st. columba’s rc primary school curriculum rationale and ... · st. columba’s rc primary school...

St. Columba’s RC Primary School

Curriculum Rationale and Design

September 2016

St. Columba’s RC Primary School - Curriculum Rationale and Design 1

Rationale

Our Shared Vision

At St. Columba’s RC Primary School we ensure that all children develop

the attributes, knowledge and skills they will need to achieve of their

best in learning, life 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

Curriculum Areas and Subjects

Opportunities for Personal Achievement

Ethos and the Life of the School as a Community

Our curriculum reflects the seven principles of design -

Breadth

Progression

Depth

Personalisation and Choice

Challenge and Enjoyment

Coherence

Relevance


Our Strengths

We have a welcoming and inclusive Catholic ethos, with a

willingness and commitment to support each other, the children

we work with and their families

We have a clear vision and school values which take into account

the views of the school and wider community

Staff play a strong distributed role in leading improvement and

innovation in learning and teaching, ensuring high quality learning

experiences for all pupils

We provide a broad, balanced and progressive curriculum which is

active, child-centred and meets the holistic needs of all our pupils

to ensure quality and fairness. Our curriculum inspires and

motivates pupils to engage with their own learning and

developments

We are committed to involving pupils, staff, parents and the wider

community in planning for curriculum developments

Our ongoing commitment to pupil voice ensures that all pupils are

given opportunities to contribute to shaping the curriculum, and to

be involved in decision-making processes

Our work on global citizenship, including charitable activities,

reflects our positive attitudes to diversity and social justice. Pupils

engage in a wide range of activities to ensure that equality,

inclusion and diversity are continuously promoted

Our School Curriculum -

Provides a broad general education using the CfE Experiences and

Outcomes and Significant Aspects of Learning

Has a continuous focus on literacy, numeracy and health and

wellbeing, with all staff having a responsibility to develop, reinforce


and extend learning in these areas

Provides opportunities for personal achievement and support all

learners in developing skills for learning, life and work

Ensures progression that builds on pupils' prior learning and

achievement, and is consistent with their learning needs

Encourages pupils to contribute to the positive ethos and life of the

school community

Allows learning to be organised more flexibly to take account of

personalisation and choice


THE FOUR CAPACITIES

SUCCESSFUL LEARNERS

Our pupils will -

experience a coherent curriculum from Nursery to Primary 7

experience a broad, general education, including well-planned

experiences and outcomes across all the curricular areas

have opportunities to use literacy, numeracy and communication

skills in relevant, meaningful, real-life contexts

use technology effectively for learning

have daily opportunities to think creatively, independently and as

part of a group

experience problem-solving and critical thinking tasks where they

can make informed evaluations

link and apply different learning styles in new situations

RESPONSIBLE CITIZENS

Our pupils will -

develop knowledge and understanding of the world and Scotland's

place in it

understand different beliefs and cultures

make informed choices and decisions

evaluate environmental, scientific and technological issues

develop informed, ethical views of complex issues

EFFECTIVE CONTRIBUTORS

Our pupils will -

have opportunities to communicate in different ways and in

different settings


work co-operatively in partnership and in teams

take the initiative and lead

apply critical thinking skills in new contexts

create and develop

solve problems

CONFIDENT INDIVIDUALS

Our pupils will -

have opportunities to relate to others and manage themselves

pursue healthy and active lifestyles

be self-aware

develop and communicate their own beliefs and views of the world

live as independently as they can

assess risk and make informed decisions

achieve success in different areas of activity


OVERVIEW OF CURRICULAR DESIGN

- SESSION 2016 / 2017

VALUES

Gospel values - justice, compassion, integrity, empathy, trust and

respect are consistently promoted at all stages

Rights Respecting School Articles are promoted and in place across

the school

St. Columba’s is an inclusive school, and has a very positive,

Christian ethos

The school is highly respected within the parish and wider

community

Strong community links and partnerships improve outcomes for

learners

TOTALITY OF THE CURRICULUM

Opportunities for personal achievement

Interdisciplinary learning is prominent at all stages

Committee groups allow children to have a voice in the decision-

making process

Transition arrangements are in place at all stages

Strong working partnerships with local businesses and

organisations provide enriched learning experiences for pupils

Pupils' well-being is well supported through emotional literacy

approaches


LEARNING AND TEACHING

Teaching and learning is underpinned by shared school aims, vision

and values

All pupils are involved in active learning opportunities in the

classroom and outdoors

Learning for Sustainability is embedded across the curriculum

Pupils take ownership for their own learning, setting their own

targets and success criteria across the curriculum

There is an inclusive ethos, ensuring that all needs are met

Tracking and monitoring is firmly embedded – self-evaluation is a

strength

Learning conversations take place regularly

Clear protocols and strategies are in place for pupils with

additional support needs

Pupil Voice is prominent through a wide range of committees

Learning is enriched and supported by effective use of digital

technologies

EXPERIENCES AND OUTCOMES

Early Years Curriculum has a focus on learning through play

Nursery and Primary 1 staff work together to deliver Early Level

experiences and outcomes

Use of the Highland Curriculum Overview ensures coverage of the

CfE experiences and outcomes across the primary years through

the four contexts for learning outlined in BtC3

Experiences and outcomes are tracked within Support for Learning


ENTITLEMENTS

Pupils experience a good broad general education from Nursery to

Primary 7

Pupils have access to a range of sporting, musical and cultural

events which provide opportunities to access the wider curriculum

Skills for learning, life and work are developed and enhanced

through partnerships within the local community

Pupils have opportunities to celebrate successes and achievements

at assemblies, award ceremonies, class/school displays and on the

school website

PERSONAL SUPPORT

Activities, tasks and resources are effectively differentiated to

ensure appropriate pace and challenge for all learners

Staff work closely together to address the needs of learners

through effective use of personal learning approaches, support and

specialist resources

A variety of activities are in place to support transition, including

the Resilient Kids programme

Children have regular opportunities to discuss their learning

through Learning Conversations

PRINCIPLES

Pupils are encouraged to be active in their learning, and have

opportunities to demonstrate their creativity

Progression frameworks are used to monitor progression in the

experiences and outcomes

Pace and challenge are evident in lessons; more-able learners are

given sufficient challenge

Pupils experience personalisation and choice by selecting and


leading activities which support particular aptitudes and talents

Effective questioning allows pupils to achieve more advanced levels

of understanding

ASSESSMENT

Assessment is integral to planning of learning and teaching

A variety of assessment approaches is used

Pupils are involved in self and peer assessment

Assessment for Excellence is implemented at P3, P5 and P7 to

confirm attainment

Assessment for Excellence results inform future planning and next

steps in learning for individuals

Written feedback to pupils is formative and discussed with

individuals

Parents receive written reports on pupil progress in June each year

Moderation in core curricular areas takes place across the ASG to

ensure consistency of standards in attainment and achievement


Our Curriculum in St. Columba’s RC Primary School

In St. Columba’s RC Primary School we provide a curriculum which fully

embraces the four contexts for learning of the Curriculum for Excellence.

OPPORTUNITES 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/outdoor learning

Participation in Pupil Focus Groups, Learning Council, Rights

Respecting Schools Committee, Fairtrade Committee, Eco

Committee (contributing to decision making)

JRSO representatives

Gardening Group – maintaining our school grounds

Paired reading and writing

Charity work – Blythswood, Poppy Scotland, Mary’s Meals, Comic

Relief, Children in Need, SCIAF, UNICEF

House Captains and 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, ceilidhs, open days

Celebrating languages and cultures from within the school

community and around the world

Lochaber Rural Education Trust – Seed to Supper


OPPORTUNITIES FOR PERSONAL ACHIEVEMENT

(Confident Individuals)

Class/special assemblies take a child-led approach plus yearly

Christmas Show/Nativity

Excellence Awards – nominate peers for a certificate at Assemblies

Performance opportunities – sports tournaments e.g. netball,

rugby and football, art, writing, library and dance competitions

Learning with multi-age groups, parent-led clubs, Room 13,

curricular days

Achievement Awards – House Point system and awards, Junior

Sports Leader, Cycling Achievement, Golden Time

Celebrating personal achievements with the wider community in

achievement assemblies and through newsletters

Risk taking, working collaboratively, promoting positive response

towards personal well-being – e.g. Enterprise activities, HWB Week

Sacramental preparation/links with St. John’s Parish

CURRICULAR AREAS AND SUBJECTS

(Successful Learners)

CORE ENTITLEMENTS

Curriculum

Area

Key Experiences Assessment

Literacy –

Writing

Aspects of HLP

Nelson Handwriting

Nelson Grammar

Nelson Spelling (P3–P7)

Jolly Phonics Programme

HLP Spelling Strategies and

Games (P1-P3)

Unsupported

writing

completed and

assessed (variety

of genre).

Used for

moderation and


Big Writing

Unsupported pieces of writing

used for moderation and

assessment

Clicker 6

BBC Dancemat

Toe by Toe

for reflection

with the teacher,

peers or parents.

Next steps and

targets for future

learning are

based on this.

Literacy –

Reading

Systematic phonics approach

used daily through Jolly Phonics

Programme/Big Cat Phonics

Novel sets/chapter books

Four Corners and Fireflies (non-

fiction)

Ginn 360 readers (P1-P4)

Wellington Square

Storyworld Programme

Paired Reading

Use of media – websites,

YouTube etc.

Dyslexia Friendly Resources e.g.

Toe by Toe

50 Shared Texts

ERIC

Pupils at all levels also have access

to a broad range of novels (fiction

and non-fiction), comics,

newspapers and magazines. Each

class has its own library, and pupils

make weekly visits to the school

Continuous

formative

assessment

against success

criteria by

teacher, pupil,

peers.

PLP target

setting and

collection of

evidence.


library to select books for class and

home reading.

Literacy –

Listening and

Talking

Highland Literacy Talking and

Listening implemented in all

classes

Class Novels

Circle Time across the school

Presentations to an audience

through class topics/Assemblies

Show and Tell (Nursery & P1/2)

Class/Whole School Assemblies

Role Play

Drama lessons and games

School Committees

Big Bear Banter – EAL support

resources

Emotional Literacy activities

Preparation for school

performances

Continual

formative

assessment

against success

criteria by

teacher, pupil

and peers.

Listening and

Talking

continuums in

PLPs for each

individual pupil.

Modern

Languages

CfE Experiences and Outcomes

for Modern Languages

Primary Language Platform to

deliver French (P1-P7)

Highland Council CfE Modern

Languages Programme

Use of ‘Primary French’ and

‘BBC Primary French’

GLPS Programme used to

deliver Gaelic (P5-P7)

French and Gaelic used for class

Continual

formative

assessment

against success

criteria by

teachers, pupils

and peers.


routines and at whole-school

Assemblies (greeting, weather,

birthdays)

Celebrating languages and

cultures from within our school

community and around the

world

Numeracy A broad range of resources and

games are used to support

learning including:

Heinemann Active Maths

Scottish Heinemann Maths

Tee Jay Maths

Maths on Track

Problem Solving

BBC Bitesize

Interdisciplinary learning

opportunities/real life maths

contexts e.g. through Enterprise

Topics and Financial Education

Week

Active learning including

outdoor learning through

Numeracy activities

Daily mental maths across the

school

Active Maths

Context

Assessments and

Trackers.

End of topic

assessments.

Tee-Jay

diagnostic

assessments.


Health and

Well-being

Highland Council Health and

Well-being CfE Experiences and

Outcomes provide core

framework

Highland PE Programme –

Specialist PE input is provided

(1.5 hours per week). Class

teachers plan and deliver for the

remaining time to ensure 2.0

hours entitlement for every pupil

weekly

P5 pupils access swimming

lessons for fourteen weeks each

session (supported by Highlife

Highland)

P7 pupils access Bikeability

Training

P7 pupils access skiing lessons at

Nevis Range

Resilient Kids Programme

Rights Respecting Schools

Programme

Education Scotland Food and

Health Framework

Emotional Literacy Check-

Ins/Check-Outs

Safe Highlander (P7)

Choices for Life (P7)

Health and Well-being Week

Activities organised by Active

Continual

formative

assessment

against success

criteria by

teacher, pupil

and peer.

PE Assessment

Booklets


Schools Co-ordinator

Netball Club (P5-P7)

Football Clubs (P2-P7)

Modern Dance Club (P5-P7)

Art Club – Room 13 (P4-P7)

Gymnastics Club (P1-P7)

God’s Loving Plan (Sexual Health

and Relationships Programme)

(P7)

Pupils also develop skills in

Internet Safety, Drug

Awareness, Road Safety and

awareness of Cyber-Bullying

delivered through our

partnership with the

Community Police Officer

‘Safe, Strong and Free’

Workshops (Nursery – P2)

Social Studies Through implementation of staff

and pupils’ own selection of key

IDL themes, ensuring progression

and coverage of the CfE

Experiences and Outcomes

Stand-alone lessons (where E’s

and O’s cannot be delivered

through a linked topic)

Outdoor Learning

Seed to Supper Project

Eco Projects

Continual

formative

assessment

against success

criteria by

teacher, pupil

and peer.


Class Trips related to topics

Glen Nevis Ranger Service

Lochaber Fisheries

Science Implementation of Highland

Council Primary Framework for

Science to ensure breadth, depth

and progression (through IDL or

stand-alone lessons)

Generation Science Workshops

Continual

formative

assessment

against success

criteria by

teacher, pupil

and peer.

Technology

Computing

Science

E-Safety

Technological

Developments

Food

Technology

Implementation of ICT

Experiences and Outcomes are

contextualised through the 3

Year Highland Curricular

Overview

E-Safety Assemblies

Use of CEOP materials –

http://ceop.police.uk/

and Safer Internet Day resources

http://www.saferinternet.org

Cookery and baking skills linked

with themes e.g. Shrove Tuesday,

Fairtrade Fortnight, Christmas

etc.

Seed to Supper Project in

association with Lochaber Rural

Education Trust gives pupils the

opportunity to learn about

planting and growing

Continual

formative

assessment

against success

criteria by

teacher, pupil

and peer.

http://ceop.police.uk/

http://www.saferinternet.org/


‘The World in Our Kitchen’ Week

Expressive Arts

Art and Design

Music

Dance, Drama

and Role Play

Implementation of CfE

Experiences and Outcomes are

delivered through contextualised

learning

Room 13 Art Activities

Kodaly Music

YMI – Feis Lochaber

Visiting Music Instructors –

chanter, wind, brass, strings

Big Sing – weekly sessions

Lochaber Music Festival

Lochaber Mod

Christmas Nativity Shows

Assemblies/School Shows

Modern Dance Club

Workshops provided by Kilmallie

Free Church:

- Christmas Unwrapped

- Easter Cracked

Continual

formative

assessment

against success

criteria by

teacher, pupil

and peer.

Pupils constantly

reflect on their

skills

development as

part of their on-

going reflection

about learning.

Religious and

Moral Education

RERC

Implementation of ‘This is Our

Faith’ – RE Programme for

Roman Catholic Schools

Pope Francis Faith Awards

Programme (P6 and P7)

Preparation for the Sacraments

of Confirmation, Reconciliation

and Holy Communion (P4)

Continual

formative

assessment

against success

criteria by

teacher, pupil

and peer.


Religious Worship through

school/class Masses and

Assemblies

Use of outside agencies to

support RERC in Assemblies e.g.

Craig Lodge, Kilmallie Free

Church, Faith Mission

Involvement in parish services

throughout the Liturgical Year

e.g. Stations of the Cross,

Rosary, World Day of Prayer


THE PRINCIPLES OF CURRICULUM DESIGN

Challenge and Enjoyment

At all stages, learners of all aptitudes and abilities experience an

appropriate level of challenge to enable each individual to achieve

his/her potential.

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 to ensure

that children are active in their learning.

Support is provided to enable learners to sustain their effort.

Breadth

Staff ensure breadth across all areas of the curriculum.

Our curriculum is organised to ensure that all children will learn and

develop through a variety of contexts within the classroom and in

other aspects of school life.

Highland Curricular 3 Year Overview ensures breadth of coverage in

Science, Social Studies, Technology and Health and Well-being.

Progression

Highland Council Curriculum Progression Frameworks are used as a

reference to ensure progression.

Effective forward planning ensures that children build on prior

learning, knowledge and achievements.

Forward planning shows clear progress through experiences, outcomes

and significant aspects of learning.

Children are able to progress at a rate which meets their needs and

aptitudes.


Depth

Children area able to share what they already know and what they

want to find out.

Children know what they need do to achieve their next steps in

learning.

Younger children at Early Level have quality opportunities to learn

through play.

Higher order questioning is used to encourage depth of learning

(Blooms Taxonomy).

Personalisation and Choice

The curriculum responds to individual needs and supports particular

talents and aptitudes.

Children set their own targets and are involved in agreeing the

success criteria.

Children use mind maps at the start of each topic, and decide what

they wish to learn and how they would like to learn.

All children have opportunities to participate in decision making

through committee groups.

Coherence

Children’s learning activities should combine to form a coherent

experience.

Where appropriate, links are made and learning is contextualised.

Relevance

Lessons are linked to real-life experiences.

Individualised Education Programmes are in place for children who

require specific approaches to meet their needs and interests.

Children are encouraged to see the value of what they are learning,


and its relevance to their lives now and in the future.

What the parents say …

“The school has a very positive ethos, and the staff are so supportive.”

“The children get a very good education, and they develop a range of

skills which will help them in later life.”

“The school has an excellent website, and we are able to see what the

children have been doing through photos and texts.”

“Great to see so many achievements in the school and in the

community.”

“As a new parent of the school, I have found both staff and children

to be very pleasant and welcoming. My daughter has settled in well

and is learning in a safe, secure and enthusiastic environment.”

“Great enthusiasm and good communication from the school has

allowed us to support and develop our children’s learning at home.”

“We are always kept informed of our child’s progress and about what

is happening in the school.”

What the children say …

“Everyone is really welcoming. If you are new to the school you make

friends quickly. Everyone is kind.”

“We have lots of pupil committees which means we have a say in

what happens in our school. I am on the Rights Respecting Schools

Committee.”

“The teachers are all really nice to us. They teach us exciting lessons

and help us to understand difficult things.”

“In our school we learn different languages. This will help us when we

go to the High School and also when we leave school.”

“We get lots of opportunities e.g. skiing, mountain-biking, Seed to

Supper, the Music Festival and class trips.”


“Learning in our school is always fun. We learn lots through being

active in lessons, and also using computers.”

“It is a very busy school and it is well-organised. There is always a

variety of different activities for us to do every week.”

“We are a sporty school! We get very good PE lessons and we have

opportunities to play a range of sports. We also enjoy taking part in

sports competitions with other schools.”

“Our school raises lots of money for charities. We get to organise fun

activities to raise money for children who are less fortunate than we

are. Our motto is: ‘Children helping children’.”

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