Section 1 : CURRICULUM DESIGN



CURRICULUM DESIGN

2016-2017

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Values

At Kinlochewe Primary School we work together as a community to provide a happy, secure and stimulating environment where children are motivated to learn, are valued as individuals and encouraged to reach their full potential through our curriculum for excellence.

We aspire to:

• be a learning organisation capable of continuous improvement

• be a school where high quality learning and teaching are accepted as the norm

• be a place where children’s safety and welfare is of the utmost importance

• be a school where children are supported and encouraged to achieve their maximum potential across all areas of the curriculum through all stages of their emotional, intellectual and social development

• be a place where opportunities are given to achieve in the wider world so children may become successful learners, confident individuals, effective contributors and responsible citizens.

• be a school where health promotion and environmental care are given prominence so children may learn life-long attitudes and skills to support them and the world they will inhabit.

• encourage all pupils to be outward looking; young people who celebrate diversity, show tolerance and who develop skills to enable them to build relationships of value in their lives.

• be a school where children take an interest in local and global issues and appreciate how people and places are interdependent on each other

• provide equal opportunities for each child irrespective of gender or race

• be approachable to parents, work with the Parent Council and encourage their interest in their children’s education

• promote links with the community, local businesses and partner agencies

In carrying out all aspects of our work we aim to:

• have integrity, show compassion, be impartial, show fairness, tolerance and demonstrate mutual respect

• have an environment where everyone feels welcome and valued

• seek progress through partnership, working closely with people with whom we share a common purpose

The children felt the original school aims were too difficult for them to understand so we simplified them together and came up with this logo!

School should aim to be...

Kind

Interesting, interactive

New every day, nature loving, necessary

Learning, light

Outward looking, open, outgoing, outside, outstanding

Challenging, cheerful, calm, creative, clean, challenging, caring & current

Happy, healthy, helpful, honourable, honest

Enjoyable, exciting, energetic, equal,

Welcoming, wise, wonderful, worldwide, well-behaved, working hard

Entertaining, environmental, educational

Reviewed 2015/16 Parent Council Meeting

Pupil Review and Revised 2015/16

What makes us a successful school?

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• we are located in the heart of the community with a strong sense of belonging and are familiar with different generations of families

• we use our special outdoor surroundings to help us learn

• we are proud of our transitions

• we work hard to link our curriculum with local resources and people eg Heights/Loch Maree/Farming Projects

• we have 4 Green Flags showing our commitment to sustainable living and the promotion of life-long ideals

• we have a flexible and enthusiastic team and work hard to develop new ideas

• we self-evaluate honestly

• we have supportive parents who fund-raise and help us in practical ways to deliver our curriculum

• we value other people’s opinions and use them to help us improve and reflect

• we communicate clearly to parents and keep them informed with regular newsletters, through our website, meetings, through events and by having an open door policy

• we have a caring ethos

• we meet learners needs through the Highland Practice Model

• our attainment is high especially in Maths and Language

• staff have up-to date and relevant training

• we are outward looking and thinking and respond to local and global issues

Rationale

• We want a curriculum that will raise standards by developing an interest and enthusiasm for learning.

• We want a curriculum that takes into account the most recent research. Health and Well-being and Outdoor learning are at the heart of our curriculum and we have achieved nationally recognised awards for our work in these areas. We ensure children have opportunities to experience and be challenged by outdoor and residential activities from P1-7.

• We want a primary curriculum which develops a rigorous interdisciplinary approach. We know that topic and thematic work is the way to interest young children but that it needs to be planned with rigour and structure and with links made across the curriculum.

• We want to promote ideas of lifelong learning and skills development and aim to lead by example.

• We want a curriculum which develops pupil’s creative approaches to learning whilst raising standards. e.g. Imagination is developed, pupils are encouraged to come up with their own ‘original’ way of doing something, pupils evaluate their work in relation to success criteria, and with support think of next steps to improve their work

• We want to develop learning in different ways; out of doors, through play, in small groups, through art, music and sport, by listening, watching and doing.

• We use ICT to enhance our teaching and learning

• We believe that transition should be supported and work as a school and with partners to develop key areas at Nursery/P1 and P7/High School

• We want our curriculum to be current for children to be aspirational and to help develop the young workforce of the future

Global Dimensions

• We want our pupils to recognise their contribution and responsibilities as citizens of the global community and so believe in equipping them with the skills to make informed decisions and take responsible actions. By including the global dimension in teaching means that links can be made between local and global issues.

• It also means that our pupils are given opportunities to: critically examine their own values and attitudes; appreciate the similarities between peoples everywhere, and value diversity; understand the global context of their local lives; and develop skills that will enable them to combat injustice, prejudice and discrimination. Such knowledge, skills and understanding enables young people to make informed decisions about playing an active role in the global community.

• We include a global dimension into many of our Social Studies topics and IDL for these purposes.

• In RME we study all the major world religions to foster ideas of tolerance and understanding

• We have links with a school in Malawi and have organised an enterprise project to create and support a local orchard

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• We are also investigating possible links with a school in Norway

KINLOCHEWE PRIMARY SCHOOL CURRICULUM FRAMEWORK

Principles

• Literacy, Numeracy & Maths, Sciences, ICT, Health and Wellbeing, Current Affairs and PE are taught every week with a varying focus

• Literacy and Maths are timetabled daily

• Wherever possible Literacy, Science, Health and Wellbeing, Social Studies, Expressive Arts and ICT are linked to the Context for Learning

• Subject areas are taught discreetly if there are no appropriate links to the topic being taught

• Planning systems build on prior learning and identify next steps. They now incorporate a focus on skills development.

• Termly topics are based on pupil choice and teacher guidance

• We use a flexible cyclic programme to help us ensure delivery of all the experiences & outcomes within CfE

• Topics can take the form of individual one-off projects or longer courses of study

• IDL is planned around clear purposes – it makes connections between different areas of learning, tenuous links are avoided and not made for the sake of it.

• progression in skills, attitudes and in knowledge and understanding are valued and encouraged

• opportunities are provided for mixed-stage learning which is interest-based

• opportunities are provided for pupils to lead their own learning where possible

• IDL contributes to the life and ethos of the school as a community

• Opportunities for personal achievement are sought

• We have a flexible timetable for whole school inter-disciplinary learning linked to International/ Global/Sustainable Education and in order to take advantage of national/local events and one-off opportunities

• Staff engage in professional dialogue to share standards in learning teaching and assessment

• We engage in peer and self-assessment as a whole school community

• We promote the use of learning intentions and success criteria

Through engagement with the four capacities we want our children to become:

Successful Learners:

• Use literacy, communication & numeracy skills

• Use technology for learning

• Think creatively & independently

• Learn independently & as part of a group

• Make reasoned evaluations

• Link & apply different kinds of learning to new situations

Confident Individuals:

• Relate to others & manage themselves

• Pursue healthy & active lifestyles

• Be self-aware

• Develop & communicate their own beliefs and views of the world

• Live as independently as they can

• Assess risk & make informed decisions

Responsible Citizens:

• Develop knowledge & understanding of the world & Scotland’s place in it

• Understand different beliefs & cultures

• Make informed choices & decisions

• Evaluate environmental, scientific & technological issues

• Develop informed, ethical views of complex issues

Effective Contributors:

• Communicate in different ways & in different settings

• Work in partnerships & teams

• Take initiative & lead

• Apply critical thinking in new contexts

• Create and develop

During the course of all of our learning we aim to develop positive attitudes and skills

Skills to be developed…

|Observing describing and recording |Interacting with others and developing an |Developing reasoned and justified points |

| |awareness of self and others |of view |

|Comparing and contrasting to draw valid |Planning and reviewing investigation |Developing and using maps |

|conclusions |strategies | |

|Exploring and evaluating different types of |Developing critical thinking by using |Interpreting and displaying graphical |

|sources and evidence |information from a wide variety of sources |information |

|Development of curiosity and problem solving |Discussion and informed debate |Awareness of sequence and chronology |

|skills and capacity to take initiative | | |

|Oral presentation skills |Written presentation skills |Multi-media presentation skills |

We are now focussing on skills development using Bloom’s Taxonomy and are beginning to use the language with the children to help them understand the skills they are developing and the relevance of what they are learning. Teacher’s planning incorporates the development of these skills.

|REMEMBERING |UNDERSTANDING |APPLYING |ANALYSING |EVALUATING |CREATING |

Starting Points -Timetabling

• Kinlochewe Primary School has allocated teaching time according to our judgement of what is best for our children based on the values and ethos outlined above.

• Our curriculum is flexible in that we teach some subjects in some weeks, or terms, and not in other weeks, or terms, however there are some basic principles which are outlined in the following table.

• The timetable allows for lessons of varying lengths from 30 minutes to 90 minutes.

• Literacy and Maths/Numeracy can be taught in the mornings or afternoons although more often they are taught in the mornings.

• Our curriculum is delivered flexibly but our monitoring ensures balance overall. It is refreshed on a termly basis to take account of outreach workers/CCR time etc.

• The approximate time allocation per week is outlined in the following table.

|Subject |Key programme |Further information |Hours |

|Language |Highland Literacy Programme / Steps|Literacy and English is taught either through a specific |6.0 |

| |to Success |lesson each day or through IDL work. | |

| | | | |

| |Various resources used including |Additionally, there is focused teaching in basic skills | |

| |Jolly Phonics |which includes phonics, spelling and handwriting. There is | |

| |Prim ED Spelling |also a focus on speaking and listening skills in all | |

| |Stareway to Spelling |lessons. | |

| |Nelson handwriting/grammar and | | |

| |punctuation |Current Affairs are taught on a weekly basis and used to | |

| | |develop various literacy skills | |

| |Big Writing Amalgam | | |

| | |We use the ORT levels 1-11 to provide a progressive | |

| | |framework for reading. This is followed by treetops Chapter | |

| | |Books and a variety of novels, poetry and non-fiction texts | |

| | |which are sometimes chosen by the children. | |

| | |P1-3 are heard daily and we operate a buddy reading system. | |

| |ORT/Treetops |Older children read in groups, or have individual books | |

| |Novels |based on their specific needs. This year we have introduced | |

| |Speedy Readers |Speedy Readers as an additional resource. | |

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| | | |5.0 |

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|Mathematics |Various including: |We allocate 45-60 minutes daily for the teaching of maths. | |

| |New Zealand maths resources. |Mental and oral maths and problem solving form part of the | |

| |TeeJay CfE Maths |daily and weekly lessons. | |

| |Scottish Heinemann |There is a whole school overview for the teaching of maths | |

| |Peter Patilla Mental Maths |which ensures appropriate breadth and depth of coverage. We | |

| |Maths on Target |follow the | |

| |programme- includes written, oral, |Highland Numeracy Progression. | |

| |practical and ICT led activities | | |

| |Problem solving real life contexts |Numeracy is a development priority for our school. The | |

| |(Scholastic) |children are being taught to develop both knowledge and | |

| |Sumdog |strategy. There is a focus of breadth, challenge and | |

| | |application of maths skills. | |

| | | | |

| | |We make good use of ICT to enhance and develop numerical | |

| | |skills. | |

| | | | |

| | |Sumdog is used by all children in P3-7 as a home school | |

| | |mathematics tool. | |

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|Science |Highland Science |Science is taught every week. |1.00 |

| |Various resources our programme is |We are moving towards shorter topics re-visited more often | |

| |based on the Highland Science |through P1-7. | |

| |programme developed on GLOW | | |

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| | | |1.00 |

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|ICT |Education City supports English and|We allocate time for development of ICT skills and | |

| |Maths work and activities |capability. These lessons are linked wherever possible to | |

| |timetabled on a daily basis |IDL | |

| | |We have 2 computers in the classroom and have recently | |

| | |purchased an i-pad. | |

| | |Children are being encouraged to use GLOW and communicate | |

| | |via e-mail with children in another local school. | |

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| | |We allocate 2 hours per week for the teaching of PE. Over |2.00 |

| | |the session this includes dance, gymnastics, athletics, | |

|PE | |games etc, outdoor and adventurous education including cross| |

| | |country and swimming. | |

| | | | |

| | |We incorporate Better Movers, Better Thinkers into our | |

| | |activities and employ the use of outreach workers eg ICT | |

| | |fitness training where appropriate and available. | |

| | | | |

| | |We walk every day for approximately 1 mile on the days we do| |

| | |not have PE | |

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| | |We have enhanced our playground equipment to improve | |

| | |physical activity & provide challenge | |

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|Health and Wellbeing |Prim-Ed |Each week there is dedicated time for the teaching of |1.00 |

| |Various other resources |Personal, Social and Health Education | |

| |Resilient Kids |HWB values are embedded in the daily life and ethos of | |

| |Working with other health |school | |

| |professionals |Mindfulness Activities are incorporated into our curriculum | |

|Social subjects |Topic work, including IDL is taught for a minimum of 3 | |

| |hours per week. The length of teaching time spent on each | |

| |subject within a topic varies. It could last for an hour | |

| |per week, or take up the whole allocation of 3 hours a | |

| |week. It has strong links with literacy. | |

| |A specialist teaches music for 1 hour a week. Art is | |

| |strongly linked to topic work and IDL planning. Drama | |

| |forms part of IDL work and is focussed in Term 2 for an | |

| |annual production. | |

|Expressive Arts | | |

|Technologies | | |

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|International and Global |The global dimension explores what connects us to the rest|Every year, within Social Studies/RME/Health and |

|dimensions |of the world. It incorporates the concepts of global |Wellbeing/IDL, teacher’s planning includes some aspects|

| |citizenship, conflict resolution, diversity, |of global awareness together with links to the wider |

| |human rights, interdependence, social |international arena. |

|Current Affairs |justice, sustainable development and values and | |

| |perceptions. |We write letters each term to pen-pals in Malawi and |

| | |receive feedback from GHS. |

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| | |We have weekly current affairs lessons with a literacy |

| | |focus. |

| | |Children also learn about laws and legislation and the |

| | |work of UK parliaments. |

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| | |We are currently working on a possible development with|

| | |the RSPB to set up links with a school in Norway – the |

| | |common interest being sea eagles. |

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|RE |Usually taught as a stand- alone subject but cross |Our coverage of the RME curriculum includes the CfE Es |

| |curricular links are made where possible. Christian values|& Os relating to Christianity: Beliefs; Values and |

| |are encouraged through HWB. We have regular visits from |Issues; Practices and Traditions and World Religions |

| |Open the Book. |selected for study: Beliefs; Values and Issues; |

| | |Practices and Traditions |

| |We hold assemblies which embrace stories from all world |Children study all the major world religions to promote|

| |religions and moral issues and allow children to |tolerance and understanding. |

| |informally share their views. | |

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| | |Following Highland MLPS Programme |

|MFL |Taught across the school | |

| |French and Gaelic |Delivering languages through |

| |(specialist Gaelic teacher) | |

| | | |

| | |All children from P1-7 participate in modern language |

| | |lessons |

We are now using the Frameworks on the Highland Site on GLOW to support our learning and teaching.

PE as part of HWB

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One hour of PE each week is planned by a visiting teacher. (Mrs Trish Macdonald) The class teacher (Mrs Lorna Nelson) teaches the 2nd hour of PE using the Better Movers, Better Thinkers programme of work.

The second hour of PE may be blocked for swimming, shinty, golf, Better Movers Better Thinkers, Omnikin etc. or it may be for training purposes such as for up-coming cross country races or festivals, to develop skipping and dance co-ordination skills, ball skills, team games, co-operation etc.

The main focus of PE lessons is to help children develop specific physical skills, develop teamwork and co-operation skills, use space and tactics, show tolerance, and develop problem solving and decision making skills.

We are now able to extend some of these skills through a newly installed trim trail in the school grounds which has provided much enjoyment and personal challenge.

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As well as our 2 hours of PE a week we also engage in regular short slots of physical activity whenever possible. This includes walking 1 mile a day on the days we do not have PE. (up to a maximum of 5 miles per week).

We have found that this:

• Breaks up the day and supports the needs of children with low attention spans

• Helps build concentration and attention in a physical format

• Helps build awareness of the enjoyment and lifelong benefits of daily exercise

• Ensures the heart rate is raised each day

• Helps to build stamina

• Helps to build on motivation and determination

• Re-enforces the benefits of training

• Builds rhythm and timing in short manageable bursts

• Develops strength, co-ordination and ability

• Keeps children who are not naturally interested in sport or exercise focussed and interested because it is only for a short time period

• Helps maintain and develop self –esteem

• Helps children work towards personal bests & identifies small achievable targets

• Focuses more on achieving individual rather than team targets or skills

• Puts less pressure on children as they have their own starting points and can work at their own pace and ability without team or group expectations

• Allows children who are inactive at home to participate in meaningful daily exercise

• Takes account of different learning styles

• Is fun!

PE is held in the Village Hall which is about a mile away. In the summer months PE is held outside whenever possible. The small school grounds are utilised for this purpose as is the local environment when appropriate. There is a small grassed area next to the village hall we can also use but use can sometimes be limited due to wet, boggy conditions and midges.

We also take children to county level sporting events for this reason and have had particular success in badminton, cross country and athletics with children achieving personal bests.

HWB in our Curriculum

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HWB is promoted through a well taught and resourced using a programme devised within our ASG to support shared standards. It is integrated into the ethos and daily life of our school and includes specific activities to develop the 4 capacities and promote physical, mental and emotional well-being, co-operation and leadership skills.

Eco-schools is just one vehicle used to integrate HWB in our school life and promote life-long learning, skills development and attitudes. There are many examples of the different activities we engage in on our school website. We have close and good working relationships with our local health centre and police and such visitors are a regular feature of our commitment to delivering high quality health promotion material.

Regular activities or support features include:

• Weekly playground pals

• Pupil Council

• School garden and outdoor space for activity and reflection

• A Friendship seat

• Vegetable /school lunch challenges

• Tooth brushing – Childsmile

• Walk to School Weeks

• The Big Pedal

• Safe Internet Advice

• Buddy System

• Messenger responsibilities

• Sweetie free school – agreed with parents

• Supporting charity events

• JRSO

• CPR training – Scottish Ambulance Service etc. etc.

• Residential outdoor activity trips

• Resilient Kids

• Safe Highlanders

• Visits from other health professionals

Kinlochewe Primary School at present follows a 7 Year Rolling Programme for Social Subjects and a 5 year rolling programme for Science, RME Technologies and Health and Wellbeing although links with social subjects are made more frequently when appropriate. The rolling programme is flexible and the context for learning may be changed according to pupil choice or local/national initiatives. eg The Commonwealth Games In HWB our topics may change at short notice in response to the individual needs of the group at that time.

KINLOCHEWE PRIMARY SCHOOL

Social Studies/Science/HWB/RME Cyclic Programme

| |TERM 1 |TERM 2 |TERM 3 |TERM 4 |

|YEAR 1 |TRANSPORT |COMMUNICATIONS |KNIGHTS & CASTLES |THE SEASHORE |

|2016/2017 |Renewable energy – Solar power |Renewable energy- wind/hydro |The Senses/HWB crossover|Renewable energy - Tide/Wave power |

| |Swimming/Water Safety |power |Hinduism |SEX Ed P6/7 |

| | |Personal Hygiene | |People who help us |

| | |Social Skills | | |

| | |Pantomime | | |

| | | | | |

|YEAR |MARY QUEEN OF SCOTS |MEDIA STUDIES |POLAR REGIONS |OUR SCHOOL |

|2 |Composting and Bio Mass |Food Technology – Micro |Materials |Life cycles |

| |Swimming |Organisms Mould/Bacteria |Solids and Liquids |Living/Non living |

| |Water Safety |Influence of Media |Insulators |Classification |

| | |Food Labelling |Living in a cold |Food webs |

| | |Pantomime |climate-Science |A Place Like Mine- Racism |

| | | |crossover |Food Journeys |

| | | |Christianity | |

|YEAR 3 |RIVERS |HOMES & HOUSES |BRITAIN SINCE 1945 |OLYMPICS-SPORT & LEISURE |

| |Floating/sinking/buoyancy |Structures |Electricity |My body |

| |River creatures |Design/Technology |Nutrition |Physical Exercise |

| |Water Safety |Coping with Change |Judaism |Rest & Relaxation |

| |Swimming |Stress/Bereavement | |SEX Ed P6/7 |

| |JRSO Road Safety |Pantomime | | |

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|YEAR 4 | | | | |

| |OLYMPICS Review |WILLIAM WALLACE |SCOTLAND |OUR LOCAL AREA – Loch Maree |

| |See-views (Sea eagles) |Learning to be a Scientist |Eco-Schools |Year of Natural Scotland |

| |Food Science & Technology |Food & Nutrition |Wildlife areas |Under our feet – rocks and soil |

| |Chemical reactions |CPR Training |Child Development |Gardening |

| |Food Seasonality |Working as a team |Baby project |Child Development |

| |Swimming | |(1 year project) |Baby project |

| | |Pantomime |Stereotypes |Friends/Bullying |

| | | |SEX ED P5-7 |Transitions |

| | | |Inherited | |

| | | |characteristics | |

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|YEAR 5 | | | | |

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| |SUPERHEROES |FRANCE/French focus |WW2 |2014 COMMONWEALTH GAMES |

| |Lit/HWB/EA focus |Colour |Sound |GLASGOW/Geography Focus |

| |Light |Pantomime |Substance Misuse |Forces |

| |Swimming |Team work/Child Development |Drugs & Alcohol |Exercise/Sleep/Rest/Diet |

| |Responsible Citizens |Baby project | |Personal Hygiene |

| |Hinduism |Nutritional needs | |Gardening |

| | |Hinduism contd Christmas | | |

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|YEAR 6 |DRAGONS |DINOSAURS |VICTORIANS |FARMING |

| |Design Technology/model making |Magnets |Solar System |Living Things/ Plants & Fertilisers |

| |World of Work |The World of Work |Keeping Sea Trout |Food Journeys |

| |Swimming |Pantomime |Islam |Preparation/Cooking |

| | | |Keeping Safe |Food labelling |

| | | |Strangers |Gardening |

| | | |Internet |Parliamentary Elections |

| | | |Phones |SEX Ed.P6/7 |

| | | |Resilient Kids | |

|YEAR 7 |PIRATES |WATER |WEATHER |A WALK THROUGH TIME |

| |Floating & Sinking-Water |Body Systems/cells & |Natural Disasters |Our Senses |

| |Islam |inheritance |Buddhism |Electricity |

| |Swimming |Sikhism | |Families |

| | | | |Mental Health/Mindfulness |

| | |Pantomime | |Gardening |

| | | | |Rights & responsibilities |

| | | | |Democracies |

| | | | |Elections |

Updated February 2013 –following E/O tracking review

Updated September 2013 - staff changes/pupil consultation/tracking E’s & O’s

Updated August 2014

Eco- Schools to be continued as means of delivering sustainability outcomes

Enterprise opportunities to be taken and planned for as additional areas..

In the past our cyclic programme has meant most topics covered a whole term. We are now looking towards doing shorter topics to cover more areas and E’s & O’s. This would mean children may look at similar contexts more than once in their primary career but with a slightly different focus.

eg natural disasters

The following are specific Science/ HWB/Social Studies areas we have identified from the Experiences & Outcomes and are incorporated in building our curriculum:

Science Topics

| | | | |

|Living/Non Living Things |Building & caring for a Wildlife |Plants & Fertilisers | |

|Classification |Area | |Energy Sources |

|Eco-systems & food Chains | | |Sustainability |

| | | |Waste Reduction |

| | | | |

|Reducing waste |Renewable Energy |Water |Floating/Sinking |

|Micro-organisms | |Water Cycle |Buoyancy design project |

|Moulds/Bacteria | | | |

|Composting | | | |

|Bio-mass | | | |

| | | | |

|Solar System |Forces |Electricity |Sound |

| |Magnets/Gravity |Batteries | |

| |Friction | | |

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|Colour |Light |Our Senses |Body Systems Cells |

| | | |Inheritance |

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|Materials |Rocks & Soils |Chemical reactions |Scientific Discovery |

|Solids/liquids |Volcanoes | | |

|Insulation | | | |

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|Topical Science |Design Technology | | |

| |Model making | | |

As identified from Experiences & Outcomes First & Second Levels

September 2013

HWB Topics

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|Feelings |Life Changes |Friendship & Respect |Mental Health |

|Managing Emotions |Bereavement |Loneliness |Living with disabilities |

|Where to go to get help | |Bullying | |

|People who help us | |Popular Culture | |

| | |Peer Pressure | |

| | | | |

|Rights & Responsibilities |Representing school in the wider |The Human Body |Keeping Safe |

|Values |world |(Science links) |Managing risk |

|Making school a welcoming place |Building confidence -taking | |Travelling |

| |opportunities | |Stranger danger |

| |Team Building | |Internet/Phones |

| | | |Sun/Water/Fire |

| | | |Safety |

| | | |etc |

| | | | |

|First Aid |Recognising achievements & skills|The World of Work |Sport |

|Responding in Emergency situations|Evaluating & planning ahead | |Fitness |

| | | |Developing skills |

| | | |Swimming etc |

| | | | |

|Exercise/Sleep/Rest |Healthy Eating |Food preparation |Advertising & the Media |

|Relaxation/Diet/ |Nutritional needs according to |Food journeys |Food labelling Systems |

|Personal Hygiene |age/circumstance/ |Local produce | |

| |finance |Seasonality | |

| |religion/culture |Sustainability | |

| | | | |

|Alcohol & Tobacco |Drugs |Sex. Ed |Body language & communication |

| | |Puberty | |

| | |Body changes | |

| | | | |

|Different Types of Families | | | |

|The Role of Parents & Carers | | | |

As identified from Experiences & Outcomes First & Second Levels -September 2013

Social Subjects Topics

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|Using evidence from the past |Places in the past |People in the past |Exploring the local environment |

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|Scotland’s landscape |Caring for the environment |Food & Agriculture |Comparing/contrasting communities |

| | |Farming | |

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|Weather |Climate Zones |Land Use |Maps |

| | | | |

|Needs & Wants |Rules & Responsibilities |Local Community Organisations |Money & Society |

|Ethical trading |Living in a Democracy |Decision making |goods & services |

| | | | |

|Enterprise Project |Natural Disasters |Journeys & Transport |Current Affairs |

| |Global Health |Communications | |

| | | | |

|Discrimination |Living in a Democracy |Scotland’s place in the world | |

| |Elections | | |

As identified from Experiences & Outcomes First & Second Levels

September 2013

Outdoor Learning

• Opportunities for outdoor learning are made good use of e.g. school garden area, planted tubs, wildlife area. All pupils are involved in organising and maintaining the school playgrounds and garden.

• The local area, such as the beach, river, loch and woodland areas are used for a range of investigations.

• The school achieved its first Green Flag status in 2009. We now have 4 Green Flags. The Eco Committee is planning for the next stage in renewing the school’s status.

• In the past SNH and Letterewe Estate were involved in the planning and development of the school garden. They also provide input into ongoing topic work as appropriate.

• Children have the opportunity to attend a residential activity in the Cairngorms every other year. This means that most children are able to enjoy and experience this part of their learning at least 3 times in their primary school career. We highly value the opportunities for wider achievement this provides to the children.

• In intervening years a day’s outing is arranged for the whole school. In the past few years this has been to Fairburn Activity Centre or the Cairngorms at pupil request.

• We have installed a trim trail and climbing equipment in our school grounds to encourage outdoor play and skills development

• We have a pond in the school grounds to enhance outdoor learning and use nearby facilities on the Beinn Eighe Nature Reserve

• We work with external organisations such as Wester Ross Fisheries to grow and return sea trout to the wild and the RSPB whose See Views Project involved Sea Eagles and gave us further links with SNH and the local Visitor Centre

• We are hoping to establish links with a school in Norway with sea-eagles as our common theme

• In 2013 we received a John Muir Discovery Award for our work on Loch Maree and the surrounding area

• We have worked with local historians on three specific local history projects

Encouraging creativity in Kinlochewe Primary…

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• As a school we encourage children to develop their own creative approaches to their learning and to lead their own learning when appropriate

• We encourage children to develop their imagination through writing, art, dance, drama and play and ensure they have appropriate stimuli and equipment/resources to foster this approach

• We value “out of the box” thinking and provide opportunities for children to develop problem solving strategies

• We help children to become resilient learners when things may not always work with a first attempt

• We use indoor and outdoor space and our local environment to support creative thinking and activity

• Our school grounds have tyres, quiet spaces, a willow dome and a sand pit to stimulate creative play

• Our school grounds and garden allow children to grow and develop their creativity in relation to gardening and the natural world

• We have installed a trim trail/climbing/scrambling equipment in our grounds to help develop creative play and encourage creative ways to explore their physical environment and body movements and capabilities

• We use drama to help us learn about new things across the curriculum

• Role play is fostered in the early years environment in particular

• Children experience the energy and excitement of performing and being part of an audience at least once a year

• When suitable opportunities occur we engage with outreach workers in dance, drama and storytelling

• We draw upon the skills of parents and the local community to learn and develop creative skills eg dance/knitting

• We work with people from different cultures to develop our knowledge of different art forms (Ceangal – Rangoli Patterns etc.)

• We engage with Scottish culture and experience the Gaelic and Scots Language and learn Scottish country dancing

• In Music we have opportunities to learn new skills, play instruments and create our own music which includes incorporating film and ICT

• In Art children are encouraged to learns skills to control different media so they can successfully develop their own creativity

• Children learn to respond to the work of different artists and musicians to help develop their own ideas and preferences

• Personalisation and choice is built into creativity across the curriculum

• Expressive arts are closely linked to IDL topics but sometimes taught as stand- alone subjects

• Children are given opportunities to develop creative writing skills through stories and poetry and are encouraged to enter local and national competitions

Community Involvement

• Local organisations such as Torridon & Kinlochewe Community Council, the Village Hall Committee, SNH at Beinn Eighe and local businesses support the school in various ways. eg selling our postcards of the local area made as part of an enterprise project

• The children, by tradition, take part in entertaining the village with an annual Christmas Pantomime and organising a Carol Service in the Church of Scotland and visiting the Village Lunch Club once a term. We ensure that every member of the community is welcomed to celebrations, presentations and fund raising events in school.

• Many fundraising events are organised by the Parent Council and are exceptionally well supported by parents and community members.

• We have volunteers from the community who come in to work on expressive arts skills and health and wellbeing activities with the pupils.

Assembly

• A special assembly is held at the end of each session to mark the first year in school of Primary 1 pupils and Primary 7 pupils moving on to High School. Each child in school receives a specially chosen book to celebrate personal achievements, skills and attitudes.

Curriculum Theme Days

• We want our children to recognise their contribution and responsibilities to sustainable development and the importance of the world around us. We also want to give them the opportunity to develop skills working as a team and whole school community. Whole school themed curricular activities are planned throughout the year, for example:

• Gardening days

• Cooking/enterprise days

• Sports/HWB days

• Charity Days – Sport Relief/Children in Need/Comic Relief

• Village Litter Pick

• RSPB Big Schools Birdwatch

• Chinese New Year

• Burns Day

• Topic focus days

Transitions

Nursery to P1 transition takes place in an informal way in terms 1, 2 and 3 of the Nursery 4 year. During term 4 children have the opportunity to visit the P1-7 class for 3 mornings and to stay for lunch. The nature of the school and engagement with all pupils at playtime and with P1/2 for story and games makes social transitions seamless. Children are also reassured by the fact that the LSA is also the EYP so they see and work with a familiar person for at least part of the day.

Curricular transitions are also being developed and if children show an interest in learning sounds in Nursery the Jolly Phonics programme is begun. Numeracy outcomes are also explored within the Nursery setting.

P7 experience 3 days of visits to Gairloch High School prior to joining S1. They also take part in the Resilient Kids programme to help build friendships and learn how to cope with change. They also have various opportunities throughout P7 to take part in inter school sporting events to help promote social transition. High School staff also visit them in school and this year their Personal Learning Profiles will be shared with the High School. All P7 children also contribute to a Maths transition project to be continued in High School. As an ASG we have worked closely to share standards.

This is what learning looks like in Kinlochewe Primary…

We care about other people’s opinions and ask for their views.

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This helps us to build living policies that we can all adhere to and helps us to set our values and build the ethos of our school…

Seeking the views of our partners and using them to help build our rationale…

What makes an Excellent School?

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The View of Staff...

March 2013

• A sense of humour!

• A well maintained building and adequate resources

• Hard-working, motivated and enthusiastic whole school staff

• Enough staff to enable pupils to be properly supported

• A forward looking vision – preparing the children for their world not ours

• Parental support, interest and involvement

• Community links

• Use of outdoor classroom

• Flexibility

• Respect for everyone and everyone treated with respect

• A global, outward looking attitude

• Good communications between school and home and vice versa

• Support from senior management in education office

• Children who arrive at school organised, prepared and motivated to work

• A sense of belonging – team effort

• A welcoming open door policy

• Good staff relationships and morale

• Good leadership

• Children encouraged to reach their own potential

• Different teaching styles and activities to suit all children

• Good working links with other agencies

• Creative thinking and the willingness to change and adapt

• Zero tolerance for bullies of any kind

• Being inclusive

• Children’s work valued and displayed with care

• Thorough assessments that feed into planning activities

• Feedback to children that is clear, concise and relevant

• Consistent standards of work, behaviour etc

• Uniform supported by children and parents

• Kindness and consideration shown to everyone

• People feeling valued and listened to

• Strong self-evaluation practices and the willingness to improve

• Children who feel safe, secure and happy in school – a nurturing environment

• Empathy and acknowledgement of children’s difficulties

• Opportunities provided for personal achievement across different things

• Encouragement of children to become confident individuals, responsible citizens, effective contributors and successful learners

What makes an Excellent School?

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The View of Parents...

March 2013 Parent Council Meeting

• It’s a safe place

• Good staff

• Children with self-belief & confidence

• Lots of opportunities

• Confident children

• Children prepared for the future

• A happy, learning environment

• Structure

• Good facilities

• Lots of interaction

• Parental inclusion and involvement

• Good communications

• Achievements celebrated

• Healthy attitudes

• Environmental awareness

• Children encouraged to reach their potential

• No bullying

• Variety – indoors and outdoors

• Good attendance

• Good, healthy food and healthy attitudes to food

• Trust

• Approachable staff

• Self-motivation promoted

• Enthusiasm

• Bright and exciting displays

• Kindness

• Community involvement

• Respect for themselves & each other

• Inspirational teachers

• Imagination

What makes an excellent school? (Pupil Council Meeting – March 2013)

[pic] The view of children…

Fairness

• Respect for peoples belongings/work/feelings

• Good manners

• Being given time and space to do work and be yourself

• Not being left out – feeling included

• Being given choices having toys and games to help you learn

• Being able to make friends

• Usable, cared for resources and good facilities

• Eco-schools – working outside

• Good supplies of pencils etc.

• Having pen-pals in Malawi and being able to find out about the world

• Good colourful displays – a bright place

• A clean, tidy school

• Learning logs and thinking about our work

• 2 stars and a wish marking

• Yummy lunches

• Appropriate rules that people won’t break

• Challenging but possible to do work

• Work that is age appropriate

• Neat, tidy work that shows you understand it

• Equipment to help you – like maths dictionaries

• No angry, uncontrolled people

• Friendly teachers

• A good mixture of sport

• Being given clear instructions

• No bullies allowed

• Being independent

• Listening to others and being listened to enjoyment

• Being given challenges to push yourself

• Being able to read

• Co-operation

• Space and a suitable size of building

• Different topics

• Outside space and toys

• Making school look attractive and inviting

• Chances to be responsible – they make you feel important

• Having buddies

• Playground pal awards

• Opportunities to compete and meet with others

• Wearing a uniform

• Getting ready for High School when it comes

• Friendly, helpful people – EVERYONE!

What makes an excellent teacher?

The views of children…

March 2014

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• They help you if you are stuck

• They listen to what you have to say

• They talk in a loud, clear voice

• They talk to you at an appropriate level for your age

• They have control and create the right environment to learn

• They know what they are doing

• They make lessons flexible so things can change

• They make sure we stay on task

• They help us learn indoors and outdoors

• They give us the right work for our age

• They involve everyone

• They look smart and set a good example

• They vary their lessons and make sure they are not all the same

• They ask us for our opinions

• They give us feedback and don’t just say “well done”

• They explain clearly and give us good instructions

• They tell us why we are doing something and how to do it

• They set us a good example in behaviour

• They have a sense of humour

• They help us get better at things

• They are proud of us when we do well and tell us

• They smile and are kind to us

What makes an excellent lesson?

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The views of children…

March 2014

• Sometimes it should be indoors – sometimes outside

• Having enough time to do the task we are given

• Having aims and goals

• Tasks should be challenging yet achievable

• Using video /audio clips to help us learn

• Acting out things

• Computer activities

• Doing things – like experiments - not just sitting

• Having the right equipment to do the job

• Teachers who know what they are doing

• A well-resourced classroom that is familiar to us so we can be independent

• Sometimes working on our own

• Sometimes working in groups that are not always with the same people

• It should be fun

• Thinking about what we have done and what we could do better

• Helping each other – checking each other’s work and saying what we think about it

• Celebrating what we have achieved

• Its linked to other things we have done or know about

What makes an excellent pupil?

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The views of children…

March 2014

• Good behaviour

• Good manners and friendly to everyone

• Good listening skills

• Being enthusiastic and enjoying what they are doing

• Having your own talents

• Isn’t bossy or argumentative

• Is kind and considerate

• Being your own person and not copying bad behaviour

• No bullying or fighting

• Being organised

• Hands work in on time

• Wearing uniform and being smart

• Someone who tries their best

• Caring about the presentation of your work

• Showing understanding of what you do and say

• Keeping track of your own things and being responsible

• Taking a pride in your work and being part of the school

• Concentrating

• Setting a good example to younger children

• Being proud of themselves

• Trusting themselves

• Being trustworthy

Our Assessment Framework – QI 5:4 & 8:4

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When do we assess?

• As part of on-going learning & teaching

• Summative when appropriate

• Summary of Personal Progress tracking November & May

• Standardised testing annually

About Assessment:

On-going Assessment of children’s progress and achievement is based on teacher’s assessment of their knowledge and understanding, skills, attitudes, attributes and capabilities as described in the E’s & O’s across the curriculum.

We track progress using HC systems. Our coverage of Experiences and Outcomes is closely monitored and a record kept for each group of children.

We are currently exploring and trialling the use of Learning Snapshots as part of our development in assessment and tracking. We are working on ensuring that our assessment folders are more concise and contain examples of quality and not quantity. The children have been encouraged in the past to put work into their folders of their own choice. Their focus has tended to be “work we have enjoyed” rather than showing a clear progression of learning and an indication of work linked to a specific area of learning. We need to do less but ensure our assessments are more meaningful.

At Kinlochewe Primary how do we promote equality and diversity across the school?

• We actively encourage parents to participate in their children’s education and seek opportunities through homework, showcasing events, through Drop-in sessions and by sending work and learning portfolios home. We use our parent’s skills and value their input.

• We invite ALL parents to participate in the Parent Council and attend meetings which are kept informal. This gives parents the opportunity to network and to learn which impacts on their confidence and on their relationship with their children and the school.

• The school has an inclusive approach and we welcome and celebrate diversity encouraging all pupils and staff to take leadership roles across a range of activities including Eco, Health and Wellbeing and extracurricular clubs.

• The school takes steps to engage disaffected learners and their families to enable them to experience success as valued members of our school community. This involves looking closely at individual learning targets and tailoring the curriculum for particular needs and abilities.

• We adopt a holistic approach to equality, inclusion and diversity which respects and promotes individual learner achievements.

• The school RME programme encourages a learning community which is fully inclusive and embraces all religions and cultures The children have written their own daily blessing and Grace which encompasses all kinds of beliefs

• We have a diverse school population and promoting diversity and equality is a regular feature in our practice.

• Our ethos promotes respect for all and systems are in place to record incidents where this may not have been the case.

• New children and their families are welcomed in class and into the school community.

• All our learners and parents are treated with fairness and respect.

• We are proactive in developing positive and supportive relationships with parents especially those parents who are experiencing challenging circumstances.

• Our school has policies on positive behaviour, bullying, health education and equal opportunities.

• We promote equal opportunities and fairness by enabling every child to develop the 4 capacities and recognise individual achievement on our CfE wall which is updated regularly.

• We share information on our website which enables all parents and the wider community access to our school regardless of geography

Diversity and Equalities Framework

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SUBJECTS

• Whole school overviews for:

• Maths Coverage

• Mental Maths Programme

• Literacy Coverage

• Health and Wellbeing

• RME

• Expressive Arts

• MLPS P1-7

Whole School IDL Projects

Global/Sustainable Education in rolling programme

IDL Cross Curricular topics

• Planned on a flexible 7-year rolling programme

• E’s and O’s coverage mapped out

• Curricular subject links made where appropriate

WIDER ACHIEVEMENTS

| | |

|Sports Pathways | |

|Active Schools co-ordinators programme | SNH |

|Local Sports Clubs |P1-7 Loch Insh/ |

|School/Ross-shire/ National competitions|Badaguish/ |

| |Abernethy Residential Visits |

|Outdoor learning Pathways |FairburnActivity Centre/The |

|Use of local environment |Torridon |

|Countryside Ranger work |Dance/Music/ |

|Fund-raising |Performance pathways |

|Sport Relief |Creative Dance – parent tutor |

|Children in Need |School Plays |

|School Funds |Local/regional/ |

| |national organisations/ |

| |competitions |

| |Feis music instructors |

| |Kodaly |

| |Eden Court |

| | |

| | |

| | |

| | |

| | |

|Local clubs | |

| | |

| | |

CURRICULUM PARTNERS

Eco-School Partners

Parent/Community Volunteers

Countryside Ranger

John Muir Trust

Gairloch Museum

SNH

Active Schools Co-Ordinators

Poolewe and District Swimming Pool

Kinlochewe Village Hall

Local businesses

Open the Book

C of S Minister

Local Estates

RSPB

John Muir Award Scheme

Local historian

Local Police

Local health services

Learning and teaching

Assessment

Curriculum

Coherence

Relevance

Personalisation

& Choice

Challenge & Enjoyment

Breadth

Progression

Depth

Kinlochewe Primary School

Assessing progress and achievement:

• Work sampling – Learner’s Snapshots

• PLP’s/Target Folders

• Learning Logs

• Focussing on specific curricular areas or skills – agreed termly

• Curriculum for Excellence wall

• Tracking and interpreting attainment data

•

Supporting Learners/Engagement:

• Learning Intentions & Success Criteria shared

• Self/peer assessment encouraged

• AifL used

• Strategic use of LSA

Recognising Achievement:

• Parent evenings – November/May

• Annual reports

• Parent Events

• Questionnaires

• Parent Council/Pupil Council

• PLP’s

• Curriculum for Excellence Wall

• Website

• Newsletters

Sharing Standards

• Learning visits across cluster

• Moderation using progressions across cluster

• Class/peer observations

Using Appropriate Support

• Multi agency working when appropriate

• IEP/CSP’s when appropriate

Effective Transition:

• Promoting continuity & progression

• P7 projects/transition days

• Nursery/P1 level

• Profiles shared

• Information sharing

School Ethos

Behaviour Policy

Anti-Racism/Anti-Bullying Policy

Covers Global/Sustainable Education

Celebration Assemblies

Religious Observance Assemblies

French/Gaelic

Curricular Areas

Whole school overviews for:

Numeracy Coverage

Literacy Coverage

Health and Wellbeing

RME: World Religions

Ant-Sectarianism

Resilient Kids package

All 8 Curricular Areas

IDL topics

Curricular subject links made where appropriate:

Our local area – Loch Maree

Superheroes

WW2 etc

Wider Achievements

|Awards/Rewards | |

|Merit Stickers and Stamps | |

|Certificates | |

|End of year awards | |

|Star Writers | |

|Maths Stars | |

|Display wall | |

|Sports | |

|School club/activities |Outdoor activities |

|Extra-curricular clubs in the community |P1-7 Residential Activity Trips |

|Local Sports Clubs | |

|School/Ross-shire/ASG/ national |Dance/Performance pathways |

|competitions |Annual panto /work with professional |

|ASC |dancer |

| |Eden Court |

| |Feis Music |

| |Kodaly |

| |Art Competitions |

| |Writing Competitions |

|Outdoor learning | |

|SNH/RSPB | |

|Use of local environment | |

|Active Schools activities | |

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Diversity and Equality Partners

School Partners

• School Nurse

• Girfec Partners

• Sport Relief

• Children in Need

• Red Nose Day

• Eco Partners

• Local Churches

• John Muir Trust

• Active Schools

• Local employers

• Link School in Malawi

• Parents

• Community Council

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