Freemantles Primary

High COIN Centre Curriculum

1. Philosophy

The COIN centre is a joint venture between Worplesdon School and Freemantles School, therefore it will share the philosophy and vision of both settings;

 

At Worplesdon we give pupils opportunities to develop the skills needed to become well-rounded, articulate, independent and confident members of a constantly evolving society, valuing themselves and others and feeling inspired by the world around them. At Worplesdon our curriculum is centred around the needs of our pupils, with the following four drivers at the core of our delivery of the National Curriculum (2014)

  • building resilience
  • inspiring curiosity
  • promoting teamwork and independence
  • instilling empathy

 

The Freemantles school mission is for Freemantles School and the community, especially parents and carers to work together to challenge each individual pupil to achieve as much as they can in their:

  • Emotional Wellbeing
  • Communication
  • Social understanding
  • Independence
  • Functional Academic progress

In order that they are able to live contented lives participating actively in society.

 

2. Aims

  • To provide a broad and balanced curriculum that meets the needs of individual pupils and promotes the importance of basic skills
  • To develop a skill set which enables pupils to investigate and interpret the world around them,
  • articulating what they understand with rich, subject specific vocabulary
  • To encourage pupils to recognise and value the communities that they belong to
  • To uphold strong British Values
  • To foster a love for learning and life

 

3. Objectives

  • To use the Quigley Essential tools as a basis of our long and medium term plans
  • To design a meaningful and purposeful curriculum which is underpinned by our four school drivers
  • To ensure the curriculum provides pupils many opportunities to repeat curriculum objectives, giving
  • them the best opportunity to master the curriculum
  • To provide regular training for staff so that the curriculum is regularly reviewed and adapted to meet the needs of pupils.

 

4. Provision

Our curriculum is categorised in two ways:

4.1 Breadth

Allows pupils in Key Stage 1 and Key Stage 2 to study the following foundation subjects alongside the core subjects, English, Maths and Science: History, Geography, Religious Education, Personal, Social and Health Education, Design and Technology, Art and Design, Computing, Physical Education, Modern Languages and Music. In the Early Years, the curriculum is focussed around 7 areas: Personal, Social and Emotional Development, Physical Development, Communication and Language, Literacy, Mathematics, Understanding the World, Expressive Arts and Design. These elements develop the skills necessary to access the National Curriculum. Further information regarding this can be found in the Early Years Policy.

 

4.2 Depth

Increasingly allows pupils to make decisions for themselves, enabling them to become independent learners. Whilst coverage is our goal for the ‘breadth’ elements, repetition and increasing understanding is our goal for the ‘depth’ elements. Our curriculum ‘drivers’ shape our teaching across the school so that every opportunity is taken to relate learning to the needs of our pupils. Continuous study of National Curriculum subjects once pupils enter Year 1, enables them to gain a growing developmental understanding of the matters, skills and processes in our curriculum.

As a COIN centre, our pupils will spend time within the centre provision and time included with mainstream peers;  

Each child will have an individual inclusion plan, based around their strengths and preferences. The aim will be to maximise the time they are able to spend in the mainstream, taking into account their emotional wellbeing as well as social and academic development.

  • Children will include into the appropriate year group for their age, with an aim to develop friendships and relationships with appropriate peers.
  • With 3 children per year group, each including with their mainstream peers, both classes will be encountering a range of different topics. The curriculum in the centre will therefore be based around broader themes. There will be opportunities to focus in on particular topics through group topic work, pre-teaching of vocabulary and preparation for joining in with the mainstream

 

5.Progression & Assessment

5.1 Progression

Our curriculum is organised into three milestones. Each milestone has a set of indicators that are also repeated through three cognitive domains: Basic, Advancing and Deep. It is expected that the vast majority of pupils will have an advancing understanding by the end of a milestone, and that some will have a deep understanding. Some pupils will need to follow on the small steps to help them along on their learning journey; that’s the idea of pebbles, it’s the curriculum for pupils who are not ready to work on the milestone. We will be utilising the expertise of both staff from specialist provision and mainstream to develop progression for student that means their individual.

5.2 Assessment and Reporting

We assess pupils’ depth of understanding continually throughout the year, with formal checkpoints at the end of each term. These are used as a forecast as to whether pupils are on track to meet our curriculum expectations for the end of a milestone. Parents are informed about their child’s attainment in core subjects termly (through parents evenings) and foundation subjects at the end of each academic year. All pupils within the centre will have an EHCP and therefore their progress will be assessed against annual review targets, intervention logs and through termly IEPs. We will use appropriate assessment tools for particular pupils, such as the AET Autism Progression Framework and the Quigley assessment strand for personal development.