Learning at Lyngford
Fundamental to devising our curriculum is a clear understanding of the strengths and needs of Lyngford Park Primary School community.
In our work to shape the curriculum we have consulted widely with local stakeholders including parents, governors and colleagues from agencies such as health, police, housing and One Team. We have taken on board their views and used them in planning our learning. We have devised a curriculum that is progressive in terms of skill and knowledge development.
We use the curriculum to enable children to make connections as they move through our school and relate local to global.
Our children have been key in bringing to life our Vision and Values statement, taking each coloured block and agreeing a common understanding of what this looks like in our school in terms of behaviours for learning, effective communication, aspiration and self-belief to be the best that they can be.
Our curriculum starting point for each year group is the National Curriculum which we then embellish and deepen further as a school but at the heart of this is children being exposed to quality experiences and differentiated lessons that encourage active learning and independent thinking.
We differentiate the style of teaching according to what we know (based on outcomes data) works best for our children. For example we teach early reading and phonics using a tightly structured programme called Read Write Inc. This has enabled our phonics screening percentage to be above the national average. However in other subjects teaching and learning will take into account different learning styles.
At the start of each theme the children have the opportunity to show what they already know and what they want to know by the end of that episode of learning. We share the information on curriculum content each term on our school website in the class pages under a heading “Knowledge Organiser”.
We encourage parents to get involved with and enhance the curriculum learning across a range of subjects by keeping up with their children’s curriculum themes. A few examples of how this can be done are:
Talking about the learning,
Watching films and TV programmes that might be relevant.
Children have set books to record learning in different subject areas to allow them to understand and be able to discuss their skill and knowledge development in specific areas.
Each class has an individualised timetable that shows their weekly or two weekly subject coverage.
As we embark on a newly organised curriculum our children are being given opportunities to broaden their knowledge and understanding of their world: past, present and future.
They are learning through exciting experiences and challenges to make connections and communicate what they have learnt.
In turn this will lead to them having the capacity and confidence to break through barriers and be the best they can be.
For how the school meets the Equalities Act and how we support children with SEND please follow the link Equality and SEND.