Curriculum Information 

Our Curriculum drivers:

At Lawley Village we believe that our curriculum should offer children not only the National Curriculum but life skills and experiences beyond this.

Alongside teaching the requirements of the national curriculum, key drivers have been identified. We have prioritised the key skills and aspirations we want our children to experience and develop during their time with us. We use these 'drivers' to underpin the learning and experiences we undertake in all areas of school life and to ensure our curriculum offer is enriched.  These key drivers are personal to our school and reflect the social and educational needs of our local area. 

 The following key drivers underpin our learning and are developed through the school.  Our four key drivers for our school curriculum are:

Resilience (Strong Sarah)

Resilience means having the skills and resources to deal with challenges and barriers. Resilience is a measure of how much you want something and how much you are willing, and able, to overcome obstacles to get it. It has to do with your emotional strength. Our children will develop the emotional and physical security needed to become resilient individuals who are able to take risks and deal with different challenges across the curriculum and in the wider world by thinking positively and having the confidence to ‘have a go’.

Enquiry and curiosity (Thinking Theo)

Enquiry and curiosity means being eager to learn or know and being confident to ask for information. We desire for children to be curious about the world around them and ask questions. We encourage the children to be inquisitive and questioning through their learning and school life experiences. This approach to learning enables inquisitive thinking such as exploration, investigation, and learning and nurtures problems solvers.

Aspiration and ambition (Active Alex)

Aspiration is the hope, desire or ambition to strive to achieve something.  To be the best they can possibly be and to challenge themselves as a learner. The development of aspirations encourages children to produce work of high quality, take pride in themselves and be the very best that they can be.

Independence (Resourceful Rosie)

Independence is the ability to live your life to the full, confidently and to be self-sufficient.  Children will develop the life skills necessary to work with growing independence and perseverance to become resourceful problem-solvers able to nurture aspirations for the future. We aim to promote our children’s independence and develop a commitment to learning and self-improvement, both inside and outside of the school environment.

We will give our young people opportunities to organise themselves, show personal responsibility, initiative, creativity and enterprise.

We will nurture our children’s awareness that actions have consequences, and to make choices based on this awareness, understanding that they have ownership of their actions.

We will give our children’s opportunities to develop their self-help skills, to self-manage, to problem solve and to engage in activities with increasing independence.

Global awareness (Social Sam)

We want our children to become active citizens in their school, local and wider community, with an awareness of local and global issues and how they can help. We will use our curriculum and 11B411 initiative to develop social skills, give opportunities to support their local community, understand socio-economic differences, tolerance and respect. We will support children in developing their own unique talents and skills and provide a wide range of experiences within both our curriculum and extra-curricular activities.

The curriculum is based upon Curriculum Maestro to ensure coverage of the national curriculum and depth and breadth of areas studied. The curriculum allows skills and knowledge to progress over time and allows them to be revisited and developed upon at different stages within each curriculum.

Learning for All

Teaching and learning is underpinned by cognitive challenge. Teachers ensure differentiation is appropriate and does not place a glass ceiling on learning for any child.

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Differentiation occurs through careful and strategic task matching and questioning where staff create the correct conditions for learning by delivering learning centered around an Essential Learning Objective which provides opportunities for depth of learning.

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The environment engages and inspires children, but is also language rich to support the children’s oracy and writing development throughout the topics.

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Learning with a purpose

The focus for our topics is to provide contextualised, purposeful learning that develops ‘life skills’ so that children are ‘secondary’ ready by the time they leave. The journeys in learning foster the development of writers, mathematicians, historians and geographers etc.

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Celebrating Learning Attitudes

A core driver for our curriculum is developing children’s learning attitudes and behaviour for learning. Throughout the topics, and closely linked to our core STAR values, children are given opportunities to reflect on how their learning attitudes are developing and children demonstrating these attitudes are recognised and rewarded within the classroom and the whole school celebration assembly.

Please see your child's class page for details on their specific curriculums. 

Our long term plan can be found here

If parents or other members of the public wish to find out more about the curriculum the school is following please contact the office for further details or to request paper copies.