At Loders, we provide a curriculum that is broad, balanced, relevant and differentiated to provide for all children whatever their ability or needs. Staff’s lesson planning provides suitable learning challenges to stimulate and motivate children’s learning. This encompasses a variety of exciting, first-hand experiences to enable children to acquire appropriate skills, knowledge and understanding preparing them for today’s world and the future ahead. Through the provision of a stimulating environment, children will develop to their potential academically, emotionally, socially and physically. Parents are kept up to date about curriculum issues through communication with individual teachers.
Click here to access the current topic web for each class:
Loders aims to foster confident, articulate children who are able to communicate through the written and spoken word. Developing speaking and listening skills is a priority, particularly for those children in the early years.
Phonics is taught throughout the school. We have also introduced phonics teaching in KS2. We have found that this has had a valuable impact in developing children’s pace in their reading.
The children have access to a good selection of books in their classrooms and in our small mobile Library. We encourage all children to read every day at home so that children then read for pleasure. It is particularly important that parents read to and read with their children. We ask that parents listen to their children read as much as possible, not only using books sent home but for example, reading labels in the supermarket or reading notices in the environment.
In the early years, we encourage emergent writing and mark making. Writing is developmental process therefore young children will not all be at the same stage. As the children become more confident in their writing, the secretarial skills are introduced such as spacing, full stops, paragraphs, etc.
We aim to provide high quality mathematics to ensure that our children are equipped for everyday life, science and technology. By the time children move on to secondary school, we expect them to be developing fluency in the fundamentals of mathematics: developing reasoning in mathematics and also developing their problem solving skills. We teach the four basic operations (+ -x ÷) through informal and formal methods. Children also learn about number bonds and are expected to know their times tables by Year 4.
Through work on experimental and investigative science the children are encouraged to be observant, inquisitive and to develop skills of scientific enquiry and experimentation. We enjoy ‘Science Week’ when the whole school gets involved in a range of activities with the support of outside volunteers and parents.
At Loders, we use a creative and flexible approach to provide RE where Christianity is studied in depth at each key stage. Pupils learn about Christianity as the main religious tradition in this country and also about other principal religions represented in Britain. RE, however is not only about understanding specific religious traditions. It offers pupils the opportunity to think about their own lives, values, attitudes or beliefs and the chance to express their thoughts and ideas in a variety of ways
The study of Christianity is at the heart of our curriculum. We follow the Christian calendar and embed the core Christian values throughout our teachings of other faiths. We use the Dorset agreed syllabus which provides a systematic and consistent process which enables children to develop their understanding of religious traditions of our increasingly diverse society. The principal aim of RE in Dorset is to engage pupils in enquiring into big questions arising from the study of religion, belief, philosophy and ethics. In so doing Religious Education will support pupils’ own personal moral, philosophical, ethical and spiritual development and promote respect for others.
As a Church of England School we take seriously our role of presenting Christianity as a living faith. A close link with the church community is encouraged so pupils can see Christian Life, worship and commitments at first hand. We also make a point of marking the celebrations of the Christian Year.
PSHCE is organised into seven SEAL (Social and Emotional Aspects of Learning) themes:
- New Beginnings,
- Getting On and Falling Out,
- Say No to Bullying,
- Going for Goals,
- Good to Be Me,
- Relationships and Changes.
Each theme is introduced to the whole school through a SEAL assembly. Loders uses the Dorset Rainbow SEAL documents which is organised into year groups. Children are recognised in a weekly Achievers Assembly if they have made particular efforts in and out of school. We also uses Rights Respecting Schools initiatives, helping children to understand their rights and responsibilities.
Art and Design
At Loders, we aim to develop children’s creativity. They have opportunities to draw, paint, print, make collages, use fabrics and threads and use clay. They are taught the skills and techniques, including digital media, and are then given the opportunity to practise them to produce individual and group pieces of work As children go up through the school, they are encouraged to think critically and develop an understanding about art and design. In we were awarded Artsmark Silver. Every two years the school organises an ‘Arts Week’ which culminates in a parade through the village. We engage local artists, volunteers and parents to support us.
The school is equipped with computers and laptops for children to use in their classrooms to support their learning and to learn new skills. Children are able to interact with a wide range of software to support their work in other curriculum areas. The school has a web site and the children are able to access the Internet and E-mail facilities. We encourage our children to become digitally literate and to use a range of technological equipment. We use Scratch and teach our simple computer programming. By the time children move on to secondary school, we expect them to use a range of programs such as PowerPoint, Publisher, etc.
‘DT’ incorporates many traditional skills – cooking, model making, drawing and sketching, problem solving, observation and discussion – putting them together in an approach which encourages the children to become designers and inventors. The children are taught how to use tools and materials safely and economically. As children move through the school, they learn about design, how to make something, how to evaluate their design and others and to apply their technical knowledge and understanding. Children are also invited to use the facilities at local high schools.
At Loders, we drive to inspire children’s curiosity and fascination about the world we live in. We believe that our children need to develop a global understanding particularly as we are a small rural village school. The children will learn about locational and place knowledge, human and physical geography and geographical skills and fieldwork.
We aim to inspire the children at Loders to develop their knowledge and understanding of Britain’s past and also that of the wider world. In Key Stage 1 children learn about the lives and lifestyles of familiar people in the past. They will learn about significant events, people and places in Britain and in their own locality. In Key Stage 2 children will also learn how to understand chronology of events.
At Loders, our children in KS2 learn French. Years 4 – 6 have discrete lessons with a specialist teacher. Year 3 children experience the language within the classroom setting. The children sing and act in French during special assemblies and events.
The school has a long tradition of musical activity, offering considerable opportunities for children to develop their talents in all aspects of music including composition, singing and appreciation. Many children learn to play the recorder, the violin, guitar and cello. The school is very fortunate in having a talented musician on the staff.
We offer high quality physical opportunities for our children. The aim of physical education is to promote physical activity and healthy lifestyles. Children are taught to observe the conventions of fair play, honest competition and good sporting behaviour as individual participants, team members and spectators.
Children take part in games (football, tag rugby, netball), gymnastics (taught by a specialist coach), orienteering, dance, drama, cricket (Chance to Shine), cross country and athletic activities using indoor and outdoor environments where appropriate. We are also about to embark on tennis coaching. Children can take part in after school clubs and have the opportunity to compete against other schools. The school has recently been awarded the Sainsbury’s School Games Silver Award. In Years 5 and 6, children go on a residential course for outdoor activities. We use the Bridport Leisure Centre for some of our sports activities, for example the children have swimming lessons in Y2 – 6. In we were awarded the Healthy School Award which recognises the wide variety of work school has done towards creating a healthy lifestyle. As a small school, we are very proud of the children’s achievements, for example, in 2013 one of our Y6 girls won a local sporting award.
We provide a range of clubs including drama, football, cooking, chess, gardening, recorders, school magazine and art. Such activities are run voluntarily by the staff. We always welcome offers of support or leadership of activities from parents to extend the range we are able to offer.
Early Years Foundation Stage (EYFS)
National Curriculum 2014
The new national curriculum will come into force from September 2014, so Loders has a year to prepare to teach it.
The current curriculum will remain in force until 2015. From September 2015, the new national curriculum for English, Mathematics and
Science will come into force for Years 2 and 6; this is because of SATS for these cohorts.
KS1 & 2 Years 1 to 6
- Word reading and comprehension
- Spelling, handwriting, composition, vocabulary, grammar and punctuation, presentation Y6,
Years 1 and 2
- Place value, addition and subtraction, multiplication and division, fractions
- Properties of shapes, position and direction
- Place value, addition and subtraction, multiplication and division, fractions
- Properties of shapes
- Place value, addition and subtraction, multiplication and division, fractions (including decimals)
- Properties of shapes, position and direction
Years 5 and 6
- Place value, addition and subtraction, multiplication and division, fractions (including decimals and percentages)
- Properties of shapes, position and direction
- Ratio and proportion Y6
- Algebra Y6
KS1 Year 1
Working scientifically, plants, animals including humans, everyday materials, and seasonal changes.
Living things and their habitats, plants, animals including humans, uses of everyday materials
Plants, animals including humans, rocks, light, forces and magnets>
Living things and their habitats, animals including humans, states of matter, sound, electricity.
Living things and their habitats, animals including humans, properties and changes of materials, earth and space, forces
Living things and their habitats, animals including humans, evolution and inheritance, light, electricity
Loders Curriculum Policy
Overview and information
This policy provides an overarching framework that translates the values and aims of Loders Primary School into effective teaching and learning.
The policy covers the National Curriculum and the Early Years Foundation Stage, both of which provides the legal foundation and secures an entitlement for all pupils, and all that is learned in school, formally and informally, and within and beyond the school.
The policy establishes principles against which other policies and procedures can be developed or checked so that they are consistent and coherent. The legal requirement includes: teaching the National Curriculum and Religious Education to pupils. Within the National Curriculum, there are statutory requirements and non-statutory guidance.
The school must provide a daily act of collective worship; avoiding political bias; make provision for pupils with Special Educational Needs; deciding whether to dis-apply aspects of the curriculum to provide more time for other aspects (such as the work-related curriculum or basic skills).
All children at Loders have a right to a broad, balanced and relevant education which provides continuity and progression and takes individual differences into account. Work in school should be planned to meet the statutory requirements of the National Curriculum and also consider the non-statutory guidance.
At Loders we cater for the needs of individual children of both sexes from all ethnic and social groups, including the more able and those who are experiencing learning difficulties; treating all children in a dignified way.
We are committed to facilitating children’s acquisition of knowledge, skills and qualities which will help them to develop intellectually, emotionally, socially, physically, morally and aesthetically, so that they may become independent, responsible, useful, thinking, confident and considerate members of the community.
The staff and governors aim to create and maintain an exciting and stimulating learning environment to support children’s learning. We aim to ensure that there is a match between the child’s needs and the tasks s/he is asked to perform through a broad and balanced curriculum. At Loders, we recognise, encourage and embrace the crucial role which parents play in their children’s education and make every effort to encourage parental involvement in their children’s learning.
Loders Primary School aims to:
Foster a life-long love of learning, through adopting a highly practical and cross-curricular approach. We have used the excellent practice and theories embedded in the EYFS as a springboard for develop a whole school approach to teaching and learning within a creative curriculum.
Children learn best when they can make links and learn within context. Our curriculum promotes enjoyment of learning through debate, creativity, purpose and relevance. We hope that pupils are motivated by achievement both now and in the future and have a positive attitude towards themselves, others and their environment.
Our creative and integrated curriculum aims to deliver a twenty-first century education that will equip our children with the skills required to be independent and responsible as they move through life. We believe that children should:
- be happy and emotionally secure
- have an enthusiastic disposition and attitude to learning
- become skilful communicators
- learn to be secure in their values and beliefs such as honesty, sincerity, personal responsibility, on which to base their own behaviour
- be expected to behave in a dignified and acceptable way and learn to become responsible for their actions
- respect others
- have a sense of worth, purpose and personal identity develop tolerance, respect and appreciation of the feelings and capabilities of others in an unbiased way
- develop non-sexist and non-racist attitudes
- make informed choices and reasoned judgements based on interpretation and evaluation of relevant information from a variety of resources
- handle conflict
- have enquiring mind
- be able to learn independently and with others
- have essential learning skills in English , Mathematics, Science and Computing
- be creative and resourceful
- work co-operatively
- develop problem solving skills
- use and apply and transfer skills to differing situations
- relate to others and form good relationships
- develop technological skills
- be capable of communicating their knowledge and feelings through various art forms including art/craft, music, drama and be acquiring appropriate techniques which will enable them to develop their inventiveness and creativity
- know about geographical, historical and social aspects of the local environment and national heritage and be aware of other times and places and recognise links among family, local, national and international events
- develop agility, physical co-ordination and confidence in and through movement
- know how to apply the basic principles of health, hygiene and safety
- have some knowledge of the beliefs of the major world religions
- care for and take pride in their school
- know how to sustain and improve the environment and take into account the needs of present and future generations when making choices
- recognise their responsibilities as a global community.
We aim to deliver this through:
- embedding the ECM outcomes through teaching about healthy living, community and citizenship
- developing a sense of community and belonging, contributing to our local community and global community through direct interaction
- equipping children with skills for life, through developing their language and communication skills through practical work and by applying literacy, numeracy and technological skills
- providing opportunities for children to broaden their outlook on life
- making learning more meaningful, by putting it into context within a flexible time-tabling approach to make space for true depth of study; establishing cross-curricular links so that more time and space is given to in-depth study building on their achievements
- listening to pupil voice and involving pupils in planning and decision making
- involving parents in celebrating their children’s learning
- bringing learning to life through visits, visitors and theme days
- ensuring progression by building on what children already know and want to find out using Assessment For Learning techniques
- linking our learning with sustainable development outcomes
- working with members of the local and global community
Staff plan accordingly to meet the National Curriculum programmes of study. An overview of the topics covered from EYFS to Year 6 gives a broad outline and shows progression and continuity in topics and subjects taught in a cross curricular way throughout the school.
There are three parts to our planning:
- Long term planning;shows an overview of topics/themes covered in each year group. Plans give a broad outline for each year group and shows progression and continuity between topics taught in a cross curricular way across school. Each long term plan is split across a themed topic showing links with all areas of the core and foundation curriculum. Long term planning is flexible year on year as long as the objectives from the National Curriculum are covered; therefore topics may change
- Medium Term Planning: these show specific objectives to be taught within each area of the curriculum and the links between them. Pupils are involved through mind mapping to enable teachers to assess prior knowledge and starting points for children
- Weekly Planning:these break down the objectives into weekly achievable targets and activities
Monitoring and Evaluation and Assessment
The Headteacher is responsible for monitoring the progression, continuity and effectiveness of the creative curriculum together with the governing body. Curriculum Committee meetings are held termly. Governors are expected to contribute to the curriculum aspects of the School Development Plan by monitoring, evaluating and reviewing their focus areas. The policy will be reviewed annually.
Teachers make on-going assessments of pupils and formally record children’s progress and attainment termly against the National Curriculum requirements. Assessment for Learning (AFL) is a key aspect and is used in our daily teaching and we use this to inform next steps whilst working through a topic/theme (See AFL Policy). The Headteacher meets half-termly with teachers to discuss children’s progress and attainment.
We value the diversity of individuals within the school. All children are entitled to and have equal access to the curriculum. (See inclusion policy)
The governing body
The governing body receives regular reports from the Headteacher on standards, detailing:
- Year groups
- Comparisons with national averages and against other schools in the Local Authority
- Gender; ethnicity; special educational needs
- The views of staff about the action required to improve standards
- The nature of any parental complaints concerning the curriculum