At Loders, we provide a curriculum that is broad, balanced, relevant and differentiated to provide for all children whatever their ability or needs. Staff’s lesson planning provides suitable learning challenges to stimulate and motivate children’s learning. This encompasses a variety of exciting, first-hand experiences to enable children to acquire appropriate skills, knowledge and understanding preparing them for today’s world and the future ahead. Through the provision of a stimulating environment, children will develop to their potential academically, emotionally, socially and physically. Parents are kept up to date about curriculum issues through communication with individual teachers.
We use the National Curriculum programmes of study as the basis for the children’s learning. We follow a rolling programme using a topic based approach that links different areas of the curriculum. Each aspect of the subject is then differentiated to meet the needs of the children. We provide a curriculum map each term showing the learning planned in all aspects of the curriculum. We reflect and review our curriculum topics regularly, ensuring variety and interest for our children.
Click here to access the current curriculum map for each class:
Loders Primary School aims to:
Foster a life-long love of learning, through adopting a highly practical and cross-curricular approach. Children learn best when they can make links and learn within context. Our curriculum promotes enjoyment of learning through debate, creativity, purpose and relevance. We hope that pupils are motivated by achievement both now and in the future and have a positive attitude towards themselves, others and their environment.
You can read about the expecttaions for Reading, Writing and Maths in each Year Group in the booklets below:
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Loders aims to foster confident, articulate children who are able to communicate through the written and spoken word. Developing speaking and listening skills is a priority, particularly for those children in the early years. We plan our literacy units of work to closely match our creative topics thereby providing purposeful and engaging opportunities for the children to write. We facilitate this learning by sharing with the children a wide range of high quality texts and genres to expose the children to a substantial variety of writing styles and authors.
Reading is a key stength and passion at the school. We strive to develop a passion for reading and use this as a tool to unlock interests and topics. We publically promote reading for pleasure through our new library, celebrating World Book Day, and a sponsored readathon. We place huge emphasis on reading from the start, using ways which suit your child best to get them enjoying books, using a range of Reading Schemes including Rapid Readers and the Peak Publications Guided reading scheme. We identify children needing extra support very early on, because we monitor their progress at all times and track how they are doing. Where needed we use a number of different interventions to develop early skills and help each child to gain confidence. Our PTFA have recently supported us in purchasing additional reading scheme books to support the reading development of our younger readers.
In EYFS and KS1 we use the Early Reading Programme to teach phonics, and a variety of reading schemes including Jelly and Bean, Oxford University Press, Collins and Rigby. Phonics is a twice daily session and then application becomes evident as the children approach their reading and written work.
The children have access to a good selection of books in their classrooms and in our library. We encourage all children to read every day at home so that children then read for pleasure. It is particularly important that parents read to and read with their children. We ask that parents listen to their children read as much as possible, not only using books sent home but for example, reading labels in the supermarket or reading notices in the environment. In class, children enjoy guided reading in small groups with their teachers each week.
Where possible, teaching of reading and grammar is interwoven into literacy sessions so that the skills can be embedded alongside writing. In some classes separate skills sessions are also taught to support understanding in these areas. Discussions, debates, presentations, drama and other speaking and listening activities are also used so that all learners can explore the themes and ideas of texts and genres in a variety of ways. The children are really proud of their literacy work and this is celebrated through displays, sharing work with other adults and children, and as part of our collective worships.
In the early years, we encourage emergent writing and mark making. Writing is developmental process therefore young children will not all be at the same stage. As the children become more confident in their writing, the secretarial skills are introduced such as spacing, full stops, paragraphs, etc. We celebrate writing through regular whole school 'Big Write' events. We follow Westover Green spelling programme, investigating spelling patterns and rules, and the key words for each yeargroup. Spelling patterns and rules are taught and weekly tests take place in KS2.
We ensure that children form their letters correctly as they progress through their reception year. As they continue through year one and into year two, cursive handwriting is taught. Eventually the aim is for all children to have neat, legible, well-formed handwriting, with correctly proportioned ascenders and descenders. Children may earn a pen licence each year when they prove they can maintain this neat style consistently. Handwriting is taught in all years, using handwriting books. The children are expected to transfer this into their other books.
We aim to provide high quality mathematics to ensure that our children are equipped for everyday life, science and technology. We expect them to be developing fluency in the fundamentals of mathematics: developing reasoning in mathematics and also developing their problem solving skills. We teach the four basic operations (+ -x ÷) through informal and formal methods. Children also learn about number bonds and are expected to know their times tables by Year 4. We are adopting a mastery approach to teaching maths based around White Rose maths hub planning. A key focus of this is to ensure that all children across a range of ages and abilities have opportunities to reason with mathematical concepts, often using concrete objects or pictorial representations to support their thinking.
Science stimulates and excites children’s natural curiosity about phenomena and events in the world around them, as well as satisfying their curiosity for knowledge.
Through scientific activities, we aim to encourage children to be curious about what is happening around them and to develop a positive and practical approach to scientific learning. We also hope to instil a sense of enjoyment. Our children are encouraged to question and discuss science-based issues that may affect their own lives and the future of the world.
Pupils also have the opportunity to develop their practical scientific methods, processes and skills through a range of scientific enquire, to answer questions they have generated. They are taught how to recognise and control variables where necessary and can use a range of scientific equipment with accuracy and precision to help them to gather data and results.
Many of our investigations start by the children making a rational prediction and considering things, such as how we will ensure fair or reliable testing throughout. Finally the children will present their findings in a conclusion whether this is in an oral or written form allowing them to evaluate their findings further.
Through work on experimental and investigative science the children are encouraged to be observant, inquisitive and to develop skills of scientific enquiry and experimentation. We enjoy ‘Science Week’ when the whole school gets involved in a range of activities with the support of outside volunteers and parents.
At Loders, we use a creative and flexible approach to provide RE where Christianity is studied in depth at each key stage. Pupils learn about Christianity as the main religious tradition in this country and also about other principal religions represented in Britain. RE, however is not only about understanding specific religious traditions. It offers pupils the opportunity to think about their own lives, values, attitudes or beliefs and the chance to express their thoughts and ideas in a variety of ways
The study of Christianity is at the heart of our curriculum. We follow the Christian calendar and embed the core Christian values throughout our teachings of other faiths. We use Discovery RE and Understanding Christianity which provide a systematic and consistent process which enables children to develop their understanding of religious traditions of our increasingly diverse society. The principal aim of RE in Dorset is to engage pupils in enquiring into big questions arising from the study of religion, belief, philosophy and ethics. In so doing Religious Education will support pupils’ own personal moral, philosophical, ethical and spiritual development and promote respect for others.
As a Church of England School we take seriously our role of presenting Christianity as a living faith. A close link with the church community is encouraged so pupils can see Christian Life, worship and commitments at first hand. We also make a point of marking the celebrations of the Christian Year.
PSHCE is based around two schemes. We have for a number of years used the Jigsaw scheme which is organised into six themes:
- Being me in my world
- Celebrating difference
- Dreams and goals
- Healthy me
- Changing me
In addition, this year we have started using Heartsmart and will be sharing further information about this as the year progresses.
Art and Design
At Loders, we aim to develop children’s creativity. They have opportunities to draw, paint, print, make collages, use fabrics and threads and use clay. They are taught the skills and techniques, including digital media, and are then given the opportunity to practise them to produce individual and group pieces of work. As children go up through the school, they are encouraged to think critically and develop an understanding about art and design. Every two years the school organises an ‘Arts Week’ which culminates in a parade through the village. We engage local artists, volunteers and parents to support us.
The school is equipped with laptops and some tablets for children to use in their classrooms to support their learning and to learn new skills. Children are able to interact with a wide range of software to support their work in other curriculum areas. The school has a web site and the children are able to access the Internet and E-mail facilities. We encourage our children to become digitally literate and to use a range of technological equipment. We use Scratch and teach our simple computer programming. By the time children move on to secondary school, we expect them to use a range of programs such as PowerPoint, Publisher, etc.
‘DT’ incorporates many traditional skills – cooking, model making, drawing and sketching, problem solving, observation and discussion – putting them together in an approach which encourages the children to become designers and inventors. The children are taught how to use tools and materials safely and economically. As children move through the school, they learn about design, how to make something, how to evaluate their design and others and to apply their technical knowledge and understanding. Children are also invited to use the facilities at local secondary schools.
At Loders, we drive to inspire children’s curiosity and fascination about the world we live in. We believe that our children need to develop a global understanding particularly as we are a small rural village school. The children will learn about locational and place knowledge, human and physical geography and geographical skills and fieldwork.
We aim to inspire the children at Loders to develop their knowledge and understanding of Britain’s past and also that of the wider world. In Key Stage 1 children learn about the lives and lifestyles of familiar people in the past. They will learn about significant events, people and places in Britain and in their own locality. In Key Stage 2 children learn how to understand chronology of events.
At Loders, our children in KS2 learn French. All children in the school have benefited from specialist teaching in recent years.
The school has a long tradition of musical activity, offering considerable opportunities for children to develop their talents in all aspects of music including composition, singing and appreciation. Many children learn to play the recorder, the violin, guitar and cello. The school is very fortunate in having a talented musician on the staff.
We offer high quality physical opportunities for our children. The aim of physical education is to promote physical activity and healthy lifestyles. Children are taught to observe the conventions of fair play, honest competition and good sporting behaviour as individual participants, team members and spectators.
Children take part in games (football, tag rugby, netball), gymnastics (taught by a specialist coach), orienteering, dance, drama, cricket, cross country and athletic activities using indoor and outdoor environments where appropriate. Children can take part in after school clubs and have the opportunity to compete against other schools. In Years 5 and 6, children go on a residential course for outdoor activities. We work with Primary Sports for most of our sports activities and make regular use of the village hall. We also use the Bridport Lesiure Centre for swimming lessons. We regularly take part in events with other local schools.
We provide a range of clubs including Lego, crafts, running, gardening, recorders, school band and mutli-sports. Such activities are run voluntarily by the staff. We always welcome offers of support or leadership of activities from parents to extend the range we are able to offer.