Menu
Home Page

Curriculum

 

Curriculum

 

Lawrence View Primary and Nursery School provides a curriculum that is broad, balanced, relevant and differentiated to provide for varied abilities. Barriers to learning are removed and we provide suitable learning challenges that respond to diverse needs. This encompasses a variety of exciting, first-hand experiences to enable children to acquire appropriate skills, knowledge and understanding preparing them for today’s world. Through the provision of a stimulating environment, children will develop to their full potential academically, socially and physically. Parents are kept up to date about curriculum issues by means of a curriculum newsletter sent out each term by individual year groups. A copy of all year groups’ curriculum news is available in the Reception area and is put up on the website at the beginning of each term.

English

 

Lawrence View Primary and Nursery School  aims to foster confident, articulate children who are able to communicate through the written and spoken word. We use the National curriculum as a basis for developing the children’s reading, writing, speaking and listening skills.

 

The children undertake five sessions of work in English, plus daily focussed reading and grammer, spelling phonics and punctuation time. There is an emphasis on giving children the technical knowledge and language through which they can discuss and improve their work.

 

The children have access to a wide variety of books in their classrooms and in the Library. We encourage all children to read every day at home so that children then read for pleasure. Reading lists are produced for years 5 and 6 to encourage children to read from a wide range of childrens authors. These are available to download from our key information page on our school website.

Our early reading books have been carefully chosen, containing mostly phonetically regular words that children can sound out and read independently.  Once children have mastered the phonic skills and are familiar with a wider range of phonemes, they progress onto books that have been ‘Book Banded’.  At this stage, we introduce different reading strategies and a wider range of texts.  We encourage children to read with expression and confidence, making informed choices about the books they select. Every child takes part in a ‘Reading Interview’ where teachers check on pupils reading with the support of a reading running record at least once a term. This enables teachers to monitor progress and set targets for the pupil. 

 

Our reading scheme books form only a small part of the reading experience at Lawrence View Primary and Nursery School.  We aim to foster a love of reading through providing quality books and resources that children can share and enjoy both at school and at home. 

Phonics

 

At Lawrence View Primary and Nursery School, early reading is taught using synthetic phonics as the main approach.  Children are systematically taught the 42 phones (sounds) over a 7 week period, using a multi-sensory approach. There are daily phonic sessions where the children are encouraged to blend the sounds for reading and segment the sounds for writing.  The school uses the principles and phases of the government’s ‘Letters and Sounds’ programme but uses the ‘Jolly Phonics’ resources to support the delivery of this.  Additionally, children are gradually taught the high frequency ‘tricky’ words – those which are not phonetically regular.   By combining these elements, children have the tools and skills to be able to write independently at an early age and are given lots of opportunities to apply their phonic skills throughout a rich and varied curriculum.

 

When the children have mastered this ‘Basic Code’ (one way of writing each of the 42 sounds) we continue to teach some of the alternative graphemes used to represent the sounds (the ‘Extended Code’).  This forms the majority of phonic work in Years 1, 2 and beyond.  Phonics Mats are used to enable the children to select the most appropriate grapheme using the ‘best bet’ strategy. We continue to teach the ‘tricky’ words and also introduce key spelling strategies. 

Phonics is assessed regularly to monitor progress towards the Year 1 Phonics Test in May.

 Maths

 

The core of the Maths work is based on the National curriculum plus a wide range of other resources and equipment. A strong emphasis is placed on ensuring pupils gain basic calculation skills which will support their ability to solve problems. Children undertake 5 sessions of Maths per week and additional mental maths and tables lessons.

 

Children are taught in the lower part of the school in mixed ability single year group classes.

The learning challenge curriculum.

 

 In our school wherever possible we use a cross curricular approach when planning learning. The ‘Learning Challenge Curriculum’ approach is used which secures greater learner involvement in their work. It requires deep thinking and encourages learners to work using a question as the starting point. Each class has a prime learning challenge, expressed as a question, as the starting point. Using the information gained from pre-learning tasks and the school’s context a series of subsidiary challenges are then planned. Each subsidiary learning challenge is also expressed as a question. Importantly the learning challenges need to make sense to the learners and it is something that is within their immediate understanding.

 

The imaginative curriculum successfully builds on pupils’ skills and knowledge as they move through the school. It meets the needs and interests of all pupils because it is effectively linked to national and local events. Subjects are creatively linked and teachers present exciting activities which fire pupils’ enthusiasm.

 

The majority of other subjects are taught in this way through these learning challenges. Some individual subject teaching takes place, particularly in music Religious education and sport.

 

Science

 

The Science curriculum is divided into four parts:-

 Life Processes and Living Things . Materials and their Properties . Physical Processes . Experimental and Investigative Science

Through work on experimental and investigative science the children are encouraged to be observant, inquisitive and to develop skills of scientific enquiry and experimentation.

 

 

Computing

 

At Lawrence View there is the opportunity for children to use a wide range of resources including computers, smart boards, digital media facilities and i-pads. Children are taught and are able to practise computing skills relevant to their age group  these include basic programming, control and sequencing instructions. Children are able to interact with a wide range of software to support their work in other curriculum areas. The school has a web site and the children are able to access the Internet and E-mail facilities.

 

History

 

In Key Stage 1 children learn about the lives and lifestyles of familiar people in the recent past and about famous people and events in the more distant past, including those from British history.

In Key Stage 2 children learn about people and important events and developments from recent and more distant times in the locality, in Britain and in other parts of the world. Children will learn about historical enquiry by looking at as many real sources as possible and by recreating events from the past.

 

Geography

 

Geography is concerned with the study of places, the human and physical processes that shape them and the people who live in them.

In the Early Years, children learn about their immediate environment and how to read and draw simple maps using invented and conventional symbols.

In Key Stage 2, the children develop this knowledge into a wider area and study transport, weather and landscapes, both in their local area and in many other countries.

 

Art

 

Children have opportunities to draw, paint, print, make collages, use fabrics and threads and use clay. They are taught the skills and techniques, including digital media, and are then given the opportunity to practise them to produce individual and group pieces of work. Every year children are involved with a variety of outside competitions and workshops and we enjoy close links with local high schools.

 

Design Technology

 

 ‘DT’ incorporates many traditional skills – cooking, model making, drawing and sketching, problem solving, observation and discussion – putting them together in an approach which encourages the children to become designers and inventors. The children are taught how to use tools and materials safely and economically.

 

Physical Education

 

The aim of physical education is to promote physical activity and healthy lifestyles. Children are taught to observe the conventions of fair play, honest competition and good sporting behaviour as individual participants, team members and spectators.

 

Children take part in games, gymnastic movement, dance and athletic activities using indoor and outdoor environments where appropriate. Children can take part in after school clubs and have the opportunity to compete against other schools.

 

Children have swimming lessons in in Keystage 2 .

 

Languages

 

Children from year 3 – 6 have French taught to them on a weekly basis. This includes learning vocabulary, leading to structuring sentences that can be used in everyday talk. In addition, children learn about the cultural elements of different languages.

 

Religious Education

 

Religious Education is a curriculum entitlement for all children and Lawrence View follows the Nottinghamshire ‘Agreed Syllabus for Religious Education’. Religious Education does not seek to urge religious beliefs on children or to compromise the integrity of their own beliefs by promoting one religion over another.

Our children to learn about a number of different religions and beliefs, which we think is vitally important for them to build up appropriate respect for the diversity which surrounds them.  Through discovery, investigation, creativity and deep thinking children will learn about the rich religious diversity of the region, the UK and the world and develop tolerance and empathy for a world of difference. 

 

As a school in the County of Nottinghamshire we follow the 2015 Agreed Syllabus for Religious Education, “RE for All”.  Through the use of the Syllabus we use RE to enable our pupils to gain insights and knowledge to equip them as responsible members in our society.   The Syllabus we follow encourages pupils to discover more about religion and world views on a range of topics.  They are encouraged to express ideas and insights into key questions which face all human beings as we travel through life.   The three fold aims of RE in Nottinghamshire will ensure that our pupils:

  1. know and understand a range of religions and world views which will allow them to recognise diversity which exists in our society.
  2. can express ideas and insights  about the nature, significance and the impact of religions and world views as they develop their own personal views on a range of issues.
  3. develop and use skills which will assist them to engage seriously with religions and world views.

 

By following the Agreed Syllabus, RE will contribute to a whole range of school priorities. Their study will promote spiritual, cultural, social and moral development, as well as enabling them to consider British Values such as tolerance and respect for other who hold different world views.

 

Although RE is statutory, as in all schools, parents do have the right to withdraw their child from lessons or collective worship.  Please speak to the Head Teacher should you wish to discuss this.

 

If you would like to know more about the Nottinghamshire Agreed Syllabus, a copy is available for you to read in the school.

Parents have the right to withdraw their child from Religious Education. Suitable alternative provision will be made.

 

Personal, Health, Social and Citizenship Education

 

A comprehensive scheme of work covers these very important aspects of the children’s education. Topics covered include, ‘Growing and Changing’, ‘Medicines and Drugs’, ‘Substance Use and Misuse’, and ‘Rights, Responsibilities, Pressures and Risks’. The Governors of the school have agreed that Sex and Relationships Education will be taught as an inclusive part of project work and questions will be handled sensitively as they arise. The curriculum is extended through the use of specialist teachers and educational visits.

Top