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. '
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
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.
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
December 20 - First assessments for Humanities and Science inputted on Target Tracker
January 21 - Art and Design and Design technology enter the implementation phase
February 21 - Digital and on line technology assessments in place, remote learning in place for all subjects. Uploaded photographs to the blogs.
March 21 - PHSE/RSE curriculum formalised in place fully for Term 5.
Cycle overview - We have a two year cycle we are currently teaching Cycle B
|Term 1 and 2||Term 3 and 4||Term 5 and 6|
|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 - Egyptians||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
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