Our Curriculum

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

99-Club Rk4oShnARS.pdf
99-Club Rk4oShnARS.pdf
Curriculum Ucz9AyKPhd.pdf
Curriculum Ucz9AyKPhd.pdf
Early Years Foundation Stage-Early Years Foundation Stage.pdf
Early Years Foundation Stage-Early Years Foundation Stage.pdf
Maths mQWuEnzeMJ.pdf
Maths mQWuEnzeMJ.pdf

 

 

PE 77RGFp5HfG.pdf
PE 77RGFp5HfG.pdf
Phonics FsNvnx6qlr.pdf
Phonics FsNvnx6qlr.pdf
Reading Karate.docx
Reading Karate.docx

 

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.


© 2019 Bridge Schools trust is a company limited by guarantee, registered in England and Wales. Registration number 7736425. It is an exempt charity.