Perranporth REAL Projects Curriculum
What are REAL Projects?
At Perranporth, we endeavour to find out what interests the children and how they want to learn. We are very excited about our REAL Project approach to learning which we use to deliver a rich, broad and varied curriculum.
Each key stage follows a rolling programme of umbrella headings (such as World History) which ensures full and rigorous curriculum coverage in all year groups. Each term, the curriculum is then planned around a question or statement or theme `which drives the children’s learning and the teachers’ planning, ensuring an integrated, cross-curricular approach. Pupils and teachers are involved in the “tuning” of the project before a planning day. Projects have a clear timeline with milestones and mini-outcomes for pupils to achieve, all leading to a final outcome. The children’s learning is enhanced by visits / visitors and real-life tasks. Core subjects are integrated into the project and we plan and design learning opportunities that are relevant and engaging and have real-life outcomes.
The REAL Project approach contains certain key aspects:
Learning environments take on the appearance of a time, place or event being explored and are changed with every new project. Classrooms have a variety of flexible learning spaces, which can be adapted for different lessons and which allow children to make daily decisions about how they would like to learn.
Developing problem solving, independence and resilience in pupils is a central part of our teaching. Children are presented with challenges related to their project which require them to organise themselves, plan and carry out the task and choose how to present their learning. The staff act in a facilitating role, using questioning to support rather than direct. Challenges can be across all curriculum areas, can be used to introduce, embed or extend skills and provide pupils with an opportunity to take ownership of their learning.
Launch days are designed to spark the children’s interest in their new project. The days are carefully planned to incorporate a wide range of skills and activities both in the classroom and out. This leads to the children being fully immersed and engaged in their new project within a short space of time.
The final outcome of a project, which might be a product (such as a machine or artwork), a performance (such as a theatre piece or a debate), or a service (such as giving a lesson to younger students), creates a focus for the project that gives it a feeling of purpose from day one. Pupils are aware of the final outcome and the deadline from day one of the project. This gives their work a clear purpose and embeds the need for high quality outcomes.
Authentic Audience or Purpose
It is important that the outcome of a project is something that the children (as well as other people) value. Ensuring that the audience for a final outcome extends beyond the school community, ultimately aiming to provide a service, increases the pupils’ motivation and engagement. Our plans for outcomes include ideas such as; exhibitions, magazines sold in a local shop, a website, art presentations at local galleries, an auction, a stall at the town market, a charity fundraiser and a Plastic Free Perranporth awareness event. Opportunities are encouraged for links with the wider community to enhance the curriculum through the use of volunteers, local library, Museum and Churches. Additional involvement in community events such as the St Piran’s Day Celebration and Lowender Peran Celtic Music Festival link our pupils with their cultural heritage and sense of place.
Our Long Term Planning can be viewed below:
Our Curriculum aims to:
- provide a broad and balanced curriculum.
- use a range of learning and teaching styles.
- embed key skills in order to prepare children for real-life and everyday situations.
- deliver knowledge and learning in practical ways.
- provide a creative approach to planning and delivery that will incorporate key aspects of the National Curriculum especially Literacy, Numeracy, ICT and Science.
- facilitate opportunities where learning and teaching can take place beyond the classroom- outdoors in the school and local community and the wider area, including visits and visitors.
- stimulate our children’s natural curiosity.
- involve our children in decision-making about their learning, allowing choice and independence.
- help our children to develop problem-solving skills they can use, apply and transfer to differing situations to enable them to use their strengths in one area to overcome challenges in another.
- ensure our children know what they are learning and why.
- encourage children to demonstrate their learning in different ways ie– photographs, posters, products, presentations and performances.
- closely monitor and assess progression in attainment and application of skills. Allow time to engage, reflect and review – including peer and self-evaluation.
- have a sense of worth, purpose and personal identity
- are active, motivated enthusiastic learners
- are creative and resourceful,
- can communicate well
- recognise their responsibilities as members of a global community
- are able to challenge injustice and handle conflict appropriately
- make informed choices
- are able to work well both independently and co-operatively with others
- respect others and can relate to others and form good relationships
- are confident individuals able to live safe, healthy and fulfilling lives
- know how to sustain and improve the environment and take into account the needs of present and future generations when making choices.
- understand, respect, celebrate and enjoy Cornish culture and heritage.
- understand the key British Values: Democracy, Rule of Law, Mutual Respect, Personal Liberty and Tolerance of other faiths and cultures. Please click here for our: British Values Statement
We aim to give all children, irrespective of age, gender or ethnic origin equal opportunity to make maximum progress. It is expected that all children will be given the opportunity to learn in a creative and encouraging learning environment which encompasses a range of learning and teaching styles. It is hoped that our approach will motivate and support children’s learning at all levels including the Able and Talented, EAL and children identified with a Special Educational Need or disability (SEND).
So how do we organise learning?
In the Foundation Stage we follow the Early Years Foundation Stage Curriculum, which comprises three prime areas: communication and language, physical development and personal, social and emotional development. We also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are: literacy; mathematics; understanding the world; and expressive arts and design.
We teach this framework through topics that excite the children; we gather their ideas through mind-mapping and plan according to their needs and interests a variety of structured play and practical activities to help them develop in the prime and specific areas of learning.
Where pupils move into Year 1 without having achieved the Early Learning Goals, they may continue to be taught in line with the Foundation Stage Curriculum. Transition to the Year 1 curriculum can therefore happen when pupils have reached that stage in their development.
From Year 1 to Year 6 we organise learning through the 2014 Primary Curriculum under the curriculum areas of:
- Personal, social, health and emotional development and citizenship;
- Understanding English, communication and languages;
- Languages (currently French) ;
- Physical Education;
- Art and Design;
- Design and Technology;
- Religious Education (delivered through Cornwall’s agreed syllabus)
Component aspects of these are arranged into long and medium term plans by the school using the Inspire Curriculum and other schemes of work or plans to suit the needs of our pupils.
Cornwall’s agreed syllabus for RE 2011 informs our teaching of religious education, we have planned this into a long term programme of study that reflects the needs and sense of place of the school. Parents may exercise their right of withdrawal from religious worship and instruction.
Key Stage 1 and 2
At Key Stage 1 and 2, children have a daily English and Mathematics lesson.
As a school, we recognise the importance of reading for all children and therefore, have a comprehensive and thorough approach to the teaching of reading across the school including, daily phonics lessons in Reception and KS1. Teaching of letters and sounds is supported by the use of Giant Phonics and we utilise a range of quality reading texts for guided and individual reading. Guided reading is taught daily across the school. Children work in ability groups on reading related activities improving their comprehension skills. Over the year they will explore a range of genre and develop confidence in using a range of reading strategies. Writing is taught through a topic-based approach, as much as possible, in order to provide purpose and audience for the children. Grammatical accuracy is embedded in the teaching of writing but also as a discrete element of the English curriculum alongside spelling and handwriting.
The new Mathematics curriculum aims to ensure that all pupils become fluent in the fundamentals of Mathematics including the ability to recall and apply knowledge rapidly and accurately. Children at Perranporth are taught to reason mathematically, solve problems and apply their mathematical skills in a variety of real life contexts.
In addition to English and Mathematics, children are taught to develop their skills, understanding and creativity in Science, Computing, History, Geography, Design Technology, Music, Art, Physical Education and Religious Education (which is based on the locally agreed syllabus). Additionally, French is taught from Year 3 onwards. Additional music tuition is also provided for children who wish to learn a particular instrument.
PSHE (Personal, Social and Health Education) forms an integral part of the curriculum at Perranporth CP School. It helps to give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active, responsible citizens. All members of staff are committed to encouraging in our children, a knowledge of right and wrong and to take responsibility for their own behaviour.
Children are taught about the community in which they live and are encouraged to work in cooperation with other members of the school community. Supporting charities, both local and further afield, is encouraged. All children are expected to undertake appropriate responsibilities within the class and school, e.g. caring for the classroom environment, participating in class assemblies and participating in out of school activities.
We aim to develop children’s enjoyment, confidence and skill in physical activity and introduce them to the pleasures of sport to help develop active children who benefit from a healthy lifestyle. At Perranporth we use Area PE Planning with a challenging and motivating skills building program. This enables us to boost skills and promote excellence and fitness whilst focusing on the development of agility, balance and coordination, healthy competition and cooperative learning.
We enhance and enrich the curriculum through a variety of activities including educational visits, school performances, visitors to school including artists, craftspeople, actors, musicians, support of parents and other stakeholders, after school clubs and links with our local cluster schools and secondary schools.
Our curriculum has been designed to meet the needs of all our children. Many topics are brought together and taught in a cross-curricular way, to maximise the use of time but also to make experiences more meaningful and provide children with a real context for learning. The high quality of Computing equipment and software also means Computing is an integral part of many teaching and learning experiences.
Spiritual, Moral, Social, Cultural (SMSC)
We build in opportunities to promote the spiritual, moral and cultural development of all our pupils, especially through our daily acts of Collective Worship and our Religious Education scheme of work. Children are encouraged to develop their own beliefs. Throughout our assemblies, we deliver the S.E.A.L. scheme of work (Social and Emotional Aspects of Learning) supported by assemblies that promote a healthy lifestyle, staying safe, being good citizens, etc.
Daily assemblies are of a broadly Christian nature. We have fortnightly visits from our local Open the Book Group who provide Bible based assemblies as well as regular visits from our local church representatives. Weekly class assemblies provide a time to enjoy and share class learning, along with a weekly celebration assembly to acknowledge success, both in and out of school. We have also have weekly singing assemblies which embrace our school love of singing and music.
Homework is used to extend school learning and also encourages children as they get older to develop the confidence and self-discipline needed to study on their own. It provides opportunities for parents and pupils to work together and to enjoy learning experiences.
We are very proud of the wide range of extra-curricular clubs we are able to offer at Perranporth. These are run after school and at lunch times and are all well attended. Most clubs are run by our dedicated teachers and teaching assistants but we also have some clubs run by external coaches, for which there is usually a small fee.
Clubs which have been available in the last year have included: choir, football, netball, cross-country, handball, hockey, tag rugby, multi-skills, surf club, cheer leading, and we also have lunchtime homework club.
We are very proud of our choir who perform at many school functions and local events and competitions.
Our sports teams compete regularly against other schools and we have a high reputation for success in a wide range of activities.
We firmly believe that the education of the children is a partnership between children, staff and parents. Support from home is vital in maximising children’s chances of fulfilling their potential. In order to facilitate this partnership, we offer an open-door policy where parents are welcome to visit school to discuss their children’s progress with staff at a mutually convenient time. Each class has two formal parents’ meetings per year and a ‘meet the teacher session at the beginning of each year. Pupil progress reports are sent home at the end of each term and a final report in the summer term.
Roles and Responsibilities
The Headteacher takes overall responsibility for and leads the curriculum. Coordinators of School Improvement Areas monitor their subject to ensure raising of standards and improved outcomes. Consultation relating to the curriculum is facilitated through the annual parent and pupil questionnaire consultation process, from parents through newsletters, from pupils through the school council, and from staff and governors at their regular meetings.
Inclusion – provision for all pupils
Teachers plan to meet the needs of all pupils by ensuring learning is focused on individual pupils` needs and abilities. Outcomes from assessment of learning enable teachers to set targets which reflect individual pupils` skills, abilities and potential.
The school has developed a model of intervention for children experiencing difficulties in literacy or mathematics based on three waves:
Wave One: The effective inclusion of all pupils in a high quality daily literacy hour and mathematics lesson (Quality First Teaching).
Wave Two: Small group intervention. This is taught on a needs basis only and our practice is that this is provided within the classroom by a trained teacher or teaching assistant. We adopt the Sutton Trust recommendations that the most effective support is provided within the classroom and by trained professionals, groups of children are therefore not removed from the learning environment of the classroom.
Wave Three: Specific targeted intervention for pupils identified as requiring special educational needs support. Again, this is most frequently provided within the classroom so that each child benefits from the support of the class teacher. Specific curriculum extension programmes or differentiated learning for gifted and talented pupils is built into our practice.
Our school curriculum aims to realise the full potential of each individual child and will be regularly reviewed.