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Langdale

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Curriculum Overview

Learning is the only thing the mind never exhausts, never fears, and never regrets – Leonardo da Vinci

 

                                                                                                                                   

Our Curriculum

At Langdale, we have designed a distinct and unique curriculum which meets the academic requirements of the National Curriculum whilst also providing the social and emotional learning that is so essential to our pupils in this day and age. Our curriculum mirrors our vision: Love Learning, Love Langdale.

 

We believe our curriculum will strike the right balance between engaging, meaningful learning and also enabling key skills to be mastered. Learning is differentiated to meet the needs of all children, challenging and supporting where appropriate. The curriculum is relevant to the children’s life experiences, inspires and engages them in their learning and enables them to work in a flexible and collaborative way using their imagination.

 

OUR AIMS

We believe that our school aims and values are fulfilled within our curriculum in both the implicit and explicit elements, so our children develop their full potential in all aspects of their learning and personal development.

 

Our curriculum aims to build on the children’s knowledge and helps them to develop interpersonal skills, build resilience and become creative and critical thinkers. Our curriculum will focus on the development of children’s knowledge and skills across all primary subjects with the aim of ensuring pupils are ready for the next stage of their learning.

Every child in the school is recognised as a unique individual. We celebrate and welcome differences within our diverse school community. Through our teaching, learning and behaviour expectations, we give pupils the knowledge and understanding of how discrimination and prejudiced behaviour is dealt with, including the prevention of bullying. Pupils with special needs are well-supported in school with extra support and/or resources deployed where necessary to help close individual learning gaps.

 

Community involvement is an integral part of our curriculum, inviting families and visitors (when it is safe to do so) to facilitate learning new skills and sharing experiences such as assemblies and Arts Week (new in 2021).  Children leave Langdale with a sense of belonging to a community where they have the confidence and skills to make decisions, self-evaluate, make connections and become lifelong learners.

 

 Our key aims are that when children leave us to move on to secondary school, they have:

  • a firm grasp of basic skills
  • confidence in themselves and their attitudes to learning
  • aspiration to aim high and challenge themselves to achieve great things in the future
  • a strong sense of moral purpose and respect for others                                                                                                                                                                                                                                                                    

OUR CURRICULUM APPROACH

Our curriculum is designed with excellence and equality at the core of all we do.  

Our learning approach, our learning environments and our curriculum are organised with the children at the centre, so their experience at Langdale is of a rich, rewarding education where they achieve and succeed every day. One of our children summed up the attitude which shines out throughout our school:

 

'I am at Langdale to learn!'

 

OUR ORGANISATION

Langdale is a highly organised school, offering a carefully structured, broad and balanced curriculum.  We keep an appropriate focus on the core subjects of English and Maths, whilst also ensuring that all children benefit from a rich and diverse range of topics. In this way we extend children's learning far beyond the requirements of the National Curriculum and ensure we are offering a vibrant, progressive and ambitious curriculum for all subjects. 

 

CURRICULUM DESIGN

Our curriculum is clearly structured to ensure every child is developing their core skills, experiencing a broad and rich curriculum and do so alongside building excellent personal, social and emotional skills. 

The school builds experiences which will develop children’s skills and knowledge in all areas of learning incorporating the academic, physical, artistic, linguistic, scientific and technological.

We have a curriculum rooted in subject disciplines but which builds clear connections between subjects to ensure learning is relevant and coherent for example content from geography work may inspire letter writing or design technology projects being built upon learning in computing and science.  Our local context in Blackpool and richness of having access to our unique locality inspires many aspects of our curriculum as does the exciting, diverse community around and within our school.

 

OUR TEACHERS

We firmly believe that "the quality of an education system (or a school) cannot exceed the quality of its teachers" and this principle is key to our school's approach. We invest significantly in recruiting, retaining and developing high quality teaching staff so that all learning in all our lessons is excellent for all children. Teachers work hard to ensure that the work is interesting, inspiring and challenging to all.  Highly trained support staff provide additional classroom assistance throughout the school.

Langdale Early Years

 

Starting school is an important and exciting time in a child’s life and at Langdale we are delighted to be sharing this special experience with children and their parents.

 

Our Reception team provides high quality, integrated early education for 4 – 5 year olds, ensuring that our children have solid foundations on which they can build their future learning.

 

The Early Years Foundation Stage (EYFS) curriculum that we follow encourages the children to enjoy success and achievement in an atmosphere of care: Langdale children feel included, valued and secure.

 

The Foundation Stage gives children the opportunity to learn through structured play and through hands-on tasks and challenges which match the children's needs and abilities. Learning opportunities are planned for indoors and outdoors and, as a result of being part of a broader learning environment, the children all have access to extension activities that allow each child to maximise his or her potential.

 

The Early Years programme develops key learning skills such as listening, speaking, concentration, persistence and learning to work and cooperate with others, as well as developing early communication, literacy and numeracy skills.

 

Early Years Foundation Stage (EYFS) Framework

 

The seventeen Early Learning Goals are divided into seven different areas of learning. Each one denotes the Reception learning objectives, showing what level children are expected to be working at by the end of Reception. Each of the seventeen Early Learning Goals has a range of specific statements used to describe children's abilities, actions, or skills.

Wider implementation of the new ELG's took place in September 2021.

 

The current statutory EYFS outcomes for the ELG's are:

 

  • Communication and Language — Listening, Attention and Understanding: Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions; Make comments about what they have heard and ask questions to clarify their understanding; Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.
  • Communication and Language — Speaking: Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary; Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate; Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.
  • Physical Development — Gross Motor Skills: Negotiate space and obstacles safely, with consideration for themselves and others; Demonstrate strength, balance and coordination when playing; Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.
  • Physical Development — Fine Motor Skills: Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases; Use a range of small tools, including scissors, paintbrushes and cutlery; Begin to show accuracy and care when drawing.
  • Personal, Social and Emotional Development — Self-Regulation: Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly; Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate; Give focused attention to what the teacher says, responding appropriately even when engaged in an activity, and show an ability to follow instructions involving several ideas or actions.
  • Personal, Social and Emotional Development — Managing Self: Be confident to try new activities and show independence, resilience and perseverance in the face of challenge; Explain the reasons for rules, know right from wrong and try to behave accordingly; Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.
  • Personal, Social and Emotional Development — Building Relationships: Work and play cooperatively and take turns with others; Form positive attachments to adults and friendships with peers; Show sensitivity to their own and to others’ needs.
  • Literacy — Comprehension: Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary; Anticipate – where appropriate – key events in stories; Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.
  • Literacy — Word Reading: Say a sound for each letter in the alphabet and at least 10 digraphs; Read words consistent with their phonic knowledge by sound-blending; Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.
  • Literacy — Writing: Write recognisable letters, most of which are correctly formed; Spell words by identifying sounds in them and representing the sounds with a letter or letters; Write simple phrases and sentences that can be read by others.
  • Mathematics — Number: Have a deep understanding of number to 10, including the composition of each number; Subitise (recognise quantities without counting) up to 5; Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
  • Mathematics — Numerical Patterns: Verbally count beyond 20, recognising the pattern of the counting system; Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity; Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
  • Understanding the World — Past and Present: Talk about the lives of the people around them and their roles in society; Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class; Understand the past through settings, characters and events encountered in books read in class and storytelling.
  • Understanding the World — People, Culture and Communities: Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps; Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class; Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps.
  • Understanding the World — The Natural World: Explore the natural world around them, making observations and drawing pictures of animals and plants; Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class; Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.
  • Expressive Arts and Design — Creating with Materials: Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function; Share their creations, explaining the process they have used; Make use of props and materials when role playing characters in narratives and stories.
  • Expressive Arts and Design — Being Imaginative and Expressive: Invent, adapt and recount narratives and stories with peers and their teacher; Sing a range of well-known nursery rhymes and songs; Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music.

 

Early learning Goals

EYFS Parents Guide

EYFS Development Matters

Key Stage One and Two 

 

The main school teaches children ages between 5 and 11 years, and follows the  National Curriculum for England Programmes of Study for the delivery of the core subjects (Literacy, Numeracy, Science and ICT) and the foundation subjects (Art, Music, Geography, History, Religious Education, Physical Education, Personal Health and Social Education). 

 

Classes are small and the staff to pupil ratio is low, resulting in greater opportunities for the staff to ensure that learning is relevant, individualised and enjoyable.  In addition to the curriculum options mentioned earlier, the children also have access to Speech and Drama coaching as well as specialised music lessons.  

 

The Langdale teaching staff work together as a team, planning and sharing ideas and providing a supportive, caring and stimulating learning environment that encourages children to become independent learners. The curriculum is designed to enable the children to grow in confidence and ability.  

 

Homework

 

In Key Stage 1, reading and spelling homework is given on a regular basis and serves to reinforce class teaching. There is a balance and range in other homework activities, although these often reflect the topic that is being taught at any given time. The Key Stage 1 Phase ends with Standard Assessment Tests which are administered in Year 2.

 

In Key Stage Two (KS2), the emphasis is on "learning how to learn". Learning is seen as a process; education as an adventure and a journey that is both exciting and rewarding! 

 

KS2 children are ages between 7 and 11 and are encouraged to be receptive to new concepts and to evaluate their own progress when dealing with them. They have access to a wide range of information and media and are taught the value of effective communication as a tool for furthering understanding.

 

For those children who have completed Key Stage 1 at Langdale, we aim to build on and enhance the wide variety of knowledge, skills and experiences that the children have already learned and to equip them for the future.  For children who are new to Key stage 2, we hope to ensure that they have access to everything they need to ensure that their learning journey is both highly successful and highly rewarding. Activities are differentiated to meet the needs of individual children. 

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