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MAPPERLEY PLAINS PRIMARY SCHOOL
Creative Curriculum Policy
Introduction
The school's curriculum is all the planned activities that we organise in order to promote learning, and personal
growth and development. It includes the formal requirements of the National Curriculum, delivered through a
creative approach which engages the interest of learners. It also supports the various extra-curricular activities that
the school organises in order to enrich the children's experience. It includes the 'hidden curriculum' – what the
children learn from the way they are treated and expected to behave. We want children to grow into positive,
responsible people, who can work and cooperate with others while at the same time developing their knowledge and
skills, in order to achieve their true potential. We aim to foster creativity in our children, and to help them become
independent learners. Above all, we believe in making learning fun.
Vision, Aims and Values
The vision for Mapperley Plains Primary School is to create a learning community where all pupils are supported to
achieve their potential through high quality teaching and learning.
Aims of the Creative Curriculum are to:
 Provide a broad, balanced and relevant education which provides continuity and progression and takes individual
differences into account
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Implement and develop the agenda for Excellence and Enjoyment
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Support the Every Child Matters Agenda
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Help learners to listen and read for a variety of purposes and be able to convey their meaning accurately and
appropriately through speech and writing for a variety of purposes
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Give children greater opportunities to develop their thinking and problem solving skills mathematically in a
variety of situations using concepts of number, algebra, measurement, shape and space, and handling data
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Teach learners to know about geographical, historical and social aspects of the local environment and the
national heritage and be aware of other times and places and recognise links among family, local, national and
international events
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Develop the use of ICT across the curriculum
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Provide knowledge of the beliefs of the major world religions
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Teach learners to know how to apply the basic principles of health, hygiene and safety
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Develop learners enquiring minds and scientific approaches to problems
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Enable the communication of knowledge and feelings through various art forms including art/craft, music, drama
and be acquiring appropriate techniques which will enable them to develop their inventiveness and creativity
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Develop social skills and encourage children to become more active citizens within the school community and
beyond
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The Creative Curriculum will help our learners in the following ways:
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Increase learners’ motivation, enthusiasm and engagement in their learning, making learning more
meaningful, through putting it into context
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Raise standards in both teaching and learning
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Help learners become more independent and take greater ownership of their learning developing children’s
confidence and motivation to learn through the use of a range of learning and teaching styles
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Give opportunity for a flexible timetabling approach to make space for true depth of study
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Establish cross-curricular links to foster a broader understanding
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Create and maintain an exciting and stimulating learning environment, including Whole school and Key Stage
“theme weeks”
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Provide opportunities to apply knowledge and learning in practical ways and to solve problems in a variety of
situations
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Provide enrichment opportunities where learning and teaching can take place beyond the classroom
Effective Learning
In order for a creative curriculum to lead to creative teaching and learning, the approaches in school need to be
founded on the following principles:
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Children know what it is they are going to learn
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Children know what they need to do to be successful learners
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Children are helped to be able to assess their own learning and the learning of others
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Children receive positive feedback that helps them to identify what they need to do next
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Children have time to reflect and review their learning
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Children feel cared about and are happy, secure, motivated and stimulated
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The learning environment is well organised, attractive, stimulating and positive
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Children experience a variety of learning situations, both indoors and outdoors
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Lessons are interesting, stimulating and fun and children have the opportunity to learn through first hand,
multi-sensory experience
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Expectations are high
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Timetabling provides opportunities for flexibility
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Spontaneity is encouraged.
Creative Curriculum
The Creative Curriculum has been organised into integrated topics and links have been made to other curricular areas
within the topic and curricular focus. The use of ICT is used across the curriculum when it enhances the quality of
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teaching and learning. Each class teacher is responsible for the delivery of the curriculum through a ‘topic based’
approach which incorporates key skills.
Teaching and learning strategies
Lessons are introduced with whole class teaching, using open ended probing questions, visual stimuli and talk
partners; followed by a period of learning, where children may work independently, in pairs or as groups. A plenary
may be delivered at any point during the session to extend or review learning. We recognise that children have
preferred learning styles, taking these into account when planning our teaching. (Further guidance can be found in
the Teaching and Learning Policy).
To facilitate this, we do the following:
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Plan open ended tasks which elicit a variety and depth of response
Set tasks of increasing difficulty and scaffold where appropriate
Ensure a range of learning styles are catered for including kinaesthetic, visual and auditory
Use visual stimuli and artefacts to promote interest
Deploy Teaching Assistants to support the work of individual children or groups of children
Plan trips and visitors are organised to further understanding.
Creative Curriculum planning and organisation
The programmes of study of the National Curriculum tell us the minimum requirement of what needs to be taught in
Key Stages 1 and 2. The aim is that the required Knowledge, Skills and Understanding are covered as many times as
possible throughout the Key Stage. In order to track the progression of skills each subject is arranged in Levels and
these are used to plan the next steps in children’s learning.
Long term plans indicate what themes will be taught and when. Using a brainstorm of activities, a topic is devised and
we then consider what the best learning sequence would be. This may include how the topic will be introduced
including a ‘WOW’ factor e.g. a visit, film or trip.
The medium term plans for each topic hold the relevant Learning targets, skills and experiences.
The short term plans (weekly planning) break down the objectives into the activities to be completed in the week.
The Curriculum Framework is reviewed annually and monitored closely by the Curriculum Leader. (See Appendix)
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Assessment and record keeping
Class teachers assess and record attainment and progress of the core subjects, (see Assessment Policy)
Class teachers monitor the coverage of Knowledge, Skills and Understanding by cross referencing with planning and
ensuring progression from one class to the next. Children are informally assessed according to the skills taught and
children who are below, at and above expectations are noted.
At the start of the school year class teachers plot children on a whole class Progress and Attainment Trackertracking
sheet and this is updated termly to record most recent progress. Termly meetings with the Head and Deputy Head
Teacher are held to analyse progress of all children.
Subject leaders collect evidence; planning, assessment data, photographs, work, and children questionnaires from
year groups to compile evidence that allows them to assess how well their subject is being delivered.
Equal opportunities and special educational needs
It is expected that all children will be given the opportunity to learn in a creative and encouraging learning
environment which encompasses a range of learning and teaching styles. All children are entitled to this as part of the
ECM agenda. It is hoped that this approach will motivate and support children’s learning at all levels including the
Gifted and Talented, EAL and children identified with a Special Educational Need (SEN).
Equality
We are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving
services from the school, irrespective of race, gender disability, faith or religion or socio-economic background. We
aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their
identity and able to participate fully in school life.
The achievement of pupils will be monitored by race, gender and disability and we will use this data to support pupils,
raise standards and ensure inclusive teaching. We will tackle discrimination by the positive promotion of equality,
challenging bullying and stereotypes and creating an environment which champions respect for all. At Mapperley
Plains, we believe that diversity is a strength, which should be respected and celebrated by all those who learn and
teach in our school.
Monitoring and evaluation
The Creative Curriculum Leader is responsible for monitoring and reviewing the Creative Curriculum on an annual
basis, responding to monitoring and evaluation and discussions with subject leaders. This process is reflected in the
Leaders action plan, and is achieved through:
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Regular formal and informal discussions with staff
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Regular observations of lessons
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Analysing assessment data
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Regular scrutiny of children’s work
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Monitoring planning to ensure curriculum coverage
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Collating data from staff, parent and children’s questionnaires.
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Speaking with the children about their learning.
As a result of the above, the action plan will be amended in order to move the school forward.
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Communication
Governors are kept informed of developments and priorities through a termly report written by the Creative
Curriculum Leader. Governors are also invited to attend staff training as appropriate and visit lessons to gain a clearer
understanding of how lessons are delivered.
Parents and carers are kept informed of developments, through regular class letters, meetings, Head Teacher
newsletter, open evenings and end of year reports.
Resources
Subject Leaders ensure that resources are available for staff and signpost staff to anything which might enhance the
quality of learning.
The Foundation Stage
The Early Years Foundation Stage Curriculum is followed throughout Foundation. Early education focuses on the
needs of each individual child recognising that they all learn at different rates, come with different experiences and
begin at different starting points. Within an atmosphere which promotes success and achievement, we give children
the opportunity to:
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Learn from first hand experiences
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Gain confidence and develop as independent learners
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Begin to develop responsibility for their own learning
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Exercise choice, explore and experiment
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Interact with a rich variety of materials
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Develop respect for others
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Use language increasingly to explore feelings and ideas
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Develop physical skills, control and co-ordination
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Enjoy learning for its own sake.
Young children are entitled to a broad and balanced curriculum that meets the requirements of the foundation stage
of learning, and works towards the early learning goals. We ensure that:
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Play is at the centre of learning
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Learning is carefully planned and assessed
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All children make progress within an atmosphere which promotes success and achievement
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Adults working with young children have high expectations and are suitably qualified
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All children have access to a secure and stimulating environment which allows for good indoor and outdoor
activities; parents and carers are encouraged as partners in the learning process.
The Curriculum and Inclusion
It is expected that all children will be given the opportunity to learn in a creative and encouraging learning
environment which encompasses a range of learning and teaching styles. All children are entitled to this as part
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of the ECM agenda. It is hoped that this approach will motivate and support children’s learning at all levels
including the Gifted and Talented, EAL and children identified with a Special Educational Need (SEN).
The Role of the Subject Leader
The role of the subject leader is to:
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Provide a strategic lead and direction for the subject through the formulation of an action plan
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Support and advise colleagues on issues related to the subject
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Monitor pupils' progress in that subject are
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Report on progress to the Head and Deputy Head Teacher
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Provide efficient resource management for the subject.
The school gives subject leaders non-contact time regularly, so that they can carry out their duties. It is the
role of each subject leader to keep up to date with developments in their subject, at both national and local
levels. They review the way in which the subject is taught in the school, and plan for improvement. This
development planning links to whole-school objectives. Each subject leader reviews the curriculum plans for
the subject, ensures that there is full coverage of the National Curriculum, and sees that progression is
included in lesson plans. The subject leader ensures that children are being offered a variety of experiences
which challenge them. They also liaise closely with Governors.
Communication
Governors are kept informed of developments and priorities through a termly report written by the Creative
Curriculum Leader. Parents and carers are kept informed of developments, through regular class letters,
Head Teacher newsletter, open evenings and end of year reports.
Health and safety
We actively follow Nottinghamshire Guidelines. Risk assessments are carried whenever trips are planned.
The health and safety of the children is always considered as part of the planning process.
Signed:
Date:
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