OUR CURRICULUM RATIONALE Stockbridge Primary School ‘Learning is for Life’ OUR CURRICULUM JOURNEY We completed a two year review of the curriculum in 2015. Our curriculum in now fully audited against the Experiences and Outcomes set out in Curriculum for Excellence. We have bundled E’s and O’s and addressed recognized gaps to ensure that children experience consistency of provision through pro- gressive programmes in all areas of the curriculum. We have established an ongoing cycle of curricu- lum review to ensure our curriculum is responsive and meets the needs of our learners and our con- text—see page 7. We have suggested programmes to support staff but our curriculum is flexible enough to respond to changing circumstances while maintaining breadth & consistency. We plan for interdisciplinary approaches across the curriculum and ensure that children have the oppor- tunity to apply their learning in real life contexts. We are streamlined in our planning to aim for maximum impact on pupils. Our whole school community will strive to enable everyone to be successful, confident, effective and responsible learners. We will work together to build a happy, healthy and inclusive school community. QI 2.3 LEARNING AND TEACHING The success of any curriculum is dependent on high quality learning and teaching. At Stockbridge we use a range of strategies to ensure our learners are actively engaged in learning and that our curriculum is adapted to meet the needs of all learners. This includes – Clear and shared learning intentions and success criteria Formative assessment strategies such as effective feedback, peer/self assessment, collaborative marking Developing a Growth Mindset through using our Learning Powers Effective questioning using Blooms Taxonomy Cooperative learning opportunities Effective use of ICT to enhance learning Outdoor Learning GIRFEC principles/SHANARRI wheel QI 1.3 ETHOS AND LIFE OF THE SCHOOL Learners are at the heart of our curriculum. They contribute to plan- ning, decision making and as leaders of their own learning. We have a strong commitment to the development of Pupil Voice through our Eco, Rights Respecting, Global and Health Community Groups. Through these groups (alongside responsibilities such as JRSO’s, House Captains, Buddies and regular pupil focus groups) learners are encouraged to be involved in developing the work of the school and have a positive impact on school improvements. Our school community has a shared understanding of wellbeing and in the dignity and worth of every individual. We celebrate the cultur- al diversity within our community and challenge discrimination. We have effective strategies in place to improve the achievement and attainment of learners with additional needs. Inclusion is central to our ethos and we strive to ensure that all learners have opportunities to fully participate and achieve within school life. Our curriculum and school life reflect our local community in which we are based. We are in the centre of the city and as such make excellent use of the exciting opportunities that that brings through working with the International Festival, museums, Botanical Gardens and other local organisations and events. Our global curriculum and close partnership with Mpeni Primary in Malawi supports our learners with understanding their role in in our global community and the positive impact they can have. We have been recognized for this work with our Bronze Partnership Award. We have recently applied for our Rights Respecting Schools Level 1 award. We are committed to promoting sustainability and that our learners have respect for and look after the world around them. We have applied for our Eco Schools Green Flag, regularly plan outdoor learn- ing opportunities, have developed an edible garden with learners and have been using our Food for Thought grant to further develop our food technologies curriculum. We have a commitment to Creativity and developing Employability Skills. This is demonstrated by our commitment to specialist teaching within the creative arts, our school Credit Un- ion, our World of Work/Financial Education Weeks and the range of expressive arts oppor- tunities within our curriculum. OUR CURRICULUM IS UNDERPINNED BY OUR VALUES RESPECT—AMBITION—RESILIENCE INTEGRITY—KINDNESS These values were agreed in consultation with pupils, parents and staff in January 2018 CHALLENGE AND ENJOYMENT—BREADTH—DEPTH—PERSONALISATION & CHOICE—COHERENCE—RELEVANCE Please note ‘QI’ indicates a link to a Quality Indicator in ‘How Good is Our School?’ 4th Edition
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OUR CURRICULUM RATIONALE
Stockbridge Primary School
‘Learning is for Life’
OUR CURRICULUM JOURNEY
We completed a two year review of the curriculum
in 2015. Our curriculum in now fully audited against
the Experiences and Outcomes set out in Curriculum
for Excellence. We have bundled E’s and O’s and
addressed recognized gaps to ensure that children
experience consistency of provision through pro-
gressive programmes in all areas of the curriculum.
We have established an ongoing cycle of curricu-
lum review to ensure our curriculum is responsive
and meets the needs of our learners and our con-
text—see page 7.
We have suggested programmes to support staff but
our curriculum is flexible enough to respond to
changing circumstances while maintaining breadth
& consistency.
We plan for interdisciplinary approaches across the
curriculum and ensure that children have the oppor-
tunity to apply their learning in real life contexts.
We are streamlined in our planning to aim for maximum
impact on pupils.
Our whole school community will strive to enable everyone to be successful, confident, effective and
responsible learners. We will work together to build a happy, healthy and inclusive school community.
QI 2.3 LEARNING AND TEACHING The success of any curriculum is dependent on high quality learning and teaching. At Stockbridge
we use a range of strategies to ensure our learners are actively engaged in learning and that our curriculum is adapted to meet the
needs of all learners. This includes –
Clear and shared learning intentions and success criteria
Formative assessment strategies such as effective feedback, peer/self assessment,
collaborative marking
Developing a Growth Mindset through using our Learning Powers
Effective questioning using Blooms Taxonomy
Cooperative learning opportunities
Effective use of ICT to enhance learning
Outdoor Learning
GIRFEC principles/SHANARRI wheel
QI 1.3 ETHOS AND LIFE OF THE SCHOOL
Learners are at the heart of our curriculum. They contribute to plan-
ning, decision making and as leaders of their own learning.
We have a strong commitment to the development of Pupil Voice
through our Eco, Rights Respecting, Global and Health Community
Groups. Through these groups (alongside responsibilities such as
JRSO’s, House Captains, Buddies and regular pupil focus groups)
learners are encouraged to be involved in developing the work of
the school and have a positive impact on school improvements.
Our school community has a shared understanding of wellbeing and
in the dignity and worth of every individual. We celebrate the cultur-
al diversity within our community and challenge discrimination. We
have effective strategies in place to improve the achievement and
attainment of learners with additional needs. Inclusion is central to
our ethos and we strive to ensure that all learners have opportunities
to fully participate and achieve within school life.
Our curriculum and school life reflect our local community in which
we are based. We are in the centre of the city and as such make
excellent use of the exciting opportunities that that brings through
working with the International Festival, museums, Botanical Gardens
and other local organisations and events.
Our global curriculum and close partnership with Mpeni Primary in
Malawi supports our learners with understanding their role in in our
global community and the positive impact they can have. We have
been recognized for this work with our Bronze Partnership Award.
We have recently applied for our Rights Respecting Schools Level 1
award.
We are committed to promoting sustainability and that our learners
have respect for and look after the world around them. We have
applied for our Eco Schools Green Flag, regularly plan outdoor learn-
ing opportunities, have developed an edible garden with learners
and have been using our Food for Thought grant to further develop
our food technologies curriculum.
We have a commitment to Creativity and developing Employability
Skills. This is demonstrated by our commitment to specialist teaching
within the creative arts, our school Credit Un-
ion, our World of Work/Financial Education
Weeks and the range of expressive arts oppor-
tunities within our curriculum.
OUR CURRICULUM IS UNDERPINNED BY
OUR VALUES
RESPECT—AMBITION—RESILIENCE
INTEGRITY—KINDNESS
These values were agreed in consultation with
pupils, parents and staff in January 2018
CHALLENGE AND ENJOYMENT—BREADTH—DEPTH—PERSONALISATION & CHOICE—COHERENCE—RELEVANCE
Please note ‘QI’ indicates a link to a Quality Indicator in ‘How Good is Our School?’ 4th Edition
Curriculum Rationale Early Level—Nursery
QI 2.2 Learning Pathways
Planning for Breadth, Challenge & Application
—————
Our whole school community will strive to ena-
ble everyone to be successful, confident, ef-
fective and responsible learners. We will work
together to build a happy, healthy and inclu-
sive school community.
QI 2.2 Key Curriculum Themes
Our World Around Us—Learning about Ourselves and Others in
Stockbridge PS (see Curriculum Map page 7)
* My community—Stockbridge > Edinburgh > Scotland > Europe >
Our World
* Our partner school Mpeni Primary Malawi—similarities and differ-
ences, global goals, UN Charter of the Rights of the Child
* Sustainability—looking after our school garden, our edible gar-
den, fairtrade.
QI 2.4 Personalised Support
Learners are well supported in their daily interactions with staff and each
other. Trackers are used to identify next steps and staff proactively re-
spond to these through targeted play opportunities and key worker group
time. Our responsive planning allows us to create personalised learning
experiences for the children. We also provide additional groups such as
Talking Time and Therapy Inclusion Project sessions for learners with identi-
fied additional needs.
QI 2.5 Family Learning
Our key themes and termly plans are shared with parents through the termly
class newsletter and our planning floor book. Home learning, success and
achievements are shared through our Personal Learning Plans. All children
are invited to share information with the c class or key worker group and
their achievements are displayed in the cloakroom for everyone to see. Our
Parent Action Group (PAG) is actively engaged in working with staff to sup-
port our ongoing self evaluation and improvement. Parents also play an
active role in developing our garden, arts and crafts, excursions and fund-
raising. We encourage reading through our ‘Bedtime Stories’ lending li-
brary. Parent.s are encouraged to explore OLLJ’s with children to discuss
learning
QI 2.6 Transitions
Primary transition is a carefully planned process, not a one-off event. The nurse-
ry staff focus on the experience for the child and parent through familiarisation,
communication and ensuring progression and continuity for the child during
the transition.
The preschool children begin a process of weekly transition activities in Term 4
The children visit the school with their keyworker group and nursery staff. This
ensures that when the children start P1 in August they already know such things
as where to hang up their coats, where the toilets are and where to have
lunch . The transition between nursery and Primary 1 is cemented with a
‘Getting ready for School’ transition project ‘The Snail and the Whale’. Children
start work on this project towards the end of their time at nursery and continue
it into primary one.
Our Nursery—P1 transition also includes a number/alphabet event, ‘meet the
teacher’ event, parent information session and transition assemblies.
Staff complete a transition report which is used alongside the Pre-school track-
ers and Online Learning Journal Personal Learning Plan to ensure staff build on
what the children already know and plan for next steps.
THE
CURRICULUM
MAP
Over the course of each pupil’s two years in nursery, we
plan topics across each of the curricular areas. We always
take into account the current interests and needs of the
children we are working with to create a programme of
engaging play activities that develop over time.
Maths & Numeracy
We strive to create an environment that is mathematically
enriched across all areas of the nursery. We also begin
laying the foundations of SEAL through small key worker
group work. We provide materials that support early
mathematical graphics.
English & Literacy
We plan effectively for learning through play. We embed
literacy throughout the environment, offering breadth and
challenge for all children. We explore interesting materials
for writing and mark-making, while enhancing listening
and talking opportunities through keyworker groups ses-
sions.
Health & Well-being
Health and Well-being is also embedded through our regu-
lar nursery routines. We provide regular toothbrushing
healthy snacks and outdoor play. We use the Building
Resilience programme to give children the opportunity to
develop their emotional wellbeing toolkit. We have a
strong focus on supporting children in their understanding
of the need to follow rules and routines. We introduce the
children to the Early Moves Programme.
Technologies We provide a technology rich environment so that pupils
have a range of experiences that encourage enquiry and
invite discussion and exploration of ICT.
Modern Languages
We begin to introduce the children to French through our