Raigmore Primary School - Curriculum Rationale and Design

Raigmore Primary School

March 2015

Curriculum Rationale

March 2015

Rationale

A Shared Vision:

In Raigmore Primary we ensure that all children develop the attributes, knowledge and skills they will need to achieve of their best in life, learning and work. They will be able to demonstrate the four capacities to become –

Successful Learners

Confident Individuals

Effective Contributors

Responsible Citizens

Children will learn through the four contexts for learning –

Interdisciplinary Learning

Opportunities for Personal Achievement

Ethos and Life of the School as a Community

Curriculum Areas and Subjects

Our curriculum reflects the seven Principles of design –

Breadth

Progression

Depth

Personalisation and Choice

Challenge and Enjoyment

Coherence

Relevance

Our strengths:

We are committed to improving our school and have a welcoming and inclusive ethos, with a

willingness and commitment to support each other, the children we work with and their families.

Learners believe that their teachers and other staff know them well and do their best to meet

their needs.

A clear vision and school values, which have taken into account the views of the school and wider

community, has been communicated effectively to all stakeholders and is reviewed regularly

Providing emotional support and placing a high importance on the well-being of our learners as

part of our ethos as a Nurturing school, providing a safe and secure environment for them in

which to thrive. Parents feel that Raigmore is a school which ‘goes the extra mile’ for pupils and

families.

Our school curriculum will:

Allow pupils to contribute to the ethos and life of the school community

Provide opportunities for personal achievement and supports all learners in developing skills for

learning, life and work

Have a continuous focus on literacy, numeracy and health and well-being with all staff having a

responsibility to develop, reinforce and extend learning in these areas

Provide opportunities for mixed-stage learning which is interest-based coherent and relevant

Provide a broad general education using CfE Experiences and Outcomes and Significant Aspects

of Learning

Provide progression that is consistent with their learning needs and prior achievement

Allow learning to be organised more flexibly to take into account personalisation and choice

Raigmore Primary School

Vision and Values

Cross-Cutting Themes

o Enterprise o Creativity

o Sustainability

o Citizenship o Scottish Heritage &

Culture

CfE Totality of the Curriculum

1. Ethos & life of the

school as a community

2. Opportunities for

Personal Achievement

3. Curriculum areas &

subjects 4. Inter-Disciplinary

Learning

CfE Principles

• Challenge &

Enjoyment

• Breadth

• Progression

• Depth

• Personalisation

& Choice

• Coherence

• Relevance

School Values

Be Friendly

Keep calm &

share

Never give up

Trust & respect

each other

School Aims

At Raigmore Primary School we aim to provide a

happy, safe and fun place to learn, where everyone is

included as part of the team. We care for and respect

others and actively listen to their views. We enjoy

sharing and celebrating achievement and success.

Vision Statement

At Raigmore we will do our best,

To help all our children meet life’s test. We hope that we can have some fun

Encourage respect and learning for everyone!

Learning & Teaching

Emotional Literacy

Inclusive ethos

Active Learning

Active Listening

Pupil Voice

CfE Four Capacities

Successful Learners

Confident Individuals

Effective Contributors

Responsible Citizens

RAIGMORE PRIMARY

SCHOOL

Our Curriculum in Raigmore Primary School In Raigmore Primary School we provide a curriculum which fully embraces the four contexts for learning

of Curriculum for Excellence as described below. See also -

https://schoolhandbook.wordpress.com/our-curriculum

OPPORTUNITIES TO CONTRIBUTE TO THE ETHOS & LIFE AS A SCHOOL COMMUNITY

(Effective Contributors/Responsible Citizens)

This includes opportunities to participate responsibly in decision-making, to contribute as leaders and role models,

offering support and service to others and playing an active part in putting the values of the school community into

practice.

Playground mentors/buddies

Social Skills assemblies

Eco monitors/litter picks/sustainability projects

Pupil Council representatives

Participation in Pupil Focus Groups/Learning Council (contributing to decision making)

JRSO representatives

Gardening Group – maintaining our school grounds

Paired reading & writing

Charity work- Blythswood, Poppyscotland, British Heart Foundation, Comic Relief, Children in Need etc

House Captains & Vice Captains in P7

Working to support our local community - organising tea parties, fund raisers, coffee mornings, charitable

giving, discos, litter picks, Community Christmas concert Celebrating languages & cultures from within our school community & around the world Inverness Townscape Heritage Initiative (THI) Lifescan – Number Partners

OPPORTUNITIES FOR PERSONAL ACHIEVEMENT

(Confident Individuals)

Class/special assemblies take a child led approach plus yearly Christmas Show/Nativity

Classmate awards – nominate peers for a certificate at P7 assembly

Raigmore S.T.A.R.S

Performance opportunities - sports tournaments e.g. shinty, rugby and football, art, writing, library and

dance competitions

Learning with multi-age groups, parent-led clubs, Room 13, HMS Heroes, curricular days

Achievement awards- , House Point system and awards, Junior Sports Leader, Cycling Achievement, Golden

Time, Good to be Green Awards etc

Celebrating personal achievements with the wider community in achievement assemblies and on school and

class blogs

Risk taking, working collaboratively, promoting a positive response towards personal well-being – e.g.

enterprise activities, HWB week

CURRICULUM AREAS AND SUBJECTS

(Successful Learners)

CORE ENTITLEMENTS

Assessment

Curriculum

Area

What? How? Key Resources What? When?

Literacy

Writing

Through use of 6 Traits +1

Aspects of HLP.

Regular handwriting practice (Nelson patterns)

HLP spelling strategies & games - i.e. common words.

Phonics programme (focus on Jolly Phonics)

EWIC regularly

Paired Writing

Whole school writing area

Dedicated writing area in every classroom

50 Shared Texts

Literacy Shed

Interactive Literacy displays

Interactive/animated online resources & texts

Hand Gym

Clicker 6

BBC Dancemat

Toe by Toe

Unsupported pieces of writing (variety

of genre) are used for moderation and

assessment and for reflection with the

teacher, peers or parent. These

support pupils and teachers in

identifying clear next steps/targets for

future learning, using the tracker we

have developed across our ASG.

Reading

4 corners and Fireflies For non-fiction

Novel sets for ‘real reading’

ORT, including Snapdragons, Traditional Tales, Graphic

Novels.

Wolf Hill, Sunshine Readers, Fuzzbuzz, HLP Hop-On,

Project X Code, Wellington Square, Bangers & Mash etc

(for less able readers),

Paired reading

ERIC regularly

Synthetic Phonics programme (Jolly Phonics)

Use of media, ie website articles, youtube, current

affairs etc

50 Shared Texts

Class Novel

Pupils at all levels also have access to a broad range of novels

(fiction and non-fiction) comics, newspapers, magazines. They

also make regular library visits to select books for class and

home reading. Each class has its own class library also. Several

classes take part in Paired Reading across the stages in the

school.

Unsupported pieces of work which show

readers’ understanding of text are used

for moderation and assessment and for

reflection with the teacher, peer or

parent. These support pupils and

teachers in identifying clear next

steps/targets for future learning.

Continual formative assessment against

success criteria by teacher, pupil and

peers.

Talking and

Listening

Class talks - pupil choice topics (P1-P7)

Check In – emotional literacy across the school

Check Out – emotional literacy across the school

Solo talks with clear success criteria – P4-7 (own choice

and curricular linked)

Class Novel

Presentations to an audience through class assemblies,

ie science day, sharing days with parents

Show and Tell – Nursery – P1

Circle Time across the school – use planning and PSD

opportunities as they arise

Class Assemblies

Role Play

Drama lessons and games

Resources such as board games, listening CD’s &

computer games support learning.

School Committees

Big Bear Banter – EAL support resources

Self and peer assessment

Continual formative assessment against

success criteria by teacher, pupil and

peers.

Modern

Languages

CfE experiences and outcomes provide core framework.

Use of ‘Primary French’ & BBC Primary French supports

MLPS, as well as HC resources for MLPS

GLPS – Specialist input for P6 & P7

Celebrating languages & cultures from within our school

community & around the world

Numeracy

A broad range of resources & games are used to

support learning, including Scottish Heinemann Maths,

Tee Jay Maths, Problem Solving, BBC Bitesize and

Woodlands Junior websites, interactive resources &

apps, Numicon

Active learning including Outdoor learning through

Numeracy activities

Real maths contexts are provided through enterprise

work in our interdisciplinary planning

Daily mental maths across the school

Lifescan – Number Partners

Scottish Heinemann assessments & Tee

Jay assessments show pupils’ progress in

numeracy. These support pupils and

teachers in identifying clear next

steps/targets for future learning.

Health and

Well-Being

Through implementation of the school’s own Health and

Well Being programme. (CfE Experiences and Outcomes

provide core framework)

Specialist input (1.25 hours per week] is provided by a

P.E. teacher from Millburn Academy for P4-P7. Class

teachers plan and deliver learning for the remaining

hour (entitlement of 2 hours each week for every pupil).

In addition, pupils at P4-P7 access swimming lessons for

eight to twelve weeks each academic session (Highlife

Highland support this).

Additional opportunities for personal achievement are

offered through after-school clubs e.g. shinty, football,

Club golf etc.

Continual formative assessment against

success criteria by teacher, pupil and

peer.

We are all part of a TEAM -

Together Everyone Achieves More.

We are here to work together and encourage one another. We

are privileged to welcome children from many different

countries and cultures. Raigmore Primary is a Nurturing school

and we support our pupils by actively listening to them and

working closely with all stakeholders in our school to develop a

positive approach to health & well-being. Emotional Literacy has

a high priority in all that we do and children feel should feel

supported and included. Children are supported in understanding

their feelings and emotions and they have come up with our

motto - “I'm alright, you're alright, we're alright together"

Pupils also develop skills in emotional literacy through

daily Check-Ins (sharing how they feel at the start of

the day) and Check –outs (sharing success from the

school day), as well as the Resilient Kids programme,

Roots of Empathy, Mind Up and Seasons for Growth.

Pupils also develop skills in Internet safety, drug

awareness and stranger danger delivered through

working with the Community Beats Police Officer.

Safe Highlander & Choices for Life

P7 Residential trip each year

The following curricular areas are delivered through IDL topics or stand-alone

lessons [where no natural links exist]. Wherever possible, staff will plan

contextualized opportunities for Numeracy, Literacy and Health and Well-

Being within these IDL topics.

The cross cutting themes of Learning for Sustainability, [including citizenship,

global etc.], outdoor learning, enterprise and creativity education will be

woven into themes, as and when appropriate.

Social Studies

Through implementation of staff and pupils’ own

selection of key IDL themes, ensuring progression

and coverage of the CfE Experiences and

Outcomes

Where E’s and O’s cannot be delivered through a

linked topic they will be taught within stand-alone

lessons. Child led planning in all topics

Eco Projects/ICT projects

Class trips related to topic.

THI participation

Continual formative assessment against

success criteria by teacher, pupil and

peer.

Science

Through implementation of HC Primary Frameowrk

for Science to ensure breadth, depth and

progression (through IDL or through stand–alone

lessons).

Continual formative assessment against

success criteria by teacher, pupil and

peer.

Religious and Moral

Education

Through implementation of the HC RME

Framework

Use outside agencies to support RME in

assemblies, such as Scripture Union and in addition

to the above, pupils will have monthly opportunities

for religious worship in school assemblies. The

School Chaplain, Rev. A McGowan supports the

school during these assemblies.

Continual formative assessment against

success criteria by teacher, pupil and

peer.

Technology

ICT

E safety

Technological

Developments

Food technology

Through implementation of the school ICT and

technology planning. Wherever possible, learning in

is contextualised or developed as stand-alone

skills.

Through use of the CEOP materials -

http://ceop.police.uk/ and Safer Internet Day

resources http://www.saferinternet.org

Through implementation of an IDL topic or through

stand–alone lessons.

From Nursery to P7, through regular opportunities

to use the school kitchen to learn cookery and

baking skills that link with times of the year, e.g.

Chinese New Year, Christmas, Shrove Tuesday

Our ASN pupils take part in regular cooking

lessons and share these sessions with pupils from

their class. There is also a Gardening groups, who

will plant, harvest & cook their own produce,

sharing this with other classes.

The Food to Fork project in association with Tesco

also gives pupils from the opportunity to learn

about planting and growing.

Investigate, Plan, Design, make,

evaluate is the process for all

technology projects through P1-7.

Evidence can be gathered photos and

video evidence.

Expressive Arts

Art and design

Music

Dance , Drama and

Role Play

Wherever possible, programme activities will be

delivered through contextualised learning. Our

Specialist Teacher Miss E Fowler delivers 1.25

hours of Art to P4 – P7 each week.

Where possible, the programme activities will be

delivered through contextualised learning.

Additional learning opportunities will also be

provided by Feis Rois and Kodally instructors.

Christmas nativity/assembly and school shows.

Specialist provision is offered to all classes P1 – P7

across the year in blocks of time, delivered by Mrs

S Pilkington.

Continual formative assessment against

success criteria by teacher, pupil and

peer.

Through delivery of the above curricular areas pupils will develop a range of

skills. Pupils will constantly reflect on this skills development as part of their

on-going reflection about learning.

1. Core curriculum subjects of literacy, numeracy, health and wellbeing, PE, ICT and MLPS will be covered throughout all years. They may be incorporated within the topics or

stand alone. Focus weeks, e.g. Scots/ Shakespeare/ money may be incorporated into the year.

2. Expressive arts and technology experiences and outcomes can be incorporated into the topics, if not, the skills should be taught discretely and noted on the annual plan.

3. The projects in the table above can vary in length depending on children’s interest (Guide - about 4-6 weeks).

4. Eco focus may be a project taken over the year, through the Eco council, or a shorter more focused number of weeks.

5. Details of plans should be made with the children, taking in their prior knowledge and what they would like to find out. They should be cross curricular where possible without

being contrived.

6. Progression of skills should be built over the years and projects

INTERDISIPLINARY LEARNING - RAIGMORE PRIMARY SCHOOL

(Successful learners)

CfE Level Main Cross-Cutting Themes

Education for Sustainability Enterprise and Citizenship Creativity/Teacher’s Own Choice Scottish Arts, Culture and Heritage

EARLY LEVEL Litter

Garden

Mini-Beasts

Energy

Animals

My Family Tree

Growing Our Own

Look at what I Can Do

Where Money Goes

Friends and Family

Myself

Book Study

Pictures at an Exhibition

Artist Links

Olympic Legacy

Commonwealth Games

Seasons

The Publishing House

Traditional Tales

Our School

Then and Now

Our Local Area

FIRST LEVEL Transport

Bees

Waste Minimisation

Woodlands

Seaside

Seeds for Growth

Making a Difference

Our Moving World

Our Wider World

Olympic Legacy

Commonwealth Games

Book Study

Houses & Homes

Victorians

Egyptians

Romans

Walk Through Time

Celts/Vikings

Castles

Farming

SECOND LEVEL Biodiversity

Local Conservation

School Grounds

Litter & Waste

Water

Rainforests

When Things Go Wrong

Fairtrade and Global

Issues

Who Wants to be a

Millionaire? - Managing

Money

Olympic Legacy

Commonwealth Games

Flight

Europe

Book Study

Moving On

Keeping Happy and Safe

Earth & Space

Superheroes

Hot Topics – Topics in the News

Inverness

Jacobites/Highland Clearances

Lights, Camera, Action

Britain at War

Book/Film Study

THE PRINCIPLES OF CURRICULUM DESIGN

CHALLENGE AND ENJOYMENT

Children should find learning challenging and motivating

Staff have high expectations and are aware of individual abilities, providing learning intentions and

success criteria which are relevant to the learner

Staff provide a range of motivating and creative activities, where children are active in their learning

BREADTH

Learning in a variety of environments and contexts, both in the classroom and in other aspects of school

life

Staff ensure breadth across all areas of the curriculum

PROGRESSION

Use planning to show progress through experiences and outcomes & SAL’s

HC Curriculum progression frameworks are used as a reference to ensure progression

DEPTH

Pupils are able to share what they already know and what they want to find out

Pupils know what they need to do to achieve next steps

Learning through play at Early level

Higher order questioning is used (Blooms Revised Taxonomy) to encourage depth of learning

PERSONALISATION AND CHOICE

The curriculum should respond to individual needs and support particular aptitudes and talents

Pupils are aware of learning outcomes

Children set own targets and are involved in agreeing success criteria

Pupils decide on what they wish to learn at the start of each topic and how they would like to learn – e.g.

mind maps

Pupils involved in deciding how they are going to evidence their learning – e.g. information poster, power

point or presentation

COHERENCE

Children and young people's learning activities should combine to form a coherent experience

Where appropriate, links are made and learning is contextualised

RELEVANCE

Look for relevant links with real life, e.g. Commonwealth Games, local, national and global events

Some children require individualised programmes which are made relevant to their interests and needs

Children should see the value of what they are learning and its relevance to their lives, present and future

What the children at Raigmore say…

Recent comments from parents: -

“Good idea having one jotter. Keeps

everything together”

“I really like the

online blog. It lets

us see and hear

what’s going on”

“Great to see so many achievements

outside school”

“School Trips”

“I like the display of art in this school”

“Like the new Home from School sheets

and the way the pupils can assess the way

they thought the week had gone”

“I love the new Learning

Journey”

“Think Learning Journeys

are a great idea”

“We really appreciate the support given to Service

children during deployment”

“I thought the ‘Hopes & Dreams’ approach was a great idea. Enjoyed talking about this at home and having parents evening with your child there too, to share targets

and involve everybody”