Foundation Stage Planning
Medium term planning for the foundation stage takes the same format as for the rest of the school but under the heading of the six areas of learning of the Early Learning Goals and encompasses the Stepping Stones taken from the DfES curriculum guidance. As for Key Stage 1, there are six cross-curricular topics undertaken in the year to provide a cohesive learning experience. Weekly planning is written using the six main areas of learning: personal, social and emotional development; communication, language and literacy; mathematical development; knowledge and understanding of the world; physical development; creative development. Foundation Stage planning also provides a stimulus or context within which children are able to initiate their own learning.
The Planning Process for Key Stages 1 and 2.
A whole school theme based plan is in place, showing the main focus areas to be covered throughout the year. In both key stages these focus areas will be cross-curricular where appropriate.
Planning for English and maths follows the national strategies and utilises any cross curricular links.
The class curriculum map for the year, identifies in more detail the focus for learning to be undertaken in each area of the curriculum, for each term. This has been informed by both class teachers and the curriculum co-ordinators working in partnership, and is continually under review.
Termly planners identify clearly learning intentions, activities and opportunities for assessment. They are put together by the class teacher, support from the co-ordinator as necessary. Curriculum coordinators identify appropriate learning intentions for each term to support class teachers in planning. These, together with the class teachers planned activities, form the schemes of work for each curriculum area.
At the beginning of each term the class teacher’s planner is monitored by the Deputy Headteacher and Subject Coordinators against the incumbent curriculum maps. These planners are then returned to class teachers when they become working documents. At the end of each term activities may have been altered. If so, the planner will be given back to the Deputy Head for further monitoring. All termly plans and schemes are kept centrally by the Deputy Head and are available for reference by others.
Planning for special needs requirements is well established and integrated, with a working whole school policy in place.
There is a separate detailed planning sheet for literacy and for mathematics. For the other subjects weekly planners show detailed, differentiated learning intentions, assessment opportunities, cross curricular links and the activities designed to deliver them and the use of teaching assistants. Starting points are appropriate to the abilities of the children, with opportunities for first hand experience wherever possible. There is freedom within a planned structure of learning for the children to engage in investigative and challenging learning, appropriate to their ability. The format allows teachers to write details of the teaching and learning in their own style but in a common organised way. They show classroom organisation, methodology and delivery style. IEP targets are available with the weekly planning
Weekly planners are monitored by the Headteacher at the beginning of each week. These planners are evaluated by the teachers throughout each week.
A weekly timetable for each class shows hall times, library use, teaching assistant times, laptop computers, music and P.E. Key Stage 2 class timetables may show more detail of curriculum subjects. This timetable is on display in every classroom.