Welcome to our section about Learning at Parklands Junior School. Please use the links to access the pages .
Parklands Primary School
At Parklands Primary School, our vision is to create a culture of high academic ambition, resilience and independence for all pupils. Our curriculum is continuous: it is carefully planned and sequenced so that new knowledge and skills build on prior learning and towards clearly defined end points. Planning and teaching covers the principles of the National Curriculum, as well as providing authentic and unique learning experiences. Our curriculum reflects the richness of the world in which we live as well as our local context. It is designed to address any gaps in pupils’ knowledge and skills in order to give all pupils, particularly those who are disadvantaged or have SEND, the knowledge and cultural capital they require to succeed in life. Our strong emphasis on children’s personal development, including promoting pupils’ spiritual, moral, social and cultural development, ensures that all children are well prepared global citizens for life in modern Britain.
Our curriculum aims to:
Legislation and Guidance:
This policy reflects the requirements of the National Curriculum programmes of study, which all maintained schools in England must teach.
It reflects the requirements for inclusion and equality as set out in the Special Educational Needs and Disability Code of Practice (2014) and the Equality Act (2010). It refers to curriculum-related expectations of governing boards set out in the Department for Education’s Governance Handbook.
In addition, this policy acknowledges the requirements for promoting the learning and development of children set out in the Early Years Foundation Stage (EYFS) statutory framework.
Roles and Responsibilities:
The Governing Board:
The governing board will monitor the effectiveness of this policy and hold the headteacher to account for its implementation.
The governing board will also ensure that:
The headteacher is responsible for ensuring that this policy is adhered to, and that:
Subject Leaders are responsible for the strategic direction of their subject area. This includes:
Subject Leaders are responsible for leading their curriculum area. This includes:
Subject Leaders hold staff meetings on the subject to keep staff informed of any developments or changes. They provide support to staff regarding teaching and learning, resources, and planning in the subject area. Teaching and learning is monitored by visiting lessons, scrutinising books, and talking with pupils to assess how well the subject area is being implemented and how well it is delivered across the school. Subject Leaders will also support teachers to make accurate assessments, manage internal and external moderation, and complete external moderation exercises.
Class teachers ensure that the school curriculum is implemented in accordance with this policy.
Organisation and planning
The curriculum at Parklands Primary School is carefully planned and sequenced. New knowledge and skills build upon prior learning and towards clearly defined end points. It enables all pupils to make progress; they are able to know more, remember more and do more. The curriculum reflects the school’s local context by identifying and addressing any gaps in pupils’ knowledge and skills. All pupils study the basic curriculum, which includes the national curriculum, religious education and age-appropriate relationships and sex education. Pupils at Parklands Primary School are taught the following subjects:
The curriculum in Key Stage One is taught thematically. National curriculum subjects are taught discretely through themes. In Key Stage Two, subjects are taught explicitly. Where possible, cross curricular links are made, allowing for opportunities to deepen pupils’ knowledge and skills. Retrieval starters are embedded in lessons, providing opportunities for children to recall prior knowledge. Reading is prioritised to ensure that pupils are able to access the full curriculum.
Long-term and medium-term plans are created by subject leaders. These detail the knowledge and skills that pupils are to be taught at each stage of their learning journey. Planning includes statutory and non-statutory guidance, and provides opportunities to recall prior learning.
Class teachers use formative and summative assessment in order to inform planning and teaching. Gap analysis lessons are embedded which address any misconceptions and/or areas for development within learning.
See our EYFS policy for information on how our early years curriculum is delivered.
At Parklands Primary School, we endeavour to ensure that all pupils have equality of opportunity across the curriculum and in all aspects of school life.
Teachers set high expectations for all pupils. They will use appropriate assessment to set ambitious targets and plan challenging work for all groups, including:
Teachers plan lessons so that pupils with SEN and/or disabilities can study every National Curriculum subject, wherever possible, and ensure that there are no barriers to every pupil achieving.
Teachers will also take account of the needs of pupils whose first language is not English. Lessons will be planned so that teaching opportunities help pupils to develop their English, and to support pupils to take part in all subjects.
Further information can be found in our statement of equality information and objectives, and in our SEN policy and information report.
More able pupils
Governors monitor coverage of National Curriculum subjects and compliance with other statutory requirements through:
Subject Leaders monitor the way that their subject is taught throughout the schoolby:
Subject Leaders also hold responsibility for monitoring the way in which resources are stored and managed.
Links with other policies:
This policy links to the following policies and procedures:
This policy will be reviewed annually by the headteacher. At every review, the policy will be shared with the full governing board.