Our Curriculum

Overview


The school follows all the statutory requirements of the National Curriculum. We believe that the curriculum should not only provide the children with essential life skills, but should also be the vehicle through which children are able to discover themselves and develop their potential.

The National Curriculum:

• Sets out the most important knowledge and skills that every child has a right to learn.

• Is a framework given to teachers by government, so that all school children are taught in a way that is balanced and manageable, but hard enough to challenge them.

• Gives standards that measure how well children are doing in each subject, so that teachers can plan to help them do better.

Stages, Years, National Tests and Tasks:

Foundation Stage 3-4 Nursery 4-5 Reception

Key Stage 1 5-6 Year 1 6-7 Year 2 Assessments in English and Maths (SATs)

Key Stage 2 7-8 Year 3 8-9 Year 4 9-10 Year 5 10-11 Year 6 National tests and assessments in English and Maths (SATs)

THE CURRICULUM

The Ofsted Inspection team awarded the school’s curriculum a Grade 1 (Outstanding) stating “Pupils enjoy an excellent curriculum enriched by topics, visits and practical events." These include, for example, residential visits to centres at Carnyorth and Delaware Outdoor Education Centre, as well as 'WOW' days which introduce each new topic. Various links with European schools through the ‘Comenius Project’ also reflect the breadth of activities, which have earned the International Schools Award and contribute immensely to the pupils’ outstanding spiritual and cultural development. Many pupils take part in the excellent range of extra-curricula opportunities, which further enhances their expressive art and individual and team sporting skills. These activities, which include football, cross country and surf club, also support the pupils’ excellent social development.”                       

Here at Blisland Primary School we provide a creative curriculum based around the Cornerstones Curriculum, a nationally recognised approach for delivering outstanding learning opportunities for children.

What is the Cornerstones Curriculum?

The Cornerstones Curriculum is a creative and thematic approach to learning that is mapped to the 2014 Primary National Curriculum to ensure comprehensive coverage of national expectations. Our new curriculum will be delivered through Imaginative Learning Projects (ILPs) which will provide a rich menu of exciting and motivating learning activities that make creative links between all aspects of our children’s learning.  We believe children learn better when they are encouraged to use their imagination and apply their learning to engaging contexts. Our new curriculum will provide lots of learning challenges throughout the academic year that will require children to solve problems, apply themselves creatively and express their knowledge and understanding effectively across the curriculum. Cornerstones also provide a rigorous essential skills framework that outlines the end of year expectations in all subjects. These essential skills are tied to activities and are age related so that staff can track children’s progress and identify their individual learning needs.

How it Works?

Children will progress through four stages of learning in each ILP – Engage, Develop, Innovate and Express. To find out more about these stages please click on the link through to Cornerstones website:

https://cornerstoneseducation.co.uk/why-cornerstones/

Science is taught where possible, integrated into the topic, although some concepts areas are taught discretely.

           


Rolling Program


KS2


 

1

2

3

4

5

6

A

Childs War

Misty Mountain Sierra

Potions

Darwin’s Delights

Allotment

Mighty Metals

B

1066

Road Trip USA

Star Gazers

Tribal Tales

Warrior

Blue Abyss

C

ID

Traders and Raiders

Scrumdiddlyumptious

Predator

Gods and Mortals

Bloodheart

D

Peasants, Princes, Pestilence

Frozen Kingdom

Flow

Hola Mexico

Time Traveller

The Pharaohs


Reading

Learning to read is the key to education. We are committed to ensuring that each child leaves primary education not only able to read, but to love reading.
We use Read Write Inc in order to teach phonics and early reading: "Read Write Inc., developed by Ruth Miskin, provides a structured and systematic approach to teaching literacy. It is used by more than a quarter of the UK's primary schools and is designed to create fluent readers, confident speakers and willing writers." We have a library that is used regularly and classes have books that are regularly read to them in order to promote the love of reading that we feel is so important to each child's education.

PSHE (Personal Social Health Education) is a non-statutory element of the curriculum. As a school we believe that it is essential to support children's health and well being and thus have a program of study that promotes this. Along with the program of study, we also use assemblies to develop children's spiritual and moral development as well as incorporating this in to each child's every day school experience. A happy, confident and well nurtured child is a happy confident learner!

            

Maths

Since the beginning of 2017 we have used the White Rose Hub and AET planning for mathematics. This places greater emphasis on spending more time teaching ensuring that key mathematical themes are embedded e.g. place value in Key Stage 1. It also encourages learners to explore different areas of mathematics in greater depth and requires them to explain their reasoning and combine lots of different maths learning to solve problems. 


Maths 99 Club

The 99 club is a Maths skills club that challenges the children to develop their skills and understanding of number. When a child has completed a club test they will receive a reward to indicate which club they are currently in.
Here you will find all the 99 Club tests relevant to your child’s maths stage and the club they are aspiring to become a member of. If you are unsure about any of these materials or you would like more information then please speak to your class teacher.

Learning at Lanlivery 

Lanlivery is known for its welcome and friendly atmosphere where children's wellbeing and happiness is our key priority. We take great care to provide a happy, safe environment where children feel secure to play, have fun, explore, experiment, develop confidence and curiosity, and learn.

We are situated in a small village and many of our children attend from neighbouring towns and villages, including: Lostwithiel, Par, Bodmin, St Austell and Fowey. We have just under 80 children in school, ranging from 2-11 years. Our location lends itself wonderfully to outdoor learning, with our beautiful school behind the school grounds, and many of our topics and activities are linked to our proximity to farms, mines and moors.

We have strong links with the community and are always looking for ways to enhance learning and the experiences we offer the children in school.

• Teachers choose an enquiry-based question, based on their intimate knowledge of their class and the children take control of the enquiry through their further questions. This is guided by the curriculum objectives that have to be met by learners.

• The children’s work is presented in class floor books which reflect the journey of learning. The use of floor books encourages pupil’s pride and aspiration to do their very best piece of work. Pupils are encouraged to actively engage with the floor books, which enables them to reflect on their learning, commit this to long term memory and enable the transfer of both skills and knowledge.

• The progression ladders form the basis of our coverage of objectives, these allow teachers to monitor and ensure a broad, rich content. Teachers use the ladders to guide their planning once the children have generated their further questions which will shape the enquiry. 
Pupils ongoing progress is recorded alongside these ladders and passed on to the next class teacher at the end of their time in the class. Pupil’s self-assessment through referring to the learning journey adds another dimension to the learning. They are asked the enquiry question before the topic begins and again at the end to show the depth of their understanding.

• Visitors and trips enhance the curriculum and are used to provide first hand experiences which help support real life outcomes.

• Children will feedback on their Learning Journeys to staff, guardians and Governors; ensuring that they are key drivers for improvement.

• Leaders review the curriculum regularly using pupil’s work, progression ladders and pupil conferencing to ensure it remains language rich, diverse and develops the whole child

Phonics 

We teach phonics using Letters and Sounds. Phonics is taught daily in Early Years and Key Stage 1. This is followed in Key Stage 2 by regular spelling lessons . (See below for more details about the teaching of phonics)
Spelling lists are given to pupils in year 1 - 6 every half term. 

 

Reading 

Reading: Pupils follow the reading scheme in the early years based on Oxford Reading Tree. Pupils are encouraged to read daily in school and out of school. In school all pupils are taught the skills of reading using VIPERS (Vocabulary, Inference, Prediction, Explanation, Retrieval, Summarise/ sequence). Classes engage in regular guided reading sessions where pupils work in small groups with an adult to read texts together and engage in discussions and activities about the text. Pupils are rewarded for engaging in reading using our Karate Reading System - the more pupils, read the more bands they achieve.
We have a small library that pupils can access to explore and enjoy books. Most importantly - we want pupils to enjoy reading. 

Writing  

We use Babcock planning and assessment to guide our sequence of learning. We believe it is important for pupils to have something engaging to write about and to have a purpose; therefore we try and use the wider curriculum as our stimuli for writing. We teach SPAG as part of every lesson to build children's understanding of grammar and punctuation.
Pupils are taught to join by using pre cursive writing as they move in to Jays class. We continue to develop pupils' writing style and speed through regular handwriting sessions. 

Maths 

We use White Rose to structure the sequence of mathematics teaching. We all start the year by looking at Place Value as this is fundamental to the skills for calculation. We block our planning to build skills and knowledge. We plan mathematics to help pupils to master the skills. We achieve this by building through fluency activities to reasoning and problem solving. We give pupils some control of their learning by selecting their starting point and giving all pupil's the opportunity to access the higher level work. To compliment our maths curriculum we use 99 Club. We run this weekly to develop number bonds, times table facts and mental arithmetic. All pupils in year 1 - 6 have 10 minutes to complete their activity. If they make no mistakes they move to the next club. 

Wider Curriculum 

We use skills progression ladders, which we have developed with the support of the Bridge Academy Trust. This ladders were developed by exploring successful curriculums, carrying our research and trialling ideas. The ladders show how skills and knowledge progress and develop over the years at Primary School. 

We start our learning with a question to engage pupils and give them a purpose for their learning. This then gives pupils the opportunity to devise their own questions to direct our learning. 

We plan our questions to be relevant, current and engaging. We also try to ensure a balance of local knowledge and broader knowledge. 

Forest School 

We believe the outdoors gives pupils the opportunity to develop responsibility, confidence, problem solving skills, learn from mistakes and find new interests/ skills. All pupils spend at least half a day in the forest school with our forest school leader. 
We have extracted key areas from the curriculum that can be developed in the forest school including - design technology, maths, science, geography, maths and literacy. 
Alongside this, pupils can also develop forestry skills including: fire making, knot tying, whittling and animal tracking. 

Documents

View the following documents within your web browser or download to read later

11-club.docx
11-club.docx
22-club.docx
22-club.docx
33-club.docx
33-club.docx
44-club.docx
44-club.docx
55-club.docx
55-club.docx
66-club.docx
66-club.docx
77-club.docx
77-club.docx
88-club.docx
88-club.docx
99-club-2.docx
99-club-2.docx
99-club.docx
99-club.docx
Art and Design june 18.pdf
Art and Design june 18.pdf
Autumn Term 2 Multiplication and Division.pdf
Autumn Term 2 Multiplication and Division.pdf

 

 

cornerstones plan.docx
cornerstones plan.docx
D and T 18.pdf
D and T 18.pdf
Geography june 18.pdf
Geography june 18.pdf
History june 18.pdf
History june 18.pdf
Maths targets.doc
Maths targets.doc
PSHE KEY STAGE 1 AND 2 PSHE KEY STAGE 1 AND 2.docx.docx
PSHE KEY STAGE 1 AND 2 PSHE KEY STAGE 1 AND 2.docx.docx
reading booklet for parents reading booklet for parents.docx.pdf
reading booklet for parents reading booklet for parents.docx.pdf
Reading leaflet (1).docx
Reading leaflet (1).docx
Science 18.pdf
Science 18.pdf
times table challenge grids.doc
times table challenge grids.doc

 

Our Values...

Curiosity

Curiosity

We are inspired by the awe and wonder of the world.

Creativity

Creativity

We are bold and innovative in our approach to find new solutions to the challenges we face.

Excellence

Excellence

We are the best we can be.

Integrity

Responsible

We take responsibility for our actions in an environment of mutual respect.

Determination

Determination

We overcome all barriers to reach our potential, developing a capacity to improve further.

Enthusiasm

Enthusiasm

We are passionate about learning.


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