It is with immense pleasure that I write to welcome you to the City of Hope. Where we nurture girls to become independent and responsible members of society.
As a dedicated, experienced, and passionate early childhood teacher, I believe that every child is born with unique skills and talents; therefore, children are to be seen and treated as individuals. Every child is an achiever and can thrive in a loving and safe environment. Children’s natural systems get developed only if we respect their autonomy; the world awakens their senses, retains their sense of process and playfulness, and instills knowledge. This enables them to develop their cognitive foundation meant for the creation of knowledge. Learning is like breathing; it is a choice-less activity and the very nature of life.
We will build strong relationships, curiosity, exploration, and open communication in our `classrooms and ensure that every child feels secure and ready to learn. Our approach integrates play-based learning with structured educational activities tailored to support the individual needs of each child.
Together, let us build a better future for our community as we build our girls. I am excited for a fruitful and fulfilling academic year.
— Onah Ann
The curriculum refers to all the planned activities that are organised in order to promote learning, personal growth and development. Our aim is to ensure children grow into positive, responsible people, who can work and cooperate with others while at the same time developing their knowledge and skills and achieve their true potential. We value a broad curriculum as a means of fostering creativity, joy of learning and independent learning.
The curriculum observes the principles of The Clar Hope Foundation – Bless as many as God has blessed me – and follows the Early Years Foundation Stage Framework, with regards to the non-statutory guidance from Development Matters and Birth to 5 Matters.
We endorse the curriculum aspirations set out by the DfE that are relevant to our international setting and ensure that teaching and learning opportunities reflect the international context of our school.
The four themes of the EYFS Framework which underpin all the guidance for teaching and learning in Early Years are:
- A Unique Child
- Positive Relationships
- Enabling Environments
- Learning and Development at different rates.
- Provide equality of access and opportunity for all pupils to learn and progress
- Ensure that each pupil is engaged through purposeful learning opportunities.
- Identify pupils’ strengths, interests and talents and build upon them by challenging them appropriately
- Give pupils increasing responsibility for their own learning
- Equip all pupils with the foundation skills to become independent learners.
- Provide the opportunity for pupils to learn at least one additional language to native level
- Build pupils’ confidence in their own abilities.
- Expose pupils to a broad range of experiences.
- Provide pupils with engaging opportunities to develop their creative skills and encourage problem solving.
- Develop pupils’ physical skills, educate them in healthy life skills and keeping themselves, and others, safe.
- Fulfil the key requirements of the Early Years Framework.
- Encourage pupils to work together, play collaboratively and resolve conflicts.
Our curriculum will be planned in three phases.
1. A long-term overview for each subject/year group/phase will indicate which topics are to be taught in each term. This long-term plan is reviewed on an annual basis.
2. Schemes of work (medium-term plans) give clear guidance on the objectives and teaching strategies for each topic. In Early Years, the focus is on skills identified in EYFS, with consideration for the non-statutory guidance provided by Development Matters 2021 and Birth to 5 Matters 2021.
There is no set format for schemes of work (they can vary from subject to subject) but these must include the following distinct elements:
- Relevant curriculum learning objectives
- Assessment opportunities and formats
- Opportunities for differentiation (including reference to AG&T/SEND/EAL)
- Resources and suggested teaching strategies
- Continuous provisions, planning outlines, learning objectives for weekly activities indoors and outdoors.
Lessons plans are written by teachers on a weekly or daily basis to teach the specific areas of the EYFS curriculum.
We use these to set out the learning objectives for each session, and to identify what resources and activities to challenge students of all abilities, including specific reference to G &T/SEN students.
3.The EYFS statutory framework provides a structure for planning and the evaluation of the curriculum for children aged 0-5 years. Our approach uses themes based on children’s interests within the seven areas of learning:
- Personal, Social and Emotional Development (PSED)
- Physical Development (PD)
- Communication and Language (CL)
- Literacy (L)
- Mathematics (M)
- Understanding the World (UW)
- Expressive Arts and Design (EAD)
The curriculum in our school is designed to be accessed by all children who attend the school. We understand that every child is unique and that children develop and learn at different rates. Where necessary we adapt the delivery of the curriculum to students’ needs, in consultation with the school management and consultant.
If students have special educational needs, our school does all it can to meet their individual needs. In most situations subject teachers are able to provide the resources and educational opportunities to meet individual student needs, within normal class organisation and differentiation.
If a student’s needs go beyond what can be offered by subject teachers, a referral is made by subject teachers/tutor to the SENDCO/ Head of School. The SENDCO/ Head of School and Consultant will assess the needs of the student and organise an Individual Educational Plan where required.
Able, Gifted And Talented (AG&T)
Our school offers an Able, Gifted & Talented Programme with the purpose of challenging students with exceptional potential or abilities. Teachers ensure that lessons and activities planned are differentiated to challenge the most able pupils.
In order to enrich the curriculum, it is an expectation that topics are enhanced by experiences provided by field trips and visitors are invited to interact with the class.
These experiences should be linked to skills taught in class and should be relevant to the current topic being taught at the time. In Reception, pupils should experience one field trip each term, culminating to three trips over the academic year.
Pupils in Nursery should benefit from external agencies organised to visit the class and experience a class trip in the Summer Term.
Communication and Language
The development of children’s spoken language underpins all areas of the curriculum. Teachers and Teaching Assistants build children’s language by commenting on what pupils are doing, echoing back children’s words with new vocabulary added and encouraging children to initiate conversations with their peers. Children are encouraged to initiate and sustain conversations with both adults around the school and their peers. During these conversations, children develop the confidence to speak clearly, listen, ask questions, give explanations and take turns. The EYFS classroom should be a language-rich environment where teachers and teaching assistants provide extensive opportunities for the children to embed new words in a range of context such as storytelling, role-play and investigations. Teachers regularly use songs, finger rhymes and music to develop listening skills is EYFS.
Throughout the year there are many opportunities for learning English through play, including speaking and listening activities, which help build vocabulary and confidence. Role-play activities and Small World toys, along with open ended natural resources encourage pretend play. Whole school assemblies, Show and Tell’ and School Productions offer multiple opportunities for children to perform in front of an audience.
Personal, Social and Emotional Development (PSED)
PSED is taught across all areas of the curriculum and is followed up with regular circle time where necessary. Children learn to work together, take turns and play cooperatively. They are made aware of the expectations set and rules and boundaries which are in place. Children learn to behave in a way that keeps them and those around them safe. They are taught to be kind and to respect others and their environment. They learn to use social skills in different contexts and are taught strategies to help with conflict resolution. There are many opportunities for team building.
Through adult modeling and guidance, children learn to manage their personal needs and look after their bodies. Children are supported to manage their feelings and develop a positive sense of self.
Healthy eating is actively encouraged and children are taught about good table manners and the need to wash their hands before eating or taking part in cooking activities. In PE and Music and Movement, children have many opportunities to experience a variety of sports and other physical activities and to talk about why physical exercise is important for good health.
Literacy
Literacy consists of two dimensions: language comprehension and word reading. Children are told stories and rhymes from a variety of cultures. Teachers read to children, often encouraging them to speak about a story. Children are encouraged to retell well known stories and rhymes, and recognise familiar words and letters. These activities help children to understand that print conveys meaning. Teachers use story props to support concentration and develop comprehension skills. Nursery class begin phonics when they are ready and Reception children are taught to read using the Jolly phonics scheme.
Children are given many opportunities to explore creative activities and are given the chance to develop their writing skills. Teachers help children to understand that print conveys meaning and that print moves from left to right and top to bottom. In EYFS, children are not expected to use cursive handwriting, and we use the Nelson handwriting Scheme.
Mathematics
Children’s numeracy development occurs as they make connections and work with numbers. Children begin to use mathematical concepts to analyse, communicate information and tackle a range of practical tasks and real life number problems. Mathematics involves developing an awareness of concepts and mathematical rules such as addition and subtraction. In Early Years, concrete resources such as Numicon pieces, compare bears and bead strings are used to introduce and teach mathematical concepts. Children are encouraged to represent numbers in a variety of ways. Children should develop mastery of
numbers within 10 by gaining a deep understanding of each number, which includes forming number bonds and solving additions and subtractions. In addition, mathematics lessons and activities should include opportunities for children to develop spatial reasoning skills.
Understanding the World
Children are taught about the world around them through lessons linked to the half-termly topic. Children learn about their community and are encouraged to comment on similarities and differences in a range of contexts. Digital technology is used to aid teaching and learning where appropriate.
Art and Design/Design Technology
Creativity and self-expression will be encouraged alongside the EYFS objectives. Activities provided linked to the topic where possible and skills are taught following the school’s progression map. It is important that pupils are exposed to varied and high-quality artistic experiences and encouraged to take part in creative tasks often and in different contexts. Pupils work is valued and displayed appropriately. Creative learning opportunities are provided for the children on a daily basis, both indoors and outdoors.
Music
Children have the opportunity to explore and learn about a range of instruments and musical techniques. Singing is integral within TST schools as much of the learning taking place in Pre-Nursery and Nursery is done through song.
Every pupil has the opportunity to perform regularly in student performances and concerts.
Physical Development and PE
The PE programme extends far beyond the requirements of the ENC. Pupils participate in a wide range of activities each year including the core strands of games, swimming, outdoor and adventurous activities, dance and gymnastics, offering the opportunity to progress year on year. Every pupil has the opportunity to take part regularly in team competition at one or more of the following: inter-house level, local inter-school level and international inter-school level. Healthy lifestyles are promoted.
All pupils have a weekly opportunity to choose two additional activities or subject from a set of options. In addition, pupils in the Early Years can also join extra-curricular clubs. This is aimed at giving pupils the opportunity to discover new interests and to broaden their educational experience.
Annual School Events
A number of school events are organised throughout the year to both enhance and provide information to stakeholders about the curriculum:
- Year group productions
- Class Performances
- Musical concerts, instrumental recitals
- Festive celebrations (e.g., Christmas Nativity)
- Charity work
- Talent Shows
- Poetry performances
- An opportunity for pupils to take part in a Pupil led Assembly
- An annual primary curriculum week rotated each year
- International Days or Week
- Celebrations of the local culture and those represented in the school community
- Story week supported by a guest author
- An opportunity to display and exhibit work in an Art Exhibition
- Christmas Bazaar / Summer Fair with fundraising
- Swimming Galas
- Competitive age appropriate Sports Day for all pupils
- Annual Speech Day celebrating the efforts and achievements of the year
- Guardian Information evenings
Our school aims to identify pupils as having special education needs on admission. A Learning Support department is in place to support pupils across the school. Where necessary and in consultation with the pupil’s family, an Individualised Learning Plan is written. Where applicable, the school will liaise with external agencies.
Meeting individual needs
The school will strive to meet the individual educational needs of all pupils. This commitment extends beyond the special AG&T, and SEND programmes to all areas of the curriculum. It is an expectation that teachers will differentiate tasks within lessons to ensure appropriate challenge for all pupils.
Standards of achievement and assessment
We aim to set a standard of achievement for each pupil that matches his or her potential. This is reassessed on an ongoing basis.
We encourage a positive attitude to learning in recognition that it has a very large impact on achievement. Emphasis is placed on effort and attitude and this is assessed and rewarded through our House Point system. The system encourages every pupil to make a consistent and sustained effort with opportunities to set short and long term targets.
The school’s Primary Assessment and Reporting Policy describes in detail how we evaluate and record pupils’ achievement.
The role of the Early Years Coordinator is to:
Provide a strategic lead and direction for the department;
Support and advise colleagues on issues related to the department;
Monitor pupils’ progress and provide efficient resource management for the department.
The school gives Early Years Coordinators non-contact time, so that they can carry out their duties. It is the role of each subject leader to keep up to date with developments in their subject. They review the way the subject is taught in the school, and plan for improvement. This development planning links to whole-school objectives. Each subject leader reviews the curriculum plans for the subject, ensures that there is full coverage of the ENC and sees that progression is planned into schemes of work. (See separate coordinators job descriptions).
The role of the Senior Primary Leadership
With respect to the curriculum, the role of the Senior Primary Leadership is to:
Ensure that students experience a broad and balanced curriculum
Use information from departmental reviews into the annual School Improvement Plan
Monitor and improve the performance of Subject Leaders
Review the Curriculum Policy in consultation with board
Written by the consultant on 13th May 2024