• A highly relevant and meaningful curriculum, differentiated and well matched to individual needs which enables them to become successful, independent learners and flourish in 21st century society.

• Develop the skills of enquiry, creative thinking, reasoning, problem solving, information processing and evaluation across all aspects of the curriculum.

• Develop a high regard for themselves and others, learning to control and manage their own feeling and behaviours as well as respond appropriately to the needs and feelings of others.

• Choice and the opportunity to become fully immersed in self-directed learning.

• Be inspired and challenged to want to achieve their best in all areas of learning and take risks without out fear of failure.

Values Space for notes/photographs/personalised examples

Connecting with children’s interests in e.g. the local environment

Developing skills through a particular subject interest such as dinosaurs, astronomy etc.

Real ‘live’ experiences – art galleries, concerts, theatres, museums and dance.

Creating their own investigations in science to solve a problem e.g. choose own variables to find properties of materialsVideo camera in bird box enabling children to watch eggs laid and young hatch and leave the nest, relayed via school network to IWB. Initial response through awe and wonder promotes learning across the curriculum.Tactile display e.g. materials, textures, natural/man made

Links with the local library or museums eg Chorley Library ‘ Sam’s Chorley’ resource and the Harris Library ‘Peter’s Preston ‘ : a look at all aspects of Victorian life through the eyes of a child of the time and from the locality

Concepts of similarity/difference, continuity and change, then/now.

 

Visits to sites of outstanding beauty in the natural and built environment

Visit to the forest/countryside to develop multi-sensory language skills to aid the writing process e.g. Grisedale Forest

 

Be Curiouscont…

ValuesWriting sensory poetry following practical experiences – e.g. handling and careful observation of ice balloons to write a poem

 

Learning environment which stimulates fascination and curiosity, develops language and promotes questioning e.g. A-Z of Artists Works, sensory area, using a water tray to explore boat making in Ancient Greece.

 

External visits to exciting places eg airports, theatres e.g. Chorley Little Theatre  

Visits to the school by authors, musicians, theatre groups skilled in developing curiosity through active learning

...

Exposure to mathematical challenges and puzzles throughout school life ...

Capturing the wonder of creation through works of literature, art, dance and drama.  

Questions generated by pupils lead to research and further learning (books, ICT, interviews, visits etc) ...

Developing the ability to ask appropriate questions  

Using and observing the immediate school locality and appreciating the features of a place and how it came to be/is e.g. river study, architecture of buildings, historical remains, shops, services and local issues.

 

Looking after animals (e.g. guinea pigs in foundation stage) to develop personal skills as well as observing the wonder of life.

Values

Interpreting and applying data in maths  

Educational visits e.g. residential to a locality within the UK or abroad. Curriculum links to geography, MFL, other cultures, arts and language.

P.E, music and drama activities e.g. exploring fast/slow, high/low, tempo

Creating links between works of art and dance to explore opposites.

Access to a well-resourced school library with opportunities for pupils to choose their own books for reading and learning

 

Links with the public library to promote positive reading activities outside school hours

Applying problem-solving techniques

Be Knowledgeable

cont…

ValuesVisits to environments exemplifying the very latest application of technology  

High quality visits to a contrasting locality  

Visiting schools with contrasting socio-economic and cultural backgrounds  

Environmental issues e.g. litter. Focus on issues in the news e.g. oil spills, endangered habitats, war and peace. The big picture of the real world.

 

Pupils select an aspect of project research to study in depth (this links interest to choice)  

Library/research/study skills programme across the key stages to underpin self-directed learning  

Developing an enriched vocabulary within specific contexts e.g. chronology in history, fair-test in science etc.  

ValuesUsing map-work skills in geography in an unfamiliar environment .

Ensuring the appropriate amount of challenge so as not to overwhelm and not to bore

Involvement in performance opportunities on a larger scale than a single school

Involvement in Lancashire Music Service large scale projects e.g. “Weaving the Future” etc.  

Wide range of extra-curricular provision e.g. clay animation, puzzle clubs, sports, green gym, story club, choirs, music tuition.Opportunities for participation in challenging activity in unfamiliar situations eg outdoor pursuits, singing in a mass choir, performing in a large productionWhole School Art Projects Involving the whole school in a large art and design project resulting in high quality displays enjoyed by the school community

Participating in a variety of team competitions e.g. library quiz, maths quiz, netball match etc.  

Be Adventurouscont…

ValuesWorking on a large scale, three dimensional work / homework activities that are project based  

Providing opportunities for practical solutions to problems  

Hands-on experience of working in the real world e.g. milking a cow  

Opportunities to take part in community based projects ...

Opportunities to travel including abroad  

Use of developmental projects that are open-ended and enable pupils to develop their skills e.g. developing a wildlife area

 

Enterprise opportunities – e.g. set up and run a business, in teams, use limited resources to create a vehicle competing against each other

 

ValuesChildren set personal targets to challenge themselves e.g. to voice an opinion about the speed limit outside school and have a letter published in the press

 

Cultural visits to extraordinary artistic experiences, concerts etc.  

Involvement in workshops with visiting musicians  

Musicians having the opportunity to work with others through attending LCC Music Centres or County Ensembles.

 

More advanced tuition opportunities beyond “Wider Opportunities” ...

Artist in residence e.g. sculpture, paper making, collage, ceramics etc  

Promoting a multicultural dimension through the use of specialist teachers e.g. music, dance, arts.

 

Links with high schools, colleges and other providers e.g. Sports Partnership, able mathematicians taught by high school teacher through Engineering College status, MFL etc

 

Use of a broad range of external partners from creative, cultural, sporting, industrial, enterprise, spiritual and political disciplines

 

Challenge all pupils to work outside their comfort zone – e.g. Public Speaking opportunities, performing in the Shakespeare Schools Festival

 

Be Ambitious cont…

ValuesHigh quality advice and guidance re out-of-school cultural, leisure and sporting activities  

Access to high quality sporting and cultural activity

Opportunities for links with clubs and activities beyond the school e.g. Lancashire Music Centres, County Ensembles, sports clubs e,g, netball, athletics, reading clubs in libraries

 

Consulting and working with experts from other schools and in the community  

Working with as wide a range of experts as possible eg local industry, artists in residence, poets, sports coaches, musicians

 

Video conferencing with experts e.g. professor from university, curator from museum  

Projects with tangible and lasting outcomes  

Whole school projects with a community emphasis e.g. Maths Week, Health Week, Book Week, Drawn from Memory project involving outside agenciesResearch Projects that offer choice and diversity

Opportunities to take part in intra and inter school projects such as sports days

ValuesLearning the steps of the creative process  

Opportunities for self-initiated learning projects – assisted by rather than led by teachers  

Role play throughout the school.  

Food technology: food from other cultures, making own party food. ...

Composition projects in music eg improvisation ...

Playtime provision led by decisions from school and class councils.  

Exploring the use of music and ICT e.g. ‘Tuned In’ and the Lancashire Music Service “Connections Online” composition project

...

Selecting from a range of extra-curricular activities and Happy Hour activities  

Giving pupils choices in the classroom environment / decision making activities-Pupil Council

Engagement with the arts – particularly Drama and Film – (appropriate for all areas of emotional development)

Opportunities for collaborative learning, group challenges and exercises

Music festivals and whole school productions i.e. Barnum, Oliver

ValuesCircle time discussions / hotseating / drama

Promoting and celebrating diversity - practitioners from diverse backgrounds / visits to various religious venues  

Exchanges with pupils from pupils from culturally diverse backgrounds  

School Council working alongside partner schools to produce anti-bullying guidance  

Pupils working with teachers to discuss stories which give accurate and sympathetic portrayals of real life issues - to develop understanding, empathy and emotional intelligence

 

Appreciating and responding appropriately to others’ emotional responses to challenging situations eg rock-climbing, canoeing

 

Debates and discussions  

Pupil Council fund raising and organising projects in school (school auctions, raffles, games stalls)  

Adopting a multi-cultural approach to teaching and learning (The “Scarf” project offered by Burnley Football Club & Multicultural evenings / Music from different cultures / Use of Persona dolls in the classroomFood Aid Day and other special Events

Exploration of art and culture from diverse communities

Be Creativecont…

ValuesExplore issues of community cohesion http://www.preventforschools.org/  

Storytelling or drama skills  

Group participation in different social groups – chess club, orchestra, book club, choir, sports team  

Introduce, provide and share in class high quality fiction books/picture books with positive images of different cultures portraying contrasting lives

 

Assessment for learning strategies, talk partners, paired project research, structured group activities with clear roles and opportunities for pupils to agree roles themselves e.g. in gymnastics pupils make decisions about who will measure, who will move, who will record during physical exploration.

 

Community/parish links, supporting others e.g. through sponsored events, physical activities  

Recycling, eco schools, gaining experience of making a difference through the school council, playground buddies etc. ...

Video conferencing with different countries and cultures  

Negotiating outcomes with pupils in project work

Be Collabcont…

ValuesPSCHE/SEAL  

Commitment to promoting racial harmony, accessibility and inclusion for all. Understanding that disability takes many forms and yet all people can use their gifts to the full e.g. foot painting, para-olympic athletes, wheelchair basketball.

 

Freeze framing in drama followed by questioning and returning to freeze frame and dialogue. Using conscience alley to solve a problem e.g. should Jack buy the magic beans or keep the cow.

 

Explore feelings through music, literature, art, science.  

Critical appraisal of fiction books e.g. take part in the judging for the FBA [Fantastic Book Awards] organised by the School Library Service

 

Children working with teachers and support staff on aspects of Assessment for Learning, both in terms of recognising strengths and building upon them and recognising and addressing areas for development

 

Circle time ...

Philosophy for children  

Values

Looking at a work of art and making own personal responses ...

Developing the senses: listening skills, observation skills, skills of appreciation, through immersion in one aspect e.g. sensory garden, investigating water.

 

Making an informed choice following a taught experience and being allowed to pursue that choice e.g. after hearing about a natural disaster children initiate a response

 

Listening to a piece of music and choosing an individual response e.g. through dance, art, poetry  

Developing empathy through RE, History, Citizenship etc.  

Continuous and progressive through PSCHE/SEAL e.g. Life Education Centres, drug awareness, SRE. ...

Opportunities to learn cookery for health  

Interpreting sources in history

Development of individual learning portfolios - on-line and through journals

ValuesChildren identifying problems and responding or suggesting solutions  

PSCHE, school council, class councils, pupil voice through questionnaires, group discussions  

Opportunities for outside interests to be celebrated and displayed in school.  

Opportunities to share personal enthusiasms within school time  

Apply social skills by organising events e.g. V.E. Day party for the elderly, social events for parents, running own tuck shops e.g. fruit trolley, school shop.

 

Sharing learning with others e.g. with parents and community through exhibitions, workshops and performance.  

Self-esteem gained from praise and success in eg football having a positive impact on attitude to learning in eg reading/writing

...

Being prepared to let the questions which pupils have develop their interest and direct learning and teaching.  

Thinking skills, assessment for learning e.g. KWL grids, hot seating, question trees.

Be Positive cont…

ValuesExploring consequences of one’s own behaviour and going on to explore consequences in a world-wide context.  

Developing skills in speaking aloud and in public  

Participating in debate and structured dialogue  

PSHE activities / Inviting visitors from other cultures / The International School Award – linking with other schools / Development of Emotional Literacy / “What’s in the news?” - photo; reading First News

 

Involvement in the work of a variety of local and world -wide charities  

Participation in creative and cultural activity encouraging an emotional response  

Structured support to vulnerable pupils through schools’ counselling and mental health professionals  

Exploring consequences of one’s own behaviour and going on to explore consequences in a world-wide context.  

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