The national curriculum lays down what should be taught to children during compulsory schooling from Y1 to Y13 (ages 5yrs – 16yrs). There are slight differences for each key stage, but the subjects taught in primary schools are as follows:
The following four subjects are known as the “core” subjects and should have more time devoted to them than the others.
- English; this includes the national literacy strategy (see below), speaking and listening and drama.
- Mathematics; this includes the national numeracy strategy (see below).
- Information and Communications Technology (ICT);
These subjects are known as “foundation” subjects.
- Design Technology;
- Art & design;
Lostock Hall also uses the flexibility within the taught curriculum to offer enrichment activities which are designed to extend and deepen children’s learning. There are opportunities to allow all our children the chance to succeed. In addition, we offer a broad range of after school clubs.
For more details please refer to the Teaching Groups tab for individual class/year groups
Lostock Hall Primary School Curriculum
We intend to work together to achieve high standards in a welcoming, inclusive, caring community where everyone feels valued, respected and safe.
Our purpose is to ensure that all our children receive the best possible educational experiences to become successful learners; confident and resilient individuals and responsible citizens, who approach learning with enthusiasm and enjoyment.
Through our curriculum we intend to develop functional skills; personal learning and thinking skills; knowledge and understanding 4 big ideas that shape the world and its chronology, conflict and scientific method; personal development – attitudes and dispositions that make our children determined, adaptable and willing to learn.
Using the EYFS and National Curriculum as a starting point, our school teaches individual subject disciplines but we endeavour to make cross-curricular links where possible.
Our curriculum provides a broad, balanced range of teaching and learning approaches inside and outside the classroom, which may extend beyond the school day. These include enquiry, active learning, practical and constructive – in tune with Early child development through to adolescence learning both in and beyond the school; community and business links; deep immersive and regular frequent learning; relevant and connected to life and work using a range of audiences and purposes and providing opportunity for learner choice, personalisation and personal identity.
We strive to ensure that our children’s attainment in core and foundation subjects is at least in line with or exceeding their age related expectations when we consider their varied starting points. We measure this using a range of materials and methods including tests to track progress, provide feedback - setting individual targets. These will support a positive relationship between learner and teacher, making clear learning intentions that are shared with pupils. There will also be negotiated success criteria where children can celebrate achievement. Advice will be given on what and how to make improvement through a variety of assessment including formative, summative, peer and self-evaluation. We foster a culture where children are able to take risks in their learning and understand they can use error positively.
Ultimately we intend that our children will be academically, physically, socially and emotionally prepared for the next phase of their education in Britain and the World.
Curriculum Progression Maps