The School curriculum comprises all learning and other experiences that we plan for our pupils. The central aims of our curriculum are to work in collaboration with families and the local community to provide opportunities for all pupils to learn and to achieve; to promote pupils’ spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life. The curriculum of the school is organised so that children are stimulated, encouraged and challenged to develop their individual potential and personality to the full. Through a well planned and organised curriculum, effectively taught by qualified and enthusiastic teachers, pupils are helped to:
Develop the essential literacy and numeracy skills they need to learn.
- Develop the attitudes, understanding and skills to become successful, independent learners.
- Foster their creativity.
- Develop lively, enquiring minds.
- Develop personal values, qualities and attitudes and be respectful of other people and their views and opinions.
- Develop appreciation and concern for the environment.
- Work co-operatively with others.
- Work toward achieving their potential.
Our curriculum is designed to reflect our aims and to meet the requirements of the National Curriculum and other government guidance.
Core Subjects are:
Foundation Subjects are:
- Physical Education (P.E.)
- Art and Design
- Design & Technology
- Modern Foreign Languages (MFL) - French
- Religious Education (R.E.)
The National Curriculum falls into distinct subjects, but common themes also run through several areas of learning, for example ‘Healthy Living’ and ‘Rules and Responsibilities’.
Statutory framework known as the ‘Early Years Foundation Stage’, set standards for the learning, development and care for 4 – 5 year olds (ie. to the end of Reception Year).
In studying English, Language and Literacy, pupils develop skills in spoken language, reading and writing and vocabulary, which includes grammar, punctuation and spelling. This enables them to express themselves creatively and imaginatively and to communicate with others effectively.
At Langer Primary Academy we use a variety of teaching and learning styles within these key aspects to develop children’s knowledge, skills and understanding. Where possible, we work in a cross -curricular way and the children experience a wide variety of written, multi-media and visual texts. We use a wealth of resources, including ICT, to enhance their learning and encourage children to use and apply their learning in literacy within all other areas of the curriculum. For the teaching of writing we use techniques such as story-telling, talk for writing and visual literacy to inspire creative writers. Pie Corbett techniques further promote creative approaches to writing within the classroom with the modelling of writing inspiring the imagination.
In reading we use a variety of approaches which include the Read, Write Inc. Programme for the early teaching of synthetic phonics, and regular Guided Reading sessions across the school.
Mathematics Mathematics is a critical life skill. Here at Langer we strive to make maths relevant, exciting and (feel) easy! Through teaching and learning in this area we aim to develop children’s confidence and enthusiasm in using and applying mathematical skills and knowledge to the world around them. Mathematics is taught following the statutory guidelines of the New National Curriculum. Each key stage follows a programme of work covering the following areas: number, measurement, geometry, statistics, ratio and proportion and algebra. We recognise the importance of cross-curricular links with science, technology, geography and other subjects, and opportunities to apply numeracy skills across the curriculum are promoted by teachers.
Science Science stimulates and excites pupils’ curiosity about events and things in the world around them. It also satisfies this curiosity with knowledge. Because science links direct practical experience with ideas, it can engage learners at many levels. Teaching and learning in science reflects our belief that children have a natural sense of awe and wonder in the world around them. We aim to provide the children with a science knowledge base, and encourage them to ask questions, make predictions and then to test these in order to discover more about the world around them. We hope also to foster responsible attitudes towards the environment and all living things. In science we cover such areas as working scientifically, plants, animals (including humans) and habitats, rocks, light, sound, forces, magnetism and electricity, evolution and inheritance, earth and space, which are all set out in the new National Curriculum.
A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world (National Curriculum 2014).We believe that all children should be given opportunities to engage in a broad ICT-rich curriculum that provides motivation, enthusiasm and enjoyment; develops lifelong skills and raises standards in learning and achievement. We are well equipped with ICT equipment including laptops, iPads and interactive whiteboards in all classrooms.
Physical Education (P.E.) Physical Education is concerned with the promotion of positive attitudes towards physical activity and well-being. At Langer Primary Academy children are helped to acquire the skills needed to participate with confidence and enjoyment in a range of individual team activities at school and in the wider community, and to appreciate the place of regular exercise as a way of keeping fit. All children take part in a minimum of 2 hours of high quality PE and sporting activities each week provided by class teachers and/or on occasions a professional sports coach. A well-balanced programme of sporting activities is provided for the children that includes opportunities for expressive and creative movement through dance, as well as gymnastics, swimming, athletics and games.
Physical Education is enriched through a wide range of extra-curricular clubs and activities. Such opportunities enable pupils to develop personal and social skills as well as preparing them for leisure activities in adult life.
All pupils in Year 6 have the opportunity to take part in a residential visit at an activity centre where a range of outdoor and adventurous pursuits are offered. We value these opportunities for our pupils to participate in physically challenging activities, believing they can make an important contribution to children’s personal and social development. Geography & History The teaching and learning of geography and history is through planned themes which are incorporated into an overall curriculum framework. In geography pupils begin to develop knowledge about the world, the United Kingdom and their locality. They are taught to understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness. This is further extended to developing their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This includes the location and characteristics of a range of the world’s most significant human and physical features.
The new National Curriculum has brought about significant changes in the way in which we teach history. In KS1 pupils are expected to develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, in KS2. Specific time periods we have to include are: - changes in Britain from the Stone Age to the Iron Age - the Roman Empire and its impact on Britain - Britain’s settlement by Anglo-Saxons and Scots - the Viking and Anglo-Saxon struggle for the Kingdom of England to the - time of Edward the Confessor - a local history study - a study of an aspect or theme in British history that extends pupils’ - chronological knowledge beyond 1066 - the achievements of the earliest civilizations - Ancient Greece - a non-European society that provides contrasts with British history
Art & Design Art for most pupils is a natural form of expression and a source of great pleasure. We encourage children to develop their creative and imaginative talents through learning skills and techniques and using a variety of materials and tools. Pupils have opportunities to work with professional artists and crafts people. They learn to appreciate works of art and use artistic language to describe paintings, sculptures and other artifacts.
Design & Technology Design & Technology helps to prepare pupils to participate in tomorrow’s rapidly changing technologies. Children are helped to develop the skills that enable them to plan, design, make and evaluate products and systems. D & T also includes cooking and nutrition, where pupils are taught how to cook and apply the principles of nutrition and healthy eating.
Modern Foreign Languages (MFL) - French Learning a language enriches the curriculum. It provides excitement, enjoyment and challenge for children and teachers, helping to create enthusiastic learners and to develop positive attitudes to language learning through life.
Spanish is taught to all classes. The emphasis is on active learning to engage motivation and develop oracy (listening, speaking and spoken interaction) through the use of games, songs and activities.
Music Music is essentially a practical subject. Children are encouraged to sing, compose and work creatively with sound. Through active listening, pupils’ awareness, understanding and appreciation of a wide variety of music are developed. The school provides opportunities for children to take part in a wide range of musical activities and performances, such as concerts and small scale assemblies and seasonal productions.
Religious Education (R.E.) We have adopted and developed our own RE syllabus which we feel caters for the needs of our pupils and community. Through RE we aim to enable children to understand the nature of religion, its beliefs and practices.
A daily assembly is held together as a school. It is an important part of our school day. Representatives from our local churches lead assemblies regularly, along with other occasional guests from the community. Friday assemblies are special because we celebrate children’s achievements both in and outside school. Parents are regularly invited to join us in special assemblies. We have close links with the local church and frequently visit for special times of the year.
Personal, Social & Health Education (P.S.H.E.) & Citizenship Although Personal, Social, Health Education and Citizenship is no longer part of the National Curriculum for Key Stages 1 and 2, we believe it is an important area of the curriculum that helps children grow and develop as individuals and as members of families and communities. Through PSHE pupils will have the knowledge, understanding, skills and attitudes they need to lead confident, healthy, independent lives and to become informed, active and responsible citizens. This will be taught intrinsically throughout all other areas of the curriculum.
Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of their school and communities. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up. They learn to understand and respect our common humanity, diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.
Sex and Relationships Education (SRE)
SRE is delivered as part of the PSHE curriculum.
SRE lessons are delivered by the class teacher using a range of materials, including video, stories, magazines, question boxes and Kesby Bear, according to the age and maturity of the children.
Parents are invited to preview materials to be used in SRE at any time and are specifically advised prior to the commencement of the Year 5/6 unit of work on the physical, emotional and social changes at puberty. Parents may withdraw their child from SRE lessons, but are asked to discuss concerns with the Headteacher/Class Teacher first. Please notify the Headteacher in writing.
Parents are not, however, permitted to remove a child from those parts of the work included within the National Curriculum units for Science.
This involves all members of the academy coming together and participating in assemblies. The 1988 Education Reform Act states that collective worship should be “wholly or mainly of a broadly Christian character”. We normally base our assemblies on Christian values. However, we conduct them in a manner that is sensitive to the faiths and beliefs of all members of the academy.
Parents are warmly invited to attend special occasion assemblies throughout the year, as well as their child’s class assembly.