Curriculum
See Also...
CURRICULUM AND DEVELOPMENT / CURRAICEALAM AGUS LEUDAICHEAN
In line with government recommendations, the Curriculum is divided into 8 main areas:
•ENGLISH LANGUAGE
•MATHEMATICS
•EXPRESSIVE ARTS: including Art & Design, Music, Drama and Physical Eduation.
•ENVIRONMENTAL STUDIES: including Social Subjects (History, Geography), Science and Technology.
•RELIGIOUS AND MORAL EDUCATION
•PERSONAL AND SOCIAL DEVELOPMENT
•HEALTH EDUCATION
•ICT: this is embedded in the main areas of the curriculum and is also taught as a discrete subject to ensure progression and continuity in the acquisition of ICT skills
This 5 - 14 Programme has been designed to:
•Help schools to plan what to teach at each stage
•Decide how much time to give to each subject
•Improve methods of assessment
•Assist in keeping records of pupil progress
•Communicate more easily with parents
•Ease the transition to S1 in Secondary School
As in previous years ASSESSMENT will be carried out by a variety of methods:
•Day to day observation by the teacher
•Marking of class work
•Testing of a particular area (including National Testing)
•Specific strategies and approaches as appropriate
Levels at which pupils are expected to work are detailed below:
Tables for EM pupils in Reading, Writing and Mathematics and for GM pupils in Mathematics only:
•LEVEL A Should be attainable in the course of P1 -3 by almost all pupils.
•LEVEL B Should be attainable by some pupils in P3 or even earlier, but certainly by
most in P4.
•LEVEL C Should be attainable in the course of P4 -6 by most pupils.
•LEVEL D Should be attainable by some pupils in P5 -6, but certainly by most in P7.
•LEVEL E Should be attainable by some pupils in P7 -S1, but certainly by most in S2.
Tables for GM pupils for GM reading/writing:
•LEVEL A Should be attainable by December in P3 by almost all pupils
•LEVEL B Should be attainable by December in P4 by almost all pupils.
•LEVEL C Should be attainable by December in P6 by almost all pupils.
•LEVEL D Should be attainable by December in P7 by almost all pupils.
For GM pupils in English Reading and Writing, Level D should be attainable by the end of P7 for almost all pupils. National Tests will be carried out as and when deemed appropriate by the class teacher.
Annual reports are issued in late April or early May. Parents meetings are held the week following distribution of reports and earlier in the session, usually November.
This is one part of the process of assessing children’s progress in reading, writing and mathematics. The level at which pupils are tested is closely linked to the level at which they are operating in class work as detailed in the previous section. Where the tests are used, this will be done informally within the classroom situation and class teachers and parents only will know any results. Reading, writing and mathematics are the only areas in which testing will be carried out.
Reading
Core reading allows for continuity and progression at the pupil’s own rate. This is supplemented by a variety of books and other reading schemes. Each class/resource area has a supply of leisure reading books. Pupils are encouraged to use the facility and discuss materials read with the class teacher/classmates. There are also well-stocked reference libraries for the various stages. The teaching of reading should not merely be concerned with the development of reading aloud with fluency, but should foster in the child a real enjoyment and understanding of the material read. Children also read regularly for information and to understand the writer’s craft. All classes, including Nursery, take regular visits to the local Library.
Written Language
Pupils are encouraged to learn to write for different purposes and audiences. The purposes come under the headings of functional, personal or imaginative. With this in mind, attention is paid at all stages to accuracy in spelling, punctuation and handwriting. The development of these written skills is based on the North Lanarkshire Writing Programme, up-to-date Language Textbooks and Environmental Studies Project work. The link between reading and the ability to write confidently cannot be emphasised too strongly and we would ask parents to read to their children and to encourage them to spend a short period of time each day reading.
Talking/Listening
In addition to the more formal aspects of reading and writing we must stress how vital it is to begin to develop talking and listening skills at an early age.
Early Literacy In order to raise attainment in all aspects of Literacy the school has a well established Early Literacy Programme. This programme is primarily aimed at the infant stages where it is hoped that early success in language will lead to more confident and successful language achievements in the junior and upper classes. To this end a classroom assistant is in place in primaries 1-3.
Pupils of P1 and P2 in Gaelic medium education have total immersion in the Gaelic Language. The main emphasis in the immersion phase is to develop the skills of listening and speaking Gaelic. Therefore, the teacher will talk extensively to the pupils and this will be supplemented by the use of audio and video recordings. Particular emphasis will be placed on structured play and on activities, which will provide productive contexts for the oral use of language. English reading and writing is phased in at P3/4 stages and will be developed across the whole curriculum.
Gaelic will continue to be the predominant medium of instruction through all stages. However, in order to further develop pupil’s oral/aural skills in the medium of spoken English, some teaching will be done through the medium of English during primaries 6 and 7 (approximately 10% of class time)
The 5 -14 Mathematics scheme is supported by worksheets, textbooks and most importantly, practical examples of the use of maths in everyday experiences. The main areas taught are;
•number,
•money
•measurement
•shape
•position
•movement
•information handling.
The use of calculators and computers is encouraged at appropriate times/stages. Mental maths is integral to all maths lessons and a programme of problem solving is in place.
This term is used to describe the integrated study of a number of subjects (history, geography etc) through a main topic eg MY SCHOOL, WWII, SPACE: There is an all school structure on the local environment eg HOMES; OUR VILLAGE; SEASHORE. In addition, especially in the upper primary, it is necessary to some degree to study history, geography, science and health education separately, in order that pupils have greater understanding of these prior to transfer to secondary school. The Highland Science & Technology Programmes are in place in the school which ensure progression and continuity from P1 - P7.
Music is taught to all pupils and instrumental instruction in recorder, chanter and violin is available, although places available for the latter are limited. The school is well equipped, possessing a wide range of pitched and unpitched instruments and a piano. Traditional Scottish music is available to older children through visiting specialists.
Each class, on a regular basis, receives Physical Education from either a specialist or their class teacher, in a well-equipped gymnasium. A structured swimming programme is in place for all classes and these lessons usually take place in Term 1 (August - October) and Term 4 (April - June)
Drama and art activities are undertaken by the class teacher and occasionally by visiting specialists.
The three elements of Religious & Moral Education are:
•Christianity
•Other World Religions
•Personal Search
These are taught through the Fife Programme of Religious & Moral Education which is recommended by the Highland Council. Religious Observance is defined as “Community acts which aim to promote the spiritual development of all members of the school community and express and celebrate the shared values of the school community”. In Mallaig Primary we hold weekly assemblies which promote good values, celebrate success and encourage individuals, groups or classes to present to the school any work of which they are proud.
This coming together of staff and pupils has come to be an important part of school life. More formal assemblies, presented by the classes in turn, on a particular theme, are held termly. Parents who wish to withdraw their child from religious education should make their request known to the Head Teacher.
NATIONAL TESTING / A’ SGRÙDADH NAISEANTA
LANGUAGE /CANAN
MATHEMATICS / MATAMATAIG
ENVIRONMENTAL STUDIES / FOGHLAM ARAINNEACHD
EXPRESSIVE ARTS / EALAIN FAIREACHAIL
RELIGIOUS/MORAL EDUCATION / FOGHLAM CREIDEAMH ’S MORALTACH
