Creativity is located at the centre of the curriculum offered to pupils at Lydgate Infant School, with the curriculum structured thematically in order to meet the learning needs of our young pupils. Therefore, although occasionally limited subject specific learning may take place, the overwhelming majority of learning undertaken by the children is cross-curricular in nature. This provides an immersive learning environment for pupils, giving a meaningful context in which to apply their developing skills.
In order to ensure that learning is relevant and motivating to the pupils themselves, we provide opportunities for them to influence the direction that their learning takes (click here to see a Pre- and Post- Learning Task example). This helps us to ensure that learning is relevant and interesting to the pupils themselves, and that it captures their differing levels of insight and knowledge. Upon completion of a unit of learning, pupils are encouraged to reflect appropriately upon what they have learned, and to assess whether their original lines of enquiry have been met (click here to see a Post-Learning Task example). This enhances pupils’ ability to think about and increase their level of awareness of their own learning, building independence and autonomy, and the skills needed to succeed in the future.
Opportunities for outdoor learning are carefully integrated into planned activities, with pupils able to access the school’s well-established outdoor spaces in pursuit of Forest School and curricular activities. The school also has a recently refurbished pupil kitchen, in which children are able to undertaken cooking tasks related to their learning.
Children’s personal and social development is supported at the school through its Learning for Life (L4L) provision. This utilises activities and themes from a variety of PSHCE programmes (e.g. Social and Emotional Aspects of Learning; Philosophy for Children (P4C); Building Learning Power) to ensure coherent progression in the children’s ability to develop their own personal qualities and values, enhance their awareness of feelings and emotions, and interact positively with others.
|Foundation||Year 1||Year 2|
KS1 Phonics & Reading Scheme
Phonics is taught on a daily basis in F2, Year 1 and Year 2 using the Letters and Sounds programme, supported by the Jolly Phonics scheme.
Spelling: Children take home spellings to practise on a regular basis, to reinforce their learning in phonics’ lessons at school.
Handwriting: Handwriting is taught through the ‘Sheffield Structured Handwriting’ scheme, because it is very simple in its rules for letter formation and also develops a fluent, cursive style. As there is a link between progress in handwriting and early spelling skills, there is a strong focus on the teaching of handwriting within the school.
Reading: Children work through a graded book band scheme, using a variety of books from different reading schemes. Each child’s reading book is sent home daily with their reading record book. Above all else, we would ask parents to listen to their child read on a daily basis and comment in their reading book. Every child reads with their teacher either in “Guided Reading” groups or separately at least once a week. We also appreciate the support of volunteer adults who also read with individual children each week.
Writing: Children are encouraged to write independently from an early age, using their knowledge of phonics and spelling patterns.