Our school aims set ambitious targets and high aspirations to ensure children achieve the very best they can. At Frogmore Infant School we recognise the importance of identifying core values which underpin learning and the work of the school and, together with an understanding of the unique context of our school, help to ensure our school aims are translated into action. We believe that the identification of aims, values and context is crucial to ensure a firm foundation for effective pupil learning and a means by which the school’s approach to learning can be constructed and justified. As a result at Frogmore Infant School the school’s values and beliefs about learning shape the culture and determine the priorities of the school, serving as the guiding force behind decision making related to the school’s curriculum, assessment, policies, procedures and monitoring.
At Frogmore Infant School we recognise the importance of ensuring learning and the curriculum is underpinned by a theoretical understanding by all staff.
School based Pedagogy~ the way we teach
We believe effective teaching happens when we:~
* Create a culture of success with high expectations, aspirations for all, use optimism, engagement and motivation and this is reflected in curriculum planning
* Enable pupils to make rapid and sustained progress
* Have a clear understanding of subject progression and deep subject knowledge
* Plan challenging tasks based upon systematic and accurate assessment of pupils’ prior skills, knowledge and understanding
* Use imaginative and well judged teaching strategies which match individual needs
* Systematically and effectively check pupils’ understanding and ensuring interventions and questions have a marked impact on the quality of learning
* Adjust teaching to take account of outcomes from assessments
* Promote high levels of resilience, confidence and independence
* Have access to high quality CPD and are involved in a rich dialogue about learning
Epistemology~ what we teach
At Frogmore Infant School we follow the National Curriculum and local syllabus for Religious Education (Living Difference). We have identified key learning experiences for Health, Spiritual, Moral, Social and Cultural Development. These, combined with the translation of our core values into key objectives, provide the basis for the key knowledge, concepts, skills and processes that the children will experience throughout their time at the school. We have created Progressions of skills for all National Curriculum subjects. These support teachers in ensuring learning is progressive, linked to developmental stages and appropriately challenging.
Key Learning statements
At Frogmore Infant School we believe:
· That a child’s capacity for learning is linked to their emotional well being.
· That skills, values and understanding are best taught within meaningful connected contexts where skills and concepts are learned as tools to solve problems and meet challenges.
· Learning is a life long process and that everyone has the capacity to learn and improve.
· That children learn best when they are safe and happy and where there is trust, respect, praise and high self esteem
· ‘A thinking child is a learning child’. Children should be involved in active and enquiry based learning situations that extend their higher order thinking processes, value their questions and where genuine learning and understanding are promoted.
· Talking and thinking are closely linked in a child’s attempts to reflect on and make meaning out of experience.
· Personalised learning which focuses on the needs of a learner, enhances self-esteem and increases children’s awareness of themselves and the learning process, and supports independence in learning
· In the importance of setting and communicating high expectations of behaviour and progress combined with recognition of success.
At Frogmore Infant School we believe children should have the opportunity to experience rich, deep and meaningful learning. At Frogmore Infant School we have defined a curriculum model where interdependent layers work together to build and sustain a flexible, dynamic and learning centred curriculum. The model draws upon all of the principles in our Learning Policy and provides an entitlement for children’s learning and progress as well as supporting their general sense of wellbeing and fulfilment. The curriculum model guides our journey towards outstanding learning and shifts classroom focus from teaching to teaching for learning. Our curriculum continues to evolve through experience and evaluation.
The curriculum model is translated in Year plans which ensure skills, knowledge and understanding are systematically planned for, and ensure continuity and progression. Schemes of Work then provide greater detail of learning intentions, success criteria, key vocabulary/questions and learning activities.
Our Schemes of Work recognise the need to ensure key skills are taught and knowledge acquired so children have the foundation on which to build further exploration and learning. Children are then given the opportunity to apply their learning and draw upon models of good practice to support the process of high quality learning. We believe pupils have to make their own sense of what they are learning, and relate it to what they know so that they can develop their own ‘constructs’. We believe strongly in the importance of active learning and ensuring children have the opportunity to learn with understanding so children are able to transfer knowledge to new situations.
As a result the school’s curriculum provides highly positive, memorable experiences and rich opportunities for high quality learning, has a very positive impact on all pupils’ behaviour and safety and contributes very well to pupils’ achievement and to their spiritual, moral, social and cultural development.
For more information about our curriculum, please see the document below or contact Jill King, Headteacher via the school office.