The Ludham Primary School and Nursery Curriculum

“Achieving excellence through Enjoyment”

There could be someone in our school who leads us when the world’s resources have run out, someone who resolves the crisis in the Middle East, or someone who prepares us for the next pandemic. At Ludham Primary School and Nursery, we try our best to find them and help them to become it because they won’t know it yet. Our curriculum is about “beginning with the end in mind”.

Ludham is in the most deprived (1st decile) with regards to ‘geographical barriers’, relating to physical proximity to local services and we see it as our mission to ensure that our children don’t miss out on opportunities to “learn through enjoyment”. As a school we work hard on our curriculum to break down these barriers, to give children opportunities and experiences that they may not otherwise have had, for example, going to a beach, a bee farm, the circus. Opportunities that many children in other areas may take for granted.  We invest considerable time and energy in bringing diverse workshops, visitors, writers, artists, sports-people and visitors from all walks of life into school. We are careful to plan opportunities for each child to participate in trips and visits which engender an appreciation of human creativity and achievement, as well as scrutinising our curriculum in a rolling cycle to ensure we are equipping pupils with the essential knowledge and cultural capital they need to be educated citizens, while working hard to introduce them to the best that has been thought and said.  

In our Early Years this means we focus on making sure our children are confident talkers and on developing the foundations of Early Reading through systematic teaching of phonics and sharing our love of stories and books. We have worked with the EEF, Education Consultants, Challenge Partners, Cluster groups, Local and National Networks as well as the DfE to ensure that we remain as current with educational research as possible.

We follow the Early Years Foundation Stage curriculum. We are building our school environment to best enable the early years children to develop physically, emotionally, mentally and socially through wonderful, exploratory, sensory experiences in our mud kitchen, giant sandpit and woodland area. The children are supported to learn to work together, manage their feelings and ask questions through skilled adult facilitated play. The children learn nursery rhymes and develop their mathematical thinking through direct teaching and exploration.

We believe that our pupils deserve a curriculum that gives them improved life chances by enabling social equity and mobility. We start with a focus on the foundations of English and Maths throughout school, ensuring children experience a broad rich vocabulary; share wonderful stories and books; and are given opportunities to develop a deep understanding of maths concepts through systematic teaching and practical exploration. We have developed our foundation curriculum and we have taken some of the building blocks of tried, tested and successful schemes/programmes from across the country and then tailored them to suit our pupils’ needs.

We use technology creatively to build fluency through practice, increase engagement, and allow us to look back at previous learning so we can see how it builds over time. Our online learning journals also give our families a window into our learning. We have ensured we have closed the digital divide by delivering devices to families to ensure all of our children have access to online learning. Further up the school we want to build in experiences our children might otherwise not have the chance to experience. Sometimes physically and when constraints make it more difficult (COVID) we visit virtually.

We are proud to be from the East of England and want to learn about the rich heritage of our ward and district. We learn how it has been part of the history of our country and its influences. We have partnered with Historic England and the local Archive group to ensure experts are guiding the history and geography behind our curriculum, gaining access to resources that would not otherwise be available. We have also engaged our community with many sharing their experiences of living in the area over time.

We learn where our local history influences the wider world through a focus on those areas in our foundation curriculums. We seek to lift up our children’s eyes to widen out their view of their world. Through the academic years, our children learn about local history and geography but then also a wider context across the world. We teach our children to respect different cultures. They grow to understand what we have in common, to know about different faiths and to be accepting and tolerant of others. Our languages curriculum allows us to explore and learn a common language and culture. 

Statistics show us that the reality is that children and teenagers in our area are vulnerable for many reasons. With thisin mind, it is crucial that our curriculum teaches children how to stay safe and give them the tools to make choices which change their community. This starts in Early Years with an understanding of private parts and appropriate touch using the NSPCC Pantosaurus material building over time to a sophisticated understanding of the dangers of grooming for our older children.

Our curriculum builds on big ideas and concepts so that children have the knowledge and skills to look wider than their immediate context and make different, aspirational choices. We look beyond the primary school experience to ensure that our children have a foundation, so they are secondary ready. We are conscious that the next external qualification our children will gain will be at KS4 and develop our curriculum with that in mind. We therefore put in place the intellectual architecture that is needed for children to develop a conceptual structure:

Examples include the teaching of Christianity, Tudors, Greeks and Romans so that our children will be able to understand the themes behind Shakespeare so they can understand the contexts and references of the plays for GCSE English.

A new National Curriculum for Primary Schools came into law from September 2014. You can find the full document at: https://www.gov.uk/government/collections/national-curriculum

Children in the Early Years (Reception) follow the requirements of ‘Early Years Foundation Stage Framework’. You can find the full document at: https://www.gov.uk/government/publications/early-years-foundation-stage-framework–2

Wherever possible we also seek to make meaningful links for the children between subjects and also to reinforce key English and maths skills across the curriculum. This includes extended writing opportunities planned in across the curriculum, and also planned opportunities for real-life Maths experiences, to supplement the daily discrete Maths lessons.

We seek also to actively promote British Values of tolerance, understanding of different faiths, democracy and the rule of law through our taught curriculum and school ethos.

Planning is broken down into half term blocks. We have mixed age classes and there is a two-year cycle of planning for each class.

The school takes part in all the road safety learning opportunities provided through the Norfolk Road Safety team, from the Early Years, right through to Year 6. Work is also done on e-safety and anti-bullying. How to keep safe and healthy is further reinforced through our assembly themes, and Behaviour Policy.

We have carefully thought through our curriculum and we are taking actions to embed it. The impact of all of this is that children leave Ludham having achieved excellent academic standards, but also prepared as fluent, resilient, ambitious, lifelong learners ready to thrive in the next stage of their education.

 

English

 

INTENT:

At Ludham Primary School and Nursery, our English curriculum is designed to develop children’s love of reading, writing and discussion, to enable our pupils to become articulate citizens who can communicate effectively. We aim to ensure that all pupils:

  • develop the habit of reading widely and often, for both pleasure and information
  • develop a wide vocabulary, using their linguistic skills to communicate effectively and coherently
  • write clearly, imaginatively and accurately, adapting their language and style for a range of contexts and purposes
  • be confident when speaking and listening and use discussion to communicate and further their learning in all areas of the curriculum

Our carefully sequenced curriculum ensures progression in and across year groups, providing opportunities to embed and extend their learning; pupils are given opportunities to use and apply the skills they learn across all areas of the curriculum.

IMPLEMENTATION:

Phonics:

From Reception, EYFS and KS1 pupils engage with daily Read Write Inc Phonics sessions, teaching them to read accurately, fluently and with understanding. Every day, pupils learn new sounds and review previous sounds and words; texts are matched to the sounds that they know, ensuring that children are always able to decode the books they are reading. Pupils are assessed every half term and grouped according to their ‘challenge level’ (Ruth Miskin, 2022); regular assessment means that they work through the levels quickly and pupils who might be struggling are quickly identified and interventions put into place. Daily interventions enable pupils to ‘keep up’ rather than ‘catch up’.

Reading and Writing:

In addition to daily phonics sessions for EYFS and KS1 pupils (and daily Speed Sounds Sessions for pupils in lower KS2), our daily English lessons are built around the use of high-quality texts. Exposing pupils to quality literature lies at the heart of our English curriculum and so sequences are planned using ‘The Power of Reading’ (from the Centre for Literacy for Primary Education). These sequences ensure pupils are introduced to new and more contemporary texts, as well as including some traditional favourites and archaic classics. Reading and writing skills are taught together, with lessons focusing on different learning throughout the sequence and drawing their learning together through one or more written pieces. Pupils are expected to write every day, across the curriculum, developing the speed and stamina required as they approach secondary education.

Accelerated Reader:

In KS2, Renaissance Star Reading is used as an online assessment of our students’ reading growth. Star Reading indicates the skills each student needs to focus on to meet or exceed expected standards, and is computer-adaptive, meaning that it adapts to each student’s abilities. From the data collected during these assessments, pupils are assigned a ZPD (Zone of Proximal Development), which indicates the range of difficulty level of books a child should read to allow for independent reading. Children are encouraged to read these books at least three times a week at home, and are also listened to by adults at school. Once they have finished a book, they take an online quiz which assesses their comprehension. Star Reader assessments are repeated termly to track progress.

Additionally, children are encouraged to select a ‘free reader’ book, which may be a different level to their ZPD. A range of fiction and non-fiction books are also available on class bookshelves for independent reading.

Fluency:

Fluency is the bridge between decoding and comprehension; at Ludham Primary School and Nursery we explicitly teach fluency to develop children’s ability to read with automaticity (rapid word reading without decoding), accuracy and prosody (expressive, phrased reading). During these sessions, the teacher models the reading of a short text to the children, who listen carefully to expression and phrasing. They then have the opportunity to echo-read the text, practise with their partner, and finally perform the extract themselves if they wish.

Spelling:

In EYFS and KS1, spelling is taught within daily Read Write Inc sessions, focusing on spelling words containing sounds that children have learned. Using ‘Fred Fingers’, they learn to identify the number of sounds in each word, to say each sound out loud and write the letters for each sound.

In lower KS2, Spelling is taught through Read Write Inc – a proven approach underpinned by phonics in a series of fast–paced lessons, which prepare children for the higher demands of the statutory spelling assessments in England. Spelling is taught in daily 15-minute sessions through a range of activities designed to embed spelling rules. 

In upper KS2, children are given opportunities to practise their spellings at school and Spelling Shed can be used as a revision tool at home.

Handwriting:

In EYFS and KS1, handwriting is developed initially through RWI, with additional practise taking place regularly throughout the week. Once pupils are able to form their letters correctly and to a consistent size, they will be introduced to cursive handwriting. At Ludham Primary School and Nursery, we use Nelson Handwriting, Oxford Owl as a tool to support pupils’ development, with teachers modelling how to correctly form and join letters.

Enrichment:

Author visits are always an exciting opportunity and prove very popular with pupils: hearing from a real-life writer provides children with the opportunity to ask questions about their writing journey, as well as being able to participate in the workshops which follow.

Family Reading Cafes provide the opportunity for us to welcome parents, carers and younger siblings into school to enjoy a story and complete an activity with their children in an informal environment.

Reading assemblies extend opportunities for reading for pleasure for all pupils. Everyone Reading In Class (ERIC) time is a celebrated and much-looked-forward-to reading for pleasure time each week.

Every March, we celebrate World Book Day, and we are delighted to be able to welcome travelling Book Fairs back into school this year.

Teachers recommend a range of books for children to read on the ‘Bookflix’ board which is situated in the school library. Children can also recommend books to each other through a system of ‘book belts’ and the Junior Librarian initiative.

The school has links with local private booksellers and the Norfolk Library Service.

INTENDED IMPACT:

Children leave Ludham Primary School and Nursery as happy, confident learners who have developed a love of reading and writing with the key skills and knowledge necessary for the next stage of their learning.  They have high aspirations and are confident in the art of speaking and listening, able to successfully use discussion to communicate and further their learning.  

Our pupils will leave Ludham Primary School and Nursery:

  • enjoying reading and writing across a range of genres.
  • enjoying reading regularly, for information and for enjoyment and being able to discuss books with excitement and interest.
  • enjoying writing, using the features of different genres and styles and are able to write confidently for different purposes and audiences.
  • having a wide vocabulary that they use within their writing.
  • having a good knowledge of how to adapt their writing based on the context and audience.
  • being able to effectively apply spelling rules and patterns they have been taught.

In addition:

  • Parents and carers will have a good understanding of how they can support pupils’ reading development at home.
  • Parents and carers will have a good understanding of how they can support spelling, grammar and composition and home.
  • The % of pupils working at ARE within each year group will be at least in line with national averages.
  • The % of pupils working at Greater Depth within each year group will be at least in line with national averages.
  • There will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged).
 

Maths

INTENT – Why do we teach Maths?

 

At Ludham Primary School and Nursery our maths programme is based on the belief that our ‘abilities’, including mathematical abilities, are neither fixed nor innate, but can be developed through practice, support, dedication and hard work. In short, all children can succeed at mathematics. We believe no child should be left behind and focus on pupils ‘keeping up over catching up’.

Throughout the school (both KS1 and KS2) students follow the White Rose programme which is aligned closely with the curriculum. 

Mathematics is taught mainly as a separate (discrete) subject, but every effort is made to link maths with other areas of the curriculum- most notably Science and DT. We try to identify the mathematical possibilities across the curriculum at the planning stage.

Furthermore, we believe that Mathematics is a key skill that helps us to make sense of the world around us. It enables children to understand and appreciate relationships and pattern in both number and space in their everyday lives. Through their growing knowledge and understanding, children learn to understand and apply their knowledge to solve real life problems. Mathematics offers children a powerful way of communicating. They learn to explore and explain their ideas using symbols, diagrams and spoken and written language.

We also believe that Mathematics equips children with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem-solving skills and the ability to think in abstract ways.

Mathematics is important in everyday life, many forms of employment, science and technology, medicine, the economy, the environment and development and in public decision-making. Different cultures have contributed to the development and application of mathematics. Today, the subject transcends cultural boundaries, and its importance is universally recognised.

To summarise we will aim to ensure that our children will become: true masters of content and application- being creative with new knowledge in a variety of different ways.

We aim for all pupils to:

  • Become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • Be able to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios
  • Reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.
  • Have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately to be successful in mathematics.

IMPLEMENTATION- What do we teach? What does this look like?

 

At Ludham Primary School and Nursery, we use a variety of teaching and learning styles in mathematics lessons. Our principal aim is to develop children’s knowledge, skills and understanding in mathematics- using the White Rose scheme. We do this through a daily lesson that has a mix of whole-class and group teaching.

During these lessons, we encourage children to ask as well as answer mathematical questions. They have the opportunity to use a wide range of resources – such as number lines, counting sticks, number squares, digit cards and small apparatus – to support their work appropriate to their age and ability level.

At Ludham Primary School and Nursery, children use ICT in mathematics lessons where it will enhance their learning, as in modelling ideas and methods. Wherever possible, we encourage the children to use and apply their learning in everyday situations- encompassing the fact that maths is all around us, therefore making links.

In all classes there are children of differing mathematical ability. We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies – in some lessons through differentiated group work and in other lessons by organising the children to work in pairs on open-ended problems or games. We use teaching assistants to support targeted groups and to provide in situ, in the moment, live feedback to ensure that work is matched to the needs of individuals. We also support children by ensuring that the work they are doing is matched to their needs and offering support through interventions, ideas for depth and applying learning in an unfamiliar context.

At Ludham Primary School and Nursery, we do this through careful planning and preparation, ensuring that throughout the school:

 

  • Children are given opportunities for practical activities, 
  • the development of mental and oral strategies with an emphasis on speed recall of number bonds and multiplication tables
  • the development of mathematical vocabulary
  • problem solving
  • individual, group and whole class discussions and activities
  • open and closed tasks
  • a range of methods of calculating e.g. mental, pencil and paper and using a calculator
  • understand mathematics through a process of enquiry and experiment
  • regular use of ICT games to reinforce, develop and enthuse learning

 The teaching of maths at Ludham Primary School and Nursery provides opportunities for:

• Group work
• Paired work
• Whole class teaching
• Individual work

Pupils engage in:

• The development of mental strategies
• Written methods
• Practical work
• Investigational work
• Problem- solving
• Reasoning through discussion
• Maths meetings
• Same day interventions.

Science

INTENT- Why do we teach Science?

At Ludham Primary School and Nursery, we encourage children to be inquisitive throughout their time at school and beyond. The Science curriculum fosters a healthy curiosity in children 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, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group, as well as the application of scientific skills. We ensure that the Working Scientifically skills are built-on and developed throughout children’s time at the school so that they can apply their knowledge of science when using equipment, conducting experiments, building arguments and explaining concepts confidently and continue to ask questions and be curious about their surroundings.

 

IMPLEMENTATION- What do we teach? What does this look like?

At Ludham Primary School and Nursery, Science topics and unites are taught within each year group in accordance with the National Curriculum.

Topics are planned to allow children to focus on developing their knowledge and skills, studying each topic in depth. Every year group will build upon the learning from prior year groups therefore developing depth of understanding and progression of skills. Teachers promote enjoyment and foster interest in the scientific disciplines; Biology, Chemistry and Physics. Children explore, question, predict, plan, carry out investigations and observations as well as conclude their findings. Children present their findings and learning using science specific language, observations and diagrams. In order to support children in their ability to ‘know more and remember more’ there are regular opportunities to review the learning taken place in previous topics as well as previous lessons. At the start of each topic children will have the opportunity to share what they already know about a current topic. Children have access to knowledge organisers which detail some key Science Curriculum Statement information, dates and vocabulary. This is not used as part of an assessment, but to support children with their acquisition of knowledge and is used as a reference document. Effective CPD and standardisation opportunities are available to staff to ensure high levels of confidence and knowledge are maintained. To support teaching, teachers access a range of resources and planning from STEM and the school long/medium term planning. Teachers use effective assessment for learning in each lesson to ensure misconceptions are highlighted and addressed. 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 Science curriculum. Cross-curricular links and ‘Hinterland knowledge’ are planned for, with other subjects such as Maths, English and Computing.

 

IMPACT – What will this look like?

The 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 Primary School and Nursery reaching at least age-related expectations for Science. Through various workshops, trips and interactions with experts our Science curriculum will lead pupils to be enthusiastic Science learners and understand that science has changed our lives and that it is vital to the world’s future prosperity. We want to empower our children so they understand they have the capability to change the world. This is evidenced in a range of ways, including pupil voice, their work and their overwhelming enjoyment for science.

 

PSHE

Jigsaw, the mindful approach to PSHE provides a thorough curriculum package for 3-16 year olds, with the Jigsaw R.E.S.T. (Resilience and Engagement Scale and Toolkit) boosting resilience at Primary.

Children and young people are at the heart of all Jigsaw Programmes. We aim to improve their capacity to learn, their resilience and emotional well-being and mental health and thereby enhance their life-chances.

Jigsaw materials are age- and stage-appropriate, and offer flexibility to deliver the more sensitive issues in ways appropriate to our school ethos and values.

INTENT

Integrating this personal and social development work into a comprehensive Personal, Social, Health Education (Health and Well-being) curriculum gives the relevant context to build skills, attitudes, self- esteem, resilience and confidence, all of which we believe need to be taught explicitly as well as nurtured implicitly, thereby demanding a well-structured, progressive lesson-a-week process.

The Jigsaw PSHE programme is far more than curriculum programmes. It offers whole-school opportunities e.g. assemblies, end-of-Puzzle displays, Weekly celebrations, music and songs, to reinforce the curriculum work and enhance the positive ethos of the whole school community; an effective whole- school development tool.

The rationale and philosophy underpinning Jigsaw resources is based on mindfulness philosophy and practice, sound psychology and is evidence-based. We have explored how the brain works and how learning happens and have structured Jigsaw lessons to maximise these processes.

 

IMPLEMENTATION

We follow a broad and balanced curriculum that builds on previous learning and provides both support and challenge for learners. We follow planning that ensures progression of skills and that covers all aspects of the curriculum. Children’s work is stored in class floor books for reference of progression and assessment. We want to ensure that PSHE is embedded throughout the whole curriculum and that opportunities are given for enhancing learning by using the skills in a number of subjects.

 

IMPACT

At Ludham Primary School and Nursery, the PSHE curriculum is regularly assessed to ensure best practice. PSHE is assessed in many ways, such as:

  • Work scrutinies
  • Discussions with children
  • Discussions with teachers
  • Assessment grids completed by teachers, as a unit is completed. These give a clear outline of the level of understanding for every child in the school. 
  • Attending relevant CPD
  • Yearly action plans outlining a clear vision for the year ahead. 
  • Governors report written each year, highlighting the current attainment levels in school, areas of strength and next steps.

PE

Our PE curriculum provides the children with opportunities to engage in a range of high-quality physical activities that develop their confidence and physical health. We aim for children to enjoy being physically active and develop positive attitudes towards sports that will last them a lifetime.

Children in KS1 and KS2 take part in two PE lessons every week. PE lessons allow children to develop competence in a broad range of physical activities. These include gymnastics; dance; OAA; swimming; athletics and competitive games such as invasion games, striking and fielding, net and wall. PE lessons also focus on the importance of exercise in maintaining a healthy lifestyle. Lessons are delivered by specialist sports coaches, an NPECTS trained TA and a class teacher. All children have opportunities to participate in competitive sport which will help them to embed values such as fairness and respect. These opportunities take place during whole school competitions, competitions during PE lessons and tournaments run by outside agencies, such as CSF and Premier Sport. Children at Ludham also have the opportunity to participate in sport clubs before and after school which offer a range of different and engaging activities.

Children in Reception participate in one PE session per week as well as having access to a wide range of equipment in their outdoor area. These help to facilitate opportunities for children to develop good control and co-ordination as well as moving confidently in a range of ways while safely negotiating space.

 

Foundation Subjects

History

INTENT

At Ludham Primary School, we are HISTORIANS! We want our children to love history. We want them to have no limits to what their ambitions are and grow up wanting to be archivists, museum curators, archaeologists or research analysts. Our aim is that, through the teaching of History, we stimulate all children’s interest and understanding about the life of people who lived in the past.

We teach children a sense of chronology, in order to develop a sense of identity and a cultural understanding based on their historical heritage. This enables our children to learn to value their own and other people’s cultures in modern multicultural Britain. We aim to make all children aware of the actions of important people in history and enable children to know about significant events in British history, whilst appreciating how things have changed over time. History will also ensure our children understand how Britain developed as a society, contributing to their understanding of their country of residence.

Furthermore, our children will learn about aspects of local, British and Ancient history. This wider awareness leads to the children having some knowledge of historical development in the wider world. We believe that by allowing the children to understand the importance and enjoyment of History through different opportunities, they will become enthused learners in History.

In History at our school, we will also give children opportunities to develop their skills of enquiry, investigation and analysis.

HISTORY – IMPLEMENTATION

At Ludham, History is taught in every class, once a week. Topics are blocked to allow children to focus on developing their knowledge and skills, studying each topic in depth. We have developed a progression of skills with each year group, which enables pupils to build on and develop their skills each year.

In KS1, History begins by looking at the children’s own personal history and introduces them to the idea of chronology and timelines. In KS1, History will look at significant events and people who have shaped society, locally, nationally and globally.

In KS2, each year group studies aspects of local history, a British history topic and an ancient history topic. In KS2, UK history is taught chronologically to allow children to confidently place each time period. This allows pupils to consistently build on previous knowledge and learning by placing previously taught History topics on a timeline.

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 topics as well as previous lessons.

At the start of each topic children will review previous learning and will have the opportunity to share what they already know about a current topic.

Children have access to a knowledge organiser at the start of each topic which details some key information, dates and vocabulary. This is not used as part of an assessment, but to support children with their acquisition of knowledge and is used as a reference document.

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 including History Association.

Medium term planning for all units will cover key historical concepts: Chronological understanding, Historical knowledge, Historical interpretation, Historical enquiry and organisation and communication.

Children are given opportunities, where possible, to study artefacts leading to enquiry, investigation, analysis, interpretation, evaluation and presentation.

We plan for effective use of educational visits and visitors, to enrich and enhance the pupil’s learning experience and the History curriculum.

Teachers use highly effective Assessment for Learning at different points in each lesson to ensure misconceptions are highlighted and addressed.

Effective modelling by teachers ensures that children are able to achieve their learning intentions, 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 History curriculum.

Children are given clear success criteria in order to achieve the Learning Intention with different elements of independence.

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.

Cross-curricular links and ‘Hinterland knowledge’ are planned for, with other subjects such as Maths, Writing and Computing.

Educational, immersive displays that answer key questions help to create a rich learning environment for each History focus.

Our assessment methods allow us to use data to inform future practice.

EYFS

The Early Years Foundation Stage Curriculum supports children’s understanding of History through the planning and teaching of ‘Understanding the World’. This aspect is about how children find out about past and present events in their own lives, their families and other people they know. Children are encouraged to develop a sense of change over time and are given opportunities to differentiate between past and present by observing routines throughout the day, growing plants, observing the passing of seasons and time and looking at photographs of their life and of others. Practitioners encourage investigative behaviour and raise questions such as, ‘What do you think?’, ‘Tell me more about?’, ‘What will happen if..?’, ‘What else could we try?’, ‘What could it be used for?’ and ‘How might it work?’ Use of language relating to time is used in daily routines and conversations with children for example, ‘yesterday’, ‘old’, ‘past’, ‘now’ and ‘then’.

HISTORY – IMPACT

The 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 History. Our History curriculum will also lead pupils to be enthusiastic history learners, evidenced in a range of ways, including pupil voice and their work.

Geography 

INTENT

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 – IMPLEMENTATION

At 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.

EYFS

The 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 – IMPACT

The 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, Italian

In 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 

INTENT

The 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 – IMPLEMENTATION

  • Our 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.
  • Specilist teachers deliver language lessons supported by planning by Rigolo. 
  • 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 Rigolo 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 – IMPACT

Through the use of planning supported by the Rigolo 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.

Music

INTENT

At 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 skillsChildren 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 – IMPLEMENTATION

  • Children at Ludham participate in a weekly music lesson with a music specialist
  • At 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 systems

EYFS

Through 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 – IMPACT

The 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 Design

INTENT

“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-IMPLEMENTATION

  • At 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 work
  • Through 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.

EYFS

Through 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 IMPACT

The 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 

INTENT

Design 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 Systems
  • Each 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/making
  • FUNCTIONALITY – to design a product that works and functions effectively to fulfil the user’s needs
  • DESIGN DECISIONS – to make own design opportunities, explore their own decisions and choices
  • INNOVATION – opportunities to be original with their thinking, develop and explore their own ideas incorporating the essential skills involved in the process
  • AUTHENTICITY – 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 Evaluate
  • Beginning 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 resources
  • Assessment data is used to inform future practice.

EYFS

Through 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 – IMPACT

The 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. 

Computing

All 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.