Curriculum

Lark Hall and Flax Hill

At Lark Hall and Flax Hill Junior Academy, we recognize that digital technology is driving significant global changes, often referred to as the Fourth Industrial Revolution. To help our pupils navigate this ever-evolving landscape, we focus on building strong digital literacy, information technology, and computer science skills. Our curriculum for Key Stages 1 and 2 is designed to equip pupils with the computational thinking and creativity needed to understand and shape the world around them. We understand that there is no single approach to delivering high-quality computing education, so we focus on creating an engaging, well-structured curriculum that builds on prior learning and adapts to each child's needs. Through thoughtful planning, effective teaching, and continuous assessment, we ensure our pupils develop the essential skills that will prepare them for future opportunities in technology. We are committed to providing a high-quality computing education that sets our students up for success in an increasingly digital world.

How do we teach computing effectively?

• Strong Foundation from Year 1: We introduce computing from Year 1, building early skills and knowledge that support future learning. Children are also exposed to some aspects of computing in reception.
• Curriculum Aligned with National Standards: Our computing curriculum follows the national curriculum, ensuring pupils study key concepts and skills, including programming and digital literacy.
• Experienced Educators: We ensure that teaching is informed by expertise and use the scheme Purple Mash, so pupils engage successfully with core computing topics like programming and robotics. FocusonConceptual Understanding: We focus on both cognitive and emotional engagement with computing, preparing pupils for future learning in a digital world.
• Addressing Resource and Knowledge Gaps: We continually develop our staff’s technical subject knowledge and ensure access to up-to-date resources, overcoming challenges such as limited budgets or technical issues.
• BroadandBalanced Learning: We provide a curriculum that balances both practical computing skills and theoretical knowledge, ensuring pupils are well-prepared for future opportunities.
• Consistent and Regular Instruction: Computing is taught regularly (once a week for one hour), with time allocated weekly to ensure steady progress and mastery of key concepts.
• Flax Hill and Lark Hall are always looking at investing money and time into computing.

Teachers will:

• Introduce Core Concepts: Begin teaching foundational computing concepts from Year 1, building strong skills for future learning.
• Engage Students: Design lessons that stimulate both intellectual and emotional engagement, ensuring pupils connect with the subject.
• Encourage Technical Innovation: Move beyond basic skills and focus on teaching knowledge that supports technical creativity and digital innovation.
• Deliver Expert Instruction: Teach lessons informed by strong subject knowledge, ensuring high-quality and effective computing education.
• Follow a Structured Curriculum: Implement a clear, progressive computing curriculum that aligns with the national standards and challenges pupils appropriately.
• Balance Theory and Practice: Provide a mix of practical activities (e.g., programming, robotics) and theoretical learning to deepen pupils' understanding of computing.
• Highlight the Importance of Computing: Emphasize the social, cultural, and economic relevance of computing to help pupils see its value in the real world.
• Pursue Continuous Development: Continuously improve technical subject knowledge through professional development to ensure effective delivery of the curriculum.
• Ensure Access to Resources: Provide pupils with the necessary tools and resources to support their computing learning, overcoming any resource challenges.
• Maintain Regular Instruction: Deliver consistent, weekly lessons to ensure pupils have ample time to develop and reinforce their computing skills.

Leaders will:

• Structured curriculum: Develop a progressive, age-appropriate computing curriculum.
• Professional development: Provide ongoing training for teachers in computing.
• Monitor teaching quality: Regularly observe lessons and offer constructive feedback.
• Inclusive teaching: Ensure computing is accessible to all learners.
• Assessment: Track progress and identify gaps through effective assessment.

At Lark Hall Infant and Nursery Academy, our Design and Technology curriculum is an enthusing and engaging subject area which provides children with an understanding of the developing world around them. The children will develop practical skills and become imaginative and resilient thinkers through a variety of creative and motivating projects that cover a range of contexts. We aim to give children an insight into how physical products are created and encourage them to work collaboratively to design, make and adapt products.

In Early Year Foundation Stage, children will enhance their ‘Expressive Arts and Design’ skills. The children will be given a range of creative making and designing activities within their daily learning opportunities and environment.

During Key Stage One, children will be working within a range of relevant contexts, such as: domestic, local and industrial. The children will look at developing skills and knowledge in design of structures, mechanisms, textile and food. The children will have opportunities to explore and design products with wheels and axels, sliders and leavers and free-standing structures. Within our food sessions, we look at understanding and applying the principles of a healthy diet, understanding where food comes from and the pupils prepare their very own dish. Each project is based on six essentials of good practice in Design and Technology: user, purpose, functionality, design decisions, innovation and authenticity.

We ensure that Design and Technology makes a high-quality contribution to our broad and balanced curriculum. Our intention is to create fun, enjoyable and memorable learning experiences within Design and Technology that provides children with a secure foundation of subject knowledge and skills that they will take into Key Stage Two and beyond.

Lark Hall and Flax Hill

At Lark Hall and Flax Hill, we ensure every child develops strong reading skills from the Early Years Foundation Stage (EYFS) through to Key Stage 2. We recognise that effective reading instruction requires a balance between decoding (phonics) and comprehension (understanding and engaging with text). In EYFS, we focus on systematic phonics teaching, helping children understand the relationship between letters and sounds, providing a strong foundation for fluent reading.

We prioritise communication and language development, creating an engaging reading environment where children hear stories, discuss their experiences, and develop vocabulary through play-based learning. Adults model language, introduce new words, and ask questions, setting children up for success in both phonics and comprehension.  As children move into Key Stage 1 and 2, we focus on reading comprehension, using strategies like guided and individual reading to help children infer, summarise, and discuss texts. We also prioritise vocabulary development, ensuring pupils can understand and use words in context.

Our school fosters a reading culture that extends beyond the classroom. Leaders ensure the curriculum is well-sequenced, teachers are equipped with evidence-based strategies, and pupils have access to a wide range of high-quality texts, encouraging a lifelong love of reading and critical thinking.

How do we teach reading effectively?

The effective reading instruction at Lark Hall and Flax Hill  focuses on developing a strong foundation in both word recognition and language comprehension. It involves teaching children how to decode words (phonics) while also building their vocabulary, listening skills, and background knowledge to enhance their understanding of texts. Reading is not just about sounding out words, but about comprehending and engaging with the meaning behind those words.

The process is systematic and evidence-based, providing pupils with the strategies and skills they need to become fluent and confident readers. Reading instruction is woven into all areas of the curriculum, ensuring that children encounter a wide variety of texts and are taught to think critically about what they read.

Our lessons will have…

• Explicit Phonics Instruction: Lessons will include systematic, synthetic phonics teaching, focusing on letter-sound relationships and blending skills, especially in the early stages of reading.
• Opportunities for Fluency Practice: Reading lessons will provide ample opportunities for students to practise reading aloud and silently, helping them develop speed and fluency with increasing complexity of texts.
• Focus on Vocabulary Development: Students will be taught new vocabulary explicitly, with opportunities to apply their knowledge of words in context. This will help build their understanding of the language used in both fiction and nonfiction texts.
• Comprehension Strategies: Lessons will help students develop strategies for understanding and analysing texts. This includes teaching them to make predictions, ask questions, summarise information, and infer meaning from the text.
• Wide Range of Texts: Students will be exposed to a diverse range of texts that support comprehension and broaden their cultural knowledge. This includes fiction, nonfiction, poetry, and informational texts, building their ability to read and understand different genres.

Teachers will...

• Model Reading Strategies: Teachers will model effective reading strategies, demonstrating how to decode words, make inferences, and comprehend the overall meaning of texts. This will be done through “think-alouds” and guided reading sessions.
• Assess and Support Reading Development: Teachers will regularly assess students’ reading skills, identifying areas where they may struggle and providing targeted interventions and support. This may involve one-on-one support or small group work focused on specific needs.
• Create a Reading-Rich Environment: Teachers will foster a love of reading by providing access to a variety of engaging texts and by encouraging independent reading. They will create an environment where students feel motivated to read for pleasure as well as for learning.
• Encourage Discussion: Teachers will facilitate discussions about texts, asking open-ended questions that encourage critical thinking and deepen comprehension. Students will be encouraged to justify their answers and engage in thoughtful dialogue about what they have read.
• Provide Structured Feedback: Teachers will offer regular feedback to students about their reading progress, highlighting areas for improvement and reinforcing strengths. Feedback will be used as a tool to drive continuous development.

Leaders will…

• Ensure a Coherent, Evidence-Based Curriculum: Leaders will ensure the reading curriculum is research-informed, with a clear, sequenced approach to teaching reading. This includes a strong emphasis on phonics in the early years and a focus on building comprehension skills in later years.
• Monitor and Support Teacher Development: Leaders will provide ongoing professional development for teachers to ensure they have the necessary skills and knowledge to teach reading effectively. This will include training in phonics, assessment, and strategies for supporting struggling readers.
• Promote a Whole-School Reading Culture: Leaders will create a school-wide culture that values reading. This includes ensuring access to high-quality texts, promoting reading for pleasure, and supporting initiatives that encourage students to read both inside and outside the classroom.
• Track Student Progress: Leaders will regularly monitor reading progress across the school, using formative assessments and summative data to identify trends, gaps, and areas for improvement. They will use this data to adapt and refine the reading strategy.
• Support Vulnerable Readers: Leaders will ensure there are targeted interventions in place for students who are struggling with reading, including providing additional resources or one-on-one support for those who need it most.

Lark Hall and Flax Hill 

How We Teach Writing:

• Structured Curriculum: At our schools, we follow a carefully planned curriculum, based around the Sentence Stacking approach created by Jane Considine, that helps children develop their writing skills step-by-step. We ensure that pupils learn to write for different purposes and audiences while mastering essential skills like grammar, punctuation, vocabulary, and sentence structure. We focus on encouraging both creative and clear writing, so children can enjoy and appreciate the art of writing.
• Progression in Writing Skills: Our writing programme is designed to help pupils build their writing skills over time. In the early years, we concentrate on developing basic sentence structure, handwriting, and phonics. As pupils move up through school, they’ll have more opportunities to write longer pieces, such as stories, essays, and reports, with a focus on revising and refining their work.
• Integrated Learning: Writing is taught across the curriculum, not just in English lessons. This means pupils will be encouraged to write about what they’re learning in other subjects, such as science and history, helping them see the value of writing in all areas of life.

What Our Lessons Look Like:

• Focused Writing Lessons: Each lesson has clear goals, whether that’s building vocabulary, improving sentence structure, or using punctuation correctly. Pupils are taught essential writing skills and how to apply them in their own work.
• Opportunities to Write: Pupils will write in many different ways, including stories, diary entries, letters, reports, and more. We make sure children have plenty of chances to write both on their own and with others.
• Modelling Good Writing: Teachers will model writing by creating pieces in front of the class, explaining their thought process along the way. This helps pupils understand how to plan and organise their writing effectively.
• Developing Vocabulary and Sentence Structure: Building a rich vocabulary is an important part of our lessons. Pupils will learn new words and phrases and practise using them correctly in their writing. We also focus on helping children create sentences that are varied and interesting.
• Feedback and Improvement: Pupils are encouraged to reflect on and improve their own work. Teachers give feedback, highlighting what’s good and offering advice on how to make their writing better. Pupils are also taught to edit their own work, helping them become more independent writers.

What Teachers Do:

• Plan Lessons for Progression: Teachers carefully plan each lesson to ensure that pupils make steady progress. They balance teaching technical writing skills (like spelling and punctuation) with helping children become creative, confident writers.
• Provide Direct Instruction: Teachers explain writing techniques, such as how to introduce a topic, develop ideas, or persuade an audience. These lessons help children understand the different types of writing and how to structure them.
• Model and Support Writing: Teachers model effective writing strategies and provide support as pupils work through their own writing. This includes helping them with planning, drafting, and revising their work.
• Support Every Child's Learning Needs: Teachers make sure that all pupils are supported at their level. For those who need extra help, this may involve breaking tasks into smaller steps or offering more time. For those who are more advanced, teachers provide more challenging tasks, encouraging them to think critically and write complex pieces.
• Encourage Writing Across the Curriculum: Writing isn’t just for English lessons. Pupils will be encouraged to write in other subjects, such as creating science reports or writing historical letters. This helps them understand how writing is important in many areas of life.

What School Leaders Do:

• Ensure a Well-Structured Curriculum: School leaders make sure that the writing curriculum is carefully organised and that pupils are supported in developing their writing skills from Reception through to the end of Key Stage 2.
• Ongoing Teacher Development: Leaders provide training for teachers to help them improve their skills and knowledge in teaching writing, covering topics like phonics, spelling, and grammar.
• Monitor Writing Progress: Leaders regularly check how well pupils are doing in writing, using assessments and reviewing work. If pupils need extra help, they make sure support is put in place.
• Support a Love of Writing: Leaders promote writing beyond the classroom through activities like writing competitions, celebrating special writing days, or creating class writing anthologies. These activities inspire pupils and show them how writing is important in everyday life.
• Ensure Inclusive Teaching: We make sure that all pupils, including those with special educational needs, have access to the same high-quality writing instruction. Teachers adapt lessons to meet the needs of every child, so everyone can succeed.

Lark Hall and Flax Hill

Our geography curriculum at Lark Hall and Flax Hill aims to foster a lasting curiosity about the world and its diverse communities. We seek to deepen pupils' understanding of global challenges and empower them to make informed decisions about addressing these issues. By exploring a wide variety of places, people, resources, and environments, students will develop a comprehensive understanding of both physical and human processes on Earth.

As students advance, they will learn how these processes are interconnected, including how physical and human factors shape landscapes and environments over time. Students will gain essential geographical skills, such as collecting, analysing, and communicating data through fieldwork. They will interpret geographical information from multiple sources like maps, diagrams, and Geographic Information Systems (GIS), and will be able to present their findings effectively across a variety of formats.

How Do We Teach Geography Effectively?

• Curriculum plans outline what is taught, how pupils' knowledge builds, and how topics connect across the key stages.
• Our curriculum at both schools is designed to go beyond factual knowledge, offering students a deep understanding of geographical concepts. We emphasise the interconnectedness of places and encourage exploration of physical and human geography from local to global scales.
• Flax Hill receive one hour of Geography per week. Lark Hall receive one hour of Geography per week. This increases the likelihood of achieving curriculum goals and enable secure knowledge development.
• Knowledge is carefully sequenced across topics and key stages. Students are encouraged to apply their learning to new contexts and make connections between previously learned concepts, fostering a rich and continuous understanding of geography.
• We ensure smooth transitions between key stages, preventing repetition and addressing any misconceptions early on. The curriculum is carefully designed to build knowledge over time and connect different geographical concepts.

• We use multiple geographical lenses, revisiting key places and concepts throughout the curriculum to build a layered understanding of the world. These lenses also help avoid oversimplified or stereotypical views of regions.

• We plan for both the facts of geography (substantive knowledge) and how to apply geographical skills (procedural knowledge), such as map work and fieldwork.
• We teach fieldwork progressively, ensuring pupils can collect, present, analyse data, and evaluate conclusions with first-hand experience.

• Lessons at both Lark Hall and Flax Hill are designed to reduce cognitive load by breaking content into manageable chunks. We build on prior learning to strengthen students' schemas, facilitating deeper connections between concepts.

• Use clear pedagogical strategies, balancing information delivery with application tasks like answering geographical questions.

• We use a wide array of resources, including maps, GIS tools, atlases, videos, and data sets, to support students in their geographical learning. These resources help students apply their learning to real-world contexts, such as studying the effects of environmental change, urbanization, and social challenges.

Our Lessons Will Have

• Clear progression with building on previous knowledge, ensuring a development of ideas across different topics.
• Place knowledge is taught meaningfully, moving beyond 'single stories' and focusing on regional studies.
• Meaningful place knowledge to avoid single narratives by teaching regional studies, helping pupils understand the complexity of various places.
• Fieldwork opportunities that allow students to practice data collection, analysis, and evaluation, helping them become confident in conducting their own geographical investigations.
• Opportunities to learn both the core knowledge of geography (substantive knowledge) and how to apply geographical skills (procedural knowledge), such as GIS and data analysis.
• Each lesson will build on prior knowledge, considering both substantive and procedural elements to support understanding across key stages.
• Opportunities for pupils to apply their learning in meaningful contexts once they have securely learned the necessary content and skills.
• The full scope of geography, including human and physical processes, location, and geographical skills.
• Have knowledge built over time, with topics connected to foster a deeper understanding of geographical concepts.
• A clear lesson structure starting with a review of previous learning.
• Teacher input with resources like maps, videos, and data to explain concepts.
• Interactive elements which encourage student participation through discussions, group work, and activities that promote inquiry and critical thinking.

• A geographical context for understanding global and local issues, such as environmental changes, urbanization, and social challenges. This contextual knowledge helps students make connections between physical and human geographical processes.

Teachers Will

• Teach according to a well-planned curriculum that balances substantive and procedural knowledge.
• Use subject knowledge to address misconceptions and provide real-world examples that bring abstract concepts to life.
• Regularly assess students’ progress through effective formative assessments that guide learning.
• Plan lessons so that pupils build on knowledge across topics and make connections between different areas of geography.
• Ensure pupils have a solid understanding before moving onto new concepts, avoiding a rushed approach that could hinder deep learning.
• Ensure students progressively develop fieldwork skills, such as data collection and evaluation, to solidify their geographical knowledge.
• Structure lessons to allow pupils to build on prior knowledge and make connections between different geographical topics.
• Introduce students to complex geographical terms and ideas, helping them connect these concepts to real-life examples such as urbanization and climate change.
• Present a well-rounded view of places, avoiding stereotypes and single narratives about regions or countries.
• Respond to formative assessments, addressing any gaps in students' knowledge and providing feedback focused on geographical concepts.
• Provide feedback that focuses on subject-specific content, with pupils reflecting on high-quality answers.
• Use various assessment methods, like questioning, quizzes, and exit tickets, to monitor pupils' learning and adjust teaching to meet their needs.
• Use resources, including digital tools and fieldwork, to support geography teaching effectively

Leaders Will

• Design geography curricula that build knowledge progressively and are aligned with the national curriculum’s ambitions.

• Plan a curriculum which integrates a range of topics, in comparison to a ‘place’ heavy topic range.
• Provide adequate time for geography to allow for deep learning.

• Support teachers with subject-specific CPD, particularly in fieldwork, GIS, and procedural knowledge.
• Regularly monitor how geography is being taught and assess how well students are meeting curriculum goals.
• Design and oversee curriculum sequencing across key stages, ensuring content is revisited and built upon effectively.
• Deepen their understanding of geographical concepts and provide support to non-specialist teachers to improve their ability to teach complex ideas.
• Allocate time, resources, and CPD opportunities for teachers to integrate effective fieldwork into the curriculum.
• Ensure the geography curriculum covers all necessary aspects of human and physical geography, using both local and global perspectives.
• Ensure the geography curriculum connects across years and supports the progression of both knowledge and skills.

• Work to ensure geography lessons are appropriately ambitious, using complex terms and concepts, revisited throughout the curriculum
• Invest in resources to support teaching, including digital tools and materials for fieldwork.
• Foster collaboration through networks or professional communities to enhance the geography curriculum.

Lark Hall and Flax Hill

History enables pupils to explore different cultures and time periods, helping them understand both the uniqueness and shared experiences of humanity. It also assists them in making sense of their own lives and the world around them. As history constantly evolves with new discoveries and perspectives, it is vital that every pupil has the opportunity to engage with its depth and complexity through exploration and inquiry.

How do we teach History effectively?

• Curriculum Design: History teaching will be built on a well-structured curriculum that ensures a clear progression of knowledge and skills. This includes a sequence of historical content focusing on key concepts, events, and people. Pupils will study a range of time periods, places, and themes to understand both the similarities and differences in human experiences over time.
• Chronological Understanding: A strong sense of chronology will be emphasised, helping pupils to make connections across different periods. This approach supports pupils in understanding the causes and consequences of historical events and the development of societies.
• Historical Enquiry: Pupils will be encouraged to engage in historical enquiry by asking questions, analysing sources, and forming evidence-based conclusions. They will explore how historians work and learn to critically assess different perspectives on the past.

Our lessons will have:

• Engagement with the Past: Lessons will immerse pupils in historical contexts, using rich sources such as primary documents, artefacts, and digital resources. Pupils will explore different viewpoints and experiences, encouraging empathy and a deeper understanding of history.
• Active Learning: Lessons will encourage active participation through group discussions, debates, role-playing, and hands-on activities such as analysing historical sources or creating timelines. These activities help develop historical thinking and bring the past to life.
• Clear Objectives: Each lesson will have clear learning objectives related to knowledge and skills. These objectives will guide pupils in making connections between prior knowledge and new information, reinforcing their understanding of historical concepts and events.
• Assessment and Feedback: Teachers will use regular formative assessments, such as questioning, class activities, and written work, to check understanding and provide feedback. This will ensure that all pupils grasp key historical concepts and build their historical knowledge.

Teachers will:

• Plan and Deliver High-Quality Lessons: Teachers will plan lessons that focus on both substantive (factual) and disciplinary (thinking like a historian) knowledge. They will ensure that lessons are well-paced and that pupils' understanding is deepened over time.
• Foster Critical Thinking: Teachers will encourage pupils to think critically by engaging with a variety of historical sources and perspectives. They will model historical enquiry techniques, such as asking questions, making comparisons, and drawing conclusions.
• Support All Pupils: Teachers will differentiate their teaching to meet the needs of all pupils, providing scaffolding for those who need extra support and extending the learning for those ready for greater challenges.
• Promote Vocabulary Development: Teachers will explicitly teach historical vocabulary and encourage its consistent use. This will help pupils communicate their ideas clearly and understand the language of history.
• Reflect and Adapt: Teachers will regularly reflect on their practice, adapt lessons based on pupil needs, and seek to improve their teaching through professional development.

Leaders will:

• Ensure a Coherent Curriculum: School leaders will ensure that the history curriculum is carefully planned and sequenced across all year groups, ensuring a logical progression of knowledge and skills. This will include connecting history to other subjects where appropriate, such as geography, English, and art.
• Support Teacher Development: Leaders will provide support for teachers to enhance their subject knowledge and teaching practice. This includes offering training on historical pedagogy, curriculum design, and assessment practices.
• Monitor and Evaluate: Leaders will monitor the delivery of history lessons through regular lesson observations, work scrutiny, and pupil assessments. This will help ensure that the curriculum is being taught effectively and that pupils are developing a strong understanding of history.
• Foster a History Culture: Leaders will create an environment where history is valued across the school, with regular opportunities for pupils to engage with history outside of the classroom, such as through trips, events, or extra-curricular activities.
• Ensure Inclusivity: Leaders will ensure that the history curriculum reflects the diversity of the past and present, celebrating different cultures, perspectives, and experiences to promote an inclusive and well-rounded education.

The language of mathematics is international. The basic skills of mathematics are vital for the life opportunities of our children. Our aim is for all children to think mathematically, enabling them to reason, solve problems and assess risk in a range of contexts.

At Lark Hall Infant and Nursery Academy, we aim to:

• Implement the current legal requirements of the Foundation Stage (FS) and the National Curriculum (NC).
• Foster positive attitudes, fascination and excitement of discovery through the teaching and learning of mathematical concepts.
• Ensure pupils become fluent in the fundamentals of mathematics, developing conceptual knowledge and an ability to recall and apply knowledge rapidly and accurately.
• Ensure that pupils can reason mathematically and solve problems.
• Assist our children to develop a ‘can do’ attitude and perceive themselves as mathematicians.
• Broaden children’s knowledge and understanding of how mathematics is used in the wider world.
• Demonstrate to our children how to use and understand mathematical language and recognise its importance as a language for communication and thinking.

Teaching and Learning

We use a variety of teaching and learning styles to develop children’s knowledge, skills and understanding in mathematics. We do this through lessons that have a high proportion of whole-class and group teaching. During these lessons we encourage children to ask as well as answer mathematical questions and give explanations. They have the opportunity to use a wide range of resources such as number lines, number squares, number cards and small apparatus to support their work. Children use ICT in mathematics lessons where it will enhance their learning, as in modelling ideas and methods. Wherever possible, we encourage the children to use and apply their learning in everyday situations.

Assessment

Mathematics assessment is continuous. From the beginning of every lesson, teachers and teaching assistants will be assessing what their pupils can or cannot understand and use this to scaffold each segment of the lesson. Meaning that misconceptions are dealt with immediately and high attaining pupils are challenged appropriately. Pre and post teaching also ensure that all children can achieve and are prepared for the following lesson.

At Lark Hall Infant and Nursery Academy, we believe that music is a vital part of a broad and balanced curriculum for our children, which is why we employ a qualified music specialist to teach music to our Reception, Year 1 and Year 2 children. Music is so engaging for young children, and making music helps them to develop their concentration, coordination, memory, and awareness of rhythm and rhyme.

Singing is one of the most important parts of music-making at Lark Hall and we encourage all children to begin to find their voice through fun pitch games, vocal warm ups and action songs, which form a central part of every music lesson. Singing is taught collectively and inclusively, so children feel comfortable. Rhythm is taught through games and the use of puppets to engage the younger children; when they are ready, they will have the chance to explore the sounds of different percussion instruments. In Year 2, the children will learn to play the recorder as part of their weekly class music lessons. To support their instrumental learning, pupils will begin to learn how to read basic rhythm and pitch notation. 

Music lessons at Lark Hall also give the children the chance to be composers by creating their own sound combinations using their bodies and voices, and percussion instruments. Listening also forms an important part of the way music is taught, and we aim to expose the children to a rich variety of live and recorded music, so they can start to develop good concentration and understanding when listening to music. 

We believe that early participation in music-making and exposure to music is really important for our children and we have seen that it can have a positive impact on them as learners.

Lark Hall and Flax Hill

Physical Education helps pupils develop the knowledge, skills and confidence to enjoy a lifetime of physical activity. It promotes health, fitness, teamwork, and resilience, helping children understand how their bodies move and how to live active, healthy lives. For children in Primary Education, PE is vital because it builds fundamental movement skills, coordination, and control, while fostering positive attitudes towards challenge, fairness, and respect.

PE education at Lark Hall and Flax Hill prepares children to become confident movers, thoughtful teammates, and lifelong participants in physical activity.

How We Teach PE in Primary Schools

• Curriculum Design and Knowledge Building

PE teaching will follow a structured, well-sequenced curriculum that enables pupils to build their physical skills and understanding progressively. Key areas such as games, dance, gymnastics, athletics, and outdoor/adventurous activities will be introduced in age-appropriate ways, with core movement skills revisited and refined as pupils grow. The curriculum will help pupils connect new learning with previous skills to reinforce and deepen physical competence and confidence.

• Fostering Physical Thinking

Teachers will ensure that pupils are not only practising physical skills but also developing a deep understanding of how and why movements are performed. Pupils will be encouraged to reflect on performance, make predictions about outcomes (“What happens if I change my technique?”), and analyse how to improve.
This approach helps them think critically about physical activity, recognise effective performance, and understand the value of practice and perseverance.

• Knowledge and Skills

The PE curriculum will focus on both:

• Substantive knowledge – what pupils know about movement, fitness, rules, tactics, and health.
• Disciplinary knowledge – how pupils develop and improve their physical performance through practice, evaluation, and refinement.

  This dual approach helps pupils understand what to do and how to improve, ensuring they develop both skill and understanding to work and think like young athletes.

Our Lessons Will Look Like

• Clear Learning Intentions

Each PE lesson will have clear and focused learning objectives. Pupils will be guided through key physical concepts, developing both movement skills and the ability to reflect on performance.

• Hands-On and Practical Activities

Practical, active learning will be at the heart of PE lessons. Pupils will take part in games, movement sequences, dance routines, and athletic challenges, building strength, coordination, and teamwork through engaging physical tasks.

• Opportunities for Physical Enquiry

Pupils will be encouraged to engage in physical enquiry—asking questions, testing techniques, exploring strategies, and analysing outcomes. Through this process, they will learn to identify strengths, plan improvements, and develop resilience through practice.

• Building Physical Vocabulary

Teachers will explicitly teach physical and movement-related vocabulary (e.g., balance, coordination, stamina, attack, defend, sequence, agility). This will enable pupils to describe movements accurately, evaluate performance, and communicate their understanding effectively.

• Assessment for Learning

Teachers will use a range of formative assessment techniques such as observation, questioning, and peer/self-evaluation to check pupils’ progress.
Feedback will focus on reinforcing key skills, improving technique, and addressing misconceptions to support continual development.

Teachers Will

• Plan for Progression: Lessons will be sequenced logically, building on prior movement and tactical knowledge to ensure consistent development.
• Support Physical Thinking: Teachers will model skills and techniques, helping pupils to observe, perform, and evaluate movement effectively.
• Provide Differentiation: Lessons will be adapted to meet the needs of all pupils, offering additional support or increased challenge as appropriate.
• Engage Pupils: Teachers will use stimulating resources, outdoor learning opportunities, visiting coaches, and inter-school activities to inspire participation and make PE meaningful.
• Encourage Reflection: Teachers will help pupils review their performance and set personal goals for improvement, while also reflecting on and refining their teaching practice.

Leaders Will

• Ensure a Coherent Curriculum: Leaders will ensure the PE curriculum is well-structured and builds knowledge and skill year on year.
• Support Teacher Development: Leaders will provide professional development to strengthen teachers’ subject knowledge, confidence, and delivery of PE.
• Monitor PE Teaching: Leaders will monitor lesson quality, pupil participation, and progress to identify strengths and areas for improvement.
• Encourage Practical Learning: Leaders will ensure teachers have access to suitable equipment, facilities, and resources for high-quality, active lessons.
• Promote a PE and Sports Culture: Leaders will celebrate physical activity across the school through sports days, clubs, competitions, and links with local sporting opportunities.
• Ensure Inclusivity: Leaders will ensure the curriculum is accessible to all pupils, adapting provision so that every child can participate, progress, and succeed in PE.

Lark Hall and Flax Hill.

Today’s children and young people are growing up in an increasingly complex world and living their lives seamlessly on and offline. This presents many positive and exciting opportunities, but also challenges and risks. In this environment, children and young people need to know how to be safe and healthy and how to manage their academic, personal and social lives in a positive way.

In primary schools, we build children’s understanding for a safe, healthy, happy, compassionate, respectful, family focused life through the teaching of PHSE (Personal, Social, Health Education).

At Lark Hall and Flax Hill, we teach PHSE through a bespoke educational tool called Jigsaw. However, PHSE is not taught as a discrete subject but ripple throughout all aspects of school life as part of our whole school principles of “Ready, Respectful and Safe”.

Jigsaw PHSE

Jigsaw, is a mindful approach to PSHE and was born from the desire and mission to make learning and life chances better for children and young people by empowering them as unique human beings.

Through Jigsaw and a whole school philosophy, we take children’s safety and well-being very seriously, trying to empower them to speak up and get help if needed and to know how to keep themselves safe (physically and emotionally).

PHSE Lessons are taught each week, lasting between 30-45 minutes. The focus of each lesson is on giving the children the chance to share ideas and express their feelings in an open and inclusive, respectful manner. A range of outcomes are them recorded in a Year Group “floor book” which gives a snapshot of a range of learning which has taken place. 

The Jigsaw program is split into six sequenced “puzzles” running throughout the academic year (Year 1-Year 6)

Term 1: Being Me in My World

Term 2: Celebrating Difference (including anti-bullying)

Term 3: Dreams and Goals

Term 4: Healthy Me

Term 5: Relationships

Term 6: Changing Me (including Puberty and Human Reproduction Education)

In turn, each Puzzle has six pieces (lessons) which work towards an ‘end product’, for example, The School Learning Charter.

The whole school works on the same puzzle at the same time with the puzzles allowing age-appropriate progression as the children get older. Each puzzle can be launched with a whole-school assembly and learning can be celebrated by the whole school in a meaningful way. However, teachers are also given some freedom to introduce additional lessons in order to meet any specific needs which a class or whole school might be facing. Teaching can often be cross curricular-for example online safety is a key principle in Computing which is taught using “Purple Mash” as our learning platform. Collaboration among teachers in different curriculum areas is essential to ensure that the relationships, RSE, and health education programs complement, rather than duplicate, topics covered in other subjects such as citizenship, science, and PE. As young people increasingly engage with the online world, schools should consider the impact of digital environments on students’ learning and decision-making. Teachers should help students differentiate between types of online content and encourage responsible decision-making in digital spaces. In addition, Jigsaw promotes the key principles of British Values being: tolerance, democracy, rule of law and liberty.

Statutory Relationship and Health Education (DfE, England 2019)

Jigsaw PSHE 3-11 also enables schools to meet the statutory expectations in Wales, Scotland and Northern Ireland, and it has mapping documents to demonstrate this in their Community Area. Safeguarding, British Values, Prevent and Ofsted

Sex Education

The DFE statutory guidance (England 2019) expects schools to deliver work on puberty. This sits under the Health Education statutory expectations. Lessons on human reproduction are left to the discretion of the school. The work on puberty and human reproduction is taught through the Changing Me Puzzle (delivered in the last term of the academic year). The national curriculum for science also includes subject content in related areas, such as the main external body parts, the human body as it grows from birth to old age (including puberty) and reproduction in some plants and animals.

Outcomes

 By the end of Year 6 we are aiming for a variety of outcomes:

• Adult life. To prepare students for adult life, equipping them with knowledge that fosters informed decision-making about their health, relationships, and overall wellbeing. This enables them to navigate risks, challenges, and complex situations, while developing resilience and self-efficacy. Additionally, students learn when and where to seek help and support in difficult times.
• Families and People who Care for Me: Pupils should recognize the importance of families in providing love, security, and stability. They should understand the characteristics of healthy family life, including commitment, care, and spending time together. They should respect the diversity of family structures, acknowledging that all families are built on love and care. Pupils should also understand the significance of stable, caring relationships in fostering security and happiness, as well as the formal nature of marriage. Additionally, they should be able to identify when family relationships cause unhappiness or distress and know how to seek help.
• Caring Relationships: Pupils should understand the importance of friendships in promoting happiness and security. They should recognize key traits of healthy friendships, such as mutual respect, trust, and support. Pupils should understand that friendships may have challenges, but conflict can often be resolved without resorting to violence. They should also know how to identify trustworthy friends, manage conflict, and assess when a friendship is causing discomfort.
• Respectful Relationships: Pupils should appreciate the importance of respecting others, especially those with different backgrounds, preferences, or beliefs. They should learn how to foster respectful relationships through courtesy and manners, understanding that self-respect is integral to personal happiness. Pupils should understand their right to be treated with respect in both school and society and how to extend that respect to others, including authority figures. They should also be aware of the dangers of bullying, including cyberbullying, and the responsibilities of bystanders. Pupils should recognize stereotypes and the harm they can cause and understand the significance of seeking and giving permission in relationships.
• Online Relationships: Pupils should understand that people can behave differently online, including misrepresenting themselves. The same respect and principles apply in online relationships as in face-to-face interactions. They should know how to stay safe online, recognize potential risks, and report harmful content. Pupils should also critically assess online friendships and sources of information, understanding the implications of sharing personal data.
• Being Safe: Pupils should understand appropriate boundaries in friendships, both offline and online, and the concept of privacy. They should recognize the importance of keeping safe and know when it is necessary to share concerns, especially regarding unsafe or inappropriate behaviour. Pupils should be equipped with the knowledge and confidence to seek help or report any concerns, including knowing where to find advice and support.

Leaders

• Will continue to provide professional development
• Continue to monitor the needs of the children beyond the scope of the Jigsaw program.
• Ensure cross curricular discussion take place between subject leads-particularly PHSE, computing, RE and Science.
• Encourage collaboration among teachers to enable high quality professional development to help improve teaching practice.
• To share good practice to help develop and improve lessons.
• To encourage staff to feed back on areas where they feel Jigsaw PHSE is working well, is not working well or where it has gaps.

Lark Hall and Flax Hill

Religious Education (RE) introduces pupils to diverse traditions, foundational texts, and the values that shape human life. It encourages exploration of deep questions that have influenced thought throughout history, helping pupils navigate the complexities of belief systems. While RE is widely recognized for contributing to personal development, there is less consensus on the specific knowledge pupils should acquire. RE is part of the national curriculum in state-funded schools, though its content is locally determined. At Lark Hall and Flax Hill, we strive to give our children a well-balanced, carefully planned RE curriculum that allows our learners to explore these traditions, texts and values that shape our everyday life.

How do we teach RE effectively?

• RE should be taught in a carefully sequenced manner, building on pupils' prior knowledge and understanding, allowing them to make connections across different religious traditions and concepts.
• Pupils should be encouraged to think critically about religious beliefs and practices, exploring the reasons behind different perspectives and understanding their relevance in today's world.
• The curriculum should expose pupils to a broad range of religious worldviews, ensuring a balanced representation of major world religions and their impact on societies and cultures.
• Lessons should involve enquiry-based learning, where pupils ask questions, investigate, and develop their own ideas in response to the material presented.
• The approach to teaching RE should ensure respect for all religious beliefs, creating a safe environment where pupils feel comfortable discussing their own views and learning from others.

Our lessons will have…

• Every lesson should have specific, measurable objectives that clarify what pupils are expected to learn, enabling both teachers and pupils to track progress.
• Lessons will provide both factual knowledge about religious practices and beliefs, and opportunities for personal reflection on the meaning and significance of these beliefs.
• Pupils should be actively involved in lessons, through discussion, role play, art, or other interactive activities that help to deepen understanding and make the learning experience more engaging.
• Lessons will be appropriately differentiated to cater to the diverse needs of pupils, ensuring that all learners, regardless of their background or ability, can engage with the material.
• RE lessons should foster pupils’ spiritual, moral, social, and cultural development, helping them understand different worldviews and the ethical implications of their beliefs.

Teachers will…

• Teachers must have a strong understanding of the religious traditions they teach, as well as the ability to answer questions accurately and confidently.
• Teachers will create an open, respectful classroom environment where pupils can discuss complex or sensitive religious topics without fear of judgment or exclusion.
• Teachers will support pupils in reflecting on their own beliefs, values, and attitudes, helping them to develop a deeper understanding of themselves and others.
• Teachers will employ a range of pedagogical approaches, such as storytelling, debates, visits to places of worship, and collaborative activities to engage all pupils and make the subject more accessible.
• Teachers will regularly assess pupils’ understanding, providing constructive feedback to help pupils consolidate their knowledge and make progress in their learning.

Leaders will…

• Design a curriculum that is broad, balanced, and inclusive, ensuring that RE is taught effectively across the school and that all pupils are exposed to a wide range of religious traditions and beliefs.
• Leaders will offer continuous professional development opportunities for teachers, ensuring they are up to date with current practices and pedagogical strategies.
• Leaders will regularly monitor the quality of teaching and learning in RE, evaluating pupil progress and the impact of the curriculum to identify areas for improvement.
• Leaders will ensure that the RE curriculum aligns with the expectations set out by local Agreed Syllabuses and national guidelines, whilst allowing for flexibility to meet the needs of their specific school context.
• Leaders will encourage a school-wide commitment to the values of RE, fostering an environment where respect for religious diversity and thoughtful engagement with different beliefs are embedded across all aspects of school life.

Lark Hall and Flax Hill

Science helps us understand the world around us, from how the universe began to how tiny particles form everything we see. It helps us solve problems and make new discoveries. For children in Primary Education, learning science is important because it sparks curiosity and helps them understand how things work. It also teaches them to think critically and solve problems, giving them the skills they need to explore the world and face future challenges. Science education is a key part of preparing children to be the innovators and problem-solvers of tomorrow.

How We Teach Science in Primary Schools

• Curriculum Design and Knowledge Building: Science teaching will follow a structured, well-sequenced curriculum that enables pupils to build their scientific knowledge progressively. Key areas such as biology, chemistry, physics, and earth sciences will be introduced in age-appropriate ways, with concepts revisited as pupils grow. The curriculum will help pupils connect their new learning with previous knowledge to reinforce understanding.
• Fostering Scientific Thinking: Teachers will ensure that pupils are not only learning scientific facts but also developing a deep understanding of the scientific methods. Pupils will engage in inquiry-based learning, making predictions, testing hypotheses, and analysing results. This approach will help them think critically about the world around them and understand how science works.
• Knowledge and Skills: The science curriculum will focus on both substantive knowledge (what we know about the world) and disciplinary knowledge (how we find out about it). This dual approach will help pupils to understand scientific concepts and develop the skills to work like scientists.

Our Lessons Will Look Like

• Clear Learning Intentions: Each science lesson will have clear and focused learning objectives. Pupils will be guided through key scientific concepts, building both knowledge and the skills necessary to work scientifically.
• Hands-On and Practical Activities: Practical activities will be at the heart of science lessons, allowing pupils to explore and experiment. These may include simple experiments, investigations, observing natural phenomena, and engaging in hands-on tasks that make abstract scientific concepts tangible.
• Opportunities for Scientific Enquiry: Pupils will be encouraged to engage in scientific enquiry, asking questions, making predictions, testing hypotheses, and drawing conclusions. These activities will help pupils understand the process of scientific investigation, and develop skills in fair testing, pattern seeking, and research-based enquiry.
• Building Scientific Vocabulary: Teachers will explicitly teach scientific vocabulary, ensuring that pupils can describe and explain scientific concepts clearly. This will help them to communicate their ideas more confidently and develop a deeper understanding of science.
• Assessment for Learning: Teachers will use a range of formative assessment techniques, such as questioning and practical observations, to check pupils' understanding during lessons. Feedback will focus on reinforcing key knowledge and addressing misconceptions to support pupils’ progress.

Teachers Will

• Plan for Progression: Teachers will sequence lessons logically, connecting new concepts to prior learning to ensure consistent development.
• Support Scientific Thinking: Teachers will model scientific enquiry, helping pupils observe, hypothesise, and interpret data.
• Provide Differentiation: Teachers will adapt lessons to meet the needs of all pupils, offering additional support or challenges as needed.
• Engage Pupils: Teachers will use stimulating resources, visits to local Secondary schools and experiments to spark curiosity and make science relevant.
• Encourage Reflection: Teachers will regularly review their practice and adapt based on pupil feedback and assessment data.

Leaders Will

• Ensure a Coherent Curriculum: Leaders will ensure the science curriculum is structured, building knowledge year on year.
• Support Teacher Development: Leaders will provide professional development to strengthen teachers' subject knowledge and teaching strategies.
• Monitor Science Teaching: Leaders will monitor lesson quality, pupil progress, and assessment data to identify areas for improvement.
• Encourage Practical Learning: Leaders will ensure teachers have resources for hands-on, enquiry-based activities.
• Promote a Science Culture: Leaders will create an environment where science is celebrated through events, clubs, and real-world connections.
• Ensure Inclusivity: Leaders will ensure the curriculum is accessible to all pupils, supporting those with additional needs.

Year 4 Multiplication Tables Check

The Multiplication Tables Check (MTC) is a key stage 2 assessment taken by pupils at the end of year 4. The MTC’s purpose is to ensure the times tables knowledge is at the expected level. 

The MTC is an online test where pupils are asked 25 questions on times tables 2 to 12. For every question, they have 6 seconds to answer, and in between the questions, there is a 3-second rest. You will receive a copy of your child's MTC results in their school report.

Year 6 SATs

Pupils sit their SATs in Year 6. Children will take exams in English reading comprehension, grammar, punctuation, spelling, mathematical reasoning, and arithmetic.

Once the KS2 SATs are complete, they will be sent away for external marking and children should receive their results towards the end of the summer term in July of Year 6. You will receive a report stating your child’s:

• Raw score – simply, the actual number of marks they received in their SATs
• Scaled score – a conversion score that allows results to be compared year-on-year
• Expected standard – whether or not they have achieved the national standard