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Primary Supported Curriculum

Introduction

The pupils in the primary supported curriculum are aged between 2 ½ and 11 years, covering Pre-school to Year 6.  The pupils in Ysgol Tir Morfa experience the different stages of development such as the Sensory-motor stage, Pre-operational stage and Concrete-operational at differing ages, and move through these stages at various paces.  As such, as recommended by Donaldson (Successful Futures 2015) the Primary Supported Curriculum provides different pathways throughout the phase.

Teaching and learning

The learners’ personal and social development underpins the Foundation Phase Curriculum. 

The development of children’s self-image and feelings of self-worth and self-esteem are at the core of this phase (P.4 Framework for Children’s Learning for 3-7 year olds in Wales)

Developing learners’ communication skills, alongside pupils emotional and physical wellbeing, ensuring our learners have the skills necessary to start their learning journey, underpins the practise of teaching and learning in the Primary Supported Curriculum at Ysgol Tir Morfa.  We put a considerable emphasis upon developing pupils communication skills and these are accommodated for in whatever mode the pupil is using, e.g. utterances, eye pointing, Makaton, PECS.

Personal and social development, alongside the other six areas of learning: Language and Literacy, Mathematical development, Physical Development, Welsh Development, Creative Development and Knowledge and Understanding of the World are addressed through themes and daily provision.  In this way we aim to support our pupils to become independent learners, whatever their level of ability.

Assessment for Learning

Within the Primary Supported Curriculum, assessment for learning consists of:

Questioning - Strategic use of differing types of questioning at the beginning, during and end of lessons.

Effective teacher feedback - All pupils will have work, photos, observations highlighted with 2 stars and a wish.  Pupils will have individual ‘wish challenges’ to work towards.

Peer Assessment - In the younger classes pupils will be encouraged to watch and imitate their peers.  As this skill develops, pupils will be asked to comment on their peers work.

Student Self Assessment - Pupils will be encouraged to self monitor and observe their own levels of engagement within a task.  Pupils will be asked to consider their work and consider ways to improve.

Recording

Observations of learners could be written, recorded or photographic evidence.  Observations should be used to inform ‘next steps’ for learning and planning.  When observing pupils it is important to ensure you observe in various settings to fully assess their ability to generalise skills. 

The Literacy and Numeracy Framework is recorded on a half termly basis on the LNF pupil record with a differing focus each half term ensuring coverage overall.  The LNF focus should be noted on the medium term plans.  This should also be a focus of observations and annotated within pupil’s evidence. 

Teachers are expected to update bSquared records for every pupil in each area/subject every half term.  Pupils in pre-school/nursery should be assessed on the Early Years bSquared and pupils from Year 1 upwards should be assessed on the National Curriculum and P Levels.

End of Key Stage assessments are recorded at the end of the Foundation Phase and Key Stage 2, teachers should assess and report outcomes attained by each pupil by means of teacher assessment in:

  • Personal and Social Development, Well Being and Cultural Diversity
  • Language, Literacy and Communication skills
  • Mathematical Development 

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