The Role of the Curriculum
Our curriculum is the key vehicle for the development of the values, attributes, knowledge, skills and behaviours that our pupils will need to be successful learners, confident individuals and responsible citizens. It is through the curriculum and our relationships that we plan to realise our vision for our school community.
The Parkside Community School curriculum follows the national curriculum in England. It provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement.
Please click here for detailed information on Parkside Community School's ethos and values.
Our vision is for young people:
- who have the essential knowledge they need to be educated citizens
- who continue to develop the values, knowledge, competencies and attributes that will enable them to enjoy learning, achieve personal excellence, relate well to others and live safe, full, healthy and satisfying lives
- who appreciate and can contribute to human creativity and achievement and public service
- who will play a full and active part in society, with the skills and knowledge to explore issues critically, weigh up evidence, debate and make reasoned arguments
Principles that underpin the curriculum
Education changes lives. Our curriculum is deliberately ambitious for our pupils and our community. It is designed to give all pupils, particularly the most disadvantaged, the knowledge, skills, attributes, values and cultural capital they need to succeed in life.
2. Great experiences
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The Parkside Community School curriculum plans for progression in all learning areas. This is achieved through:
- Effective sequencing in learning, so that new learning connects to existing knowledge and skills
- Providing academic and vocational pathways between Key Stage 3 and Key Stage 4 curriculum areas
- Programmes of study that effectively prepare pupils for aspirational Post-16 destinations
4. Personalisation and Inclusion
Teachers have high expectations for every pupil. As such, planned learning is sequenced according to the needs, starting points and aspirations of individual pupils and groups of pupils. Teachers use assessment to set targets which reflect those expectations. Our assessment, recording and reporting policy sets out our approach in detail.
Lessons are planned to meet the needs of pupils with special educational needs and pupils for whom English is an additional language. Our SEND policy provides detail on our approach to assessment of and provision for pupils’ additional learning needs.
Connecting the curriculum, learning activities and the community provides powerful opportunities for enhancing the meaningfulness and impact of pupils’ learning and its application. It also develops connectedness, contributes to wellbeing, and is a powerful vehicle for celebrating pupils’ achievements and enabling them to see their impact potential.
As a school that aims to be at the heart of improvements across the community, such work is valued because of its transformative potential and capacity to engage otherwise hard-to-reach members and sections of our community.