Chorley St. James’ CE Primary School

Outline of the Project

Aim: To provide more opportunities across the curriculum, for children in years 1-6, to initiate, develop and evaluate their own work by developing a KS1 and KS2 curriculum organised under the six areas of learning (as used in the Foundation Stage).

Y1 evaluating work undertaken during “Great Fire of London Week”

•To embed cross-curricular approaches to learning so that the curriculum is more relevant to learners

•To create an even more exciting and stimulating learning environment

•To provide greater opportunity for interactive learning, thereby engaging a large number of kinaesthetic learners within our school

Objectives

Space: Y5/6 constructing an alien hotel

•To encourage and enable learners to become more independent so that much of their learning is self-directed and self-evaluated, with next steps in learning being more readily identified by the learners themselves

•To continue to raise standards through learners’ increased involvement in their learning

•To provide additional time for learning in a more creative environment by drawing areas of learning together

Objectives

Space: Y5/6 constructing a space station

Measures of Success• Improved quality of curriculum, allowing for greater opportunities for creativity, in line with Excellence and Enjoyment

•Efficient and effective use of time for learning as curriculum subjects become more integrated

•Higher standards as learners become increasingly engaged in an interactive curriculum

Florence Nightingale: Y2 working in the field hospital

Measures of Success• Independent learners who take responsibility for their own learning

•Increased motivation and more positive attitudes to learning as learners engage in a more relevant curriculum

•Greater opportunities for all children to pursue their diverse gifts and talents

•Freedom for staff to teach to the best of their ability using their gifts and talents

Florence Nightingale: Y2 working in the field hospital

•Year 1 of 3 year project

•Reorganisation of teaching and learning in Y1, Class 3 (Y3/4) and Class 5 (Y5/6)

•Curriculum development group consisting of HT, class teachers and teaching assistants

•Initial purchase of resources to support classroom reorganisation

•Deployment of classroom support staff

•Provision of additional PPA time for staff involved

•Investment in staff training and development

Organisation

Castles: Y1 architects designing a castle

Year 1•Concentrating on transition from Foundation Stage to Key Stage 1

•Development of role play

•Development of continuous provision, e.g. writing area, reading corner, water and sand play, small world, computers

Class 3Focusing on:

•Independence

•Motivation

•Ownership of learning

•Working within the six areas of learning as in Foundation Stage

Continuous provision in Y1

Class 5Focusing on:

•Role play

•Development of cross curricular, thematic project

•Experimenting with Mantle of the Expert

•Cross Key Stage reading project with Reception

Developing the role play area

Whole School Personnel Involvement

•Curriculum development group consisting of HT, 3 class teachers and 3 teaching assistants

•Regular feedback through teaching and support staff meetings

•Y2 staff opted into development work from September 06

Y2 Struay Day

Monitoring and Evaluation•Feedback from pupils

•Regular discussion amongst staff – formal and informal opportunities

•In depth discussion and planning on Inset day

•Regular SMT meetings

•Presentation and reports to governors

•School advisor visits

•School assessment procedures

•Informal feedback from parents

•SMT evaluation of school environment

•SMT evaluation of teaching and learning

Y1 continuous provision

Monitoring and EvaluationNB Many of our success criteria are difficult to measure numerically or by standard means, e.g. attitudes, motivation andbehaviour.

Impact: Children

•Becoming increasingly independent

•Beginning to initiate activities

•More creative use of the learning environment

•Positive feedback from the children with regard to learning styles

•Generally more motivated

•Role play areas providing a stimulating environment in which children can reinforce and initiate learning

•More opportunity for children to reflect on their learning and review their own work

•Collaboration between children in classes and across age groups

Y2 role play: Our Local Area

Impact: Staff•Rediscovered National Curriculum

•Freedom from perceived constraints, e.g. QCA

•Greater focus on children’s needs

•Greater collaboration and professional discussion

•Creative thinking and planning

•More creative use of time

•Contagious enthusiasm

•Gifts and talents being used to greater advantage

•Willingness to experiment

•“Let’s dump the curriculum!”Has he been converted?

Impact: Standards and Achievement

• Short term maintenance of standards

• Evidence of higher standards in writing where children are involved in drama, role play, Mantle of the Expert

• Speaking and listening skills, language development

•Greater opportunities for all children to pursue their diverse gifts and talents

Collaborative activity during Y6 Mantle of the Expert

Impact: Leadership and Management• Maintaining vision

• Being prepared to compromise when necessary

• Encouraged to look at a range of strategies and ideas for curriculum delivery

• Gaining confidence to experiment and not worry about external pressures

• Necessity to evaluate regularly

• Learning from mistakes

“My brain hurts!”

Concerns•Preparation time for staff

•Differentiation

•Demands of literacy and maths

•Resources

•Finding a way forward for everyone together

•Establishing a culture of confidence in freedom

•Parental understanding

(No caption needed!)

Next Steps•Revisit whole school vision with staff

•Make decisions with regard to focus areas for the next academic year

•Inclusion of remaining classes

•Continue to work on revised curriculum map

•Setting literacy and maths in KS2

•Review staff deployment in accordance with budget 07/08

•Planning and assessment

•Consolidation of achievements so far and building on these in relevant classes

•Continuing professional development

Hints and Tips• Make sure that the vision is clear

• Be aware of people’s insecurities

• Move at a realistic pace

• Have the courage of your own convictions

• Be prepared to put resources into the project, i.e. time, staff, finance, training

• Cast your net wide and be selective: What’s right for your school?

• Involve the children and parents wherever possible

• Review regularly

• Stay positive

• Keep taking the tablets!