Curriculum

We in Easter Carmuirs hold fast to our school values and our core rationale.

Our curriculum and spaces support our whole community to build positive relationships and to feel safe and secure at Easter Carmuirs.

Behaviour is Communication

There will be an understanding that children may not be able to lend their whole attention to learning and that we must support and enable them to develop positive mental attitudes, and regain their sense of safety and trust so that they are able to learn. This may mean enabling a child to have quiet time on his/her own or choosing a safe, familiar activity.
Safe spaces identified for children to use
Agreed communication between staff and children to signal their need to use safe spaces
Positive language and reassurance – we understand this is difficult – what can we do to help? “Can I help?” not “What are you doing out here?”

Wondering aloud – “I wonder what I could do if I was feeling….”

The Importance of Transitions

Photographs or videos of the new classroom set ups could be sent out in advance
Soft starts introduced
Staff could accompany children as they make their way around the school, or out to the playground until they are confident and secure
Recognise that we will have major transitions most weeks for some time as children become secure in their new surroundings and with new staff
Communication between school and home, before term starts, with continued support throughout.
Classrooms should contain photographic displays of children with images of their families.
Careful consideration should be given to transitions throughout the day and at the end of day too.
Visuals will be displayed to support children to walk around the school and ask for help when they need it.

Classroom as a Safe Base

Explicit use of visual timetables so that children know what to expect from the daily routine
Children to personalise their classrooms and make them a positive space which creates a sense of belonging and ownership.
Use of visuals throughout the day to aid understanding and support independence in learning for all children.
Classrooms should be uncluttered and resources easily accessible for all – reduce the amount of resources ‘on display’.
Identified safe space/breathing space areas within classrooms where children can go for some quiet/self-regulation.
Careful consideration of amount and level of verbal communication used by staff.
Consideration around lighting and use of background music to support a calm space.

Learning is understood developmentally

There will be more opportunities for outdoor learning and learning outdoors in order to offer children more space and freedom of movement than can be offered in a classroom setting.
Play opportunities will be offered at all stages
Understanding that children should have opportunities to regularly repeat learning covered previously to depend and broaden understanding and transference of skills and to promote independence.
Visible Learning resources to promote an understanding for all around learning as a variable journey with highs and pits.

Importance of Well-being and Self-esteem

Language is a vital means of communication

In all our actions and words we are mindful of each other’s trauma and wellbeing.
Emotion check ins in every class
Communication with home
Alternative methods of communication used where and when appropriate.
Regular communication with parents regarding children’s well being, learning progress, setting expectations and offering support
Explicit use of positive language – change the narrative and change the mindset
Take time to talk and listen to each other.

Every Child Prepared for Success