INTENT -Why do we teach Geography?At Ludham Primary School and Nursery, we are GEOGRAPHERS! We want our children to love geography! We want them to have no limits to what their ambitions are and grow up wanting to be cartographers, town planners, conservationists or weather forecasters. Our aim is that, through the teaching of Geography at Ludham, we provide a purposeful platform for exploring, appreciating and understanding the world in which we live and how it has evolved. We want to ensure that through Geography, pupils are able to explore the relationship between the Earth and its people through the study of place, space and environment. In Geography, pupils in our school will learn the skills of understanding locational knowledge; how and where people fit into its overall structure. We also intend for children to become passionate and knowledgeable about our local community and beyond, by learning through experiences in practical and fieldwork activities.GEOGRAPHY – IMPLEMENTATIONAt Ludham, Geography is taught every term for one hour per week. The subject is explicitly taught in years 1 to 6 and units are blocked to allow children to focus on developing their knowledge and skills, studying each topic in depth.Our Geography curriculum is designed so that children start with ‘themselves’ and their school or local area before working out to areas or regions of the United Kingdom and the rest of the world. We have developed a progression of skills with each year group, which enables pupils to build on and develop their knowledge and skills each year. Cross-curricular links are planned for, with other subjects such as Maths, Writing, PSHE, History, and Computing being incorporated within geography lessons and the curriculum.Location knowledge, fieldwork and map work are woven throughout the Geography topics. Effective use of educational visits, local fieldwork and visitors are planned, to enrich and enhance the pupil’s learning experiences within the Geography curriculum. In-depth fieldwork opportunities are greatly amplified throughout bespoke local area units where children go out into the field to conduct observations, surveys, investigations and field sketches. The use of maps and compasses enhances this experience. At the start of each unit children will review previous learning and will have the opportunity to share what they already know about a current topic. In order to support children in their ability to know more and remember more, there are regular opportunities to review the learning that has taken place in previous units as well as previous lessons.Children have access to knowledge organisers during each unit which detail some key information, key questions and vocabulary. This is not used as part of an assessment, but to support children with their acquisition of knowledge and are used as a reference document. To support teaching, staff access a range of resources and planning including access to the Geographical Association. Effective CPD and standardisation opportunities are available to staff to ensure high levels of confidence and knowledge are maintained. These are done through regular discussions with the geography lead, whole-school moderation, staff meetings, phase meetings and CPD provided by VNET.In geography lessons, children are given clear success criteria in order to achieve the Learning Intention with different elements of independence. Effective modelling by teachers ensures that children are able to achieve their learning intention, with misconceptions addressed within it. Through using a range of assessment tools, differentiation is facilitated by teachers, to ensure that each pupil can access the Geography curriculum.Teachers use highly effective Assessment for Learning at different points in each lesson to ensure misconceptions are highlighted and addressed. Pupils are regularly given the opportunity for Self or Peer Assessment, which will then be used to inform planning, preparation, differentiation and address misconceptions within that lesson, or for the next lesson.EYFSThe Early Years Foundation Stage Curriculum supports children’s understanding of geography, people and communities through the planning and teaching of ‘Understanding the World’. Geography is effectively taught through their wider curriculum lessons and through their enhanced learning provision and environment. Children learn about features of their own environment such as school, home, community and their city through first-hand experiences and learn how environments may differ through the sharing of books, stories, poems, small world play, role play and visits. Children enjoy the valuable experiences gained from our regular trips to places within their local community such as the library, park and local shops. Children are given time to discuss, comment and ask questions about what they observe about the world around them and are encouraged to be active learners and explore their interests further.GEOGRAPHY – IMPACTThe impact of this geography curriculum design, will lead to outstanding progress over time across key stages relative to a child’s individual starting point and their progression of skills. Children will therefore be expected to leave Ludham reaching at least age-related expectations for Geography. Our Geography curriculum will also lead pupils to be enthusiastic Geography learners, evidenced in a range of ways, including pupil voice and their work. Upon leaving Ludham Primary School to embark on their journey to Key Stage 3 learning, children will be equipped with the skills, knowledge and understanding to confidently continue their geography learning journey.French, Spanish, ItalianIn Key Stage Two, pupils begin learning other languages. Learning another language fosters pupils’ curiosity, and deepens their understanding of the wider world. Pupils are taught to express their ideas and thoughts in French and to understand and respond to others in both speech and writing. Opportunities are provided for pupils to communicate for practical purposes, learn songs and read stories in French. Pupils also learn about France, its culture and traditions.Emphasis is placed on the pupils learning to speak with increasing confidence, fluency and spontaneity, continually improving the accuracy of their pronunciation and intonation.An appropriate balance between spoken and written language helps to lay the foundations for further foreign language study at Key Stage 3.Languages INTENTThe intention of the Languages curriculum at Ludham Primary School and Nursery is that children are taught to develop an interest in learning other languages in a way that is enjoyable and stimulating. At Ludham we are LINGUISTS! We intend to use the Rigolo scheme of work and resources to offer a relevant, broad, vibrant and ambitious foreign languages curriculum that will inspire and excite our pupils using a wide variety of topics and themes. We aim to encourage children’s confidence and creative skills through the teaching of languages. Whatever the language taught, we strive to stimulate and encourage children’s curiosity about all languages. As a rural school, it is vital that we help children develop their awareness of cultural differences. We aim to embed the skills of listening, speaking, reading and writing skills necessary to enable children to use and apply their language learning in a variety of contexts and lay the foundations for future language learning.The intent is that all pupils will develop a genuine interest and positive curiosity about foreign languages, finding them enjoyable and stimulating. Learning languages will also offer pupils the opportunity to develop a deeper understanding of other cultures and the world around them with a better awareness of self, others and cultural differences. The intention is that they will be working towards becoming life-long language learners.Languages – IMPLEMENTATIONOur languages curriculum is designed to progressively develop children’s skills in languages, through weekly taught lessons in KS2.In KS1, children take part in regular fun activities, games and songs to help them to develop awareness of basic French words and phrases.Specialist teachers deliver language lessons supported by planning by Language Angels. Children progressively acquire, use and apply a growing bank of vocabulary organised around topics.Children are encouraged and supported to develop their speaking and listening skills through conversational work, singing activities and games.As confidence and skill grows, children record their work through a range of tailored activities to ensure that all children can access the languages curriculum that is outlined in the National Curriculum.Units are progressive within themselves as subsequent lessons within a unit build on the language and knowledge taught in previous lessons. As pupils progress through the lessons in a unit they will build their knowledge and develop the complexity of the language they use.In addition to implementing Language Angels scheme of work and resources, Ludham will also promote: Language celebration assemblies, cookery sessions of traditional foods from different countries to facilitate a whole school approach to foreign language learning along with improved cultural awareness.Languages – IMPACTThrough the use of planning supported by the Language scheme we aim to ensure that children are accessing work at age-related expectations. They will be able to recognise and apply key vocabulary within conversations and will be challenged in a range of speaking and listening, reading and writing activities.Early Learning units will start at basic noun and article level and will teach pupils how to formulate short phrases. By the time pupils reach Progressive units they will be exposed to much longer text and will be encouraged to formulate their own, more personalised responses based on a much wider bank of vocabulary, linguistic structures and grammatical knowledge. Pupils will continuously build on their previous knowledge as they progress in their foreign language journey through the primary phase. Previous language will be recycled, revised, recalled and consolidated whenever possible and appropriate.MusicINTENTAt Ludham Primary School, we are MUSICIANS! We want our children to love music. We want them to have no limits to what their ambitions are and grow up wanting to be music producers, songwriters, composers or rockstars! Our vision, at Ludham is to give children access to an engaging and fun music curriculum reflecting the world they live in now, but at the same time giving them access to musical styles throughout history. Children are able to listen and appraise a variety of musical styles alongside performing pieces and creating their own compositions through the use of instruments and technology. To achieve this, all children access a variety of musical games, songs, instruments, music workshops, and extra – curricular activities giving them practical hands-on experience. We hope children continue to grow in confidence as they progress through the musical curriculum and become passionate in their responses to music. Added to this, we want children to become more independent learners within this area, reflect upon their learning and develop resilience within the musical world. As a school, these are our aims:To encourage awareness, enjoyment and appreciation of music in all its forms.To develop imagination and creativity.To help children of all abilities develop positive attitudes and to experience success and satisfaction in music.To offer opportunities to sing, play instruments, compose, listen and appraise.Singing skills- A singing culture will be established and nurtured within the school. Children and adults in the school will be encouraged to sing whenever appropriate to aid well -being and health as well as musical outcomes.Instrumental skills – Children will be taught to sing a wide-ranging variety of songs and to use their voices expressively. They should have the opportunity to play both tuned and un-tuned instruments with increasing control and should rehearse and perform with others, with an awareness of audience.Composing skills– Children will create Musical patterns and will be shown how to explore, select and organise musical ideas, recording these in a variety of ways, (e.g.: pictorial score, by means of a digital recorder, tape recorder or video or using notation).Appraising skills- Children will be given the opportunity to explore and explain their own ideas and feelings about Music, using Music, dance, expressive language and Musical vocabulary. They will analyse and compare sounds and will become confident at suggesting improvements for their own work and that of others.Listening and applying knowledge and understanding- Children should be able to listen with concentration and to internalise and recall sounds with increasing aural memory. They will develop a growing awareness of the interrelated dimensions of music. They will learn that time and place can influence the way music is created, performed and heard, that music is produced in different ways and is described through invented and standard notations which will be applied appropriately throughout their musical journey in school.Music – IMPLEMENTATIONChildren at Ludham participate in a weekly music lesson with a music specialistAt Ludham, we make use of the online Musical resource Kapow for delivery of music across the school.Kapow planning is used by teachers to drive children’s development within music. Every year group will build upon the learning from prior year groups therefore developing depth of understanding and progression of skills. This serves as a base to aid and enhance our teaching, but is not intended to be rigidly adhered to. Teachers should make professional judgements about when to adapt, miss out or add additional materials where this would benefit learning.Lessons provide opportunities for children to develop practical skills and progress by listening and appraising, singing, playing, composing, and performing.We promote an enjoyment and foster interest of music through regular singing practice, musical workshops, and other extra- curricular opportunities such as the school and Young Voices choir and music clubs.Pupils experiencing difficulties will be given extra encouragement by working in a small groups with the teacher/ support staff or with a more musically able child.Our assessments allow us to use data to inform future teaching and learning.As well as music lessons in class, children are encouraged to listen to a range of music through various in and out of school opportunities.Performances take place within various school activities and are integral to the school ethos.The Music Specialist leads regular whole school assemblies which include song learning and music appreciation.Instrumental groups/choir will be encouraged to perform in Assembly whenever performances are ready to be heard.There will be an Annual Music event for children to perform instrumental and vocal music.Kapow can be supplemented by the subject leaders and the teacher’s own input to match and compliment the creative curriculum. The scheme also provides the necessary details, activities, accompaniments and recordings to support our music teaching.Music skills and skills progression are monitored, as is the delivery of music.Resources: We have a range of music equipment and resources that can easily be moved around the school. Equipment will be increased where finances allow.There are a full class set of ukuleles and a number of tuned instruments including: Keyboard, tambourines, drums, bells and more.The school class set of iPads have music apps installed.Access to Kapow resources is available to staff.Links to other appropriate sources of recording (e.g. YouTube ) are regularly shared via the school internal systemsEYFSThrough Expressive Arts, children are taught to sing songs, make music and dance. Children are given opportunities to experiment with ways of changing sound and develop an understanding of pulse rhythm and pitch. Children follow a scheme of work from Charanga Music School and enjoy listening and responding to different styles of music, learning to sing, joining in with nursery rhymes and action songs which leads to playing classroom instruments and performing for others. Children are also encouraged to use everyday objects to make music and create sound, children enjoy exploring our music wall outdoors and experiment with sound using objects made from different materials such as wood, metal and plastic. Children experiment with water buts, kettles and pans, piping, guttering, bin lids and many different types of beaters.Music – IMPACTThe impact of this Music curriculum will lead to outstanding progress over time across key stages relative to a child’s individual starting point and their progression of skills. Those children with a particular interest or aptitude in music will be given the opportunity to extend their education in a variety of ways, for example, orchestral groups, singing club, instrumental performances in assembly. Children will therefore be expected to leave Brockmoor reaching at least age expected expectations for Music. Our Music curriculum will hopefully foster a love and increasing enthusiasm for the subject amongst our children, and a potential for life- long musical study.Art and DesignINTENT“Art and design stimulates creativity and imagination. It provides visual, tactile and sensory experiences and a unique way of understanding and responding to the world.”At Ludham Primary School and Nursery, we propose to:Assist pupils in becoming visually literate.Develop powers of observation.Develop aesthetic sensibilities to make judgements about Art.Encourage the use of imagination and original thought.Provide opportunities to learn about the world in which we live.Develop the ability to communicate ideas, opinions and feelings about their own work and that of others.Encourage children to be able to respond knowledgeably to the work of other craftspeople, knowing that there are different kinds of art made for different purposes.Acquire a range of different skills using different media as the children progress through the school.At Ludham Primary School and Nursery, we want our children to love art, craft and design! We want them to have no limits to what their ambitions are and to grow up wanting to be illustrators, graphic designers, fashion designers, curators, architects or printmakers. Our Art curriculum is designed to engage, inspire and challenge pupils, whilst equipping them with the knowledge and skills to be able to experiment, invent and create their own works of art. As pupils progress, they should gain a deeper understanding of how Art and Design reflects and shapes our history, and how it contributes to the culture, creativity and wealth of our world. We want to equip our children with not only the minimum statutory requirements of the Art and Design National Curriculum but to prepare them for the opportunities, responsibilities and experiences of later life. We want our children to use the local area as inspiration, to learn from other cultures and to respect diversity. To that end, we have carefully selected a wide range of unique and diverse artists, craft makers and designers for children to study.Art and Design-IMPLEMENTATIONAt Ludham, Art is taught in every year group, once per week during the first half of each term.Every child has access to a knowledge organiser at the front of their sketchbooks. These knowledge organisers allow children to refer back to key vocabulary when needed. They also give children an insight towards what each module will be about.Each child has a sketchbook. We give the child ownership of their sketchbook in order to foster their sense of creativity. Children use their sketchbooks to make initial sketches, develop skills, record ideas and develop opinions.Throughout the Ludham journey, every child is given the opportunity to learn the skills of drawing, painting, printing, sculpture and digital art through the exploration of an initial key artist, craft maker or designer and their workThrough in-depth discussion, the pupils explore how their art can share commonalities with famous art and use subject-specific vocabulary to discuss key artworks and their own work.In the development of confident art critics, the pupils share their opinions and make informed observations about what will improve their own practical work.Cross-curricular links are promoted to allow all children to deepen their understanding across the curriculum, including the use of technology, and artworks from year group specific historical, geographical and scientific contexts.Opportunities for children to visit local art galleries and museums are planned for, as well as visits from local artists.Teachers follow a clear progression of skills which ensures all pupils are challenged in line with their year group expectations and are given the opportunity to build on their prior knowledge.Opportunities to reflect and develop, including through the use of sketchbooks, and chances for self and peer-assessment are planned into each unit of study in KS1 and KS2.Effective CPD and standardisation opportunities are available to staff to ensure high levels of confidence and knowledge are maintained.To support teaching, staff access a range of resources and planning.Our assessments are used to inform future practice.EYFSThrough Expressive Arts children are encouraged to explore different media, explore how media can be combined to create different effects and develop a range of skills and techniques experimenting with colour, design, texture, form and function. Children are given daily access to a range of creative opportunities and enjoy our carefully planned and well-resourced creative areas both indoors and out. Children are encouraged to create on both small and large scales and our outdoor environment supports this well. Children are encouraged to develop their communication and language skills through talking about their creations and sharing these with others to build confidence and raise self-esteem.Art and Design IMPACTThe impact of this curriculum design will lead to outstanding progress over time across key stages relative to a child’s individual starting point and their progression of skills. Children will therefore be expected to leave Ludham reaching at least age-related expectations for Art and Design. Our Art and Design curriculum will also lead pupils to be enthusiastic Art and Design learners, evidenced in a range of ways, including pupil voice, their final pieces and sketchbooks. We ensure that children who are achieving well, as well as those who need additional support, are identified, and additional provision and strategies are planned in and discussed with class teachers. Achievements are celebrated in classrooms during walking-galleries and corridor displays, and by building in increasing connections with local galleries, we aim to develop our future artists and their appreciation of the art around them.Design and Technology INTENTDesign and Technology at Ludham Primary School and Nursery instils qualities such as curiosity, enquiry and determination. Students are inspired, engaged and excited through carrying out a range of effective research and design and make tasks. Students thrive in learning how to work independently and collaboratively to gain an in-depth understanding of the creative and problem-solving process. The sense of achievement and the rewarding nature of the subject results in a tangible manifestation of pride in the completion of a product.At Ludham Primary and Nursery, we are DESIGNERS and TECHNOLOGISTS! We want our children to love Design and Technology. We want them to have no limits to what their ambitions are and grow up wanting to be architects, graphic designers, chefs or carpenters. Design and Technology is dynamic and multidimensional. It is our intention that our D&T curriculum will provide opportunities to solve real and relevant problems, allowing our pupils to develop essential everyday skills and unlock their potential to be the designers and innovators of tomorrow. The D&T curriculum will encourage children to learn, think and intervene creatively to solve problems both as an individual and as part of a team. Design and Technology will allow all Ludham pupils to put their learning from other areas of the curriculum into practice and will work to enhance and deepen their understanding of those areas, including Maths, Computing, Science, and Art. Ludham pupils will learn about cooking, food and nutrition, ensuring that they acquire the fundamental life skills in order to be able to feed themselves healthily and independently, whilst learning about where food comes from, therefore making connections with their geographical and scientific knowledge. We want to equip them with not only the minimum statutory requirements of the Design and Technology National Curriculum but to prepare them for the opportunities, responsibilities and experiences of later life.Design and Technology – IMPLEMENTATION At Ludham, DT is taught in every class, once per week during the second half of each term.Many DT units are based on planning from Kapow: Cooking and Nutrition, Mechanisms, Structures, Textiles and Electrical SystemsEach child has a Design Technology book. Children may use this to research products, develop design ideas and initial sketches, and showcase learned skills, technical knowledge and vocabulary, final designs, and evaluations.We use a skills-based approach to teaching and Design Technology learning using objectives taken from the National Curriculum. We teach DT skills discretely, making relevant cross-curricular links, and ensure all children access all areas of the Design Technology Curriculum.Children will follow the 6 principles of DT:USER – to have a clear idea of who they are designing/making the product for.PURPOSE – to be able to communicate the purpose of the product they are designing/makingFUNCTIONALITY – to design a product that works and functions effectively to fulfil the user’s needsDESIGN DECISIONS – to make own design opportunities, explore their own decisions and choicesINNOVATION – opportunities to be original with their thinking, develop and explore their own ideas incorporating the essential skills involved in the processAUTHENTICITY – to make products that are believable, real, and meaningful to themselves and others, not just replicating ideas.Teaching of DT will also follow the cycle of Research, Develop own ideas, Make a final idea and EvaluateBeginning with the purpose of a product for a user, the children are encouraged to use the exploration of existing products to gain first-hand experience of existing approaches. We aim to promote creative problem solvers, both as individuals and part of a team and pupils develop their understanding of the ways in which people in the past and present have used design to meet their needs.Children design and make quality products using a range of tools, materials, and components, make connections with their learning across the curriculum including in maths, computing, science, and art and reflect on and evaluate techniques using subject-specific vocabulary.Teachers follow a clear progression of skills which ensure all pupils are challenged in -line with their year group expectations and given the opportunity to build on their prior knowledge.Effective CPD and standardisation opportunities are available to staff to ensure high levels of confidence and knowledge are maintained.To support teaching, staff access a range of resourcesAssessment data is used to inform future practice.EYFSThrough Expressive Arts children are encouraged to construct and create purposefully selecting tools and techniques needed to shape, assemble and join materials they are using. children learn through first-hand experiences which involve putting their ideas into practice to develop an awareness and understanding of the possibilities and limitations of different materials. Practitioners encourage children to explore, observe, solve problems, think critically, make decisions and talk about why they have made their decisions as they design and create. Children’s natural creativity is fostered and opportunities for investigation, designing and making are offered daily within our provision, which enables children to learn a great deal about their world.Design and Technology – IMPACTThe impact of our Design and Technology curriculum is in the development of our pupils being able to approach problems creatively and in a range of ways, applying their knowledge from across the curriculum areas independently. By providing a range of contexts and the necessary skills, we endeavour to support pupils in their future educational journey and in the understanding of the ever-developing world around them. The skills and attributes they develop will benefit them beyond school and into adulthood: the ability to use time efficiently, work with others productively, show initiative, independence, resilience and manage risks effectively will ensure well-rounded citizens who will make a difference in the wider world. Through the use of termly assessment, we ensure that children who are achieving well, as well as those who are in need of additional support, are identified, and additional provision and strategies are planned in and discussed with class teachers. We expect the children to know more, remember more and understand more about Design and Technology. ComputingAll children from Nursery to Year 6 have access to a range of technology and are able to develop many different computing skills. Where possible computing skills are linked to topic work or learning across the curriculum with computing having deep links with mathematics, science and design and technology. We use programming and coding to help pupils learn computer science and interact with the digital world with confidence. E-safety is an integral part of our computing provision. Children also have the opportunity to use programmes such as Word and PowerPoint to present pieces of their own work. At Ludham children have access to iPads, laptops, cameras, programmable robots and classroom touchscreen boards.Our underlying aim is to ensure that the children are taught to be responsible competent, confident and creative users of information and communication technology and have the skills and understanding necessary to take an active part in a digital world.