Giving our children the best possible start in life.
Giving our children the best possible start in life.
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Our emerging thinking in developing our curriculum started with our vision of ‘giving our children the best possible start in life’. This, together with the four purposes, underpins everything that we do and has shaped our thinking. The purpose of our curriculum, our ‘Why?’, is to support our children to thrive in an ever changing world ensuring that the four purposes are at the heart.
Through our work around these early developments, we have taken a research informed approach, putting a focus on developing pedagogy and a shared understanding of effective teaching. We will keep our curriculum under review through monitoring the effectiveness of the transfer of both knowledge and skills during each termly project and use this to inform future plans.
At the heart of our curriculum model is our aim for long-term life learning. Through our provision we teach the key concepts within each of the AoLEs, building progressively upon secure, prior knowledge within a broadly context based framework. This enables our children to revisit and build upon the what matters statements at an increasingly deeper level as they move through our school. This results in deep, sustainable learning that is meaningful and transferable.
Our curriculum is skills based and knowledge rich. We want our children to produce exceptional outcomes whilst developing their independence, curiosity and creativity, We want to produce collaborators, innovators, leaders and, more than anything else, young people who are ready to lead fulfilling lives as valued citizens of Wales and the World.
CSC Design Thinking Model
CSC Design Thinking Model
The Design Thinking Model has underpinned our development of our curriculum provision.
Assessment
Assessment
Assessment has a fundamental role within our curriculum provision enabling each individual learner to make progress at an appropriate pace, ensuring they are supported and challenged accordingly. Both summative and formative assessments are used; These include, but are not limited to, a range of National Test materials, diagnostic tests and our own assessments to track progress.
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