Our Curriculum & Current Planning Topics

At Landewednack School we follow a ‘skills-based’ curriculum. This means that a clear progression of skills is taught through exciting, relevant topics and experiences.

We plan a ‘whole- school’ topic which lasts for roughly a term.

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!

The length of each topic is flexible enabling us to follow the children’s interests, local and national events and pursue the direction these take us.

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 ask parents to share any experience, expertise or resources they may have, linked to each topic.

Please see below our class pages for our current topic.

Core Subjects

English is integrated into themed learning where possible but discrete targeted teaching is also undertaken, eg Phonics, Spelling, Grammar and Punctuation.

Mathematics and Science are also linked into curricular themes where appropriate and relevant.

Our Religious Education is taught through the Essentials topics but we follow the Cornwall Agreed Syllabus when planning content.

At Landewednack School, we ensure progression 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. This reflects the government’s ‘mastery curriculum’.