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Curriculum

Curriculum Intent

Embed – Knowledge and skills into long term memory

Enrich – Pupils’ vocabulary and life experiences

Empower – Pupils to become effective and lifelong readers and learners

Our aim is that all pupils will flourish to become knowledge rich learners, using reading skills and vocabulary mastery embedded throughout the ambitious curriculum to enhance understanding and apply knowledge to real life experiences whilst gaining cultural capital.  We do this through providing education of the highest quality within a happy, secure and Christian setting whilst embracing and celebrating diversity. 

Our ambitious curriculum comprises all the learning and other experiences that St Lawrence Church of England Primary School provides to its pupils. It provides opportunities for all pupils to learn and achieve, to develop their understanding of the spiritual, moral, cultural and artistic aspects of life and to prepare for their continued education.  Using and developing the Restorative Practice model throughout the school, all pupils understand their place and value and are able to thrive in a supportive and challenging educational establishment therefore ‘Letting Their Light Shine’.

Our Curriculum Aims

  • Provide an ambitious, knowledge rich curriculum to promote the creative, intellectual, cultural, spiritual, moral and physical development of all pupils;
  • Enabling every individual to flourish; achieving their fullest personal and academic potential;
  • Ensure pupils leave with the skills and knowledge to be able to access their next stage in learning;
  • Provide a broad, enjoyable and inspiring curriculum with emphasis of doing and understanding through experience;
  • Provide a curriculum which promotes an active, healthy and responsible lifestyle;
  • Equip pupils with the skills, knowledge and attitudes necessary to succeed as individuals and as responsible and valued members of society, developing independence along the way;
  • Achieve high standards across the curriculum;
  • Give pupils an understanding of religious and moral values;
  • To respect other races, beliefs and ways of life;
  • Foster positive social skills, self-respect and a caring attitude towards all others in the school and in the wider community through adopting the restorative practice model

Implementation

We aim to teach our curriculum in an engaging, interesting and inspirational way primarily through a knowledge and skills-based approach. Our key aim is for all pupils to leave St Lawrence Primary School knowing more and remembering more, setting them up for their future education.

Curriculum themes are structured around core texts studied through the English curriculum; care is taken to provide the pupils with a rich language based, high quality range of texts.  These themes cover most subjects; excluding Mathematics, PSHE, PE, MFL and Religious Education, which have their own schemes. Where possible, however, links are made to embed the learning in these subjects to ensure pupils make links within their learning i.e pupils can write a non-chronological report about volcanoes they have learnt about in their geography lesson or can formulate graphs based on the results taken in a science lesson.

Our pupils lie at the heart of this thematic learning and play a part in planning, where appropriate, what they would like to learn as well. This approach provides a rich diversity of exciting themes that appeal to our pupils while still covering all the separate elements required by our National Curriculum.

We are passionate about providing pupils with opportunities to apply their knowledge and understanding of the curriculum and we offer a range of trips and visits to complement their learning in school. Our Visits Plan offers pupils opportunities to develop and explore the local area as well as visiting places of interest further afield. We provide a number of residential visits each year, which are exciting, varied and a fantastic opportunity for relationship building.  In addition to this we provide opportunities for in-school enrichment days, allowing pupils to take part in new experiences to enhance their knowledge and understanding of the wider world.

Impact

A clear assessment schedule is in place throughout the school using end of key stage expectations.  Assessments are carried out at the end of each term for core subjects and half term for non-core subjects to inform leaders and teachers of the overarching attainment and progress that is being made by pupils demonstrating that they have learnt and remembered the content of the subject.

A significant amount of intervention and support occurs across all Key Stages. This includes subject-based planned differentiation, one-to-one sessions, small group intervention, after school support and booster sessions.  All interventions are carefully planned and meet individual pupils’ next steps. 

Reading skills are taught rigorously throughout the school starting with early phonics in the Nursery setting.  Reading is prioritised to ensure that pupils are able to access the full curriculum offer through regular one to one reading with adults in school, guided reading and cross curricular reading comprehension.

Each subject has its own curriculum intent.  Please see these below:

English

Embed – Knowledge and skills into long term memory

Enrich – Children’s vocabulary and life experiences

Empower – Children to become effective and lifelong readers and learners

Intent

At St Lawrence Primary School, we believe that a quality English curriculum should develop children’s love of reading, writing and discussion. We have a rigorous and well organised English curriculum that provides many purposeful opportunities for reading, writing and discussion. Our curriculum closely follows the aims of the National Curriculum for English 2014 to enable all children to:

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

These aims are embedded across our English lessons and the wider curriculum. We will provide the means for children to become knowledge rich learners, using reading skills and vocabulary mastery embedded throughout the ambitious curriculum which follows a clear pathway of progression to prepare for their continued education. Rigorous assessment and review will ensure that we are able to provide targeted support so that all children experience success in English; we believe that a secure basis in English skills is crucial to a high quality education and will give our children the tools they need to participate fully as a member of society.

Implementation

Our key aim is for all children to leave St Lawrence Primary School knowing more and remembering more, setting them up for their future education.

Early reading is supported through the StoryTime Phonics scheme alongside Letters and Sounds. Staff are equipped to teach the skills required to promote excellent progress, as well as a love of reading. In KS1 and KS2, each classes timetable is organised to enable daily guided reading sessions through a skills-based approach.

At St Lawrence Primary School, teachers follow The Write Stuff planning and make links to other areas of the curriculum to ensure that cross curricular links provide further context for learning. Teaching blocks focus on fiction, non-fiction or poetry, in line with the 2014 National Curriculum and comprehension, grammar and writing are embedded in lessons. Lessons sequences themselves build progressively towards an extended piece of writing. Handwriting is also taught weekly in separate handwriting books, however, pupils are encouraged to transfer this into English books to promote a high level of pride and presentation across all written outcomes.

To enrich the English curriculum, the school provides real life experiences as part of English lessons to enhance understanding and apply knowledge. This will involve interactive activities such as drama, sound clips, video clips, extract of a text and many more ways to involve and engage the pupils. Pupils also take part in a 50 books challenge. They are given a list of 50 books appropriate for their reading age and rewarded with a certificate for every 10 books they read. If they read all 50, they are given a prize. This ensures all pupils are reading a variety of texts, have access to a range of authors and ensures they are developing cultural capital.

Assessment for Learning is embedded in English lessons and pupils are active in reviewing the successes in their work and identifying, with support from their teacher, target areas for development to ensure a continuous and individualised approach to improving their work.

Impact

Reading is prioritised to ensure that pupils are able to access the full curriculum offered through regular one to one reading with adults in school, guided reading and cross curricular reading comprehension.  The organisation of the English curriculum, has realised a community of enthusiastic readers and writers who enjoy showcasing their developing English knowledge and skills. Pupils are confident to take risks in their reading and writing, and love to discuss and share their ideas. Outcomes of work in both English and topic books evidence the high quality of work and the impact of varied and cross curricular writing opportunities. These enable children to write across a range of forms and adapt their writing successfully, considering the purpose.

Maths

Embed – Knowledge and skills into long term memory

Enrich – Children’s vocabulary and life experiences

Empower – Children to become effective and lifelong readers and learners

Intent

The 2014 National Curriculum for maths aims to ensure that all pupils:

  • Become fluent in the fundamentals of mathematics
  • Are able to reason mathematically
  • Can solve problems by applying their mathematics

At St Lawrence Primary School, these skills are embedded within the ambitious maths curriculum and developed consistently over time. We are committed to ensuring that all pupils are able to recognise the importance of maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently and apply these to real life experiences. We want all pupils to enjoy maths and to experience success in the subject, with the ability to reason mathematically. We are committed to developing pupil’s curiosity about the subject, as well as an appreciation of the beauty and power of maths.

Implementation

Our aim for all pupils at St Lawrence Primary School is to leave us knowing more and remembering more and to be fully prepared for their future education.

Teachers use a variety of teaching and learning styles in maths while aiming to keep lessons engaging, interesting and inspirational. The following principles and features characterise this approach and convey how our curriculum is implemented:

  • Teachers reinforce an expectation that all pupils are capable of achieving high standards in mathematics.
  • Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.
  • Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
  • Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts.
  • Teachers use precise questioning in class to test conceptual and procedural knowledge and assess pupils regularly to identify those requiring intervention, so that all pupils keep up. Pupil’s explanations and their proficiency in articulating mathematical reasoning, with the precise use of mathematical vocabulary, are supported through the use of stem sentences provided by the teacher.

To ensure whole consistency and progression, the school uses the White Rose Maths scheme. Pupils are encouraged to solve problems each day through the use of concrete resources, pictorial representations and abstract thinking. This helps pupil tackle concepts in a tangible and more comfortable way. Teachers use careful questions to draw out pupil’s discussions and their reasoning and then leads pupils through strategies for solving the problem, including those already discussed.

Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. Each lesson phase provides the means to achieve greater depth, with pupils who are quick to grasp new content, being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate.

Impact

The school has a supportive ethos and our approaches support the pupils in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others.

Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. These factors ensure that we are able to maintain high standards throughout and ensure that pupils develop both a deeper understanding and a love of the subject.

Maths Milestones:

Science

Embed – Knowledge and skills into long term memory

Enrich – Children’s vocabulary and life experiences

Empower – Children to become effective and lifelong readers and learners

Intent

The 2014 national curriculum for science aims to ensure that all pupils:

  • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
  • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
  • are equipped with the scientific skills required to understand the uses and implications of science, today and for the future. We understand that it is important for lessons to have a skills-based focus, and that the knowledge can be taught through this

At St Lawrence Primary School, we encourage pupils to be inquisitive throughout their time at the school and beyond. The Science curriculum fosters a healthy curiosity in pupils about our universe and promotes respect for the living and non-living. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes.

Throughout the programmes of study, it provides opportunities for the pupils to acquire and develop the key knowledge and ambitious vocabulary that has been identified within each unit and across each year group. The key knowledge identified by each year group is informed by the national curriculum and builds towards identified phase ‘end points’ in accordance with NC expectations. Key skills are also mapped for each year group and are progressive throughout the school. These too ensure systematic progression to identified skills end points which are in accordance with the Working Scientifically skills expectations of the National Curriculum. The curriculum is designed to ensure that pupils are able to enhance key scientific understanding and apply knowledge through practical real life experiences; using equipment, conducting experiments, building arguments and explaining concepts confidently. Pupils are encouraged to ask questions and be curious about their surroundings and a love of science is nurtured through a whole school ethos and a varied science curriculum.

Implementation

Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all pupils are capable of achieving high standards in science. Our key aim is for all pupils to leave St Lawrence Primary School knowing more and remembering more, setting them up for their future education. Our whole school approach to the teaching and learning of science involves the following:

  • Science will be taught in planned and arranged topic blocks by the class teacher, to have a topic-based approach. This is a strategy to enable the achievement of a greater depth of knowledge.
  • Existing knowledge is checked at the beginning of each topic, as part of the KWL strategy (What I know, What I would like to Know and What I have Learned). This ensures that teaching is informed by the pupil’s starting points and that it takes account of pupil voice, incorporating children’s interests.
  • Through our planning, we involve problem solving opportunities that allow pupils to apply their knowledge, and find out answers for themselves. Pupils are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom. Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, and assess pupils regularly to identify those children with gaps in learning, so that all pupils keep up. Tasks are selected and designed to provide appropriate challenge to all learners.
  • We build upon the knowledge and skill development of the previous years. As the pupil’s knowledge and understanding increases, they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.
  • Working Scientifically skills are embedded into lessons to ensure that skills are systematically developed throughout the pupil’s school career and new vocabulary and challenging concepts are introduced through direct teaching.
  • Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding. Teachers find opportunities to develop pupil’s understanding of their surroundings by accessing outdoor learning where possible.
  • Pupils are offered a wide range of extra-curricular activities, visits, trips and visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class.
  • Regular events, such as Science Week or project days allow all pupils to come off-timetable, to provide broader provision and the acquisition and application of knowledge and skills.
    At the end of each topic, key knowledge is reviewed by the pupils and rigorously checked by the teacher and consolidated as necessary.

Impact

The successful approach at St Lawrence Primary School results in a fun, engaging, high-quality science education, that provides children with the foundations and knowledge for understanding the world. Our engagement with the local environment ensures that children learn through varied and first-hand experiences of the world around them. Through various trips, pupils have the understanding that science has changed our lives and that it is vital to the world’s future prosperity. Children at St Lawrence Primary School enjoy science and this results in motivated learners with sound scientific understanding.

Religious Education

Embed – Knowledge and skills into long term memory

Enrich – Children’s vocabulary and life experiences

Empower – Children to become effective and lifelong readers and learners

Intent

The Church of England’s Vision for Education leads our whole school curriculum intent: Let Your Light Shine, which is deeply Christian with the promise by Jesus of “life in all its fullness” at its heart. This is achieved through an ambitious curriculum, which promotes the spiritual, moral, social and cultural development of children whilst giving pupils opportunity to enhance their understanding, apply their knowledge to real life experiences whilst gaining cultural capital.

The intent of teaching Religious Education at St Lawrence, is to support and challenge pupils to reflect upon, develop and affirm their own beliefs, values and attitudes and those of others through an exploration of shared human experience and to understand the place and significance of religion in the contemporary world.

Our scheme of work is in accordance with the Bedford Borough, Central Bedfordshire and Luton Agreed Syllabus alongside the programme, ‘Understanding Christianity,’ which progressively builds their understanding of significant theological concepts within Christianity with their own self-understanding and understanding of the world as part of their wider religious literacy.

Implementation

The Implementation of the School’s programme of study for RE is in accordance with ‘The Agreed Syllabus for Religious Education in Bedford Borough, Central Bedfordshire and Luton 2018.’

All religions and their communities are treated with respect and sensitivity and we value the links that can be made between home, school and the local community and beyond. We acknowledge that each religion studied can contribute to the education of all our pupils. We promote teaching in Religious Education that stresses open enquiry and first-hand experiences wherever possible for both staff and pupils.

Our Religious Education curriculum is high quality, well thought out and is planned to demonstrate progression. The syllabus is implemented in school through a knowledge and skills-based approach, where children build their knowledge of a range of religions and gain an understanding of religions in the wider world. Work in Religious Education builds on the pupils’ own experiences and uses contemporary issues to stimulate discussion. Reflection on learning is a key aspect to each RE lesson and we build in spirituality, encouraging pupils to think deeply.

Impact

Religious Education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human. It develops pupils’ knowledge and understanding of Christianity, other principal religions, other religious traditions and other world views that offer answers to questions such as these. It offers opportunities for personal reflection and spiritual development. It enhances pupils’ awareness and understanding of religions and beliefs, teachings, practices and forms of expression, as well as of the influence of religion on individuals, families, communities and cultures.

Religious Education encourages pupils to learn from different religions, beliefs, values and traditions while exploring their own beliefs and questions of meaning. It challenges pupils to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses.

The importance of Religious Education is that it encourages pupils to develop their sense of identity and belonging. It enables them to flourish individually within their communities and as citizens in a pluralistic society and global community. Religious Education has an important role in preparing pupils for adult life, employment and lifelong learning. It enables pupils to develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own. It promotes discernment and enables pupils to combat prejudice.

Computing

Embed – Knowledge and skills into long term memory

Enrich – Children’s vocabulary and life experiences

Empower – Children to become effective and lifelong readers and learners

The national curriculum for computing aims to ensure that all pupils: 

  • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation 
  • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems 
  • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems 
  • are responsible, competent, confident and creative users of information and communication technology.

Intent

In line with the 2014 National Curriculum for Computing, our aim is to provide a high-quality computing education which equips pupils to use computational thinking and creativity to understand and change the world. The curriculum will teach pupils key knowledge about how computers and computer systems work, and how they are designed and programmed. Learners will have the opportunity to gain an understanding of computational systems of all kinds, whether or not they include computers.

By the time they leave St Lawrence Primary School, pupils will have gained key knowledge and skills in the three main areas of the computing curriculum:

  • computer science (programming and understanding how digital systems work)
  • information technology (using computer systems to store, retrieve and send information) 
  • digital literacy (evaluating digital content and using technology safely and respectfully).

The objectives within each strand support the development of learning across the key stages, ensuring a solid grounding for future education and beyond.

Implementation

At St Lawrence Primary School, computing is taught using a blocked curriculum approach. This ensures pupils are able to develop depth in their knowledge and skills over the duration of each of their computing topics. Teachers use the Teach Computing scheme, published by The National Centre for Computing Education (NCCE), as a starting point for the planning of their computing lessons, which are often richly linked to engaging contexts in other subjects and topics. Knowledge and skills are mapped across each topic and year group to ensure systematic progression. We have two class sets of Google Chromebooks and two class sets of ipads to ensure that all year groups have the opportunity to use a range of devices and programs for many purposes across the wider curriculum, as well as in discrete computing lessons. The computing curriculum is also enhanced by access to specialist equipment within the school such as Beebots and Micro:bits which enhance the pupils' knowledge and skills based learning. Employing cross-curricular links motivates pupils and supports them to make connections and remember the steps they have been taught.

The implementation of the curriculum also ensures a balanced coverage of computer science, information technology and digital literacy. The pupils will have experiences of all three strands in each year group, but the subject knowledge imparted becomes increasingly specific and in depth, with more complex skills being taught, thus ensuring that learning is built upon. For example, pupils in Key Stage 1 learn what algorithms are, which leads them to the design stage of programming in Key Stage 2, where they design, write and debug programs, explaining the thinking behind their algorithms.

Impact

Our approach to the curriculum results in a fun, engaging, and high-quality computing education. The quality of pupils' learning is evident on Google Drive, where pupils can share and evaluate their own work, as well as that of their peers. Evidence such as this is used to feed into teachers’ future planning, and as a topic-based approach continues to be developed, teachers are able to revisit misconceptions and knowledge gaps in computing when teaching other curriculum areas. This supports varied paces of learning and ensures all pupils make good progress, enhance their understanding and are able to apply their knowledge in real life experiences.

 

Much of the subject-specific knowledge developed in our computing lessons equip pupils with experiences which will benefit them in secondary school, further education and future workplaces. From research methods, use of presentation and creative tools and critical thinking, computing at St Lawrence Primary School gives pupils the building blocks that enable them to pursue a wide range of interests and vocations in the next stage of their lives.

PE

Embed – Knowledge and skills into long term memory

Enrich – Children’s vocabulary and life experiences

Empower – Children to become effective and lifelong readers and learners

Intent

St. Lawrence Primary School recognises the value of Physical Education (P.E), following the aims of the National Curriculum for physical education to ensure that all pupils:

  • develop competence to excel in a broad range of physical activities
  • are physically active for sustained periods of time
  • engage in competitive sports and activities
  • lead healthy, active lives

Implementation

P.E. is taught at St. Lawrence Primary School as an area of learning in its own right, as well as being integrated, where possible and appropriate, with other curriculum areas. It is taught over two sessions per week in all classes, ensuring maximum opportunities for all children to progress.

The approach of the PE curriculum is to teach through a knowledge and skills-based approach. These key knowledge and skills form part of our ambitious curriculum, and are mapped across each year group on the PE curriculum map. This has been devised to provide opportunities for children to continue their education from year to year, so they can develop their knowledge of games, dance and gymnastics and (from KS2) athletics and outdoor and adventurous activity progressively. The skills in these areas are also therefore developed systematically, with the programme of study for each year group building on previous learning and preparing for subsequent years, following the Progression of Skills. Knowledge and skills are informed and linked to enable achievement of key stage end points, as informed by the 2014 National Curriculum.

We teach lessons so that children:

  • develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others.
  • engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.
  • apply and develop a broad range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement.
  • enjoy communicating, collaborating and competing with each other, applying knowledge to new situations.
  • develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
     

Lessons are planned to utilise cross curricular links, as well as the context of the school (including school and local grounds and access to facilities and community role models, such as sports coaches, with specialist skills).

This diverse curriculum is designed to enable all children to enjoy physical activity and to experience success in sport.

An extensive extra-curricular provision also provides further challenge and access to a range of physical activity. All children have the opportunity to participate in PE at their own level of development, with teachers ensuring that lessons cater for individual needs. As well as securing and building on a range of skills, children develop knowledge of the basic rules of a range of games and activities. They experience positive competition and a strong focus is placed on developing good sporting attitudes. Children learn in a safe environment and have a foundation for lifelong physical literacy and activity, leaving primary school as physically active.

Impact

The children complete each key stage with a high proficiency in each aspect of PE. Assessment is used as both formative and summative, utilising assessment criteria taken from our long-term planning.

Due to a greater intensity placed on Mental Health in recent years, the children of St. Lawrence are increasingly aware of the link between physical activity and good mental health and understand its significance as part of a healthy lifestyle.

The school achieves well in a number of sporting activities and achieved an active school award at silver level in 2018-19 (award not available in 2019/20) in recognition of its PE provision and children’s access to competitive sports, which the school has maintained.

Please Note: Provision for PE is currently subject to change and will always be informed by the most recent government guidance. Our current risk management of PE activities is outlined in our COVID 19 risk assessment.

History

Embed – Knowledge and skills into long term memory

Enrich – Children’s vocabulary and life experiences

Empower – Children to become effective and lifelong readers and learners

Intent

History has always been held in high regard at St Lawrence Primary School. The history curriculum draws from and makes full use of the immediate and wider local area, enabling children to develop a deep understanding of the rich history of their locality.

Ambitious curriculum topics and thematic learning are informed by the national curriculum and are sensitive to children’s interests, as well as the context of the local area. The history curriculum at St Lawrence Primary School is carefully planned and structured to ensure that current learning is linked to previous learning and that the school’s approaches are informed by current pedagogy. Real life experiences are planned within each topic to enhance understanding giving children the opportunity to gain in cultural capital.  In line with the national curriculum 2014, the curriculum at St Lawrence Primary School aims to ensure that all pupils:

  • Gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate pupils’ curiosity to know more about the past;
  • Are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement;
  • Begin to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Implementation

History is taught through a knowledge and skills-based approach throughout the year, so that children achieve depth in their learning. The key knowledge and skills that children acquire and develop throughout each block have been mapped to ensure progression between year groups throughout the school. At the beginning of each new history topic, teachers refer to classroom timelines to develop children’s understanding of chronology. Each topic is introduced with reference to the chronology of previous topics (including those from previous years).  Knowledge organisers are used to highlight specific, relevant vocabulary to enable children to achieve depth in their learning and enhance their understanding, also giving them vocabulary mastery of the topic studied.  By the end of year 6, children will have a chronological understanding of British history from the Stone Age to the present day. They are able to draw comparisons and make connections between different time periods and their own lives. Interlinked with this are studies of world history, such as the ancient civilisations of Greece and the Egyptians.

Cross curricular outcomes in history are specifically planned for and these are indicated on the school’s progression mapping.  Opportunities for visits to places of historical interest and learning outside the classroom are also identified and embedded in practice. Visits to the local area also support contextualised learning, as well as supporting the acquisition of key knowledge and systematic development of key skills.

Planning is informed by and aligned with the National Curriculum. The history curriculum is designed to ensure appropriate diversity in the significant figures that children learn about. Teachers’ cater for the varying needs of all learners, differentiating activities where necessary and as appropriate, and ensuring an appropriate level of challenge allowing children to know more and remember more, setting them up for their future education. 

Outcomes of work are regularly monitored through skill progression, to ensure that they reflect a sound understanding of the key identified knowledge. 

Impact

Outcomes in topic and literacy books evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge.  Reading is prioritised and particular emphasis is placed on analytical thinking and questioning and children demonstrate a coherent knowledge and understanding of Britain’s past and that of the wider world, in addition to being curious to know more about the past. Through this study, pupils ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

Geography

Embed – Knowledge and skills into long term memory

Enrich – Children’s vocabulary and life experiences

Empower – Children to become effective and lifelong readers and learners

Intent

At St Lawrence Primary School we believe that Geography helps to provoke and provide answers to questions about the natural and human aspects of the world. Children are encouraged to develop an enhanced understanding and knowledge of the world, as well as their place in it. The geography curriculum at St Lawrence Primary School enables children to develop knowledge, language and skills that are transferable to other curriculum areas and which can and are used to promote their spiritual, moral, social and cultural development. Geography is, by nature, an investigative subject, which develops an understanding of concepts, knowledge and skills.

The curriculum is designed to ensure that teaching equips pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress through the school, their growing knowledge about the world helps them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge and skills are progressive and are sequenced to provide the framework and approaches that provide explanation of how the Earth’s features at different scales are shaped, interconnected and change over time.

We seek to inspire in children a curiosity and fascination about the world, and celebrating its diversity which will remain with them for the rest of their lives, equipping them well for further education and beyond.

Implementation

Geography at St Lawrence Church of England Primary School is taught with a thematic approach. Teachers have identified the key knowledge and skills of each blocked topic and theses are mapped across the school, ensuring that knowledge builds progressively and that children develop skills systematically. These act as a tool to support children in retaining and retrieving knowledge for life-long learning.  Teaching is informed by the children’s starting points, tasks are selected and designed to provide appropriate challenge to all learners, in line with the school’s commitment to providing opportunities for all. Cross curricular outcomes in geography are specifically planned for and these are indicated on the whole school Geography Knowledge and Skills Progression Map. The Geography provision is also well resourced and specific resources are mapped to specific year groups and topics to support effective teaching and learning. The local area is fully utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice.

Impact

Outcomes in books, evidence a broad and balanced geography curriculum and demonstrate children’s acquisition of identified key knowledge and vocabulary relating to each of the identified national curriculum strands, as appropriate to key stage; locational knowledge, place knowledge and human and physical geography. This is in addition to the development and application of key skills, supported by fieldwork.
As children progress throughout the school, they develop a deep knowledge, understanding an appreciation of their local area and its place within the wider geographical context. Geographical understanding, as well as children’s spiritual, moral, social and cultural development.  At the end of each term progression checklist are used to teachers the overall attainment and progress made by pupils demonstrating what they have learnt in each topic.

Art

Embed – Knowledge and skills into long term memory

Enrich – Children’s vocabulary and life experiences

Empower – Children to become effective and lifelong readers and learners

Intent

The school believes that art is a vital part of pupils’ education, with a significant and valuable role in the taught curriculum and the enrichment opportunities we offer our pupils. The art curriculum will develop pupils’ critical abilities, as well as enhancing their understanding of their own and others’ cultural heritages by celebrating diversity through a range of artists. When researching artists, pupils will use their reading skills to enhance understanding and deepen their vocabulary.

Pupils will develop their understanding of the visual language of art with effective teaching and considered sequences of lessons and experiences. Understanding of the visual elements of art and design (line, tone, texture, colour, pattern, shape, 3D form) will be developed by providing an ambitious curriculum which will enable pupils to reach their full potential.

Implementation

The knowledge and skills based approach that pupils will develop throughout each art topic are mapped across each year group and are progressive throughout the school. The emphasis on knowledge ensures that pupils understand the context of the artwork, as well as the artists that they are learning about and being inspired by. This enables links to other curriculum areas ensuring pupils know more and remember more, setting them up for their future education. We achieve this by including humanities, with pupils developing a considerable knowledge of individual artists, as well as individual works and art movements. A similar systematic approach to the development of artistic skills means that pupils are given opportunities to express their creative imagination, as well as practise and develop mastery in the key processes of art: drawing, painting, printing, textiles and sculpture.

Impact

The structure of the art curriculum ensures that pupils are able to develop their knowledge and understanding of the work of artists, craftspeople and designers from a range of times and cultures and apply this knowledge to their own work. The consistent use of pupils’ sketchbooks means that pupils are able to review, modify and develop their initial ideas in order to achieve high quality outcomes. Pupils learn to understand and apply the key principles of art: line, tone, texture, shape, form, space, pattern, colour, contrast, composition, proportion and perspective. The opportunity for pupils to refine and develop their techniques over time is supported by effective lesson sequencing and progression between year groups. This also supports pupils in achieving age related expectations at the end of their cohort year. Assessment is in place using a skills progression grid to ensure attainment.

The school environment also celebrates pupils’ achievements, with outcomes, including collaborative mosaic work, enhancing the outdoor, as well as indoor, environment. The Art curriculum at St Lawrence Primary School contributes to pupils’ personal development in creativity, independence, judgement and self-reflection. Most pupils will achieve age related expectations in art at the end of their cohort year.

Design Technology

Embed – Knowledge and skills into long term memory

Enrich – Children’s vocabulary and life experiences

Empower – Children to become effective and lifelong readers and learners

Intent

Design and Technology (DT) is an inspiring, rigorous, ambitious and practical subject. DT encourages pupils to learn to think and intervene creatively to enhance understanding and to solve problems both as individuals and as members of a team. At St Lawrence Primary School, we encourage pupils to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. When researching pupils take inspiration from design throughout history, using their reading skills to enhance understanding and deepen their vocabulary. We aim to, wherever possible, link work to other disciplines such as mathematics, science, computing, PSHE and art, providing a rich vocabulary and enabling pupils to apply knowledge across subjects. The pupils are also given opportunities to reflect upon and evaluate past and present design technology, its uses and its effectiveness and are encouraged to become innovators and risk-takers.

Implementation

Through a variety of creative and practical activities, we teach a knowledge and skills based approach to engage in an iterative process of designing and making. The pupils’ design and create products that consider function and purpose and which are relevant to a range of sectors (for example, the home, school, leisure, culture, enterprise, industry and the wider environment).

When designing and making, pupils are taught to:

Design:

  • use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.
  • generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional diagrams, prototypes, pattern pieces and computer-aided design.

Make:

  • select from and use a wider range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing, as well as chopping and slicing) accurately.
  • select from and use a wider range of materials, ingredients and components, including construction materials, textiles and ingredients, according to their functional properties, aesthetic qualities and, where appropriate, taste.

Evaluate:

  • investigate and analyse a range of existing products.
  • evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
  • understand how key events and individuals in design and technology have helped shape the world.

Technical knowledge:

  • apply their understanding of how to strengthen, stiffen and reinforce more complex structures.
  • understand and use mechanical systems in their products.
  • understand and use electrical systems in their products.
  • apply their understanding of computing to program, monitor and control their products
  • understand some of the ways that food can be processed and the effect of different cooking practices (including baking and grilling) this builds on healthy living, one of our aspects of the PSHE framework.

Key skills and key knowledge for DT have been mapped across the school to ensure progression between key stage, pupils will then know and remember more setting them up for their future education. The context for the pupils’ work in DT is also well considered and pupils learn about real life structures and the purpose of specific examples, as well as developing their skills throughout the programme of study. DT lessons are also taught as a block, using a topic based curriculum, so that Pupil’s learning is focused throughout each unit of work.

Impact

We ensure the pupils:

  • develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
  • build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users and critique, evaluate and test their ideas and products and the work of others
  • understand and apply the principles of nutrition and learn how to cook. Pupils’ will design and make a range of products. A good quality finish will be expected in all design and activities made appropriate to the age and ability of the child

Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present DT, they develop a critical understanding of its impact on daily life and the wider world. High-quality DT education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

PSHE

Accordion content

Music

Embed – Knowledge and skills into long term memory

Enrich – Children’s vocabulary and life experiences

Empower – Children to become effective and lifelong readers and learners

Intent

The National Curriculum for music aims to ensure that all pupils:

  • Perform, listen to, review and evaluate music
  • Be taught to sing, create and compose music
  • Understand and explore how music is created, produced and communicated.

At St. Lawrence Church of England school, the intention is that children gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres. Our objective at St. Lawrence Church of England school is to develop a curiosity for the subject, providing opportunities to enhance understanding, as well as understanding and accepting the validity and importance of all types of music, including having an unbiased respect for the role that music may wish to be expressed in any person’s life. We are committed to ensuring children understand the value and importance of music in the wider community, and are able to use their musical skills, knowledge, and experiences to involve themselves in music, in a variety of different contexts.

Implementation

The music curriculum ensures students sing, listen, play, perform and evaluate. This is embedded in the classroom activities as well as the weekly singing assemblies and the various concerts and performances concerning the learning of instruments.

The musical curriculum is broken down into different elements:

  • To listen and appraise
  • To perform
  • To compose
  • To transcribe

The elements of music are taught in the classroom lessons so that children are able to use some of the language of music to dissect it, and understand how it is made, played, appreciated and analysed. As we progress further up the school, the children have the opportunities to understand and read basic music notation. They also learn how to compose focussing on different dimensions of music, which in turn feeds their understanding when listening, playing, or analysing music. Composing or performing using body percussion and vocal sounds is also part of the curriculum, which develops the understanding of musical elements without the added complexity of an instrument.

Impact

Whilst in school, children have access to a curriculum programme which is followed from year-to-year, which allows students to discover areas of strength, as well as areas they might like to improve upon. This scheme of work is complemented by real-life experiences through the ‘Wider Opportunities’ whereby children have the opportunity to learn different musical instruments. Music is recognised within the wider school curriculum to enable children to access fundamental abilities such as: achievement, self-confidence, interaction with and awareness of others, and self-reflection.

Through the ‘Musician of the Month’, children have the opportunity to develop an understanding of culture and history, celebrating diversity both in relation to composers individually, as well as ethnicities from across the world. Children are able to enjoy music, in as many ways as they choose- either as listener, creator or performer. They can dissect music and comprehend its parts. They can sing and feel a pulse. Skills follow a progression that feeds through from year-to-year which enables them to apply knowledge of the music in the wider world.

Modern Foreign Languages

Embed – Knowledge and skills into long term memory

Enrich – Children’s vocabulary and life experiences

Empower – Children to become effective and lifelong readers and learners

Intent

The 2014 National Curriculum for Modern Foreign Languages aims to ensure that all children:

  • Understand and respond to spoken and written language from a variety of authentic sources.
  • Are able to speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and that they are continually improving the accuracy of their pronunciation and intonation.
  • Can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt.
  • Discover and develop an appreciation of a range of writing in the language studied.

Our Curriculum Aims:

  • Understand and respond to spoken and written language from a variety of authentic sources.
  • Are able to speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and that they are continually improving the accuracy of their pronunciation and intonation.
  • Can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt.
  • Discover and develop an appreciation of a range of writing in the language studied.

A language education fosters children’s curiosity and deepens their understanding of the world. At St Lawrence Primary School, we are committed to ensuring that teaching, enables pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing providing opportunities for all children to become competent in another language, enables children to interpret, create and exchange meaning within and across cultures.

At St Lawrence we are committed to ensuring our MFL teaching provides the foundation for learning further languages, as well knowing more and remembering more, setting them up for their future education.

Implementation

Children are introduced to French in KS2, each class has a timetabled French lesson of 45 minutes.  Lessons across the Key Stage support the skills of speaking, listening, reading writing and the cultural life of France:

  • Children are taught to listen attentively to spoken language and respond, joining in with songs, rhymes and games.
  • Children develop an appreciation of a variety of stories, songs, poems and rhymes in French that are delivered through the curriculum content,
  • Cross curricular links with computing are provided using the French Simple French program

Knowledge and skills in French are progressive from one year to the next and are mapped across the school, in line with the La Jolie Ronde scheme of work.

Impact

Our MFL (French) curriculum ensures that children develop their knowledge of another languages, including the range of home languages spoken by the families of the school and in the world. It provides opportunities for all pupils to learn and achieve.

Learning another language gives children a new perspective on the world, encouraging them to understand their own cultures, their own languages, and the culture and languages of others.

The progression of skills and knowledge for each of these subjects can be found here:Modern Foreign Languages

 

 

Knowledge Organisers

A Knowledge Organiser is a go-to document for a topic/unit of work: each one identifies the key information that children need to have learned by the end of a topic. It also acts as a tool to support children in retaining and retrieving knowledge for life-long learning.

We have developed our own Knowledge Organisers to support the delivery of the curriculum and most knowledge organisers will include:

  • the essential facts about the topic, usually laid out in easily digestible chunks
  • key vocabulary or technical terms and their meanings
  • images such as maps or diagrams
  • famous quotations, if relevant.

We hope you will find these helpful in supporting your child in their learning both inside and outside of the classroom.

Autumn 1:

Nursery - Exploring Colour

Reception - Marvellous Me!

Year 1 - Superheroes

Year 2 - It's Great To Be me!

Year 3 - Egyptians

Year 4 - Volcanoes

Year 5 - Investigating Rivers

Year 6 - Code Breakers

Autumn 2:

Reception - Festivals and Celebrations

Year 1 - Reach for the Stars

Year 2 - Fire, Fire!

Year 3 - Ancient Egypt

Year 4 - Stone Age to Iron Age

Year 5 - World War One

Year 6 - Endurance

 

Phonics and Reading

At St Lawrence Primary School we follow the DfE 'Letters and Sounds: Principles and Practice of High Quality Phonics' alongside Storytime Phonics which separates the phonics the children need to acquire into six Phases.

A copy of the Letters and Sounds Publication is available to download on this page, this contains more detailed information.

Phase 1

This phase is largely linked to the Early Years Foundation Stage Profile and the Communication, Language and Learning area of learning.

The areas covered by Phase 1 include:

  • General Sound Discrimination - environmental sounds
  • General Sound Discrimination - Instrumental sounds
  • General Sound Discrimination - Body Percussion
  • Rhythm and rhyme
  • Alliteration
  • Voice Sounds
  • Oral Blending and segmenting

Phase 2

This phase is started when children have experienced a wide variety of listening activities, including songs, stories and rhymes. This phase teaches 19 letters and moves children on from oral blending and segmenting to blending and segmenting with letters. Children will also be taught to read VC (Vowel/consonant words e.g. it) and CVC (Consonant, vowel, consonant words e.g. cat)

Children are also introduced to 2 syllable words and captions. This phase also includes a selection of 'tricky' words which are also called high frequency words and are not phonetically readable, meaning that children need to learn them off by heart.

Letter Progression in Phase 2:

Set 1:  s, a, t, p       Set 2:  i, n, m, d       Set 3:  g, o, c, k      Set 4: ck, e, u, r    Set 5:  h, b, f, ff, l, ll, ss

Phase 3

The purpose of this phase is to teach another 25 graphemes (written representations of a sound), most of them comprising of two letters e.g. oa. Children will also continue to practise CVC blending and segmentation, extend their learning by spelling two and multi-syllable words. Children will also learn the letter names during this phase and also an increased range of tricky words, (Including the First 100 High Frequency words) and moving to the next 200 when ready -  both in sight reading and also spelling.

The Phase begins with:

Set 6: j, v, w, x     Set 7: y, z, zz, qu

and is followed by:

Graphemes Sample words Graphemes Sample Words
ch chip ar farm
sh shop or for
th thin / then ur hurt
ng ring ow cow
ai rain oi coin
ee feet ear dear
igh night air fair
oa boat ure sure
oo boot / look er corner

Phase 4

When children enter Phase 4 they should be able to represent each of the 42 phonemes by a grapheme and be able to blend phonemes to read CVC words and segment CVC words for spelling. This phase is one of consolidation and focuses on words which contain adjacent consonants and practising blending for reading and segmenting for spelling.

This is a short phase which does not introduce new sounds - at St Lawrence Primary, we teach Phase four alongside Phase 5 to ensure progression and challenge.

Phase 5

The purpose of this phase is for children to broaden their knowledge of graphemes and phonemes for use in reading and spelling. They will learn new graphemes and alternative pronunciations for these and graphemes they already know. Children become quicker at recognising graphemes of more than one letter in words and at blending the phonemes they represent.

The aim of Phase 5 is to make automatic the reading of all words - decodable and tricky.

New Graphemes for Reading:

 

 

Graphemes

ay (day)

ph (photo)

ou (out)

ew (new)

it (tie)

oe (toe)

ea (eat)

au (Paul)

oy (boy)

a-e (make)

ir (girl)

e-e (these)

ue (blue)

i-e (like)

as (saw)

o-e (home)

wh (when)

u-e (rule)

 

Alternative pronunciation of graphemes:

 

Graphemes

i (fin, find)

a (hat, what)

o (hot, cold)

y (yes, by, very)

c (cat, cent)

ch (chin, school, chef)

g (got, giant)

ou (out, shoulder, could, you)

u (but, put, south) 

ow (cow, blow) 

ie (tie, field) 

ea (eat, bread) 

er (farmer, her) 

Children working at Phase 5 will also work on reading and spelling two-syllable and three-syllable words. The emphasis on spelling increases in Phase 5 in readiness for Phase 6 and increased standards / expectations in Year 2 when children are expected to be able to spell 'many' of the Common Exception words.

Phase 6

At this stage children will be reading much longer pieces and decoding at a much faster speed. Children will be reading automatically and using phonics more independently to decode. Children's spelling should be phonemically accurate although will still be unconventional at times.

The aim for Phase 6 is that children will become fluent readers and increasingly accurate spellers.

At St Lawrence Primary, we teach Phase 6 to our able Year 1 children and then into Year 2 where the Phase 6 content combines with the National Curriculum guidelines for 'Spelling, Grammar and Punctuation' (SPaG)

Phase 6 includes:

  • Past tense
  • Investigating and learning to add suffixes (-ed, -ing, -er, -est, -ful, -ly and -y, -s, -es, -en, -ment, -ness)
  • Teaching spelling of long words
  • Finding and learning the difficult bits in words
  • Learning and practising spellings - memory strategies
  • Applying spelling in writing
  • Knowledge of the spelling system

Letters_and_Sounds_-_DFES-00281-2007

Our Reading Scheme

The reading scheme we have at St Lawrence Primary begins in Foundation Stage with children being provided with books which link directly to the phase of Phonics that they are learning about. Children work through the phases in a particular order, gradually learning new sounds in a sequence of lessons. These sounds link to the children's writing, with children being taught to write the grapheme as they learn the sounds.

This is a very successful strategy which we complement by giving children books aimed at the phase they are working on. The books gradually increase in difficulty as the children increase their knowledge of phonics. Once children are reading fluently and are confidently using many of the Phase 5 sounds, they move onto the main school reading scheme. The main school scheme is made up of many commercially purchased schemes, with a wide variety of text types, genres and a mixture of fiction and non-fiction.

Some children will have a main scheme book and also a phonics focused book to ensure they are reading at the level which is appropriate for them. Each child has an individual program to follow and is moved to the next colour band when they are ready.

We also provide all children with a library book to read alongside the reading scheme book. This is to give children the chance to choose their own books and also to give something for parents to share with children at home. It is very important that children are read to, to develop their knowledge of texts, vocabulary and to access stories and books which would be too hard for them to read to themselves.

Our reading scheme follows the 'Book Bands' system, which is widely used by Primary Schools to sort texts by their level of difficulty. The order of the colour bands is as follows:

Lilac (non-word), Pink, Red, Yellow, Blue, Green, Orange, Turquoise, Purple, Gold, White, Lime.

The document below goes in to this in more detail, explaining which colours are expected for each year group.

The following link is an information pamphlet to help support your child with reading: