A01: CURRICULUM POLICY
The curriculum is the totality of pupils’ learning experiences
At Edison International Academy, we believe that our curriculum should be broad, balanced and relevant to meet the needs of all children irrelevant of their ability.
Our curriculum is comprised of:
- The Early Years Foundation Stage Framework 2014
- The National Curriculum of England Framework 2014
It is our aim to ensure that our pupils have a range of learning experiences that challenge, stimulate and promote thinking and learning through our creative curriculum.
The aims of the curriculum are to:
- promote high standards in all areas of the Frameworks
- enable children to develop a wide range of skills, including social and emotional
- provide equality of access and the opportunity for all pupils to make progress
- enable pupils to develop a moral sensibility through carefully taught values
- prepare pupils for the opportunities, responsibilities and experiences of adult life
The curriculum is planned effectively, providing continuity and progression. It promotes an enjoyment of learning and a commitment to learning and achieving. Through the provision of rich and varied activities, we aim to:
- encourage the best possible progress for all pupils
- enable pupils to make connections across different areas of learning
- help pupils to think creatively and solve a variety of problems
- develop pupils’ capacity to learn and work independently and collaboratively
- enable pupils to respond positively to opportunity, challenge and responsibility
- enable pupils to acquire and develop a broad range of knowledge, skills and understanding
At Edison International Academy, we aim to foster a life-long love of learning through student centred learning and class programmes that develop thinking skills.Through it, we aim to deliver a twenty-first-century education that will equip our pupils with the skills required to be independent and responsible citizens, who
- are secure in their values and beliefs
- respect others
- recognise their responsibilities within a global community
- have a sense of worth, purpose and personal identity
- make informed choices
- can handle conflict
- have enquiring minds
- are creative and resourceful
- have good problem-solving skills
- use, apply and transfer skills to different situations
- are confident individuals
- can relate to others and form good relationships
- are able to work independently as well as in cooperation with others
- are creative and resourceful
The Organisation of the Curriculum:
The curriculum is taught through discrete subjects based on the statutory guidelines as specified in the EYFS /National Curriculum of England Frameworks.
The objectives specified by the Early Years Foundation Stage Framework and the National Curriculum of England, respectively, are incorporated into our planning. An overview of the long-term yearly planning gives a broad outline and shows progression and continuity across the school.
There are three parts to our planning:
Long-term Planning: this shows an overview of the topics/themes covered each term in each year group in each subject. Long-term plans give a broad outline for each year group and show progression and continuity between topics taught.
Medium Term Planning: this shows specific objectives to be taught within each area of the curriculum and the links between them. The objectives are directly relevant to the Frameworks.
Weekly/Daily Planning: this breaks down the objectives into weekly/daily achievable targets and activities.
Pupils should be part of the planning process at the medium and long term planning stages. Long/medium term planning is flexible from year to year as long as the statutory requirements from the Frameworks are covered. Therefore, topics/themes may change over time.
Roles and Responsibilities:
The School Principal, Deputy Principal, Coordinators/Head of Departments and Class Teachers have overall responsibility for implementation of the curriculum. They are responsible for overseeing the delivery of the curriculum through:
- regular formal and informal discussions with staff
- monitoring of planning to ensure curriculum and key skills are covered
- carrying out book scrutiny alongside planning and ensuring cross-curricular links are optimised
- observing learning and teaching to ensure progress is being made
- regular review of the curriculum and implementing changes where necessary
- formulating an action plan to move the school forward
- sending out curriculum information to parents every term
The School Principal has the responsibility for the leadership of the curriculum so as to:
- ensure that curricular objectives are met at all times and progression is optimised
- ensure that class teachers teach the curriculum so that its aims are achieved, and that they plan collaboratively to ensure parity across each year group
- ensure that progress is tracked appropriately and accurately in line with Edison International Academy’s Assessment Policy
- ensure that all learning needs are met, if necessary implementing early intervention strategies
- ensure that the Stakeholders receive a report each term on curricular matters
All teaching staff are responsible for the planning and delivery of the curriculum on a day-to-day basis and for making cross-curricular links/integrating where appropriate. Teaching staff can, in cooperation with the School Principal, Deputy Principal and Coordinators/Head of Departments, make amendments to planning in order to optimise learning opportunities should the need arise.
Teachings staff are encouraged to enthuse students and broaden their experience with activities such as off-site-visits, visitors into school, project work and shared experiences of the wider school community.
Student’s achievements are acknowledged and celebrated regularly through displays in shared areas, assemblies and wherever they have the opportunity to share their knowledge with the rest of the school.
At Edison International Academy, we value the diversity of pupils within our school. All pupils have equal access to the curriculum and are treated fairly, regardless of race, religion or abilities.
Assessment and Reporting
Assessment and reporting are vital, as it helps us to determine whether or not the necessary progress has been achieved and whether or not changes to the curriculum need to be made.
Please also refer to the Assessment Policy & IEP Policies.
We welcome applications for the upcoming term. We invite parents to visit the admission page and become acquainted with the process and send an application