Our Mission Statement
Our school mission statement is Inspire, Challenge and Achieve. Nurturing growth is woven into the fabric of our ethos. This mission statement applies to all the School community.
Inspire: This emphasises the school’s goal of igniting curiosity, enthusiasm, and a love for learning. The school aims to spark imagination, motivate learners and staff, and encourage them to explore their interests and passions. The focus is on fostering an environment where learners and staff feel excited and empowered to learn.
Challenge: The school is dedicated to pushing learners and staff beyond their comfort zones to reach their full potential. It highlights the importance of setting high expectations and providing opportunities for learners and staff to develop resilience and problem-solving skills. Challenges are seen as an opportunity for growth and development.
Achieve: This signifies the school’s commitment to helping learners reach their academic and personal goals. It reflects a focus on success and accomplishment, ensuring that all learners and staff have the support and resources they need to excel. It suggests that achievement is not just about test scores, but also about developing well-rounded individuals who are confident and capable.
Our Vision
At Griffithstown Primary School, excellent teaching ensures that all learning is inspirational and challenging. We are a happy, safe and nurturing school, with excellent behaviour, attendance and punctuality. The opinions of children, parents, staff, governors, the community and other organisations are listened to and acted on in all aspects of school evaluation and improvement. Children develop and apply excellent literacy and numeracy skills across the whole curriculum; we are adaptable lifelong learners. Pupils make healthy choices and have active bodies and minds. Griffithstown Primary School is committed to equality and inclusion, and no one is disadvantaged by social or economic factors. Griffithstown Primary embraces the Welsh language and the heritage of Wales. We understand the diversity of modern Wales and our place in the wider world. Pupils understand the environmental challenges and are prepared for the technological opportunities of the 21st century.
Our Values: What we care about.
Curiosity and Lifelong Learning
• The school values inspiration and seeks to ignite curiosity in our learners. It encourages a love for learning that extends beyond the classroom and aims to instil a passion for exploration and discovery. We encourage learners and staff to ask questions and explore new ideas.
Resilience and Perseverance
• The emphasis on challenge reflects the belief that our learners should be encouraged to step outside their comfort zones and overcome obstacles. Our school fosters a growth mindset, where learners understand that challenges are opportunities for growth. We encourage learners to face challenges with a positive attitude and persevere, even when things are tough.
Excellence and Achievement
• This value highlights our school’s focus on success and accomplishment, not just academically but also in terms of personal growth. We care about ensuring that each learner reaches their full potential and feels proud of their progress. Our learners and staff strive for high standards in all areas of learning, including academic, social, and emotional development.
Inclusivity and Equity
• To inspire and challenge every learner, our school values inclusivity, ensuring that all learners, regardless of their background or ability, have equal opportunities to succeed and be supported in their individual journeys. We ensure every learner is given the support they need to thrive, regardless of their individual needs.
Empowerment and Confidence
• Our school cares about building self-esteem and confidence in learners. By providing a space where children feel inspired and supported, they aim to help each learner believe in their abilities and strive to achieve their personal best. We support learners to take ownership of their learning and believe in their potential.
Collaboration and Community
• At Griffithstown Primary, we value working together, both among learners, staff and between the school and the broader community. A collaborative environment helps learners learn from one another and develop strong social skills, encouraging teamwork, mutual respect, and shared learning experiences.
Integrity and Respect
• Respect for others and acting with honesty and fairness is fundamental in our school where we encourage our learners to strive for achievement. These values guide learners to work hard, honour their commitments, and treat others with kindness. This fosters an environment of mutual respect, where learners treat each other, staff, and themselves with care and kindness.
Personal Growth and Well-being
• We care not only about academic success but also about the emotional and social well-being of each learner. We recognise the importance of a balanced approach to education, focusing on emotional intelligence and personal development as part of the whole child.
Our school cares about nurturing well-rounded, confident, and resilient individuals who are not only academically capable but also curious, respectful, and equipped to thrive in all aspects of life. Our core focus on curiosity, resilience, excellence, inclusivity, empowerment, collaboration, respect, and well-being.
Our Aim
Our Curriculum for Griffithstown reflects and addresses the needs and aspirations of our community. We include the whole school community to gain a range of perspectives on the role that Griffithstown Primary plays in our community and in our individual pupils’ lives. We start from the position that our curriculum is a force for good that can help to address disadvantage, secure progress and promote ambition for our pupils. We believe that worthwhile partnership with families and the community supports this aim. Strengthening our community focus is central to our curriculum vision.
Our vision for curriculum is inseparable from our practice as teachers. How we teach and how our pupils learn is as important as the knowledge, skills and experiences we plan for them to develop. We see outcome and process as equally important. For this reason, we research, trial and evaluate ways to improve our teaching constantly. We are committed to engaging pupils powerfully in their learning
The Four Purposes
The four purposes are at the core of our ‘Curriculum for Griffithstown.’ All of the knowledge, skills, and experiences our learners acquire and grow throughout their time at Griffithstown Primary School have been chosen to aid pupils in realising these four purposes. With the help of our progression maps that are used to support our assessment, our learners are confident in drawing connections between their learning and the dispositions emphasised by the four purposes and their day-to-day experiences. During our authentic assessments throughout each curriculum lens, pupils' understanding, and achievements are assessed along with their progress in achieving an age appropriate pathway towards achieving the four purposes. These are referred to across the course of each school year and are displayed in classrooms
Our ‘Curriculum for Griffithstown’ is designed for ALL children. It supports each child’s development with creative lessons in real-life contexts, is tailored to their needs and helps EVERY child to reach their full potential. Our curriculum is designed under the following:
1. The six Areas of Learning and Experiences and their What Matters Statements
2. Cross Curricular Skills
3. Cross Cutting Themes
WHAT MATTERS STATEMENTS
Welsh Government has provided statements of what matters for each of the six Areas of Learning and Experience. These statements articulate the curriculum 'lens', ‘concepts’ and ‘big ideas’ which learners explore and develop.
They help shape the learning for children of all ages. They help your child to think about what they are learning and how topics are linked. The statements of what matters in learning are the basis of progression.
Cross Curricular Responsibilities
At Griffithstown Primary, literacy, numeracy, and digital skills form the foundation of our curriculum. We integrate opportunities to develop these skills throughout all subjects. Our curriculum offers students engaging and thought-provoking chances to learn essential life skills. Pupils are encouraged to express their Pupil Voice by asking questions, conducting research, examining evidence, making informed choices, and solving problems. They are supported in building resilience, managing their wellbeing, and standing up for those facing injustice and unfairness.
Wider Skills and Cross Cutting Themes
CURRICULUM FOR GRIFFITHSTOWN AND PROGRESSION
Progression Steps have replaced Foundation Phase and Key Stage 2. Progression is supported by descriptions of learning which provide guidance on how learning should progress within each statement of What Matters.
• Arranged in five progression steps to guide pace
• Framed from the learners perspective
• Framed broadly to sustain learning over a period of time
• Broadly set against ages of 5, 8, 11, 14 and 16
At Griffithstown Primary we understand that each child may progress at a different rate or take a different path to get to the next stage in their learning journey.
At Griffithstown Primary we understand that good learning and teaching is essential for pupil progression. Our rich, authentic curriculum supports our learners to become
• ambitious, capable learners, ready to learn throughout their lives
• enterprising, creative contributors, ready to play a full part in life and work
• ethical, informed citizens of Wales and the world
• healthy, confident individuals, ready to lead fulfilling lives as valued members of society.
This is underpinned by the twelve pedagogical principles set out by Curriculum for Wales
The five principles of progression provide a mandatory requirement of what progression must look like for learners. These are:
➢ Increasing breadth and depth of knowledge
➢ Deepening understanding of the ideas and disciplines within an AoLE
➢ Refinement and growing sophistication in the use and application of skills
➢ Making connections and transferring learning into new contexts
➢ Increasing effectiveness
At Griffithstown we have been on our journey to the Curriculum for Wales since 2019, where we have reviewed what was already working at Griff and identified what we needed to add and develop. Through completing our rigorous MER cycles and professional learning, we established what we wanted our learners to experience in pursuit of the four purposes.
We have a purpose-led curriculum, which through professional reading and enquiry, we have made a move to develop a shared understanding of enquiry-based learning, where children become active participants in their learning. As we move from a skill-driven curriculum, we move from 'content to concept' style learning. We are working to develop a shared understanding of concepts. We have begun to look at how these concepts can be explored through various curriculum lenses and contexts that will create solid schemas of knowledge, learning and experiences.
AOLE VISIONS
Our six AoLE Teams have spent time unpacking the Statements of What Matters and the Descriptions of Learning for each AoLE, developing visions for how their AoLE will contribute to the achievement of the four purposes
PROGRESSION
Through professional learning and collaboration (regional, cluster and school) staff have created progression maps, which identify concepts and ensure progression, providing the skills necessary to transition to the next step in the child’s learning journey.
We felt as a a school that developing progression maps was essential because they provide a clear, structured pathway for learner development and help plan, track and support progress over time. They are important for several reasons:
1. Clear Learning Pathways
Guidance for teachers: Progression maps outline the steps or stages learners need to take to advance in their learning. They provide learners with a clear understanding of what skills, knowledge, and concepts they are expected to master at different points in their educational journey. They help teachers set realistic and achievable learning goals, giving them direction and purpose as the learners progress through their education.
2. Alignment of Curriculum
Consistency Across Progression Steps: Progression maps help align teaching across progression steps by ensuring that there is a consistent and coherent flow of knowledge, skills, experiences and vocabulary. This reduces gaps or redundancies in pupils' learning.
Curriculum Design: They help in the design of a curriculum that builds on previous knowledge and prepares learners for future learning. Progression maps ensure that no critical learning elements are missed and that there is a clear sequence of concepts taught over time.
3. Supporting Differentiation
Teachers can use progression maps to identify individual learner needs and differentiate instruction. For example, a learner who has mastered and embedded earlier concepts may be challenged with more advanced material, while another may need more focused practice on foundational skills.
Flexible Pathways: In inclusive classrooms, progression maps help teachers offer flexible learning pathways, allowing learners to progress at their own pace or revisit certain skills without feeling left behind.
Fostering Lifelong Learning: By illustrating how specific learning goals build on one another over time, progression maps can help learners understand that learning is a continuous, lifelong process, motivating them to keep progressing beyond school.
4. Providing Transparency for Stakeholders
Parental Involvement: Progression maps can be shared with parents to help them understand the key stages of learning and how they can best support their children’s progress at home.
5. Supporting Assessment and Feedback
Clear Assessment Criteria: Progression maps can help define clear criteria for assessment, ensuring that evaluations are based on specific learning objectives. This makes assessments more transparent and aligned with the curriculum.
Feedback Loops: Progression maps also enable teachers to provide targeted, constructive feedback to learners, outlining what they have mastered and what needs further development to meet the next learning goal.
In summary, progression maps are critical in creating an organised, transparent, and adaptive learning environment. They serve as a roadmap for teachers, helping guide the learning journey, track progress, and ensure that education is coherent, comprehensive, and tailored to individual needs.
We have a purpose-led curriculum, which through professional reading and enquiry, we have made a move to develop a shared understanding of enquiry-based learning, where children become active participants in their learning. As we move from a skill-driven curriculum, we move from 'content to concept' style learning. We are working to develop a shared understanding of concepts. We have begun to look at how these concepts can be explored through various curriculum lenses and contexts that will create solid schemas of knowledge, learning and experiences.
For example, we explore the concepts of identity and belonging through the curriculum lens, Cynefin. Learners are introduced to these concepts through contexts such as Welsh culture. The contexts follow a similar structure that provides consistency across the school
Knowledge, Skills and Experiences
By reflecting on the guidance provided by the Welsh Government and staff taking part in the Curriculum Design Program, we have defined knowledge, skills and experiences as the following:
• Skills: tools that provide the pupil with ways in which they can transfer their learning.
• Knowledge: familiarity, awareness, or understanding of someone or something, such as facts, information, descriptions
• Experiences: The opportunities we provide learners to apply the knowledge and skills learnt across the curriculum.
The content of these knowledge, skills and experiences will be framed by the following Curriculum Lenses that will be adapted over time.
Growth Mindset
Growth mindset, simply stated, is a learner’s belief that their intelligence can expand and develop.
In contrast, fixed mindset is a learner’s belief that their intelligence is a fixed, unchangeable trait. At Griffithstown Primary we believe that growth mindset is a powerful concept because it encourages the belief that abilities and intelligence can be developed through effort, perseverance, and learning.
Research has shown that when students have a growth mindset, they are more likely to challenge themselves, believe that they can achieve more, and become stronger, more resilient and creative problem solvers.
A growth mindset is important for several reasons. It encourages resilience; learners with a growth mindset are more likely to embrace challenges and learn from mistakes, seeing them as opportunities for growth rather than signs of failure.
It fosters motivation; when learners believe that their efforts lead to improvement, they are more likely to stay motivated. A growth mindset promotes a love of learning and a focus on progress, not just outcomes. This internal motivation is often more sustainable than relying on external rewards.
A positive growth mindset supports lifelong learning. In a rapidly changing world, the ability to adapt and continue learning is crucial. A growth mindset nurtures a lifelong attitude of curiosity and a willingness to embrace new challenges. This mindset prepares our learners for continuous personal and professional growth in the future.
It promotes a positive classroom culture; A classroom that encourages a growth mindset is often more supportive and collaborative. It encourages our learners to work together, share ideas, and help each other, as everyone understands that learning is a process.
Growth mindset will also reduce the fear of failure. With a growth mindset, our learners are less likely to be afraid of making mistakes. This reduces the anxiety around taking risks, which can limit creative thinking and exploration. It helps our learners take initiative and try new strategies, knowing that failure is simply a part of the learning process.
Finally, it helps develop problem-solving skills. Learners with a growth mindset are more likely to approach problems with an open mind and a strategic approach, seeking solutions and exploring different methods. This fosters critical thinking and problem-solving abilities.
The Learning Pit
At Griffithstown Primary we use The Learning Pit as a visual representation to help children discuss their learning journey and their mindset; helping learners develop a growth mindset.
The Learning Pit illustrates the steps often encountered when learning something new. It describes the move from (1) knowing one or two things about a topic to (2) knowing quite a lot about that topic but also unearthing some complexity or contradictory information to (3) making sense of the information by sequencing, grouping or in some way organising it, to (4) considering the journey taken and the lessons learned for future reference.
It also applies to learning a new skill or developing abilities, from (1) being able to perform a skill in a basic way, to (2) making some progress but also struggling with the complexity or application of the skill, to (3) developing some fluency or rhythm, to (4) feeling a sense of mastery and identifying the lessons learned along the way.
Sharing an image of the Learning Pit has three main purposes:
1) To reassure students when they find themselves struggling that learning often involves getting worse before getting better – so to not let their struggles dishearten them but instead galvanise them to keep going until they come ‘out of the Learning Pit’.
2) To challenge students to intentionally go through the Learning Pit so that they can achieve more sustainable and satisfying results. Although it can be tempting to take short cuts to get the job done as quickly as possible, this generally leads to temporary success, whereas taking the more challenging route enables changes that are longer lasting. Bjork & Bjork (1994) summarised this very well after years of research by stating that, ‘When learners do well on a learning task, they are likely to forget things more quickly than if they do badly on the learning task. Desirable difficulties enhance learning.’
3) To encourage students, when they willingly choose to step out of their comfort zones, that they are doing the right thing and that the effort is worth it.
Often it helps to draw a parallel with choosing to do exercise – to begin with, a new fitness regime causes discomfort. However, the more we keep at it, the more we get hooked on it and the more we get into the habit of choosing to exercise, bringing with it a broad array of health benefits. It is a similar situation with the Learning Pit – to begin with, it feels uncomfortable to have to think hard but after a while, these experiences become energising to the point that students become hooked on challenge. This then leads to them seeking out and engaging with more challenges which, on many occasions, has been shown to lead to significant improvements in learning progress.
In summary, the Learning Pit is a way to describe the process of learning and to offer a language with which to talk about the frustrations and elations of progress. It is also intended to be used as a framework to introduce more challenge to lessons so as to
provide increased opportunity for learners to develop their thinking ‘fitness’ or, as Guy Claxton (2002) calls it, ‘build their learning muscles’. As such, the Learning Pit is not something to avoid, but something to embrace and engage with!
Growth Mindset Characters
Staff and pupils collaborated and discussed what growth mindset characteristics were important to them as individuals and as a school. Through further discussion we came up with five growth mindset characters which are:
- Creative Clarence
- Confident Carl
- Proud Pepper
- Positive Pip
- Curious Cariad.
We then identified the features of each characteristic. E.G. for 'Creative Clarence' the pupils identified the following features:
- Think ‘outside the box’
- Use imaginative and original ways to approach a problem and express ideas
- Show enjoyment in tasks, looking forward having learnt from mistakes
- Asking ‘what can help me’ when you are stuck
The pupils use these characters to help discuss their learning journey through metacognitive talk.
Assessment, Action Research AND PEDAGOGY
Supporting learners to make progress is a fundamental driver of the Curriculum for Wales. We will support our learners to:
• understand where they are in their learning and where they need to go next
• develop an understanding of how they will get there
• respond actively to feedback on their learning
• review their progression in learning and articulate this both individually and with others
• reflect on their learning journey and develop responsibility for their own learning over time.
Professional Learning opportunities enable the continued development and refinement of a shared understanding of progression within each of the Areas of Learning & Experiences. Curriculum for Wales Leader liaises with AOLE Leads and class teachers to highlight the nuances within each AOLE.
We have a range of strategies available to us to help our learners to become better, more reflective learners. Teachers and learners are involved in continuous assessment of learning, assessment for learning (AfL) and assessment in learning. We use and monitor learner progress using a range of assessment tools and strategies. Here are some of the tools we use:
Teachers take part in Action Research links to the 12 Pedagogical Principles to enhance and improve teaching and learning across the school.
We collaborate within and across Progression Steps, across other schools, consult with experts, record and share our findings. TA’s participate in Action Research in the form of Passion Projects. Through Action Research we aim to be progressive, creative and innovative, embracing new concepts and ideas, and developing them across the school to achieve the greatest impact.
We recognise that each child is unique and place a clear emphasis on making our curriculum and our teaching responsive to the needs and interests of our pupils. This means that we use a variety of approaches to help pupils develop the skills and attitudes they need to realise their potential. These include direct or focused teaching, frequent independent tasks, regular opportunities for pupil collaboration, and the chance to exercise meaningful choice and enjoy free play. This range of opportunities set the conditions for our pupils’ learning and their well-being to thrive. They help to ensure that our pupils establish a strong sense of agency and develop the creativity they need to apply their learning resourcefully to their future.
PUPIL VOICE
We ensure that our staff have a keen shared understanding of the knowledge and skills pupils need to support their progress as they move through the school. Learning experiences in Griffithstown Primary are informed by pupil voice, and staff work together to audit the opportunities our curriculum provides to make sure that pupils have a suitably broad and balanced range of experiences to develop the skills and knowledge they need. Similarly, that these opportunities are suitable for the variety of ages, abilities and aptitudes of our pupils. In other words, that our curriculum is appropriate for all.
At Griffithstown Primary, learners play a central part in the planning of the termly ‘inquiry Questions’. At the beginning of each topic, learning is focussed through a curriculum lens and after this pupils are given the Inquiry Question and are informed for the key drivers for that particular term. Immersion days and other hooks are used to inspire the learners to consider the things that they would love to learn about. These ideas and questions are then recorded on a Four Purpose Pupil Voice planner which is used to plan activities and experiences for both teacher directed and independent child directed learning. We believe that Pupil Voice means placing value on what children and young people tell us about their views, wishes and experiences. For this reason, our Pupil Voice groups meet regularly to discuss their views and generate solutions, making the school and local community a happy, safe and inclusive environment.
Curriculum Overview
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