Curriculum Statement 2017/18
At Lockington Church of England Voluntary Controlled Primary School we offer a curriculum which is broad and balanced and which builds on the knowledge, understanding and skills of all children, whatever their starting points, as they progress through each Key Stage. Our curriculum incorporates the statutory requirements of the National Curriculum 2014 plus a wealth of experiences and opportunities to best meet the learning and developmental needs or our pupils. Our curriculum ensures learning is meaningful and benefits from a specific focus on the core areas of English and Mathematics. It aims to inspire children to nurture a passion for learning, providing pupils with the requisite skills to be successful, independent and motivated learners in readiness for their next stage of education.
Our comprehensive curriculum framework meets the requirements of the latest National Curriculum. Our long-term plans ensure coverage and progression. Rising Stars Assessment Frameworks help us ensure children are meeting age-related expectations in their learning. The more able are challenged further and children who find aspects of their learning more difficult are appropriately supported so that they too are enabled to experience success. National requirements and school requirements are mapped out as a whole school. Individual teachers plan the curriculum for their pupils accordingly.
The curriculum is underpinned by the school’s Christian Values which are taught on their own and through other areas of the curriculum, including collective worship. The spiritual, moral, social and cultural development of our pupils and their understanding of the core values of our society are woven through the curriculum.
The English curriculum and the mathematics curriculum are supported through curriculum frameworks including: Active Learn and White Rose for mathematics; structured reading schemes including ‘Bug Club’ and ‘Treetops’ for reading; ‘Lexia’; the ‘Nelson Spelling’ scheme and the ‘Penpals’ handwriting scheme. Children develop their phonic knowledge through the Letters and Sounds Programme and develop their fluency in reading through our structured reading programmes.
In all year groups there are small group interventions in order to support pupils in gaining the key skills to become successful readers, writers and mathematicians. These include the ‘Rapids’ scheme and ‘Shine Maths’.
Specialist teachers and instructors support music, physical education and the teaching of computing. All subject leaders are given training and opportunity to keep developing their own subject knowledge, skills and understanding so they can support curriculum development and their colleagues throughout the school. Theme weeks, whole school activities, residential visits and opportunities within and outside school all enrich and develop the children’s learning. After school clubs and events extend these opportunities further. Additional whole school programmes and approaches support quality teaching and learning and the school is well resourced in terms of learning materials, books and technology. Sporting opportunities have a high profile.
The outdoor environment and the local community are considered an opportunity for active learning for all our pupils. The school grounds have been developed so they can enrich different curriculum areas.
Pupils have opportunities to share their learning with each other, their parents and carers and other learners through school-based and external exhibitions, performances, competitions and events involving other schools. Developing their independence and motivation as learners and their sense of responsibility as future citizens is at the heart of all our teaching and learning.
Pupils are taught in two Classes. Class 1 is made up of pupils aged 4-7 (Reception and Key Stage 1). Class 2 is made up of pupils aged 7-11 (Key Stage 2). Class 2 is split into two distinct teaching groups for Mathematics, English and Science lessons (Y3/4 and Y5/6).
The school uses ' Letters and Sounds', Bug Club and Oxford Reading Tree to underpin synthetic phonics teaching and reading within Reception, Key Stage 1 and Key Stage 2 as appropriate. Rigby Navigator and 'Tree Tops' is available for guided reading in Class 2. Pearson's 'Rapid' schemes are used as appropriate to support pupils with special educational needs. Hamilton Trust materials support planning throughout the school (https://www.hamilton-trust.org.uk).
You can find out more about our curriculum by contacting the school, by reading the curriculum letters published termly on this site or by visiting the Government National Curriculum website (https://www/gov.uk/governement/collections/national-curriculum).
The school works closely with parents to support children with Special Educational Needs and Disabiltites to ensure pupils have full access to the curriculum. We work closely with outside agencies to support pupils where necessary. Early identification and appropriate intervention is used to support children throughout the school. The schools Special Educational Needs and Disabilities Co-ordinator, Mrs Cattle, is contactable through the school office.
We have developed our own long term plans from the National Curriculum (2014). All subjects, including English and Mathematics, are taught following the National Curriculum Guidance (2014).
To view our long term plans for 2014-2018 please see the links below:
CURRICULUM LETTERS (Pre-Autumn 2017)
RE and Worship
Under the 1996 Education Act, Religious Education is part of the basic curriculum for all pupils. It 'provokes challenging questions about the ultimate meaning and purpose of life. It develops knowledge and understanding of Christianity, other principle religions… and encourages pupils to develop their sense of identity and belonging. It enables them to flourish individually within their community as citizens of a pluralistic and global community.' (QCA 2004)
Lockington C.E. Primary School, recognising its historic foundation, will preserve its religious character in accordance with Christian beliefs and practice whilst cultivating a sensitive and respectful attitude to other world faiths.
'Religious Education is a vital part of the formation of all young people. It is integral to a full understanding of themselves and their world. It plays a key role in enabling the development of young people's spiritual nature and encourages them in a search for spiritual truth.' (Archbishop of York 2001)
(The aims are drawn from 'Aims of Religious Education in Schools', as outlined in the East Riding of Yorkshire Agreed Syllabus for Religious Education 2005)
'Through R.E. we aim to contribute to the development of Young People's beliefs and values and to develop their knowledge and understanding of religion.
- exploring and evaluating how beliefs and values affect the individual's way of life
- developing a knowledge and understanding of beliefs, practices and institutions of Christianity and other major religions
- analysing and evaluating the status and function of religion in human societies
- investigating religions and other interpretations of 'human experience'
Within the East Riding Syllabus the word 'Religion' usually refers to the living faiths of the world.
R.E. involves the whole personality:
- personal beliefs will be explored
- self understanding may be gained
- self identity may be fashioned
- knowledge will be acquire
- skills will be developed
- positive attitudes are to be encouraged
- emotions may be explored
Religious Education should be enjoyable and contribute to the growth of self esteem.'
Through the two Attainment Targets, (AT1 Knowledge and Understanding; AT2 Reflection and Response) we aim to develop the children's knowledge and understanding of the beliefs and practices of Christianity and other major world religions. (These will be Judaism at Key Stage 1 and Judaism and Islam at Key Stage 2). We aim also to develop the ability to reflect upon, respond to and evaluate ideas
Within the framework of the Agreed Syllabus we aim to develop:
investigative skills of
- explaining situations
- looking for meanings
- raising questions
- assessing evidence
- recording etc
reflective skills of
- quietly thinking
- considering the beliefs of others
- developing a sense of wonder
Key Stage 1 (Reception, Years 1 and 2) is taught together on a two year rolling programme.
Key Stage 2 (Years 3 & 4 and Years 5 & 6) are taught together on a four year rolling programme of topics.
We follow the legal requirement laid down by the Education Reform Act and provide one hour of religious education each week.
It is the decision of the teacher, considering the needs of the children, whether the hour is taught in shorter periods or is blocked to provide a concentrated focus
Teaching and Learning
A long-term plan is in place, which follows the guidelines, suggested in the East Riding Syllabus. Lessons are based on the medium term plans provided by the authority thus ensuring continuity and progression. Early Years' work is based on the scheme of work for the Foundation Stage produced by the East Riding and based on their Agreed Syllabus.
A modified R.E. curriculum may be required for pupils who are identified as having a special need.
No child will be excluded from R.E. on the grounds of gender or disability.
Parents have the right to withdraw their children from Religious Education and a request to do so should be made in writing to the headteacher, Mrs Julie Cattle. Children will be provided with alternative work by their class teacher.
There are video programmes available in R.E. and the children may use the Internet for researching information.
Cross Curricular Links
Although we recognise that Religious Education is a subject in its own right, we also take account of the clear links what can be made with other subjects and where possible outline these in the planning.
There is a clear link with language and literacy as children:
- express ideas and beliefs through the spoken word
- express their feelings through poetry and prose
- study religious writings and special books from many faiths with art
- investigating pattern and colour in religious art
- investigating how famous artists express their faith with geography and history
- learning about other cultures, times and places with PSCHE
- raising self esteem by placing importance on own beliefs
- providing an opportunity to discuss special times in their lives
- explore relationships with other people
- discuss and reflect upon problems, their own and those of the wider world
R.E. provides an opportunity for children to express themselves through art, drama, music and dance and this is an important element of AT2.
Health and Safety
Pupils are expected to use materials and tools safely in accordance with health and safety guidelines.
Care must be taken when candles are being used or lit in any area of the school.
Assessment, Recording and Reporting
Children will be assessed on at least one AT1 and one AT2 each year. It may be that teachers focus on a different group of children for each unit of work or assess the class as a whole. Core objectives which may be assessed are highlighted in the medium term plan
In England and Wales, children and students are required to take part in ‘an act of worship’ every day. This is a legal requirement set out in The Education Reform Act (1988), modified by the Education Act (1993). The Law puts several important obligations on schools (and the Board of Governor’s specifically):
The act of worship must be of a “wholly or mainly of a broadly Christian character, reflecting the broad traditions of Christian belief.” This requirement does not mean that every assembly should be Christian, but that over the course of a school year, at least 51% should be of a “broadly Christian nature”. It might also include opportunities to reflect or meditate quietly.
The act of worship can take place at any time of the school day, in any part of the school and with any group of pupils. In others words, a reflection in tutor groups at the beginning of the day would suffice. Parents have the right to withdraw their child from collective worship - please inform the headteacher in writing if you wish to do this.
Schools are also under an obligation to promote students’ spiritual, moral, social and cultural development. These terms are not meant to be covered in a particular lesson, they are to happen across the school as a whole in lots of ways. For example, when a theatre company is invited to perform to the school, it might be considered ‘cultural’ development.