Section One - Curriculum Statement
Section One - CURRICULUM STATEMENT
Wickham Court School Curriculum is structured to ensure that all pupils have access to each of the main National Curriculum areas. It ensures that areas of learning available to pupils are drawn from a wide range of cultures and human experience.
Areas of learning
These include:
• Language
• Mathematics
• Science and Technology
• Moral and Spiritual education
• Human and social education
• Aesthetic and creative education
• Physical Education
The curriculum offers a variety of teaching and learning experiences, including practical activity and theoretical explorations. There are opportunities for handling data, testing hypotheses and problem solving. Teaching may be individual or collaborative, and will involve group and class teaching. It includes teacher ¬led and pupil-initiated approaches.
Curriculum delivery
Continuity and progression are ensured in order that pupils can advance in a steady, uninterrupted manner, from one stage of development to the next, across the phases and in the relevant curriculum areas. The curriculum plan ensures continuity, progression and access to broad and balanced curriculum across the age range.
Motivation and Independent Learning
Pupils have opportunities to develop habits of independent learning in all curriculum areas. Pupils participate, whenever possible, in setting their own learning goals and programmes, in choosing activities, and methods of presenting their finished work. They are involved in assessment of their progress.
Differentiation
In all curriculum areas, teaching is matched to the abilities and aptitudes of pupils. A variety of tasks is set in each programme of study. These tasks are differentiated according to the level of ability of individual pupils, so each pupil is challenged. The work set requires all pupils to make their best efforts, and it is intended to inspire them to aim for the highest possible standards.
Assessment
Suitable formative and summative assessments are employed in all curriculum areas, to ensure that high standards are achieved, and to inform future learning.
Equality of opportunity
Pupils are encouraged to develop their own cultural identity and awareness, and to value that of other people. Racism, sexism, homophobia and other forms of discrimination are not
tolerated. Pupils are given opportunities for personal and social education, through a variety of means, such as circle time, Student Council and representing the school, in a variety of activities.
Special Educational Needs.
Pupils with SEN receive a broad balance curriculum, which ensures continuity and progression and which is differentiated to match their needs and abilities.
SCHOOL AIMS
We believe
Every pupil has the right to a good education, irrespective of race, social class, gender or disability.
Pupils should have opportunities to develop intellectually, socially and physically and to acquire concepts, skills and attitudes suitable to their level of development. They should have opportunities to acquire different sorts of knowledge.
Pupils should be helped to develop morally and to acquire an understanding of their own rights and responsibilities as will as the rights and responsibilities of other people. As they go thorough school we expect them to take more responsibility for their own lives and learning.
We aim to provide
• a calm, caring, purposeful and stimulating environment
• a broad and balanced curriculum
• opportunities for pupils to become independent and confident and able to work co-operatively with other people
Therefore
Each pupil is treated as a unique person with individual patterns of development
Work is based on the understanding that each class contains pupils with a variety of abilities and levels of maturity.
A range of teaching styles is used, so that pupils may work with the whole class, in a small group or individually.
We expect, that by the time pupils leave they are fluent and enthusiastic readers and able to express themselves clearly in spoken and written English. They should also have understanding and knowledge in mathematics, science and a range of other subjects. They should be able to listen to others and respect their points of view.
Updated June 08
Review on or before June 09
Reviewed June 09
Updated – November 09
Review November 2010