Our Curriculum Intent
Our aim at Landewednack is to develop the ‘whole child’; emotionally, academically, physically, socially, morally, spiritually and culturally. We are an inclusive school where every individual is valued, their uniqueness celebrated and their potential recognised. We aim to remove disadvantage so that every child can flourish.
Our curriculum is designed to be creative, challenging, engaging and fun! We use every opportunity to ensure our children develop a love of learning and to ensure they aspire to great things! Our curriculum is underpinned by our ‘SHINE’ values and our vision is for our children to become creative, resilient and successful learners as well as well-rounded, confident, citizens empowered to make valuable contributions to our school, community and beyond.
Our SHINE Values are embedded throughout our school- everything we do is guided by these principles:
Strive to be the best you can be
Happiness in learning and in life
Imagine what I/ we can achieve
Never give up
Everyone together- school, family, community
National Curriculum Subjects:
Our curriculum is planned so objectives and concepts are repeated and developed in a variety of meaningful and exciting ways to facilitate deep learning. Linking our subjects to previous learning means that skills and knowledge will be embedded in our children’s long-term memory.
Our School ‘Drivers’:
We believe these curriculum drivers are essential to enable the children at Landewednack School to experience a broad, rich and relevant curriculum and to develop their knowledge, skills and personal characteristics to prepare them for a future where they are the best they can be!
Our Core Curriculum drivers are:
Reading is at the heart of our school:
We build reading into all areas of our curriculum, from our ’10 minute subject reads’ to our class novel, to our ‘reading for pleasure’ time.
We believe that instilling a lifelong love of reading is crucial for our children’s academic achievement, mental health and their future economic success.
Possibilities and Opportunities:
Our ‘Landewednack Dozen’
Pupils cannot aspire to things they have never encountered and cannot learn vital life skills without experience. The Landewednack school family have chosen twelve opportunities that the children will experience during their time at our school. We believe that in order for our children to fulfil their potential they must be given a broad range of exciting opportunities to enable them to flourish, equipping them with the knowledge and cultural capital they need for future success:
We pledge that during their time at Landewednack School, our children will complete the ‘Landewednack Dozen’:
- Go surfing, sailing & swim in the sea
- Visit a theatre
- Build a den
- Cook on a bonfire
- Actively support the community
- Perform to an audience
- Be a positive role model
- Support a national or global cause or charity
- Take part in a residential trip
- Visit a city
- Carry out a job or responsibility
- Run an enterprise
Click on this link to see our forum presentation on our curriculum design:
At Landewednack School we follow a ‘skills-based’ curriculum. This means that a clear progression of skills is taught from Nursery to Year Six, through exciting, relevant topics and experiences. We do this by following the Chris Quigley ‘Essentials’ curriculum; this sets out essential coverage, learning objectives and standards which are required for all subjects.
The Essential Curriculum also provides progress measures for all subjects including personal, social and emotional development.
One of the primary reasons why we have chosen to adopt the Essentials Curriculum at Landewednack is because it emphasises the importance of developing the depth of children’s learning through teaching a progression of skills; this reflects the government’s ‘mastery curriculum’. Learning is cyclical and concepts are revisited enabling children to deepen their understanding and commit knowledge to their long-term memory.
Please see the individual subject tabs for a progression of skills through the year groups.
Due to our mixed aged classes and varying numbers in each year groups our class structure is evaluated yearly, therefore our long term curriculum planning is reviewed yearly. We take into account the needs and characteristics of the cohort, the children’s experiences and prior learning as well as current local and global contexts.
When planning, our teachers start with the skills and knowledge to be taught; around those, they plan a whole school or class topic which lasts for roughly a term. Our SHINE values and School Drivers- Aspiration, Independence and Diversity run throughout.
We aim to launch our topic with a ‘hook’ which could take the form of an event, a visit, a visitor etc. Our teachers and TAs are creative and we get very excited when planning new topics for our children to experience. Although the progression of skills and coverage is meticulously planned and monitored, the beauty of our curriculum is that it is not a ‘scheme of work’ or a rolling programme so is always current, relevant and never boring!
We link subjects where we can so they sit well together in our topics (for example, Ancient Egypt (History) and rivers (Geography) but teachers ensure subject knowledge and skills are taught explicitly.
Over the course of each unit of work and within each subject we ensure the same components are present:
- Revision of prior knowledge
- Planning for teaching and ‘what do we want to find out?’
- Use of meta-cognitive strategies for long-term ‘stickability’ eg knowledge organisers, ‘spider graphs’
- Key Vocabulary
- Topic/ subject reads
- Connect and apply knowledge and skills
- Assessment (‘catch up’ interventions planned where needed)
We also allow for changes based on our assessment for learning as well as the contribution and ideas from our children who are very much involved in the development of our topics.
We share termly topic plans and welcome ideas, contributions, resources, and visitors to make learning at Landewednack meaningful, exciting and memorable!