Northern Ireland Revised Curriculum

The Areas of Learning

1.     Language and Literacy

2.     Mathematics and Numeracy

3.     The Arts (Art, Music, drama)

4.     Personal Development and Mutual Understanding

5.     Physical Education

6.     The World Around us (Science, History, Geography)

7.     Religious Education

Cross curricular skills to be integrated into the Areas of Learning

·          Communication

·          Using Mathematics

·          Using ICT

Thinking skills and personal capabilities to be developed

·          managing information

·          working with others

·          being creative

·          thinking, problem solving and decision making

·          self management

Stages of the Primary Curriculum

·        Foundation Stage includes Pre-School, Year 1 and Year 2

·        Key Stage One –Year 3 and Year 4

·        Key Stage Two- Years 5, 6 and 7.

Foundation Stage

The Foundation Stage will build upon the valuable work undertaken at Pre-School.  During this new Key Stage, teachers will be able to teach at a pace which is developmentally appropriate for very young children.  There is an increased emphasis on play-based learning and personal, social and emotional development.

Key Stages 1 and 2

Key Stage 1 will now cover years 3 and 4 whilst Key Stage 2 remains Years 5-7.  Pupils will be encouraged to make connections in their learning and see the relevance in what they are studying.  There is an increase emphasis on Personal Development and Mutual Understanding (P.D.M.U.) across the Curriculum.  P.D.M.U. will also be introduced as a distinct Learning Area.  Skills and capabilities will be developed through all the Learning Areas listed above.

Differentiation

Effective teaching will be achieved by matching the level of work to the individual ability of each pupil so that he/she may reach his/her own inherent academic potential.

Children are taught using a variety of styles – whole class; small group – mixed ability or differentiated by ability; individual teaching.

The chosen style will be appropriately matched to the task being undertaken by the pupil.

Special Educational Needs

The Special Educational Needs (SEN) policy in the Preparatory Department has due regard for the school’s Mission Statement and for the DENI Code of Practice for the Identification and Assessment of Special Educational Needs.

We seek to meet the needs of each child.

The policy accepts that there is a wide variety of difficulties which may lead to special educational needs.  In the Preparatory Department special educational needs usually concern the following: -

·     General/Specific Learning Difficulties

·     Emotional and Behavioural Difficulties

·     Medical/Physical Difficulties

The Class Teachers continuously monitor and assess their pupils.  If a child is identified as having a learning difficulty or a behavioural or an emotional problem this will be reported by the class teacher to the Special Educational Needs Co-ordinator (SENCO) and the parents will be informed. The Code of Practice will be implemented and an Individual Educational Plan prepared.  Additional help and support may be required within the classroom and at home.  Where necessary, assessment and advice will be sought from the Educational Psychology Service provided by the South Eastern Education and Library Board and from the school’s Clinical Medical Officer.  We seek to work closely with parents at all times in the best interests of their child.

The Learning Support teacher works with individuals and small groups of pupils.  She prepares Individual Education Plans along with the child’s class teacher. 

Short term special educational needs due to illness will be organised in consultation with the child’s parents, the Clinical Medical Officer and the child’s GP. 

Parents requiring further information about the SEN Policy may arrange to meet with the Head of the Department.