BUTE HOUSE PREPARATORY SCHOOL

Curriculum Policy

This policy applies equally to the Foundation Stage (Reception Class), Key Stage 1 and Key Stage 2 as taught at Bute House

The curriculum at Bute House, in its fullest sense, firmly underpins Bute House’s aims and ethos, from which a culture and philosophy is generated that supports the overall development of all involved in the school community. The school is committed to ensuring that the curriculum is broad and balanced, in order that the needs of all children are provided for, whatever their gifts and talents. The broad and balanced curriculum gives pupils a vast experience of mathematical, scientific, linguistic, technological, physical and creative education.  All children are encouraged to make progress and fulfil their potential. Support is given to each pupil allowing her to strive to attain the highest academic levels of which she is capable.

The general aims of the Curriculum are:

- to help each child reach her potential and inspire her to achieve her personal best in every subject by providing a broad and enriched curriculum which encourages a love of learning that goes beyond what is taught.

- to ensure that pupils develop the essential literacy, speaking and listening, and numeracy skills;
- to provide pupils with a full and rounded entitlement to learning;
- to foster pupils' creativity and develop essential skills, including learning skills;
- to promote a healthy lifestyle;

- to give an informed perspective about the role of the individual in the community, in society, in Europe and in the World

- to inspire pupils to a commitment to learning which will last a lifetime;
- to promote high standards in all learning and teaching.

- to promote a non-competitive ethos

- to prepare for the future in an increasingly technology dependent world

- to encourage pupils to become self-motivated learners and confident communicators

The school’s curriculum includes all those activities designed to promote the intellectual, personal, social, physical, spiritual and moral development of our pupils. It prepares our pupils for the opportunities, responsibilities and experiences of adult life. It includes not only the formal programme of lessons but the informal programme which includes our vast array of extra-curricular activities and all the features contributing to the ethos of the school.

The girls are entitled to a curriculum which is characterised by breadth, balance, relevance, differentiation, entitlement and progression and which will lead to their future successes and personal achievements.

Breadth: bringing all pupils into contact with a range of areas of learning (knowledge, concepts, skills and attitudes) and experience (aesthetic, creative and social, human, linguistic and literary, mathematical, moral, physical, scientific and technological). Throughout this broad curriculum values such as mutual respect and courtesy are reinforced.

Balance: the timetable ensures that there is a balance between all the curriculum areas.

• English
• Mathematics
• Science
• Arts/languages/drama/music
• Humanities
• Physical education/gym/lacrosse/tennis/swimming…
• Technological

• Spiritual/Moral/Cultural and Social education

The Foundation Stage curriculum is based upon the Early Years curriculum and French.

Each area has time and resources to make its specific contribution to the curriculum as a whole. Cross-curricular links are pursued where possible and desirable.

Relevance: The learning objectives should be appropriate to the age and ability of the children and prepare them for the requirements of the next stage of their education and ultimately their future aspirations, for example through PSHE.

Differentiation: A variety of differing teaching and learning methods and materials are used in all courses to suit pupils' different needs and ensure challenging work is provided for all.  Differentiation also requires variation in classroom organisation and individual support.  All pupils have the opportunity to learn and make progress whatever their ability.  The school’s Learning Enrichment department supports and enhances the learning experiences for girls who have Learning differences, including those with English as an Additional language where this occurs.  The LE department will determine the appropriate course of action in consultation with the parents and form teachers.  The department ensures that all pupils have access to a broad and balanced curriculum and tailors small group or individual teaching sessions to challenge the pupils and enable them to develop strategies that will prepare them for future learning opportunities and experiences. 

Entitlement: Entry to all programmes of study is based on academic suitability and appropriateness, regardless of sex, race, disability, religion or belief.

Progression: Continuity within the curriculum from Reception through to Year 6 is monitored, assessed and evaluated by the Heads of each department.

Teaching and Learning: Teachers have high expectations of their pupils and use a range of teaching methods. Shared experience between teachers and learners should be developed with the promotion of the view that learning is enjoyable, stimulating, rewarding and confidence-building.

Monitoring and review

The responsibility for the whole-school curriculum in subject areas lies with the Head of each Department. This includes producing policies and monitoring the planning. The HOD is assisted by the Director of Studies who oversees the monitoring of the whole curriculum, ensuring that the aims of the school are being met.

This policy will be reviewed by the Director of Studies who will report to the Head on its implementation on a regular basis.

Reviewed October 2009