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Granton Primary School

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At Granton Primary School we believe in the concept of lifelong learning and that both children and adults learn new things every day. We believe that all children and their teachers should be motivated, excited and inspired by the school’s curriculum in order to enjoy school life and develop and acquire the skills and knowledge they need for their future. 

The curriculum at Granton has been ‘creative’ for some time, however in September 2011, we began to further consider ways in which the curriculum met the needs of our 21st century learners, their world and the community in which they live. 

Aims and Objectives

After consultation with children, parents, staff and the community we decided that our curriculum would be firmly based upon the school’s four core aims:

RESPECT - for themselves, others and their environment


CARE AND CONSIDERATION - for others, irrespective of race, class or gender


AWARENESS - of the environment and in particular the local community in which we live


INDEPENDENCE - to develop the ability to think for themselves, to learn through discovery and to enrich their creativity


The vision for the curriculum is that children and teachers plan and direct the path of their learning together, asking questions, making links, exploring possibilities and investigating as appropriate, within a termly theme that is common to the whole school.

 We provide a rich and varied learning environment and adopt different teaching & learning styles to allow all children to develop their skills & abilities to their full potential.


We will be successful when:


- The broad, balanced, rich and vivid curriculum promotes a love of learning and high standards especially in literacy, mathematics and ICT


- The programmes of study equip the children with significant knowledge, skills and understanding of what is right and wrong, fair and unfair and gives them a set of values for life


- The children are able to reflect upon how the school's core values are a set of values for life and can be adapted to any situation


- The children have a sense of identity with the local area


- The children understand the need to live harmoniously in their multicultural community, a multiracial Britain and an ever shrinking world


- The children understand the importance of emotional literacy, social awareness and the need to be enterprising


Teachers and pupils have the freedom to make genuine links between subjects and develop skills for life including:


*Enquiry  *Problem Solving  *Creative thinking  *Information processing  *Reasoning  *Evaluation  *Self-awareness  *Managing Feelings  *Motivation  *Empathy  *Social Skills  *Communication


Experiential learning is encouraged through educational visits and visitors in school in order to expose the children to a variety of new experiences which will underpin their understanding of a topic. 


Although the vision and aims that underpin the curriculum are agreed, the content of the curriculum is flexible and will adapt year on year to suit cohorts and social circumstances, so that it remains relevant and addresses genuine real life issues that children need to be aware of. 


Organisation and Planning


The themes for each term (i.e. 3 terms during the year) are currently:

Term 1 & 2 – Global Citizenship.  PSHE ,Citizenship,RE & social geography focus , developing children as global citizens and developing our school’s link with a Tanzanian and a Parisian school. 

Business/Enterprising Project where links with the global citizenship theme are made eg fair trade, sustainability and financial awareness. These activities are all  based around the school’s core values: independence, respect, care and consideration and awareness.

Term 3 & 4 – Discovery.  History & Science focus , where children investigate the journeys, inventions and explorations which have shaped our world and the legacy which they left. In the second half term, the children produce something for the wider community based on their earlier learning based around the school’s core values: respect, awareness and independence.

Term 5 & 6 - The Environment.  Art & physical Geography focus, where the children learn about  their school, local and global environments and how to look after them. There is an art based project reflecting different aspects of the environmental work which is shared with the school and wider community.This learning is based around the school’s core values: independence and respect.

Before each term begins, staff training is given by AHT and supporting subject coordinators, to inspire staff with possible starting points and partner teachers work together to plot ideas into a rough spider diagram which is then handed in to the appropriate subject leaders so that coverage of the curriculum can be checked.  They consider how to introduce the topic to the children with a stimulating hook, in order to find out what lines of enquiry the children would like to pursue (e.g. by collecting images, maps, artefacts, showing film clips etc).  The children’s questions are then matched up with teachers’ initial plans and referenced to the National Curriculum or EYFS curriculum.

Once the spider diagram planning has been handed in to the subject leaders and children have inputted their ideas, teachers transfer the content into a medium term plan, indicating NC links, learning outcomes, children’s questions and planned activities for the term.

As with all teaching and learning, staff work to ensure that children’s work is accurately pitched in order to challenge at every level.  Progression of skills as well as knowledge is carefully thought about during the planning process.

At the end of each term, annotated plans are handed in to the subject leaders so that coverage of curriculum content and skills can be assessed, recorded and fed into an evaluation. 

Assessment for learning

We use a range of strategies to assess learning which are recorded on the school tracker or on formats collated by subject leaders three times a year. Assessment informs planning & teaching in a cyclic process. It is constructive, positive, informative and involves the learners in their own progress. Our marking policy keeps the children at the centre of their learning with an expectation for them to self assess and peer assess and respond to teachers’ comments and b-mails.

We set academic targets for the core subjects which the children, their parents and all teaching and support staff have responsibility for. These are monitored on a daily basis and updated regularly.

Children with Special Educational Needs

The curriculum in our school is designed to provide access and opportunity for all children who attend the school.  If we think it necessary to adapt the curriculum to meet the needs of individual children, we do so in consultation with the parents. 

We base our teaching on our knowledge of the children’s level of attainment. Our prime focus is to develop further the knowledge & skills of the children. We strive to ensure that all tasks set are appropriate to each child’s level of ability.

If a child has a special need, Granton does all it can to meet these individual needs including those pupils who are identified as being gifted or talented.  We comply with the requirements set out in the SEN code of Practice in providing for children with SEN.  If a child displays signs of having a special need, his/her teacher together with the SEN coordinator makes an assessment of this need.  The teacher is able to provide resources and educational opportunities that meet the child’s needs within normal class organisation.  If a child’s need is more severe, and we have collected the appropriate evidence including that from external agencies, we will consider the child for a statement of special educational needs. 

The school provides an Individual Educational Plan (IEP) for each of the children on the special needs register.  This sets out the nature of the special need, and outlines how the school will aim to address the need.  It also sets out targets for improvement, so that we can review and monitor the progress of each child at regular intervals. 

We have high expectations of all children and we aim to support them in achieving the highest possible attainment they can.

The Early Years Foundation Stage

Children in Nursery and Reception access the curriculum as set out for the whole school in accordance with the practice guidance in the Early Years Foundation Stage framework.  We fully support the principle that young children learn through play and by engaging in well planned, structured activities that relate to their unique interests. 

Indoor and outdoor provision is planned carefully to allow the children to access the curriculum and develop their skills effectively.

Light touch baseline assessments are made on each child in the first term in reception, and careful observations are made on all early years children to add to their foundation stage profile and inform next steps planning. 

The Role of the Subject Leader

The role of the subject leader is to:

  • Provide a strategic lead and direction for the subject i.e. by creating a yearly action plan based on prior knowledge about strengths and areas for development in the subject and reviewing this on a termly basis
  • Develop and review curriculum planning
  • Support and offer advice to colleagues on issues related to the subject
  • Monitor pupil progress in the subject area and develop means of assessment for their subject
  • Monitor teaching and learning through observations, book sampling and planning
  • Provide CPD and in class support for teachers to aid school development
  • Provide efficient resource management for the subject
  • Keep up to date with developments in their subject, both at national and local level

The school provides leaders of  subject areas non-contact time wherever possible, so that they can carry out the necessary duties involved with their role. 

Monitoring and Review

The Governing Body’s ‘Parents, Pupils and the Community Committee’ is responsible for monitoring the way that the school curriculum is implemented.  This committee reviews the curriculum at bi-annual meetings and reports are given to Governors by subject leaders three times a year.

The Senior Leadership Team are responsible for the day to day organisation of the curriculum.  Weekly literacy and numeracy planning is uploaded onto the shared drive on a weekly basis and medium term planning, once discussed with the children, is also stored here on a termly basis.  At the end of each term, the subject leaders will collect annotated creative curriculum planning to evaluate coverage and progression in skills.  This will be monitored in conjunction with book sampling, progress reviews and lesson observations. 

Subject leaders also have a responsibility to monitor medium and weekly planning for their subject area to ensure that the aims of the curriculum are being upheld and that planned teaching and learning strategies are appropriate and engaging. 

Home Learning

Each term, class teachers send a letter home describing the key learning points to be covered through the curriculum . This is accompanied by 6 home learning project activities (3 compulsory and 3 optional) which complement and support the curriculum delivered in school. The three compulsory activities have a hand in date which will feed into the classroom work. The optional projects are handed in at the end of term . Children are actively encouraged to share this learning with the adults at home and to approach the activities in a range of ways eg, oral presentation, art & craft, ICT, written etc, choosing the most appropriate method for them and their audience . The children are encouraged to manage their own time and resourcing with these project based activities and their progress is monitored, shared and celebrated on a weekly basis in class.There are lunch time groups provided for targeted children to support their home-learning projects who perhaps do not receive as much support from home.

Regular consultation with children, parents, Governors and staff feeds in to the constant review and evaluation of the curriculum. 

Bronwen Morris , June 2014






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