The Village Academy

The Village Academy is a group of town, city and village schools that have joined together to provide the very best education for the children in our care and where we believe that education is very much a matter of the individual.

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Developing the 'Lynsted' curriculum

Ofsted noted in September 2018;

'Most pupils are motivated and engaged in lessons. They contribute well to discussions and are willing to grapple with ideas to find answers and come to conclusions. '

Intent

The school has developed a curriculum that is ambitious and designed to give all learners the knowledge and cultural capacity they need to succeed in life, regardless of disadvantage or additional need.

 We will do this by providing a safe, supportive, calm environment in which the children can learn. Through the use of a range of contexts from outdoor learning, such as woodlands and the wetland and within the classroom, we will foster positive attitudes to learning and a willingness to be the best they can be.   We will foster a culture of acceptance where children feel safe to have a voice and accept that it is ok to be different.

Our curriculum is knowledge based, but process driven and we will use a range of resources appropriate to our learners

Implementation

The  wider curriculum is divided into both skills and knowledge. The skills are revisited throughout the Key Stage and the knowledge that needs to be taught is clear.

 Teachers have the freedom to devise their timetables and decide whether the knowledge is best taught in blocks or as part of weekly lessons. They may also use other subjects such as English and Maths as vehicles to teach eg writing the biography of Earnest Shackleton as part of the topic focusing on significant people in Upper Key Stage 2.

Impact

We measure the learning that has occurred by assessing against the knowledge and skills objectives taught at the end of each term. Skills will be revised in other terms

 Pupil voice will also be sought and regular monitoring of environments, books and other aspects of the classroom.

 At the end of each year there will be a review of each subject as to how effective the school has been in achieving intent and adapting the curriculum further to meet the needs of the children.

How we designed the curriculum

 The curriculum has been developed and embedded over a series of years, starting in 2018 and following the intent, implement and impact review system. It has evolved as the school has grown and has adapted with the staff on our journey to Good. Initially we were looking carefully at the intent of the curriculum. What makes our curriculum ours? What do our children and parents think about the curriculum? What do our children need to learn? How do we teach? How do we learn? What resources do we have?

September 18 – Questionnaires to parents and children about learning and well-being- finding out how our children learn and what are parents want and perceive.

January 19  – initial focus on a bespoke curriculum – Staff discussed the freedom of a curriculum that is designed for our school and reviewed the skills in line with this. Staff meetings focused on the layout of curriculum.  It was decided a spiral progressive curriculum would work best for our children, enabling them to revisit skills across each key stage in different contexts.

April 19 - Agreement that overarching topics should be open ended and changeable when staff change, but should relate to key questions.

June 19 -Parent and pupil voice sought again with clear focus– what do we do well ? What do you want more of? What do you want to learn?

June 19 - Overview planner designed– key skills in all subjects  for each year group in place – sent to teachers to alter as appropriate. 

September 19 - Planners shared and discussed with new staff as well as how we got there and the freedom to adapt. This is seen as a year if Intent with the need for adaptation as required.

December 19 -  Whole staff focus on the skills and knowledge for each subject and identifying which is which. Ensuring that the skills were broken into termly progressions and that all knowledge needed was covered. Feedback discussion about what each subject should look like at Lynsted what is the intent of our science curriculum? Planners redesigned to be a workable document that had clear knowledge and skills identified. Knowledge webs designed.

January - March 20 - Complete review of Science curriculum. Resourced, and  clear assessment in place. Staff trained on the big question approach to science. Science moves from intent to full implementation.

March - June 20 - complete review of Geography and History  - new topics in place having had a year of running the initial ideas. Resources and progression reviewed. Humanities move from intent to implementation 

September 20 -  Training for all staff on implementing the Science and Humanities curriculum and clear monitoring opportunities mapped out

 

  Subjects and sub-areas

 

Science

History

Art and Design

Computing

Design technology

Geography

Animals including humans, Earth and Space, Electricity. Materials, Living things and habitats, Light, Forces and magnets, Evolution, Plants, Rocks,  Sound, States of matter

Chronological understanding, Historical enquiry, Historical interpretation, organisation and Communication, Understanding events, people and changes

Learning, Techniques

Computers, Networks, Using a computer, E-safety, Net Searching, Coding

Cooking and Nutrition, Processes

Skills and fieldwork, Locational knowledge, Human and physical. geography, Place knowledge

Physical Education

Reading

Writing

Maths

 Phonics

 Outdoor curriculum

Swimming, Acquiring and developing skills, Applying skills and using tactics, Diet and hygiene, Evaluating and improving skills, Healthy eating, Personal and social

Word reading, Comprehension

decoding,

Inference

Transcription, Spelling, Handwriting, Composition, GPS

Number and place value, + and -, Multiplication and division, Position and direction, Properties of shape, Geometry, Algebra, Statistics, fractions, Measurement, Ratio and proportion

 Clear phases of development and learning of tricky words and high frequency words

 Clear use of the woodland

Developments of the curiosity approach EYFS /KS1

Use of the wetland

Use of visits

 Cycle overview

 Cycle B

Term 1 Term 2 Term 3
Year R All about me Year R  Year R 
Year 1/2 Significant people Year 1/2 Where we live  Year 1/2 Colours
Year 3/4 Invaders and settlers - Anglo Saxons Year 3/4 Invaders and settlers - Vikings

Year 3/4 Where in the World?

-The Indus Valley

Year 5/6 Scientists and Inventors Year 5/6 Civilisation  Year 5/6 Earth and Space  - moving onwards

Values: co-operation, perseverance

Values: creativity, respect

 

Values: honesty, empathy 

Well being focus: Behaviour for learning

Home school links

Be the best I can be

British values

 

Well being focus: Anti-bullying, social strategies, getting along, online safety, being healthy - keeping fit 

Well being focus:  feeling safe, transitions

 

Lynsted and Norton Curriculum Offer 2018/2019