Our school curriculum

What do we want our children to achieve through our Parkroyal curriculum?

To develop a modern curriculum that inspires and challenges all learners and prepares then for the future and:

• That our curriulum is a framework for setting out the aims of our programme of education;
• That knowledge and skills are to be gained at each stage (intent);
• That we translate that framework over time into a structure and narrative (implementation) and 
• That we evaluate what knowledge and skills pupils have gained against expectations (impact & achievement) 

How are we delivering our curriculum?

• Immerse our pupils in subjects through language/activity rich launch events
• Give our pupils purposeful reasons to find things out
• Explicitly say what subject is being taught
• Know what interests them and build on that
• Connect learning to the local environment and community or through issues that impact on young people
• Teach them skills of research and analysis
• Promote concepts e.g. children as researchers, children as reporters
• Enable our pupils to relate and apply their learning to exciting landing events

What difference do we expect our curriculum to make for pupils at Parkroyal

• It provides an education that encompasses academic, creative, social, emotional, physical and cultural development
• It celebrates our pupils' efforts and achievements

Equal Opportunities

We believe that all those who work at Parkroyal Community School - pupils and adults - have the right to be treated fairly and with respect by everyone within the school. We aim for Parkroyal to be a safe, supportive place, where all children and adults feel valued as individuals, whatever their ability, age, disability, gender reassignment, marriage or civil partnership, pregnancy & maternity, race, religion or belief, sex and sexual orientation. The school aims to foster the social and personal skills of cooperation, sharing and mutual respect.

SEND

In practice, individual children or young people often have needs that cut across all these areas and their needs may change over time, in terms of both type and level. The support provided to an individual child or young person should always be based on a full understanding of their particular strengths and needs.

Inclusive Quality First Teaching describes what should be on offer for all children: i.e. the effective inclusion of all pupils in high quality, everyday, personalised teaching