Find out about our Learning Challenge Curriculum here.
Learning Challenge Curriculum at Ladybridge Primary School
The needs and backgrounds of our children, and the school’s core values underpin all areas of our curriculum.
Our Curriculum provides a well-designed range of high-quality learning experiences and provision which support children to develop as independent, confident, successful learners with high aspirations who know how to make a positive contribution to their community. We teach all subjects in the National Curriculum. Developing children’s moral, spiritual, social and cultural understanding within ALL National Curriculum subjects essential - equality of access is paramount for all pupils. We plan our curriculum to allow for depth of learning, ensuring that pupils don’t just cover the curriculum but return to the key concepts, knowledge and skills again and again - each time gaining a deeper and more secure understanding, so the application of ideas and knowledge across different subjects is possible. We use the Learning Challenge Curriculum as this approach secures greater learning involvement, builds on children’s prior knowledge and helps them to develop into creative, confident learners. It is these qualities which we feel are vital for success in life as well as learning.
A guiding focus of our curriculum is to enrich pupils’ experience of rich and high-quality vocabulary. We purposefully plan exposure to meaningful language across all subject areas which deepens and broadens learning, through well-planned reading skills questions linked to high-quality, subject linked, texts. Reading is a key component our school curriculum. We recognise that the skill and enjoyment of reading is pivotal for pupils accessing current and future learning.
Our curriculum is carefully designed to ensure coverage and progression. It provides children with memorable experiences and many diverse opportunities from which the children can learn and develop a range of transferable skills. Learning is based on the principles of mutual respect, resilience and aiming high through enquiry-based learning, which promotes curiosity, embeds the application of basic skills across the curriculum and allows writing to be meaningfully embedded. We aim to raise aspirations, generate a sense of personal pride and provide a purpose and relevance for learning. We value parental involvement and share curriculum plans on a half-termly basis. We promote each current unit through home learning projects linked to a specific focus within the Learning Challenge, children are provided with the opportunity to discuss their home learning and share their work with their peers. We intend to equip our pupils to be confident, curious and resilient learners, independent decision-makers, have strong self-belief and respect the beliefs of others, whilst using the talents and skills to aim high and be the best that they can be!
Each topic starts with a Prime Learning Challenge which is expressed as a question, throughout the course of the unit, each of the subsidiary learning tasks are also expressed as questions. We teach our curriculum through the driver subjects of Science, History and Geography. Each subject has a progression document which has a breakdown of knowledge, skills and understanding to be taught for each year group, ensuring that progression is built upon from the previous year’s learning. We then build and extend learning making explicit links between different subject areas, with particular focuses on Computing, Art and DT, Music, Languages, RE and PSHE are often taught discretely, however, within every Learning Challenge, we aim to teach acceptance with acceptance, racism and individuality as our focuses. The teaching of new vocabulary and oracy skills are at the heart of our curriculum and we deliberately build in opportunities for talk, repetition and practice to ensure that depth of knowledge is secure through a range of Kagan techinques. We have developed an assessment tool to track children’s development across all subjects in the curriculum, and subject leaders use these to track progress, identify gaps and celebrate successes in their subject area.
The outcomes of the curriculum are measured by the attainment and progress made by the children. Put simply how much the children know and remember, including whether or not the children have mastered a particular skill. Teachers continually use assessment of the children’s responses and the work they produce to measure impact. Subject leaders play an important part in the success of the curriculum by leading a regular programme of monitoring, evaluation and review. This includes pupil interviews, whole staff book flicks, learning walks and lesson observations to measure the impact of teaching and learning. Teachers and leaders also have the school’s curriculum assessment data to support judgements on the impact our curriculum is having.