Our Curriculum Drivers
- Health, Well-being and Resilience
- Locality and Community
- Creative and Active Learning
- Aspiration and Inspiration
If you require any additional information about the curriculum delivery, the key contacts to speak to are:
Mrs Lorna Wood-Williams – Deputy Headteacher/EYFS & KS1 Lead (email@example.com)
Mr Andrew Beattie – Deputy Headteacher/KS2 Lead (firstname.lastname@example.org)
Our Intent for Writing
At Lobley Hill Primary School, we intend to create confident and purposeful writers, who are knowledgeable about different writing purposes and aware of audience needs. We aim to support and guide children to be the best writers they can be and build the necessary skills and writing techniques that they need to become independent and effective writers.
As they progress through school, the children of Lobley Hill Primary School are immersed in a carefully planned range of genres and, with each one, build understanding of a range of elements:
- the purpose for the writing, broadening their horizons of the possibilities of future careers in writing
- the intended impact of grammar and writing techniques,
- the effect of vocabulary choice on the readers’ thoughts and feelings supporting children with their mutual respect and tolerance for all
- how to write effectively striving for personal excellence.
We set high expectations for our learners and challenge them to improve their writing as they move through a unit of work in order to achieve personal excellence. We do this by providing clear feedback that supports the children to write accurately (correcting errors) and to edit their content for quality. We want our learners to be thoughtful writers who have high expectations for themselves and take pride in their writing.
Our Intent for Reading
At Lobley Hill Primary School, we believe that the teaching of reading is integral to a child’s understanding and appreciation of the world around them; a platform that allows our children to see beyond what they know, share in cultural experiences and develop the vocabulary they need to effectively express themselves. Our reading curriculum strives to foster a lifelong love of reading to develop happy healthy and curious leaners who read confidently and independently.
This curriculum is delivered through synthetic phonics, guided reading, home reading, reading across the curriculum, regular opportunities for independent reading and hearing quality texts read aloud every day. All of these are essential components as they offer the range of opportunities needed to develop fluent, enthusiastic and critical readers.
The range of core texts used within our curriculum have been deliberately and carefully planned to ensure that the children have a rich, diverse and balanced reading ‘diet’ as they move through school. Inclusivity, diversity, morality and cultural awareness are key factors in our text choices.
It is important that children are motivated to read at home regularly; when their reading opportunities increase, so does their fluency and stamina which in turn increases their enjoyment of reading. Therefore, the link between children’s motivation to read and reading for pleasure is reciprocal. Furthermore, we know that reading pleasure is beneficial not only for not only reading outcomes, but for wider learning enjoyment and mental wellbeing. Thus, we work hard to foster a love of independent reading and build communities of engaged readers.
We understand the significance of parents and carers in supporting their children to develop both word reading and comprehension skills so we endeavour to build a home-school partnership which enables parents and carers to have the confidence to support their children with reading at home.
Reading is at the very heart of our curriculum. We are committed to promoting a love for reading and not only giving children opportunities to read in English lessons, but in the wider curriculum too.
Set 1 Sounds Set 2 and Set 3 Sounds
Mathematics is essential for everyday life and provides the foundation for many other aspects of learning. At Lobley Hill, we strive to equip children with the mathematical skills necessary not only to become successful learners but also to effectively navigate the wider world around them. Through our Maths teaching, we aim to develop fluent, confident and resilient mathematicians who can flexibly apply their knowledge to a range of different contexts.
Maths is taught daily in all year groups at Lobley Hill, however lessons will appear different according to the age of the children being taught. In our Early Years classes, Maths is delivered through play based interactions as well as through small group time and Maths blasts throughout the day. For children in Years 1 – 6, Maths lessons contain an oral mental element. This gives children the opportunity to rehearse their mental Maths skills through whole class and paired talk and discussions, before moving on to the main part of the lessons.
Maths teaching is structured so that children follow the concrete, pictorial, abstract approach. This is where children are introduced to new concepts through the use of concrete resources (such as cubes, counters or real-life objects e.g. fruit or shells). Once children are confident using physical objects, they then move on to working with pictorial representations of problems (such as pictures and diagrams). Finally, when children are secure at the pictorial stage, they begin to solve problems which are shown in abstract ways. This process is reflected in the calculation policy which is used in Years 1-6 in school.
Within Maths lessons, children are encouraged to work in pairs and groups to share their thinking and express their reasoning mathematically. The understanding and correct usage of mathematical vocabulary is something we value highly at Lobley Hill and strive promote in all of our Maths teaching.
At Lobley Hill Primary School, we encourage children to be inquisitive throughout their time at the school and beyond. The science curriculum fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living things and our environment- therefore securing our school rule of ‘We CARE’. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. Throughout the programmes of study, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group, as well as the application of scientific skills. We ensure that enquiry and investigative learning is at the centre the Working Scientifically and skills are built-on and developed throughout children’s time at school so that they can apply their knowledge of science when using equipment, conducting experiments, building arguments, and explaining concepts confidently and continue to ask questions and be curious about their surroundings. We use the outdoors as a valuable resource and base many units within our expansive grounds – providing relevant foundations for the children to build upon when aspiring to ‘Be the best we can be’.
Teachers promote a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in science. Through our planning, we involve problem solving opportunities that allow children to find out for themselves. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers and devise conclusions. This curiosity is celebrated within the classroom. Planning involves teachers creating engaging lessons with high-quality resources to aid understanding of conceptual knowledge.
Through the study of selected scientists, the children will be inspired and develop an understanding of opportunities for future jobs – providing long term aspirations.
Through our Physical Educationa and School Sport, we aim to engage and include all children so that they leave our school with a lifelong love of sport and physical activities. Our curriculum is designed to ensure the children develop a broad range of skills through a variety of sports which include competition with others and achieving personal bests. This is enriched by the use of specialist coaches, after school clubs and being part of the Gateshead School Sport Partnership (GSSP). In addition, we aim to ignite a passion for sport and physical activity through the exposure to a wide range of sports during our Healthy Term, inviting inspiring sports people into school and through providing opportunities to attend a variety of festivals and competitions. We also continuously aim to strengthen the links with our families and local sports clubs to enable sport and physical activity to have a wider impact. Any PE and sporting achievements are regularly recognised and celebrated either during our PE sessions, in ‘Be The Best’ times within the school day or via social media.
At Lobley Hill Primary School, we aim to prepare pupils for their future by giving them the opportunities to gain knowledge and develop skills that will equip them for an ever-changing digital world. Our Computing curriculum focuses on a progression of skills in digital literacy, computer science and information technology. Through active learning, the children will become independent and curious problem solvers with a wide range of skills, enabling them to be the best that they can be. Our children will be taught computing in a way that ensures progression of skills, and follows a sequence to build on previous learning. In addition, we also firmly believe the importance of teaching the children how to use technology responsibly and respectfully. E-safety is embedded throughout the computing curriculum and supports and consolidates the strong presence of E-safety within our PSHE curriculum.
At Lobley Hill Primary School, we aim to inspire children with a curiosity about the wider world as well as to develop knowledge of, and care for, their local environment. Our curriculum develops children’s aspirations as they strive to be the best that they can be. We equip children with geographical skills to develop their knowledge through studying places and people, natural and human environments. We raise an awareness of how to live sustainably and how their actions can impact their own community. Moving beyond the classroom, several of our geography units require pupils to think about how they can live responsibly in the wider community and be well-rounded citizens. As the children progress through school, they acquire the ability to understand the interaction between physical and human processes. We believe that becoming a geographer enables a child to develop a fundamental understanding of themselves and their important place in our world; igniting a passion for making a difference in a world with a range of national and global environmental issues.
Our history curriculum at Lobley Hill Primary School intends to give children an understanding of local history, as well as the history of Britain and the wider world, linked to our curriculum drivers. Our second curriculum driver, locality and community, states, ‘it is vital our children develop an understanding of where they come from in the world and how their community has been shaped and formed over time.’ Our history curriculum aims to give our children this understanding. Within history, the children are taught a range of historical skills linking to chronology, knowledge and understanding of past events, people and changes in the past, historical enquiry, organisation and communication and historical interpretation. As the children move through school, these skills progress in order to give them a deeper understanding of history. We have implemented an enquiry-based curriculum in history. Each unit has an overarching enquiry question which the children should be able to answer by the end of the unit. As well as that, each lesson has its’ own enquiry question leading towards an answer to the main enquiry. Historical enquiry is a vital skill and using this approach enables us to demonstrate to children how to approach an enquiry question and discover an answer. Where possible, children will be exposed to source material in order to support their understanding and learning.
At Lobley Hill Primary School, we will deliver an Art curriculum which provides the children with the experiences to develop and extend their Art skills. We will provide opportunities to express their individual interests, thoughts and ideas. Our curriculum will ensure children have the opportunities to develop their motor skills; make their own decisions; risk take and show inventiveness. They will do this through co-operating with their peers, respecting the opinions of others and the artwork they have created or artists they have studied.
By the end of their time with us, we want pupils to have learned, improved and embedded a range of artistic skills. They will have an awareness of a broad range of artists and craftspeople, including those in the locality, and be able to consider and discuss the art they come across. We want our children to be confident to explore and experiment developing their art skills and have the opportunity to develop and showcase their creativity. They will achieve through the process and journey that they take, not just by creating a finished product. Most importantly, we want children to have found and enjoyed a creative outlet – a means of self-expression. mindfulness and enjoyment.
Our intent for Design and Technology at Lobley Hill Primary School is to give our children practical, inspiring and enjoyable opportunities in which they can use their imagination and creativity. Children will be encouraged to work cooperatively and be curious about solving problems in relevant and real-life contexts across the different aspects of the subject. This will include gaining knowledge of local designers.
Children will have a solid understanding of the design, make and evaluation process. They will be resilient in the use of the key skills, knowledge and techniques they learn to test and improve their pieces of work. Our children will be supported to reflect upon and celebrate their individual and collaborative achievements recognising and respecting others. The range of life skills that will be progressed and developed through their time at school are linked to aspects such as textiles, food and nutrition, mechanisms and electrical systems. We intend their experience of Design and Technology will help them to become well-rounded citizens who ask questions and use their skills to promote positive change.
At Lobley Hill Primary School, our music curriculum offers all pupils the opportunity to develop their understanding and appreciation of music. Our aim is for pupils to be the best they can be and develop a lifelong love of music.
Pupils have opportunities to sing, perform, compose, listen and respond to music. Pupils are exposed to a wide range of musical instruments, genres and styles. Throughout their school journey children are taught to sing tunefully and learn to play tuned percussion (glockenspiel), developing personal musical excellence.
Key Stage 1 and 2 pupils sing each week in assemblies and participate in class and phase performances throughout the year.
Pupils may choose to develop their musical skills by signing up for private instrumental lessons, currently we offer small group guitar sessions. We also offer opportunities to sing in the choir as part of our extra-curricular programme. We work closely with the Gateshead Music Hub, local community and Sage, Gateshead. Pupils have the opportunity to listen to live and recorded music, working closely with professional and amateur musicians.
At Lobley Hill Primary School our Religious Education curriculum promotes the spiritual, moral, cultural, mental and physical development of learners at the school and within society. We prepare learners at the school for the opportunities, responsibilities and experiences of adult life, encouraging them to be curious about how some people may understand the world differently. This in turn leads to a foundation of respect of those different views. Never has the need for greater understanding as a basis for mutual respect and tolerance been more pressing. This is the very essence of RE: to equip our children and young people with the knowledge they need to understand how different people perceive their world and their place in it and how they answer and respond to the big questions in life: Why are we here? And, how should we live?
At Lobley Hill Primary School, our PSHE curriculum promotes independent, healthy, respectable individuals and encourages them to develop their personal and social skills. In our PSHE curriculum, we provide opportunities for our children to respond to social, moral and cultural issues and reflect upon their experiences when growing up.
Learning in PSHE is experienced throughout the school day as encourage our children to engage in conversations and topics that arise naturally within the classroom. Children will be able to reflect upon and share experiences such as cooperation with others and personal resilience. We aim to promote opportunities for our children to reflect and understand their rights and responsibilities within society as well as develop an understanding and tolerance of others. We celebrate diversity and the individuality of others. We want our pupils leave Lobley Hill Primary School as caring, respectful and aspiring members of our local community who are prepared for the next part of their journey.
Lobley Hill Primary School uses the Language Angels scheme of work and resources to ensure we offer a relevant, broad, vibrant and ambitious foreign languages curriculum that will inspire and excite our pupils. We want them to develop a curiosity about the world and learn about other communities through a wide variety of topics and themes. Children will cover language learning through the 4 key skills of listening, speaking, reading and writing and will be taught all necessary grammar and phonics. This will allow them to use and apply their learning in a variety of contexts, laying down solid foundations for future language learning. All pupils will be expected to achieve their full potential through encouragement of high expectations and excellent standards in their foreign language learning – the ultimate aim being that pupils will enjoy language learning, and have aspirations to continue to study languages beyond key stage 2.