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Longroyde

Longroyde Nursery & Primary School Everybody Valued, Everyone Achieves

Curriculum Subjects

Longroyde-Primary-School-Curriculum-Gallery (ID 1041)

  • Art
  • Computing
  • DT - Design Technology
  • English - Overview

    English - Overview

    In order to improve Literacy throughout the school we focus on 7 main areas:
    1.Develop pupil’s language capabilities
    2. Support pupils to develop fluent reading capabilities.
    3. Teach reading comprehension strategies through modelling and supported practice.
    4. Teach writing composition strategies through modelling and supported practice.
    5. Develop pupils’ transcription and sentence construction skills through extensive practice.
    6. Target teaching and support by accurately assessing pupil’s needs.
    7. Use high quality structured interventions to help pupils who are struggling with their literacy.

    Here at Longroyde, writing is taught through a range of genres and exciting stimuli which includes books, film clips, artefacts, visitors and real life experiences. We strive to provide real purposes and audiences for writing and equip children to develop a rich vocabulary which can help them bring their writing to life. We believe that engaging in daily and meaningful talk and writing is one of the best ways to develop children’s language. Basic skills and nonnegotiables underpin writing in all areas of the curriculum.

    Writing can be thought of as a process made up of five components: — planning; drafting; revising; editing and publishing. Teachers model the writing process and demonstrate the ambitious high standards expected of all children. Every child is encouraged to let their imagination and personality shine through in their writing.

    The school has invested money in the Nelson Handwriting Scheme and No Nonsense Spelling Scheme. These are used daily and support a clear progression of skills and learning throughout the school. Pre-teaching vocabulary (Tier 2 and 3) is prioritised and teachers use the SEEC model and strategies. Grammar and punctuation are taught discreetly and then reinforced through modelled writing and texts. When independently writing, children are given a success criteria/ checklist that includes the grammar and punctuation that is expected at their stage of learning. A planned overview shows each year group teacher the knowledge and skills that have been taught in previous years, and how this builds up over time.
    Reading is a fundamental part of everything we do at Longroyde. All staff have been trained to use Little Wandle phonics, so there is continuity throughout the school. Little Wandle resources have been purchased and staff are seeing the benefits of using the scheme in EYFS and Year 1. The school has been a part of the Calderdale and EEF training, and is now using strategies that are evidence based. We teach reading using the five strategies of reading comprehension (question, activate prior knowledge, summarise, clarify and predict). Children are exposed to high quality texts across the curriculum and reading skills are taught explicitly in all year groups. Alongside the skills of decoding and comprehension, guided reading lessons encourage children to think as a reader and discuss their preferences, likes and dislikes. In these lessons, children have: teachers modelling through prosodic reading, opportunities to echo read, time to reflect on what they have read and also planned time to perform reading. Non fiction books are used in English lessons and also to teach subjects /topics. This allows children to independently read and research topics they are studying across the curriculum. Reading for pleasure is a cornerstone of our approach; each class has a timetabled session, each day, for their teacher to read the class novel to them. There are also timetabled sessions four times a week, for each child to independently read for pleasure in their classrooms. The lowest 20% of readers in each class are identified and these children read to an adult daily. Children are encouraged to share their reading experiences eg, what they like to read and where they like to read. This informs the teacher of the class reading habits, so they have a better understanding of their class as readers and also to inform planning, resources and classroom organisation.

    We have a well-stocked and well organised school library on both sites, which children access both within the
    timetable and in their own time. The high profile of reading in school is further enhanced by the Accelerated Reading project which runs throughout the school.

    Key vocabulary is displayed in all classrooms, along with statutory spellings. Working walls display current learning and modelled writing. Children refer to the working walls in their independent work and also success criteria, dictionaries, encyclopaedias and other supporting resources provided for them. Books read are also displayed in classrooms along with similar genres for children to borrow and read at their leisure.

    The English Curriculum is enhanced by trips to the local library, author visits, book days, competitions, displays and webcasts.

    Click on the Links Below for Further Information

    Years 1 to 6 Spellings

    Years 1 to 6 Progression of Skills Genre Writing

    Years 1 to 6 Progression of Skills Spoken Language

    Years 1 to 6 Writing Long Term Plan

  • English - Reading

    English - Reading

    Reading - Subject on a Page

    EYFS Reading - Subject on a Page

    Reading - Progression of Skills Document

    Reading With Your Child

    There can be few things as powerful as regularly reading with a young child. It has astonishing benefits for children: comfort and reassurance, confidence and security, relaxation, happiness and fun. Giving a child time and full attention when reading a story together tells them they matter. It builds self-esteem, vocabulary, feeds imagination and even improves their sleeping patterns.

    Another key thing to consider, to ensure reading with children is an enjoyable and productive experience, is the environment in which families share stories. A quiet and relaxed environment works best, with few distractions.

    To check their understanding of what they have listened to or read themselves, here are a few questions to ask your child:

    • Look at the front cover. What could the book be about?
    • Who is the author?
    • What is an illustrator? What do they do?
    • What does that word mean? Read the words around it, to help you figure it out (context).
    • How can you read an unfamiliar word?
    • What do you think will happen next?
    • How do you think that character feels?
    • Can you predict how the book will end?

    Email pictures of you reading with your child/your child reading in odd/unique places to longroydeprimary@gmail.com

    Reading is everywhere and anywhere!

  • English - Spoken Language
  • English - Writing
  • EYFS - Physical Development
  • EYFS - Reading

    EYFS - Reading

    EYFS Reading - Subject on a Page

    Reading - Progression of Skills Document

    Reading With Your Child

    There can be few things as powerful as regularly reading with a young child. It has astonishing benefits for children: comfort and reassurance, confidence and security, relaxation, happiness and fun. Giving a child time and full attention when reading a story together tells them they matter. It builds self-esteem, vocabulary, feeds imagination and even improves their sleeping patterns.

    Another key thing to consider, to ensure reading with children is an enjoyable and productive experience, is the environment in which families share stories. A quiet and relaxed environment works best, with few distractions.

    To check their understanding of what they have listened to or read themselves, here are a few questions to ask your child:

    • Look at the front cover. What could the book be about?
    • Who is the author?
    • What is an illustrator? What do they do?
    • What does that word mean? Read the words around it, to help you figure it out (context).
    • How can you read an unfamiliar word?
    • What do you think will happen next?
    • How do you think that character feels?
    • Can you predict how the book will end?

    Email pictures of you reading with your child/your child reading in odd/unique places to longroydeprimary@gmail.com

    Reading is everywhere and anywhere!

  • EYFS - Writing
  • Geography
  • History
  • Maths
  • Modern Foreign Language - French

    Modern Foreign Language - French

    Modern Foreign Language - French - Subject on a Page

  • Music
  • PE - Physical Education
  • PSHE - Personal, Social and Health Education
  • RE - Religious Education
  • Science
  • Outdoor Learning

    Outdoor Learning

    EYFS


    Our outdoor provision is as highly valued as our indoor provision and the two areas are set up and planned for in line with the EYFS development matters guidance. We plan the environments to encompass the characteristics of effective teaching and learning which are:
    • playing and exploring
    • active learning
    • creating and thinking critically.

    We plan enhanced activities to support children's development in the 7 areas of learning:
    • Communication and language
    • Physical Development
    • Personal, social and emotional development
    • Literacy
    • Mathematics
    • Understanding the World
    • Expressive arts & design

    Staff respond 'in the moment' to the children's interests and curiosities aiming for them to experience awe and wonder in new learning situations like observing spider's webs or exploring seasonal natural changes such as the leaves changing colour or ice and snow in the Winter time.

    KS1 and KS2


    When designing our curriculum, in response to parents expressing a wish for more outdoor learning opportunities in Key Stage 2, staff were provided with a range of training. The KS1 and 2 teachers underwent training- run by the EYFS teachers- to share best practise and ideas for taking children outside the classroom more frequently, to make learning more relevant to their lives in the community and wider world. Further outdoor learning training was provided for all teaching staff by Learning Through Landscapes, as part of a grant we received for resources to enhance outdoor learning.

    We believe outdoor learning offers all learners opportunities to achieve and develop self-confidence and selfesteem through hands on learning experiences using natural materials. We encourage children to be responsible for and respect the local community and environment, giving them a sense of belonging and ownership of the place
    in which they live.

    Outdoor Learning sessions are linked to the National Curriculum to enhance the learning taking place in the classroom, whilst also using the ethos of Forest Schools to develop social, physical and communication skills. At Longroyde children take part in Outdoor Learning activities throughout the year in our school grounds, integrating
    subjects so that meaningful activities can be planned and delivered effectively and regularly. This enables children to connect with nature, fostering a sense of respect and ownership with the outdoors. Children learn how to be safe, keep their friends safe and treat the outdoors environment with respect. Activities include exploring, investigating,
    collecting natural objects, discovering a range of plants and animals, den building, making objects, using equipment, solving problems, playing team games…plus much more!

    Active Calderdale provides information about how to be more active in Calderdale

    Outdoor Learning - Art

    Inspired by the work of Andy Goldsworthy

    Yr 5 - Walking in the Woods

    Walking in the Woods in September

  • Visits and Visitors

    Visits and Visitors

    In the curriculum we recognise that children’s learning is enhanced by different experiences. We offer children a wide range of educational visits which are used to motivate and engage learning which improves retention. For example, Year 1 visit the seaside which supports learning in English and foundation subjects; Year 4 go to Eureka
    to support learning in science and have previously taken a residential trip to Whitby to support learning in History and Geography; Year 6 visit the York Castle Museum as part of their Crime and Punishment topic and The William Henry Smith School as part of their local History topic; Year 5 carry out field work studies at Cromwell Bottom and
    visit the local woods and surrounding areas as part of their Pretty Gritty topic.

    Regular visitors in school give the children another perspective on values, attitudes, learning and understanding. These include charities, authors, people from different professions as part of our Aspirational Day (eg, the Fire Service, SpecSavers, a local baker, a local artist, paramedics and the police); subject enhancement visitors
    (Victorian day in Year 2 and Viking Day in Year 5) and the community (eg, local vicar, librarian and members of the Royal Legion). We have good links with the local Library, Church and Care Home.

    The children in Year 6 visit PGL in the Summer Term. This 3 day residential, that takes place over a weekend, aims to develop social skills, team building skills, improve confidence and self-esteem, engage hard to motivate students,
    improve student relationships, develop independence and is an opportunity to make life long memories. The Year 6 children, who do not attend the residential, access activities on the Friday that are aimed at developing similar skills. For example: sporting activities and working with the younger children on the infant site.