Selling C of E Primary School

lynsted and norton
Village Acedemy

The Taught Curriculum

We aim to meet the needs of all pupils in the school by providing a broad and balanced curriculum where all children can experience success and build on their strengths.

The National Curriculum and our own curriculum statement give us the framework of what is to be taught and it is within this framework that we organise our own curriculum.

Whilst we realise the prime importance of English and Maths within the primary school, which are taught in every class each morning, we also feel that children need a more rounded education. At Lynsted & Norton we therefore place a emphasis on a range of other activities to compliment the National Curriculum

We set targets for the children and the school in English and Maths and review progress on a termly basis (at the Village Academy we still use three terms in our school year ie Autumn, Spring and Summer).

Children are taught Religious Education in line with the Kent Agreed Syllabus and guidelines from the Canterbury Diocesan Board of Education.

Please visit your child's class page for further information about what they will be learning this year.

The new National Curriculum

The Department for Education published the final version of the new National Curriculum which, as an Academy, we have had the option of teaching from September 2014.

The Village Academy currently follows the National Curriculum, with our own carefully designed schemes of work based on this developed to meet the needs of the children in each school. We intend to continue this approach, however we are mindful that switching to a new curriculum requires careful planning and resourcing to ensure that we maintain our current high standards.

With this in mind, the Village Academy continued with the existing curriculum for the academic year 2014/15 before adopting a new curriculum in September 2015. This timetable fits in with the government’s testing arrangements; new end of Key Stage tests (SATs) to match the new curriculum were introduced in summer 2016. The following table summarises our timescales:

Academic Year:

Curriculum to be followed by Village Academy:

Y2/Y6 SATs based on:


Existing national curriculum

Existing national curriculum


Existing national curriculum

Existing national curriculum


New national curriculum

New national curriculum

The Kent Test and any preparation for it is unaffected by the curriculum changes.

For information about changes to the curriculum look at the following links:




The following presentations for parents by Mrs Kelly Collens explain the New Curriculum and also Assessment:



The Curriculum Subjects

British values, the school's values, and the curriculum

At Lynsted and Norton School we aim to create a happy, secure and creative learning environment for all members of our school community.  We believe that our ethos plays an important role in upholding British Values within our school community. As our school is built on the values of Christian democracy, British Values are an intrinsic part of our ethos and school culture.


The Government defines British Values as:

  • Democracy
  • The rule of law
  • Individual liberty
  • Mutual respect
  • Tolerance for those of different faiths and beliefs.


At Lynsted and Norton School British Values are promoted in so much of what we do - during our daily acts of Collective Worship, through the teaching of Personal, Social, Health and Emotional (PSHE)and Religious Education (RE) and through the delivery of a broad and balance curriculum.  We value and celebrate the heritages of everybody at our school.  Alongside this, we value and celebrate being part of Britain. In general terms, this means that we celebrate traditions, such as customs in the course of the year; for example, Harvest festival during the Autumn term.  We also value and celebrate national events, such as World Book day, Comic Relief, Children in Need, Jubilee celebrations, Olympics and so on.

At Lynsted and Norton School, British values are reinforced regularly and in the following ways:


Democracy is important at our school. Pupils have the opportunity to have their voices heard through our active School Council and through annual pupil questionnaires.  The elections of School Council Members and House Captains are based solely on pupil votes.  School council members are involved in the recruitment process for new teachers.  In 2015 we used the results of the pupil questionnaire to elect school pupil change ministers to specifically address areas identified in the survey.

The Rule of Law:

The importance of laws and rules, whether they are those that govern the class, the school or the country, are consistently reinforced every day.  Children are involved in drawing up individual class rule each year and our school traffic light system for behavior is aligned to an agreed set of rules.    If children are given warnings they are helped to identify which aspect of the code they have broken to ensure that this connection is made and understood.  They are also given an opportunity to reflect upon their behaviour and are always encouraged to make amends through restorative justice.  Head teacher’s certificates, house points and raffle tickets are designed to reward children for exemplary behaviour and living their life by the chosen set of rules.  Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the police, fire service, lifeguards etc. are regular parts of our calendar and help reinforce this message.

Individual Liberty: 

Pupils are actively encouraged to make choices at our school, knowing that they are in a safe and supportive environment. As a school we provide boundaries for our children to make choices safely, through the provision of a safe environment and planned curriculum. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through our e-Safety teaching, PSHE, and RE lessons.  Pupils are given the freedom to make choices, e.g. signing up for extra-curricular clubs, choose the level of challenge in some lessons and are becoming increasingly more involved in child–led learning, e.g. planning and delivering child-led assemblies.

Mutual Respect:

Part of our school ethos and behaviour policy has revolved around Core Values such as ‘Respect’, and pupils have been part of discussions and assemblies related to what this means and how it is shown. When dealing with issues between pupils we take a “restorative” approach where pupils are asked to consider the feelings of other who have been the victim. Posters around the school promote respect for others and this is reiterated through our classroom and learning rules, as well as our behaviour policy.

Tolerance of Those of Different Faiths and Beliefs:

Our ambition is to offer a culturally rich and diverse curriculum in which major religions are studied and respected.   We believe that tolerance is gained through knowledge and understanding.  We are proud to promote and celebrate different backgrounds and beliefs and mutual respect is at the heart of our ethos.  Our children are taught that it is imperative and expected that respect is shown to everyone, whatever differences we may have, and to everything, whether it is a school resource or a religious belief.  Children learn that their behaviour choices have an effect on their own rights and those of others.  We aim to enhance pupils’ understanding of their place in a culturally diverse society by giving them opportunities to experience such diversity in our local community.  Discussions involving prejudices and prejudice-based bullying are supported by learning in RE and PSHE.  Other lessons where we might develop awareness and appreciation of other cultures are in English through fiction and in art by considering culture from other parts of the world.  During themed weeks, we may celebrate and enjoy learning about the differences in countries and cultures around the word and at other times we might consider groups or individuals who might be vulnerable in some way, such as those with SEN or autism. 


If you would like to read more about the reasoning behind the recent focus by the Government/Ofsted on British values please see the link below: