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. '

How we designed the curriculum

Trust level

Target tracker is our main assessment system and it provided the school with a set of progressive skills which gave us a starting point to say what skills each year group should know by the end of the year in all subjects.

This was checked by senior leaders against the schemes and ideas we already use and some alterations were made based on the children in school. We compared against Focus education, VA schemes, Sheffield Stat. From this the Trust created a suggested VA skills set which was shared and adapted by each school.

 Areas of concern as to coverage and expertise for Lynsted were MFL, PE and music. MFL to be taught as PPA using an online programme to ensure the level is appropriate and PE and Music will be taught by a specialist

Trust Leads worked on English genre overview and GPS overview which can be used alongside school based programs.

Trust Leads worked on Maths overview  ensuring it is in line with the best practice we have seen in the Trust.

SLT met to discuss whole Trust focus reflected in curriculum policy and local focus.


School level

September 18 – Questionnaires to parents and children about learning and well-being

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 focussed on the layout of curriculum.  Key Questions  and a whole school approach decided on.

April 19 - Agreement that topics should be open ended and changeable when staff change, but should relate to key question which would be over arching for all the school.

May 19 - Key Questions are whole school based and along side values and well-being focus, drive the school assemblies and extra-curricular.

Parent and pupil voice sought – what do we do well ? What do you want more of? What do you want to learn?

June 19 - Overview planner designed– key skills 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.


Child level

 Children were asked what they wanted to learn in each area and what questions they would like to ask. Children at the school ask many questions to find information, but can be vocabulary and experience poor.

Children to be asked what they want to find out in each topic and this should be the basis of the learning. These questions should be reviewed at the start of each term.


Parental Engagement

 Engaging parents is key to our curriculum and we have asked what they want to see in the school. Parent council gave lots of ideas of how the school can increase working with them and the topic ideas were shared at sports day 19 to gather parent view.



Staff were involved through out designing the initial curriculum and in particular were asked what they thought we did well and what they want to see more of.

 Main outcomes

Pupils Staff Parents

Pupils enjoyed an increased well being focus from pupil voice-June 19

Governors found pupils now felt safe and systems in place and consistently used – which differs from survey Oct 18

Staff felt systems allowed for strong arithmetic teaching

that there was varied stimuli to support writing

Additional sport and music supported learning

Nurture and pastoral care was good and improving

Interventions in place


Staff would like; 

More ICT, community and parental involvement, more learning from the children eg they set the questions

From parent council and at sports day.


Parents felt staff know the children well


Homework and systems needed updating 


Phonics and tapestry sessions have been really helpful and parents would like more workshops further up the school


More parental engagement across the school in similar vein to EYFS




More opportunities to come in – re introduced class assemblies

 Skills and Knowledge

The English Genre document - agreed at Trust level

GPS overview for that term (Trust)

The maths overview  for that term (Trust)

Each subject skills for the year group are divided up over the year or two years as appropriate. (school) These skills are recommended but can be adapted. Quality over quantity of knowledge.

Subjects and sub areas




Art and Design


Design technology


Animals including humans, Earth and Space, Electricity. Materials, Living things and habitats, Light, Forces and magnets, Evolution, Plants, Rocks, Seasonal changes, 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






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

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



 Cycle overview

 Cycle A

Where do we come from?


What makes us all different?

How does it work?

Ourselves (R)

Fairy Tales (R)

Transport (R)

People who help us (Y1/2)

Homes – where we live(Y1/2)

A to B (Y1/2)

Changing (Y3/4)

Myths and Legends (Y3/4)

Flight (Y3/5)

Industrial revolution (Y5/6)

Conflict (5/6)

Devices (Y5/6)

Values: love and kindness

Values: co-operation


Values: Wisdom, love

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

Well being focus: Online safety, feeling safe, transitions


 Cycle B

Who are we?

Where in the world?

What happens when?


All about me (R)

People who help us (R)

At the bottom of the garden (R)

Significant people (Y1/2)

City (London/Great fire of London) (Y1/2)

Colour (Y1/2)

Time Traveller (Y3/4)

Invaders and settlers (Y3/4)

Eco Project (Y3/4)

Inventors, scientists and Designers – significant people (Y5/6)

Civilisation (Y5/6)

Earth and Space (Y5/6)

Values: love and kindness

Values: co-operation


Values: Wisdom, love

Well being focus: Behaviour for learning

Home school links


Well being focus: Anti-bullying,  Online safety, How to look after me – activity and healthy eating

Well being focus:, transitions, sustainability,

Lynsted and Norton Curriculum Offer 2018/2019