What is a Curriculum?

A school curriculum describes what children and young people do in school.  The experiences and outcomes set out expectations for learning and development in expressive arts, languages and literacy, health and wellbeing, mathematics and numeracy,  religious and moral education, sciences, social studies and technologies. 

Expressive Arts

Drama

Through drama, learners have rich opportunities to be creative and to experience inspiration and enjoyment. Creating and presenting are prominent activities for all learners. Their acting and presenting skills are developed through participating in scripted or improvised drama. Exploring real and imaginary situations helps learners to understand and share their world. They develop their capacity to enjoy drama and their knowledge and understanding through evaluating technical aspects and scripts, and commenting on their work and the work of others.  Throughout the year theatre companies visit the school and our pupils have the opportunity to participate in our own school productions.

Art & Design

Through art and design, learners have rich opportunities to be creative and to experience inspiration and enjoyment. They explore a wide range of two- and three-dimensional media and technologies through practical activities, and create, express, and communicate ideas. Their studies of the works of artists and designers enhance their enjoyment and deepen their knowledge and understanding.  In Art & Design children will investigate materials and media, developing skills in drawing, painting, constructing, modelling and discovering solutions.

Music

Through music, learners have rich opportunities to be creative and to experience inspiration and enjoyment. Performing and creating music will be the prominent activities for all learners. Through these activities they develop their vocal and instrumental skills, explore sounds and musical concepts, and use their imagination and skills to create musical ideas and compositions. They can further develop their understanding and capacity to enjoy music through listening to musical performances and commenting on them. They use ICT to realise or enhance their composition and performance, and to promote their understanding of how music works.

Languages and literacy

Using a variety of relevant resources and teaching strategies we endeavour to develop in each pupil competence, confidence and enjoyment in listening, talking, reading and writing.

Our core literacy materials are: Story Worlds, Oxford Reading Tree, Ginn and Literacy World.   We also use Nelson Handwriting, Nelson Spelling, Nelson English and North Lanarkshire Writing  together with a variety of reference and fiction books.

Modern Language

Children at the P1 -  P7 stages are taught French by trained members of the teaching staff often supported by French language assistants or teaching staff from St. Ninian's.

Health and well being

Mental, emotional, social and physical wellbeing Mental and emotional wellbeing Physical wellbeing Social wellbeing

Mathematics and numeracy

Using a variety of relevant resources and teaching strategies we endeavour to develop a secure understanding of the concepts, principles and processes of mathematics and apply these in different contexts, including the world of work.

Our core numeracy materials are: Scottish Heineman, Heineman, TeeJay, Peter Patilla with a variety of resources

Religious and moral education

Sciences

Social Studies

Social Studies, Science, Technology and Information Communication Technology are the basic components of Social Studies. These may be approached individually or integrated into carefully managed programmes of topic studies. Films, books, T.V., radio, computer programmes, visiting speakers and educational visits can all be used to consolidate the skills and content of Social Studies. National Guidelines are closely followed to ensure that themes, concepts and skills are built on as each child develops.

Technologies

Numeracy

Staff in St Cadoc’s use a variety of methodologies to develop in every pupil sound mathematical knowledge and skills and an inquiring mind. The development of mental maths skills is a priority. A carefully structured and balanced maths programme which includes money, measurement, shape, position and movement, problem solving and enquiry is followed by each child. The emphasis is on practical work and active learning.

A wide range of resources are used so that the important mathematical skills and concepts can be developed. Mathematical games and computer software may be used to introduce, reinforce and develop skills and concepts. National and Authority testing complements our own internal  continuous assessment.

I.C.T.

Religious and Moral Education

The main aim of Religious Education in the school is to teach the Catholic Faith to the children in a way that is appropriate to their age and circumstances. This is done, in the formal curriculum, mainly through the Alive O Programme. Through this teaching we aim to help the children: To deepen their faith and become more aware of God as a presence in their lives. To deepen their understanding of their membership of the Church, especially in relation to the Sacraments they receive, during their Primary School years. To become more aware of the rights and needs of other people within the scope of their own lives and in the wider world. To grow in tolerance of other people, especially those of different faith.

Equal Opportunities and Social Justice

Additional Support for Learning

Group and class teaching methods ensure that strengths and areas for development are highlighted quickly. Additional support for learning is applicable at some time to most children, particularly those who experience difficulty or are very able. Members of our learning support team provide general advice and guidance for teachers to ensure that an appropriate curriculum is devised and that the most effective of resources and methods are employed. Senior staff co-ordinate this support within the school.

Additional support is supplied by staff from the English as an Additional Language Unit (E.A.L.), a teacher of the partially sighted, a speech and language therapist and bi-lingual staff. Pupil Support Assistants have an extremely important role in our school in raising attainment and supporting supporting pupils and teachers.

Promoting Positive Behaviour

We adopt a positive approach to school discipline. Children who behave well are rewarded / praised to encourage continued good behaviour. The relationship between pupils and teacher should be similar to that between a child and parent and therefore requires mutual consideration. It is essential that our pupils behave well to benefit fully from the education which we provide. In order to be consistent in our promoting positive behaviour policy throughout the school and keep parents informed, we will adopt the following measures:

• Pupils who behave well will be praised and rewarded. Children who persistently misbehave may lose some privileges [Good behaviour will ensure that these privileges are restored]. If appropriate, a child may receive a daily behaviour sheet to be signed by the teacher and parent. Continued bad behaviour or serious indiscipline will result in notification of parents to come to the school in order to discuss an acceptable remedy.

  Persistence in the disruption of school life, despite parental co-operation, or very serious misdemeanours, will result in suspension from school. This will only be done in consultation with parents who would then be asked for written assurance that their child will improve their behaviour on his / her return. Bullying is unacceptable in any form and the school makes use of various anti-bullying resources. Staff are extremely vigilant in this regard.

  The positive ethos of our school is maintained by all children, parents and staff being aware of our school rules: Be kind and friendly towards others Share with one another Be polite, truthful and honest Encourage each other, show team spirit Work hard Make people feel welcome and co-operate with each other Treat everyone in the same way Fortunately most of our pupils are well behaved. It is important to stress that any means of discipline the school attempts will not work without the full co-operation of the parents.

Homework

Our homework policy states that teachers set work which pupils can undertake at home. This encourages good habits and positive attitudes. Homework will generally be provided four nights per week Monday - Thursday, and include aspects of reading, language work, mathematics, research in relation to environmental studies and religious education. Parents of young children will often be asked to hear reading or help to reinforce and practise new skills recently learned. Parental approval gives great encouragement to young readers. It also provides a link with home and school, allows parents to experience the tasks being tackled by the children and instils self discipline. We request your support to ensure a high standard of work and would ask you to sign homework on completion.