffdale Primary Academy learning activities/opportunities are matched to all abilities and preferences providing a personalised curriculum by:

Making good use of baseline assessment and evidence of prior learning as a starting point for planning

By working proactively with teaching assistants and therapists, psychologists etc.

Providing a flexible approach to timetabling and the ‘curriculum’ enabling differentiation

Using information on IEP’s and from annual review targets etc.

Using information from transition documents, reviews, advocates, careers guidance etc.

Focusing on developing skills for communication and independence

Using individual assessment information and information on preferred learning styles

Discussions with pupils on their ambitions and aspirations

Setting high expectations and challenging individual targets with the resources to enable these to be met

Assessment for Learning (see full policy) Assessment processes are used to provide information which helps the teacher to ensure that pupils are making progress and to therefore inform future teaching plans. Assessment helps the pupils to be aware of their achievements and to understand what they need to do next. At Cliffdale Primary Academy assessment for learning is:

Part of effective planning

Used to provide feedback to pupils, staff and parents

A way of promoting commitment to effective use of learning objectives and assessment criteria

Is formative, providing information on which to base short term planning

A motivational tool and to promote self esteem, mental and emotional health

A way of recognising progress from the pupil’s previous best

Is summative, providing information on attainment on which to base longer term planning

Used to encourage self assessment and personal target setting

Is central to good classroom practice

The Role of Governors At Cliffdale Primary Academy our Governors determine, support, monitor and review the school’s policies on learning and teaching. In particular they:

Work proactively with the senior leadership team to ensure that the pupils participate in high quality learning experiences and achieve appropriately.

Monitor the effectiveness of learning and teaching through the school self-evaluation process

Ensure that staff development and appraisal policies and practice promote good quality teaching

Monitor teaching strategies in the light of health and safety regulations

Support the use of appropriate teaching strategies by allocating resources effectively

Ensure that the school buildings and premises are effective in supporting successful learning and teaching

The Role of Parents At Cliffdale Primary Academy we believe that parents have a vital role to play in helping their children to learn and to thrive. We work hard to inform and support parents and to involve them fully in their children’s learning, the ethos of the school and the target setting process. Parents are encouraged to support their child by attending Annual Review meetings, Open Evenings and other meetings. Parents are actively encouraged to ask questions and make suggestions with regards to the curriculum at the annual review meetings. They are involved in setting and reviewing curriculum targets and ILP targets. Parents are encouraged to share with the teacher any problems in school that their child is experiencing and informing the school of any significant matters at home, which may affect their child’s progress, happiness or behaviour. Parents are also encouraged to support extra-curricular activities, such as school visits, concerts, sports activities Parents receive two reports each year – the annual review of statement report and the detailed school report at the end of the year. Parents are invited to make a written comment on these and to meet to discuss them.

Planning the curriculum – the process

The Management of the whole school curriculum

Curriculum management is seen as an ongoing and continually developing process. The Head of School, with the Executive Headteacher, is responsible for ensuring that the annual curriculum cycle of planning and review takes place. The Head of School works with the Executive Headteacher, Leadership Team and governors to develop policy and broad curriculum guidelines, to identify needs and set targets, and to monitor and review the process. This is a collaborative process and at each point in the cycle, staff, pupils and parents may be involved. Learning and teaching meetings are held regularly with staff, to facilitate discussion, joint decision making, communication between subject areas and key stages and staff development. Curriculum Planning There is an annual curriculum planning process, which is cyclical. It includes time for review and evaluation of current whole school arrangements as well as review of individual subject arrangements. Heads of Learning Heads of Learning have an understanding of the national curriculum for the appropriate key stage for which they are responsible and develop an overview of the school curriculum for that key stage. They are also aware of the individual needs of their pupils. They oversee curriculum planning – long, medium and short term and meet regularly with subject co-ordinators to facilitate planning and to discuss curriculum issues. They also assist in the school self-evaluation programme. Heads of Learning meet with the Leadership Team regularly to ensure continuity and progression across the school curriculum. They also facilitate the smooth transition of pupils between key stages. Subject Leaders of Learning Subject leaders are responsible for managing the subjects/aspects across the school and have a detailed job description outlining their responsibilities. Subject leaders are responsible for the long term and medium term planning within their area and for monitoring short term planning alongside the Head of Learning. With their curriculum teams they produce a curriculum development plan and budget forecast that is presented to the Leadership team for inclusion in the school strategic plan. They organise and manage the curriculum budget and produce an annual curriculum review to present to staff and governors.

The planning process Policies Subject leaders work with their teams to produce a policy following an agreed format. Development plans Subject leaders work with their teams and the appropriate Heads of Learning to produce an annual development plan for their area, which puts the subject into the national, local and school context and sets targets for the future. This forms part of the annual action plan, which feeds into the school development plan. Long Term Planning

Curriculum maps are produced from the national curriculum showing broad areas to be delivered to each year group and within each key stage.

Curriculum maps for subjects not laid out in the national curriculum are produced from agreed guidelines.

Medium Term

Medium term plans are produced by either subject leaders or class teachers using the long term curriculum maps as a guide.

Medium Term plans are written to provide information using agreed headings.

The method of presenting medium term plans follows the whole school format.

Short Term

Individual lesson plans and/or weekly plans are prepared by subject and class teachers using an agreed format.

Differentiation: Differentiated tasks are detailed in weekly or daily planning. Learning intentions are specified for all differentiated teaching. Detailed reference is made in daily/weekly plans to support for children with English as an additional language.