The aims of the curriculum are also the aims of the College as a whole; to promote the intellectual, moral and spiritual growth of each individual, to encourage a life-long love of learning and to enable all pupils to undertake their duties and responsibilities as future citizens in an informed manner.

The policies and schemes of work for all subjects reflect the content of the National Curriculum. The plans for the Reception classes are based on ‘The Early Learning Goals’.

For Years 1 and 2 in English and Mathematics reference is made to the content of The National Literacy Strategy and The National Numeracy Strategy, although we do not observe necessarily the methods of teaching. Where other guidelines are available e.g. Science, Geography, History, PE and Design Technology, we have used these to determine the content of our Policies and Schemes of Work.

Our Curriculum prepares our pupils for SATS at the end of Key Stage One and for successful transfer to the Preparatory Department of the Junior School.

We support the whole College policy of strict non-discrimination on grounds of race, gender or class in all curriculum areas. It is expected that where possible, a wide diversity of teaching methods and resources be used which will reflect the differing backgrounds of the pupils.

We also aim to meet the requirements of any pupils with special needs, adapting the teaching methods and resources as necessary.

The curriculum is the overall responsibility of the Head of Pre-Prep, who reports to the Head of the Junior School. Each curriculum area has a Co-ordinator (see Appendix 1) who has direct responsibility for the Policy and Scheme of Work for the subject. It is the responsibility also of the Head of Pre-Prep to see that the Curriculum Co-ordinators carry out the requirements of their job description (see Appendix 2) and that the curriculum is delivered in an efficient manner.

Learning should take place in a calm, ordered but stimulating environment, where all pupils feel happy, confident and valued.

A wide variety of approaches and teaching strategies should be adopted, drawing on each individual teacher’s strengths. Where at all possible initial learning should take place through practical experiences.

The delivery of the curriculum is on the whole the immediate responsibility of the class teacher.

Each area of the curriculum has a document showing the work to be covered for each year group. There are also suggestions of activities to match the learning objectives and where appropriate lists of resources available. Individual teachers may use other activities to meet the learning objectives and suggestions will be welcomed by the subject Co-ordinator when reviewing the documents.

Half termly plans are produced by class teachers working with their year group colleague. These are submitted to the Head of Pre-Prep and filed. Weekly plans showing appropriate differentiation are reviewed regularly. The final column on the daily planning sheets allows for a general evaluation of the work plus notes on individual pupils.

It is the responsibility of all staff to constantly evaluate the quality of learning within their classrooms and to change and differentiate accordingly.

The Pre-Prep staff meets on a daily basis before school starts, when the progress of individual pupils can be discussed and informal evaluation of the curriculum takes place. At these meetings there is the support of all colleagues.

Year Group teachers meet each week at a convenient time to evaluate and plan. Most Year Groups manage a daily meeting to evaluate and plan. This is possible because of the professionalism of all colleagues. The Pre-Prep staff meets on a regular basis with the Music Specialist to discuss the progress of the pupils.

The evaluation of curriculum documents is part of the agenda of the Pre-Prep Staff Meetings when appropriate.

Educational visits play an important part of the curriculum. Teachers are encouraged to organise visits appropriate to the topic being covered and also to look at the possibility of visits to school of other professionals, experts etc.

In the Michaelmas and Lent Terms two activity days / workshops are organised for a particular curriculum area. In the Summer Term the Pre-Prep has an organised Arts Festival day.

In the Pre-Prep because of the difficulty of convenient non-contact time, lesson observations tend to take place on an informal basis. It is usually possible to organise requests from Curriculum Co-ordinators to observe their area through the Head of Department.

Lesson observations are part of the Appraisal process and will often include a programme for the appraisee to observe colleagues. Before an observation it should be agreed when the observation should take place and the role the observer is to play. If there is to be an area of focus this should be agreed. There are several observation forms available, which may or may not be used as appropriate. Colleagues observed should be debriefed immediately if at all possible, but certainly within 24 hours. Further more lengthy discussion may take place at a later date.

Appraisal is the right of every member of staff. The primary aim of the appraisal process is to promote staff development. With teaching staff it is expected that all appraisals will include an aspect of delivery of the curriculum as one focus. The appraisal system is covered more fully in the Appraisal Policy Document.

To have responsibility for actively promoting, encouraging and maintaining the enthusiasm of the staff in your curriculum area.