Our children will be creative, inquisitive, supportive and honest learners, who are ambitious for themselves. The Christian ethos of our school community will teach them to be safe, kind and responsible - striving to be their best. They will be independent, resilient, and tolerant - respecting their environment and others.
Curriculum Implementation at Lawford CE Primary School
Lawford CE Primary School is an inclusive school. We believe that all children have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and to be fully included in all aspects of school life. We strive to maintain a loving and caring school community where everyone feels welcome, secure and valued.
Inspired by God’s love for us, we care for and protect His children and reach out to help others flourish in their journey to the fullness of life.
The curriculum at Lawford consists of many planned experiences in school and out: lessons, trips and in school visitors, school council, assemblies, clubs, sports, residential camps, fund raising, and community work. Outcomes are designed to meet the requirements of the new National Curriculum, but also to develop the skills needed for learning and for life, focusing on the whole child and recognising the importance of all aspects of a child’s life. The school has linked its curriculum to broader curriculum concepts: justice, care, conflict, change, fairness, power and identity
Our vibrant and rich curriculum is designed so that the subject specific skills are scaffolded within a cross-curricular theme or context each term. In order to ensure that progression and balance is maintained, the programmes of study are then developed into medium term plans which clearly highlight the learning objectives, assessment opportunities, methods of retrieval and scaffolding techniques. as well as links to other subjects. Teachers then translate these plans into smaller units – weekly, daily plans where the specific needs of the learners are addressed.
Through carefully chosen KPI’s (Key Performance Indicators)/skills, we assess children’s needs and measure impact on progress and attainment and, as such, teaching is carefully tailored to meet the needs of all the children.
Religious Education at Lawford follows the current Norfolk syllabus which we have adapted to suit our setting. Teachers use the ‘Understanding Christianity’ document to support their planning, and several other World Faiths and ideologies are taught throughout the school. It seeks to develop understanding with theological, sociological and philosophical aspects of the world religions taught. While the school operates as a Church of England faith school, the study of Religious Education does not seek to proselytise but aims to foster a curiosity about what it means to be a spiritual person, and respect for people of all faiths and none. RE is a cornerstone of encouraging the children to question the world and their place within it. RE is an entitlement for all children, but parents have the right to withdraw their child from Religious Education, for whom suitable alternative provision will be made.
Daily collective worship is the keystone of the school; the children have an opportunity to lead and participate as well as engage with and question our values throughout the school year. It is led once a week by Revd Dom.
Our curriculum promotes children’s Spiritual, Moral, Social and Cultural development, ensuring that they are reflective and responsible citizens. Fundamental British Values are actively promoted in order to prepare the children for life in Modern Britain.
English is a vital subject in our curriculum because the ability to communicate effectively, both verbally and in writing, and to comprehend the spoken and written word, lies at the heart of success, not only in all areas of the school curriculum, but in the world of work and everyday life.
Our aims in teaching English are that all children will:
develop the necessary skills to use the English language confidently, appropriately and accurately, to the best of their ability and in order to enjoy life in all its fullness;
be able to speak clearly, fluently, cogently, using kind words when interacting with others and their ideas.;
be able to listen to the spoken word attentively with understanding, pleasure and empathy.
be able to read a range of materials fluently and with understanding, for enjoyment and for information, using literature as a source for widening boundaries and learning about life in all its fullness;
be able to write effectively for a range of audiences and purposes using spelling, punctuation and syntax accurately and confidently.
Speaking and Listening
We believe that progress in all areas of the curriculum is accelerated when children learn with and from each other. Opportunities to develop as speakers and listeners abound in the teaching of all subjects and in all aspects of school life. Examples of opportunities to develop these skills range from daily worship, where children listen to clergy, guest speakers and teachers in a relatively formal setting, to lunch times, where children are encouraged to enjoy conversation whilst dining with friends from across their year group.
Active-participative approaches are taken to teaching, so that pupils explore ideas in class discussions or in small groups, in order to consolidate knowledge and understanding. We acknowledge that the opportunity to speak about a subject assists a pupil in their writing about that subject.
Opportunities for drama and public speaking arise both within and outside of the classroom, and these include l class worship before the entire school and parents, and annual plays for Early Years and Key Stage 1, Year 6 and year 3,4, and 5 sharing God’s word at Christmas and Easter (respectively) with the school and their parents. The whole school has the opportunity to take part in our poetry recital, with the finalists performing to the school and parents and judged by external adjudicators.
An abundance of age-appropriate books in all classrooms help engender a love of reading in pupils at Lawford as do the programmes like ‘lucky listener’ and ‘Star books’. Reading is whole class and the children take the time to explore the key vocabulary to ensure that all children are able to comprehend a text at the upper end of their ability to read independently.
Rigorous phonics teaching in Reception and Key Stage 1 underpins our approach to teaching children to decode text. This is supplemented with teaching in all year groups that promotes pupils’ abilities to comprehend, summarise and analyse texts.
Active-participative, creative teaching inspires pupils to write, and progress is accelerated through clear, measurable targets, specific to each child. Threaded through the teaching are a range of high impact strategies that include demonstration, modelling, explanation, questioning and discussion. The school advocates some of the approaches promoted by Pie Corbett in his Talk for Writing approach particularly building the story together and rehearsing it prior to innovating.
Successful spelling is a key component of effective writing. Weekly spelling tests are heavily supplemented with teaching that enables pupils to investigate and explore spelling patterns and rules. The ‘No Nonsense’ spelling scheme supports children in becoming independent spellers and builds upon the phonics teaching delivered in Reception and Year 1 and 2 using the Bug Club scheme. Furthermore, we believe that attainment in spelling in the early stages can be accelerated when joined handwriting is taught simultaneously with the teaching of digraphs and trigraphs; we begin to teach children cursive handwriting from the end of Reception. The school uses ‘Letterjoin’ resources.
Mathematics is important in everyday life and, with this is mind, the purpose of mathematics at Lawford CE Primary School is to develop an ability to solve problems, to reason, to think logically and to work systematically and accurately.
All children are challenged and encouraged to excel in Maths. New mathematical concepts are introduced using a ‘Concrete, Pictorial and Abstract’ approach; enabling all children to experience hands on learning when discovering new mathematical topics and allows them to have clear models and images to aid their understanding. The school uses the ‘White Rose Maths’ resources as a starting point for all our maths teaching.
Arithmetic and basic math skills are practised daily to ensure key mathematical concepts are embedded and children can recall this information to see the links between topics in Maths.
Children are natural scientists, with their eagerness to observe and ask questions. We seek to extend their curiosity about the world, enabling them to develop and evaluate explanations through experimental evidence and modelling. Pupils learn to question and discuss science- based issues that may affect their own lives, the direction of society and the future of the world. To encourage children’s’ love of science, the school annually participates in Science week – and shares this exploration and learning with their parents (when permitted). We encourage external visitors and have in the past linked up with our local STEM ambassador project. The children explored thermal imaging techniques and had the opportunity to use the cameras – something that captured the imagination of our eco – council particularly.
At key stage 1 children are encouraged to ask simple questions and recognise that they can be answered in different ways. They observe closely using simple equipment and perform simple tests. Our school grounds and ‘forest school area’ as well as the raised beds enable them to identify and name a variety of common wild and garden plants, including deciduous and evergreen trees, drawing diagrams and observing how they have changed over time. They classify common animals including fish, amphibians, reptiles and birds into carnivores, herbivores and omnivores and investigate how they are suited to their habitat. Food chains help them understand how they inter-relate in the environment. They find out about and describe the basic needs of animals, including humans, for survival (water, food and air) and health. Practical investigations with everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard enable them to find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.
At Key Stage 2 pupils learn about a wider range of living things, materials and physical phenomena. They make links between ideas and explain things using simple models and theories. They think about the effects of scientific and technological developments on the environment and in other contexts. They carry out more systematic investigations, working on their own and with others. They use a range of reference sources in their work. They talk about their work and its significance, using a wide range of scientific language, conventional diagrams, charts, graphs and ICT to communicate their ideas. Topics range from rocks, magnets, light, sound, gases, space, forces, the human body and evolution.
The world is truly a diverse and wonderful place! The study of geography helps our pupils understand how the world in which we live shapes our lives, and how we in turn shape the world around us. At Lawford we aim for a high-quality geography curriculum which should inspire in pupils a curiosity and fascination about the world and its people. Our teaching equips pupils with knowledge about places and people; resources in the environment; physical and human processes; and the formation and use of landscapes around the world. We also want children to develop geographical skills: collecting and analysing data; using maps, globes, aerial photographs and digital mapping to name and identify countries, continents and oceans; and communicating information in a variety of ways. We want children to enjoy and love learning about geography by gaining this knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits. We hope that in teaching in this way, our pupils become knowledgeable inhabitants of our planet, aware of its diversity and passionate about its protection.
In ensuring high standards of teaching and learning in geography, we implement a curriculum that is progressive throughout the whole school. Geography is taught as part of a termly or half-termly topic, focusing on knowledge and skills stated in the National Curriculum. Progression is seen in the way children’s understanding of location gradually expands throughout the school - using the local area to follow maps in Key Stage 1, to comparing the similarities and differences in environments and communities in Lower Key Stage 2, through to debating world issues on pollution in Upper Key Stage 2, becoming ever more aware of the threats our planet faces, and the role they as citizens of the world have in protecting and shaping our future. Our children should leave our school equipped with geographical skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world.
History gives us an understanding of who we are, and where we came from. Our aims are to fulfil the requirements of the National Curriculum for history, equipping pupils with knowledge about the history of Britain and how it has influenced and been influenced by the wider world. We ensure the progressive development of historical concepts, knowledge and skills through careful planning, and aim to inspire in all our pupils a curiosity and fascination about the Britain’s past and that of the wider world, including ancient civilisations and empires;
In ensuring high standards of teaching and learning in history, we implement a curriculum that is progressive throughout the whole school. In KS1, pupils are introduced to learning about changes in living memory and beyond living memory, by learning about the lives of significant people of the past, understand the methods of historical enquiry and beginning to ask and answer questions about the past. For example, looking at our schooling compared to Victorian schooling. In Lower KS2, pupils learn about the history of Britain from the Stone Age to the Anglo Saxons, creating a timeline into and around which a wider range of topics such as Ancient Greece and WWII are placed in Upper KS2. There are strong links to a theme of invasion throughout our curriculum, from the Norman Castles in year 1, Roman Britain in year 3, Vikings in year 4 and the Battle of Britain in year 6. It also allows the children to explore our curriculum concepts of conflict, justice and power.
History is taught as a half-termly or termly topic, focusing on knowledge and skills stated in the National Curriculum, to build an in-depth knowledge about a particular period in history, or understand how an aspect of life has changed through time. The History topics frequently form the core of our cross-curricular approach to teaching, support and engaging our pupils with work in many other subjects, including English, Art, Music and RE. In this way, children are able to gain a richer and deeper understanding of each particular period in time.
We aim for our children to enjoy and love learning about history by gaining this knowledge and skills, not just through experiences in the classroom, but also with the use of educational visits. For example: The museum of East Anglian Life in Foundation stage, Mountfitchet Castle in Year 1, The Roman Circus in Year 3, the Anglo-Saxon Village in West Stowe in year 4 and HMS Belfast and Churchill’s War rooms in year 6.
Computing and the use of IT
Computers and other IT can help pupils make accelerated progress. We support pupils to develop their skills such as researching, typing, editing and art skills. Then we use those skills in cross-curricular work. Computer programming, we use various methods including Scratch, the J2E suite and coding on Busy Things. The children in upper KS2 have access to 1:1 devices and use them as part of their access to everyday learning. The school delivers online safety throughout the year not just in computing but also through PSHE. We specifically make links to the need, and how to stay safe online through online safety day, external speakers come into the school to reinforce messages and we actively share top tips with parent son of Facebook and ClassDojo pages. The LGfL resources on its Digisafe pages provide excellent resources for children, staff and parents.
PSHE (Personal, Social, Health and Economic Education) is a crucial element of our curriculum at Lawford CE Primary School and underpins everything that we do. PSHE is an ever-evolving subject which responds to the needs of children and society. At Lawford, we follow the statutory requirements of the National Curriculum but tailor these to the needs of our children. In PSHE, we believe that Personal, Social, Health Education (PSHE) is crucial in supporting children in their personal development, and underpinning learning in the classroom, school, and in the wider community. PSHE education is a subject through which pupils develop the knowledge, skills and attributes they need to keep themselves healthy, safe and able to form and maintain positive relationships with others. Children develop an understanding of the ever-changing world in which we live, develop the skills necessary to take an active role in their community and manage their life effectively. We aim to encourage mutual respect, resilience, pride, independence and foster self-esteem in a happy and caring atmosphere. As a school, we promote the use of key concepts which creates a half-termly/termly focus linking PSHE to our whole curriculum. Within our teaching of PSHE we also cover a range of Spiritual, Moral, Social and Cultural (SMSC) teaching in order to prepare our children for life in Modern Britain.
In summary, PSHE education provides opportunities to learn about:
Relationships: including developing and maintaining positive relationships and dealing with negative relationships.
Developing independence, resilience and responsibility: including preparing children and young people to face life’s challenges and make the most of life’s opportunities.
Health: including healthy lifestyles, healthy eating and exercise; mental and emotional health; drug, alcohol and tobacco education.
Managing risk: including understanding personal safety and online safety; financial choices and risks; appreciating the value of taking risks in certain situations (e.g. entrepreneurial
Economic wellbeing: including the role of money, influences on our use of money, gambling, careers education
Employability skills: including learning about enterprise, business and finance. Developing the skills and attributes to succeed at work, including communication skills and confidence.
In addition to our PSHE curriculum, we run a number of themed days/weeks for example: Anti-Bullying Week, Internet Safety Day and many more). This not only shines a brighter light on the issues and problems but also enables us to equip children with the skills to look after each other and themselves better in an ever-changing world.
Design & Technology
Design and Technology is a subject which our pupils are involved in designing and making things from recycled materials to delicious foods. Children are taught to use tools correctly and safely, even create their own products for selling. In year 6 this is built into an enterprise project which the children use to raise money for an end of year event.
In Art, children have opportunities to draw, paint, print, make collages, use fabrics and threads and use clay. They are taught the skills and techniques and then given the opportunity to practise them to produce individual and group pieces of work. Children are encouraged to critically evaluate their own work and that of others in order to learn from their experiences.
PE at Lawford creates a culture that aims to inspire an active generation to enjoy PE, encourage each other and achieve.
The aim of physical education is to promote physical activity and healthy lifestyles. Children are taught to observe and produce the conventions of fair play, honest competition and good sporting behaviour as individual participants, team members and spectators. Children take part in games, gymnastic movement, dance and athletic activities using indoor and outdoor environments where appropriate. Children can take part in after school clubs and have the opportunity to compete against other schools. In KS2, children go on a residential course for outdoor activities. The children also enter external challenging and adventurous competitions like the Birch Hall Md run and orienteering competitions (pandemic permitting). Children have swimming lessons in year 3 and continue in year 4 as required.
Physical education is seen as key to developing healthy lifestyles in young people and at Lawford we provide a wide array of opportunities to develop this and sporting skills outside of the normal curriculum time. Regular Extra-Curricular Clubs are very popular and offer a wide variety of sports at varying points in the year, including: squash, tennis, dance, Girls and Boys Football, Netball, and body combat.
Playtimes are an important part of our pupils being happy, healthy and ready to learn. We have well-staffed and equipped playgrounds, a sports field, once the school’s expansion is complete, we will look to increase the playground facilities for KS2 to match the opportunities available for KS1.
Our Year 5 children are trained to be play leaders and encourage games in KS1 and year 6 children support the younger children in the dining hall
At Lawford we believe that all children are entitled to a broad, balanced and relevant curriculum through which we support children with additional needs. All children are encouraged to achieve their full potential and to be included in the social, sporting and academic life of the school. We aim to provide educational experiences that take into account the individual needs of children, appropriate to their level of ability.
At Lawford we work closely with families and all staff to ensure we can identify and support any child where special educational needs have been identified. We use evidence based interventions throughout the school with a strong early focus on Speech and Language difficulties being identified using the WELLCOMM resources and Talk Boost is used to help improve communication in the early part of the school. These interventions become increasingly personalised as children go through the school.
The school SENDCo is responsible for monitoring and organising the support for those children on the Special Educational Needs Support List although all class teachers are responsible for the daily teaching and learning of every pupil in their class.
All teaching should be aimed at moving those pupils with special educational needs on to their next steps in a way that motivates them and ensures they feel confident and proud of their achievements.
At Lawford, we enjoy playing and singing music from a wide range of genres, including and enthusing children from the very youngest to the eldest members of our school. Our school choir has gained an excellent reputation over the years and we regularly sing at events in and around the local area. There are numerous opportunities throughout the year to perform to friends and families in school music concerts, productions, and as part of collective worship.
A high proportion of our children receive peripatetic instrumental lessons during school time on instruments such as piano, guitar, drums, violin, flute, clarinet and trumpet. Our Year 3 children also take part in ‘Wider Opportunities’ sessions, which are run by specialist teachers from Essex Music services. We follow the Charanga music curriculum to ensure our children build their skills progressively.
At Lawford, we provide children with a good start in acquiring a modern foreign language. Our focus is on French and children will have lots of opportunities in class to develop their spoken, written and listening skills throughout their time in Key Stage 2. We use the Rigalo resources to ensure effective progression of skills. We also have an extracurricular Latin club for those who love language and want to see the links with Latin and English etymology and other European languages – particularly French. Within our rich curriculum, we strive to encourage all of our pupils to develop an awareness of and respect for other countries and cultures.
Phonics Teaching at Lawford C of E Primary School
In Foundation Stage and Key Stage 1, we use the Phonics Bug Programme (Pearson Education) as the basis for our synthetic phonics teaching. This is an interactive approach to the teaching of phonics and is supported by a range of fiction and non-fiction books including a range of Phonics Bug eBooks which the children have access to at home as well as school.
Children enjoy the CBeebies style videos and interactive games which along with the range of books provide a motivating and interesting way to teach phonics. The Alphabet Song is a favourite of the children and is an important resource in supporting children to learn the names of the letters in the alphabet as well as knowing the sounds the letters make.
This song is available to watch on: www.youtube.com/watch?v=XLSci30haL8
For further information on our scheme please visit: