Introduction

Curriculum design is an ongoing process of continuing improvement.  At Gowerton Primary School, we recognise that we have both mandatory and statutory duties.  

The Curriculum and Assessment (Wales) Act 2021 puts mandatory duties on schools - things they are legally required to do.  Schools must also have ‘due regard’ to statutory guidance when carrying out their duties.

The Headteacher and the Governing Body has jointly adopted our curriculum and assessment arrangements through ratification of policy and practice.   It is continually kept under review through the school's self evaluation processes. 

Practitioners, learners, parents, carers and the wider community are consulted with regularly.  Curriculum design is constantly reviewed in light of feedback from these stakeholder. eg  Questionnaires, Pupil Voice Groups, Curriculum Design Events.     

The United Nations Convention on the Rights of the Child (UNCRC) is at the heart of our school’s planning, policies, practice and ethos. As a rights-respecting school we not only teach about children’s rights but also model rights and respect all relationships.  Our belief in 'restorative approaches' ensures that every child is listened to. 

The School Ambassadors had a very difficult job shortlisting the amazing entries for our new RRS Mascot competition. There were six finalists. Every pupil voted for their favourite character and we are pleased to announce that the new Rights Respecting School Mascot is Rocky the Resilient Raccoon, designed by Willow Harry,Year 6. 2022.

A Purpose Driven Curriculum

Our curriculum is designed to enable every learner to aspire to the four purposes.  Every pupil, no matter their age, is suitably planned for.  We take into account every pupil's ability and aptitude, including any additional learning needs.  We have successfully developed a progressive continuum of dispositions to support the development of integral skills across the school. These underpin the four purposes which lie at the heart of our curriculum.

Learning & Experience

Learning should focus on things that matter to Learners now and when they grow up. Everything your child learns at Gowerton Primary will be connected to the six Areas of Learning and Experience (AoLE). Each area of learning and experience contains statements of what matters which shape learning for children of all ages. These help your child think about what they’re learning and how topics link to each other, to work and to life. They also support your child to progress each year as they build their understanding and skills.

Across all Areas of Learning and Experience (AoLEs), the application of Numeracy, Literacy and Digital Competency skills are robustly planned for.  Teachers are expected to plan and deliver learning objectives pitched appropriately to the learners' needs. In addition to Literacy, Numeracy and Digital Competence, teachers plan for incidental welsh and opportunities to address relationships and sexuality education in line with the new CfW. The curriculum elements of Religion, Values and Ethics are routinely addressed through Big Questions and are stage appropriate.

Within the new Curriculum for Wales, there is a focus on 12 pedagogical principles that underpin good teaching and learning.

Relationships and Sexuality Education is appropriately and progressively taught using an agreed cluster plan.  This is part of the school's health and well-being curriculum, in line with The Curriculum for Wales – Relationships and Sexuality Education Code.  

Our curriculum also incorporates, where appropriate, opportunities for learning and consideration of cross-cutting elements. These  allow learners to:

• consider local, national and international contexts
• develop understanding of relationships and sexuality education
• recognise, understand and promote human rights and diversity
• identify with careers and work-related experiences

Planning & Assessing for Progression

Assessment is part of learning every day. Children at Gowerton work with their teachers to understand how well they’re doing. This is important to help them:

- See where they are in their learning

- Plan their next learning steps

- Spot any issues or extra support they need

- Ensure they are suitably challenged

As a school we have robust assessment arrangements in place.  We draw upon a range of information to ensure every pupil is supported appropriately.  We place huge value on the importance of 'formative' and 'live' assessment which enables the staff to facilitate immediate progress.   Parents receive information on their child's progress, and are supported to understand their next steps in learning.

Our curriculum supports opportunities and experiences to develop the key concepts, knowledge and skills as described in the 27 statements of what matters. We use the descriptions of learning within each progression step (PS) as a starting point for our planning.

Our planning has been designed to ensure vertical and horizontal progression.  This means we consider both the depth of learning as well as the breadth, whilst ensuring we build upon prior knowledge.  We work closely with our partner schools, as part of the North Gower Partnership. This ensures that all learners receive equity of learning and experiences whilst in primary school, enabling Gowerton Comprehensive School to plan for learning that will secure further progress. More information can be found on the NGP Website.

Learning Together

We believe that every member of the school community, including pupils, staff and parents, are learners.  Together we develop as a learning organisation, using information from research, working with other schools, making strong links with local businesses and the using real world contexts to build a culture for improvement.

Mentally Healthy

There is a whole school and cluster approach to well-being enabling pupils to understand their own and others’ emotions.  This is in line with the Health and Well-Being AoLE, and is integrated throughout the school day, and throughout the curriculum itself.