Longsands Community Primary School
Together Everyone Achieves More
Our Curriculum at Longsands
Our aims
- to promote the full potential of each child through a curriculum which develops spiritual, academic, social and emotional growth;
– to provide a curriculum which is enriching and challenging, where children experience the opportunity to learn in a wide range of contexts.
Our Principles for Learning and Teaching
All children are entitled to be engaged in their learning and to be active learners; discovering and finding out.
All children are entitled to understand what they have achieved and know what to do to make progress.
All children are entitled to be independent, enthusiastic and self-motivated learners; raising their own questions.
All children are entitled to time to evaluate and reflect on their learning.
All children are entitled to have their different learning styles recognised.
All children are entitled to teaching that inspires their learning.
All children are entitled to teaching that encourages them to be creative.
All children are entitled to be challenged and enjoy learning, as well as encouraging problem solving.
All children are entitled to develop spiritually, morally and as members of their community and the wider community.
Longsands has a number of families who require support, sign posting and care.We have termly drop in meetings for parents to enable them to access their childrens learning and also a nurture group for those children who need emotional support in school. Longsands has a very open door policy where parents can see the Head to discuss any concerns.
We have designed our termly curriculum wonder days to provide a breadth of experience within a subject area, drawing on outside visitors, involvement of parents and developing a sense of curiosity
We also plan opportunities for the children to know about keeping safe, linked to the KCSiE document. We also plan for and promote British values, (Democracy, Rule of Law, Individual Liberty, Mutual Respect and Tolerance of those of different faiths and beliefs) ensuring that children are aware of their rights and responsibilities as a UK citizen.
Emotional and mental wellbeing is also greatly enhanced by sport. Sport remains paramount to both our curriculum and extra-curricular provision. In recognising that there are 60% of boys in the school (with some classes being over 80% boys), we know this is hugely beneficial to all our children. We also believe the pedagogy of P.E. in sport affects other areas of the curriculum and really enhances children’s learning, physiologically allowing better learning to happen, as well as children learning skills such as listening, problem solving, team work and resilience. We have invested heavily with the P.E. and sport provision, with inclusion for all . The school believes that this is an area of excellence.
Staff annually review their medium-term planning to ensure topics are relevant to the children’s interests and needs. Subject leaders are currently working on areas to further enhance the childrens enjoyment and understanding .The curriculum is designed to ensure: deep learning, with focus made on extending those who are working at a greater depth within the curriculum areas; engagement with their learning and initiating the direction of the units of study, particularly in the foundation subjects along with breadth and balance. Not only do staff review the actual curriculum regularly, but also the principles for learning and teaching. We have introduced Wonder days throughout the year, love to investigate sessions in each class and innovative learning experiences for the children.Staff are including these opportunities in their planning. Parents are also aware of any visits /visitors planned for the whole year now and are invited to join in with the enhanced Wonder days we have in school.This is one of our greatest innovations held termly covering a wide variety of subjects. Children experience the opportunity to learn beyond the classroom. The whole school moves away from the usual timetable and the learning is focused around a given theme or subject for the day
The spiritual development of pupils is shown by:
- Pupils’ ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values
- Their sense of enjoyment and fascination in learning about themselves, others and the world around them
- Their use of imagination and creativity in their learning
- Their willingness to reflect on their experiences
The moral development of pupils is shown by:
- Pupils’ ability to recognise the difference between right and wrong, readily apply this understanding in their own lives and, in so doing, respect the civil and criminal law of England
- Their understanding of the consequences of their behaviour and actions
- Their interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoints of others on these issues.
The social development of pupils is shown by:
- Their willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
- Their acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; the pupils develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.
The cultural development of pupils is shown by:
- Pupils’ understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
- Their understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
- Their willingness to participate in and respond positively to artistic, sporting and cultural opportunities
- Their interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.
We have evidence to corroborate the above statements in our Subject leaders files and Wonder Days photo album.
KS1 Phonics and Reading
PHONICS SCHEMES
Letters & Sounds
Systematic Synthetic Phonics Scheme
READING SCHEMES
We utilise a range of phonetically decodable books from:
Oxford Reading Tree
Julia Donaldson Songbird phonics
Rigby Star Readers
TES Junior Learning Letters and Sounds
Big Cat Phonics
Badger Books
Project X