Lyng Primary School
Through our well-designed engaging curriculum, we aim to create curious, passionate life-long learners with future aspirations. By ensuring pupils enjoy enriching and creative opportunities, we will equip our children with a range of knowledge and skills that will enable them to go on to achieve in life and to be full and active citizens of the future. An emphasis on ensuring that children understand the relevance and purpose of their learning, means children develop from an early age an aspirational mindset alive to possibilities.
A curriculum that is as deep as it is wide, delivered wherever possible outside of the classroom, ensures that learners have the opportunity to think about one idea from a number of different perspectives over time thereby making links between prior and current learning and building on previous knowledge and experience. By immersing children in language rich teaching delivered via the key words of the wider curriculum, children will become well rounded individuals whose knowledge of the world around them and their place within it will be deepened.
We believe that teaching delivered outside the classroom can add value to learning experience by making lessons memorable and fun whilst setting learning in a different context. Therefore, there is an expectation for all staff to take learning outside of their classroom walls whenever and wherever appropriate for example into the Forest, trenches, bus, hall or playground.
Following the Chris Quigley curriculum enables us to establish the essential characteristics of each subject that our learners need to engage fully with the curriculum and cultivate for future choices. By capturing those characteristics in child friendly words, learners understand and develop the key behaviours to ensure success in every aspect of their learning. Presenting these characteristics via the Lyng Learning Characters ensures that all children can access the key ideas in a non-threatening, fun and unique way.
Children across Early Years Foundation Stage follow ‘Development Matters’ and the ‘Statutory EYFS Framework.’ Practitioners plan to provide a balance between adult directed and child-initiated activities. These planned activities are linked to a broad, over-arching theme but then broken down week by week to reflect the children’s interests and needs. Formal and incidental observations inform the planning for the following week.
The curriculum is driven by a mixture of history and geography and which is delivered via a number of exciting themes. Each theme starts with a Wow Starter, includes at least 2 associated educational trips or visitors and ends with a celebration event.
As in KS1, History remains the predominant vehicle through which the curriculum is driven. Pupils follow the same history topics in chronological order through years 3 and 4 (LKS 2), then repeated in years 5 and 6 (UKS 2), however each phase will carry out their learning through a different context in order to add deeper understanding to that time period. Years 3 and 4 will study the time periods through the context of, ‘Battles, Beliefs and Buildings’ and Years 5 and 6 will learn through the context of, ‘Civilisations, Inventions and Communication’.
The teaching of each historical period is supported by a carefully chosen text which engages the learner in deeper knowledge and helps them to appreciate context. As in KS1, learning in each historical period includes an engaging starter, a visitor or trip and ends with a celebration event. Wherever possible cross curricular links to English, Maths, Science and other foundation subjects is planned and taught in line with the History topic/context being taught.
Impact is measured throughout a learning journey and by talking to children. Recognising and prioritising pupil voice allows leaders to assess the strengths of our curriculum and the depth of understanding.