Curriculum

• Statutory Requirements
• Local context and relevant barriers
• The curriculum as a progressive model
• The need to plan and sequence coherently in order to accumulate sufficient knowledge and skills
• Subject disciplines with application across the curriculum  
• Pupil Voice
• Purposeful Assessment
• Subject and Aspect Leadership

Implementation

Curriculum Model

Knowledge-engaged approach: which underpins and enables the application of skill. English and Maths are explicitly identified to be taught in the context of other subjects.  We strive for children to learn skills alongside knowledge, ensuring that both develop. At LPS we see knowledge and skills as intertwined. The curriculum is about how we can ensure that pupils can achieve both. We do this by having an emphasis on discrete and cross-curricular teaching. We believe that this is important for making the curriculum relevant and meaningful to pupils and for putting knowledge into context.

We believe it is our responsibility to develop literacy and numeracy skills for all our pupils. Using the Early Years Foundation Stage Strategy and National Curriculum as a basis, age-appropriate progression in knowledge for each core and foundation subject has been identified. This has been mapped out to ensure coverage of identified knowledge is secured across EYFS, KS1 and KS2. We carefully select the sequence of when, what and how knowledge is taught and Year Leaders and Subject Teams work actively to review this element regularly.

In addition, the specific  skills required to be successful in each subject have been identified and crafted into structured progressions.

Curriculum content is grouped into a series of units of work/teaching sequences. Each unit/sequence begins with either an inquiry question, a hook or reveal etc designed to engage the children and frame the learning journey through to identified outcomes. Initial reflection on this question supports formative assessment of pupils’ starting points and gives an opportunity to, where appropriate, for pupil voice to influence learning.  Staff awareness of prior learning from previous years ensures there is regular reinforcement of key knowledge and skills.  Teachers systematically check children’s understanding, identifying misconceptions and provide clear direct feedback to ensure progress. Teaching is designed to help learners to remember in the long term the content they have been taught and to integrate new knowledge into larger concepts,

During the learning journey, a range of objectives in several curriculum subjects are addressed. This content is sequenced to ensure that components of knowledge lead to conceptual learning. This analysis is supported by strong subject knowledge from staff and aims for both depth of learning and breadth of coverage. Opportunities to practise knowledge and skills are built into the curriculum to secure deep understanding of each discipline. The curriculum planning ensures a layering of knowledge and concepts so that all pupils can make progress. The length of each unit/sequence depends upon the identified learning and outcomes.

LPS has recognised the use of clear, focused learning intentions and success criteria as an effective tool in gaining intended learning outcomes. Staff use effective questioning techniques to develop higher order thinking skills. In lessons we provide opportunities for study but we strive to provide as many recall and application activities as possible to support the retention of knowledge and understanding.

Core Learning Values

Every unit addresses the three core learning values identified by this school as essential for all subjects:

Independent Learner
Definition: self-motivated problem solver.

• Self-questioning: ask questions and identify problems which need to be solved.
• Self-confident: persevere; manage risks in order to master new skills, knowledge and concepts. Resist peer pressure by making independent informed decisions. Develop resilience.
• Self-reflective: assess progress; recognise misconceptions; evaluate experiences; identify next steps.

Confident Communicator
Definition: emotionally mature with a depth of language learning that enables them to share ideas effectively, including in collaborative contexts.

• Empathetic: recognise emotions and motivations of self and others.
• Participate in discussion, dialogue and debate – active listening together with explaining, describing and questioning, valuing their own and others’ contributions.
• Present ideas accurately through written and spoken forms.

Global Citizen
Definition: respects the rights of others and is proactive in helping to make the world a better place to live in.

• Understand issues affecting themselves, the global community and the environment.
• Respect themselves, the global community and the environment.
• Proactive: seek to improve themselves, their community and the environment, making choices informed by the framework of human rights

Implementation

Curriculum Model

Knowledge-engaged approach: which underpins and enables the application of skill. English and Maths are explicitly identified to be taught in the context of other subjects.  We strive for children to learn skills alongside knowledge, ensuring that both develop. At LPS we see knowledge and skills as intertwined. The curriculum is about how we can ensure that pupils can achieve both. We do this by having an emphasis on discrete and cross-curricular teaching. We believe that this is important for making the curriculum relevant and meaningful to pupils and for putting knowledge into context.

We believe it is our responsibility to develop literacy and numeracy skills for all our pupils. Using the Early Years Foundation Stage Strategy and National Curriculum as a basis, age-appropriate progression in knowledge for each core and foundation subject has been identified. This has been mapped out to ensure coverage of identified knowledge is secured across EYFS, KS1 and KS2. We carefully select the sequence of when, what and how knowledge is taught and Year Leaders and Subject Teams work actively to review this element regularly.

In addition, the specific  skills required to be successful in each subject have been identified and crafted into structured progressions.

Curriculum content is grouped into a series of units of work/teaching sequences. Each unit/sequence begins with either an inquiry question, a hook or reveal etc designed to engage the children and frame the learning journey through to identified outcomes. Initial reflection on this question supports formative assessment of pupils’ starting points and gives an opportunity to, where appropriate, for pupil voice to influence learning.  Staff awareness of prior learning from previous years ensures there is regular reinforcement of key knowledge and skills.  Teachers systematically check children’s understanding, identifying misconceptions and provide clear direct feedback to ensure progress. Teaching is designed to help learners to remember in the long term the content they have been taught and to integrate new knowledge into larger concepts,

During the learning journey, a range of objectives in several curriculum subjects are addressed. This content is sequenced to ensure that components of knowledge lead to conceptual learning. This analysis is supported by strong subject knowledge from staff and aims for both depth of learning and breadth of coverage. Opportunities to practise knowledge and skills are built into the curriculum to secure deep understanding of each discipline. The curriculum planning ensures a layering of knowledge and concepts so that all pupils can make progress. The length of each unit/sequence depends upon the identified learning and outcomes.

LPS has recognised the use of clear, focused learning intentions and success criteria as an effective tool in gaining intended learning outcomes. Staff use effective questioning techniques to develop higher order thinking skills. In lessons we provide opportunities for study but we strive to provide as many recall and application activities as possible to support the retention of knowledge and understanding.