St Day and Carharrack School is a safe and wonderful place, where children want to be and where learning takes place both in and out of the classroom. Learning is through a mixture of exploration, discovery, creativity and a variety of sensory and kinesthetic experiences, which encourage learners to want to explore more in a journey of lifelong learning. They will learn the English and Maths skills needed for life and to be able to progress in their education. Whatever their background they will learn to shape their futures and develop their unique capacities and skills. They will be encouraged to be curious, use thinking skills to innovate, be creative and problem solve. They will develop the first understandings of employment and entrepreneurship. They will leave St Day and Carharrack School as learners for life, with the knowledge and skills to be well-rounded individuals, mentally and physically healthy, with an appreciation for and a generosity toward the people, the world and the universe around them.
The St Day and Carharrack Curriculum follows a rolling programme, centred on a topic based approach using the Inspire Curriculum, Cornish lesson plans and teachers' passions to innovate and create lessons based on the ideas gleaned from the children. The National Curriculum objectives are tracked termly to ensure coverage.
At St Day and Carharrack we want all children to SHINE...for life. All lessons follow the same model for learning approach:
We recognise that in order for children to be able to learn they must be in a comfort zone where their emotional and physical needs are met. All staff work hard to provide an atmosphere where children feel safe to take risks and know that their efforts will be valued. Staff use 'Brain Breaks'to prepare children for learning. High expectations of behaviour help maintain a positive climate for learning. (See also positive behaviour policy)
Visualising your goals
At the start of most lessons teachers will specifically describe the learning intention using WALT (We Are Learning To…). This will often be supported with a list of component parts of the learning and requisite skills known as the ‘Success Criteria’. Assessment for learning questioning techniques are used to check children’s starting points and links are made to previous learning so that children’s experiences are rooted in the familiar.
Through direct teaching and modelling, using a range of styles to appeal to different learners, teachers demonstrate what successful outcomes look like. They clearly explain the task and the differentiated levels of challenge before checking that children are clear about the expectations. Teaching has excellent pace and where possible is enriched with the use of IT.
New Learning New skills New Knowledge
Children are encouraged to challenge themselves but to be responsible learners who are able to recognise when they need support. A range of methods of differentiation are used to ensure that all children are able to make progress from their starting points and extension activities are available for children who make rapid progress. Mini plenaries are used to consolidate or redirect learning where necessary.
Recall Review Reflect
Children evaluate their own work through self and peer assessment. They reflect on what exactly made the learning achievable and/or what barriers to accessing the learning still exist. Teachers use plenaries to celebrate success, to consolidate learning and to look forward to the next steps to come.