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Creative Curriculum

Creative Curriculum Policy

 

 

 

Here at Gascoigne Primary School, we provide a creative curriculum based around the Cornerstones Curriculum. 

 

What is the Cornerstones Curriculum

The Cornerstones Curriculum is a creative and thematic approach to learning that is mapped to the new 2014 Primary National Curriculum to ensure comprehensive coverage of national expectations. Our new curriculum will be delivered through Imaginative Learning Projects (ILPs) which will provide a rich menu of exciting and motivating learning activities that make creative links between all aspects of our children’s learning. 

We believe children learn better when they are encouraged to use their imagination and apply their learning to engaging contexts. Our new curriculum will provide lots of learning challenges throughout the academic year that will require children to solve problems, apply themselves creatively and express their knowledge and understanding effectively across the curriculum.

Cornerstones also provide a rigorous essential skills framework that outlines the end of year expectations in all subjects. These essential skills are tied to activities and are age related so that staff can track children’s progress and identify their individual learning needs.

 

Although links can be made with all subjects, Literacy, Maths, RE and PE will be taught as discrete sessions.

 

Teaching staff are encouraged to broaden the experience of the topics for the children through educational visits, visitors in the school and shared experiences of the wider community, eg Involvement with parents and school links etc…

Children’s achievements are celebrated regular through the school newletters, displays in classrooms and shared areas and in assemblies where children are encouraged to share their knowledge with the rest of the school.

 

How it Works

Children will progress through four stages of learning in each ILP – Engage, Develop, Innovate and Express. 
 

Engage

At the ‘Engage’ stage, children will:

  • gain memorable first-hand experiences, such as going on a visit or inviting a special visitor into school

  • enjoy ‘WOW’ experiences

  • get an exciting introduction to a topic or theme

  • begin researching and setting enquiry questions

  • get lots of opportunities to make observations

  • develop spoken language skills

  • take part in sensory activities

  • have lots of fun to fully 'engage' with their new topic.

 

Develop

At the ‘Develop’ stage, children will:

  • improve their knowledge and understanding of the topic

  • develop and practice their new skills

  • compose, make, do, build, investigate, explore, write for different purposes and read across the curriculum

  • research their own questions and those set by others

  • follow new pathways of enquiry based on their interests

  • complete homework activities that support their learning.

 

Innovate

At the ‘Innovate’ stage, children:

  • apply skills, knowledge and understanding in real-life contexts

  • solve real or imagined problems using everything they’ve learnt

  • get inspired by imaginative and creative opportunities

  • revisit anything not fully grasped at the ‘Develop’ stage.

 

Express

At the ‘Express’ stage, children:

  • become the performers, experts and informers

  • share their achievements with parents, classmates and the community

  • evaluate finished products and processes

  • link what they have learnt to where they started

  • celebrate their learning

To find out more about these stages please click on the link through to Cornerstones website:

http://www.cornerstoneseducation.co.uk/Learning-Philosophy.aspx

 

Learning Environments

There is an expectation that classrooms will reflect the IPL (theme). This can be done by having a themed related role play/reading area.

All classrooms should also have a KWL working wall, showing the learning processes the children have gone through during their topic.

 

Rationale for Learning Wall

  • To know what children already know about a given topic helps to inform planning

  • Involving children in their learning process

  • Giving visual reminders to the children about their learning

  • Children to have sense of ownership and pride for their achievements

  • Celebrating children’s learning outcomes

     

K – What the children already know

W – What the children would like to learn/know

L – What the children have learnt

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