St Laurence School Ludlow

Can you give me information about the Curriculum and address of St Laurence CofE Primary School located in Ludlow?

[Quick Sam]

St Laurence CofE Primary School is located in Ludlow.St Laurence School offer a broad, balanced curriculum with an emphasis on creativity. There is a strong musical tradition and a commitment to expression through the performing arts.

Curriculum: The school curriculum includes following subject.
ART
English
Geography
History
Music
Maths
Science
English Curriculum
ENGLISH
Aims
To teach the children to become confident speakers and effective listeners.
To teach the children to become fluent, independent readers.
To teach the children to become writers of cohesive, expressive and well-presented work.
To support children of all abilities, including children on the SEN and G&T registers.
EYFS
In the EYFS curriculum, children develop confidence and competence in communication, speaking and listening,
listening to stories and beginning to read and write.
Literacy is made up of the following components:
language for communication
language for thinking
linking sounds and letters
reading
writing
handwriting
Reading
In nursery, children choose books to look at and share. In YR, children begin the colour coded reading scheme.
Activities include: regular reading to a teacher or TA, independent reading, guided reading and word games.
Writing
Writing begins as mark making and emergent writing. It is then developed into simple sentences. By the end of YR,
children move from the ‘Big Talk’ to the ‘Big Write’.
Spelling
‘Letters and Sounds’ begins in Nursery
Handwriting
Mark making develops into correct letter formation, with ‘flicks and kicks’ at the beginning and end of a letter.
KS1 AND KS2
English is taught primarily as a discreet subject in KS1 and KS2 although links are made with other areas of the
curriculum when and where possible.
Writing
Teachers use the units of work/writing genres from the Primary Strategy as a reference point for their planning.
Objectives are taken from the National Curriculum and the Primary Strategy.
The Big Write
The Big Write (BW) is an integral part of English lessons throughout the school and all classes work towards the
Big Write, which takes place on Thursday morning.
Children write independently after break for up to 45 minutes (depending on age).
Teachers choose a theme for the BW based on the unit or work being covered and where and when possible link
this to:
other areas of the curriculum
topical events
recent visits
texts
Ideas are developed, practised and planned during the week. Activities may include the following: reading texts,
talk partners, discussion groups, drama, shared and guided writing activities, teacher modelling.
Vocabulary, connectives, openers and punctuation (VCOP) also form an integral part of each lesson.
In each classroom there should be an area of display board dedicated to VCOP.
Children should be made aware of the key features of different writing genres and they should also be made aware
of the success criteria when writing.
On Thursday mornings there are 2 parts to the lesson:
before break - a planning and oral session
after break - a writing session, when all children work independently
(music/special lighting may be used to enhance this time)
Reading
Throughout KS1 and KS2 there is a colour coded reading scheme.
Reading activities include:
precision reading KS1
individual reading time - (reading schemes progressing to free reading) - reading to teachers, TAs
or other adults
guided reading (guided group plus a carousel of reading activities)
reading programme (TA time is used to hear readers from ‘target’ groups in each class)
use of the school library
Reading Comprehension
Reading Comprehension exercises take place on a regular basis. (Collins Literacy/ Ginn Comprehension)
Past papers and other similar materials are used to prepare pupils for the end of year Sat tests.
Reading Diaries
Reading diaries are used in both KS1 and KS2. Teachers, parents, children and TA’s sign the diaries.
Children are expected to read at home throughout the week and have their diaries signed at least 3 times by a
parent/guardian. Diaries are checked by teachers each week.
Speaking and Listening
Speaking and listening activities are an integral part of all areas in the curriculum and are enhanced by using talk
partners, group work and role play in all key stages.
Spelling and Phonics
KS1 Letters and Sounds are practised at least 3 times a week.
KS1 Weekly spelling lists are based on letters and sounds. Children are tested each week.
KS2 Weekly spelling lists are based on words from Spelling Made Easy. Children are tested each week.
Handwriting
A cursive handwriting is taught throughout the school and joining letters may begin in Y1.
Lower case ‘descenders’ are looped.
Words begin with a ‘sweep up’ to the first letter.
Cartridge pens are introduced in Y5 and Y6.
Targets
Individual writing targets are used in KS1 and KS2.
Reading Targets are used in KS1 and KS2.
Assessment
Suffolk reading test - autumn and spring term
unaided writing and comprehension – autumn and spring term
optional Sats Y3,4,5 - end of summer term
Y2 and Y6 Sats
APP writing materials
marking work and setting individual targets
KS1 100/200 key words- termly
Classroom observation
Resources
All classes in KS1 and KS2 have access to a variety of materials including:
The Collins Literacy Scheme (pupil books and teachers’ resources)
Class Works - available in each class.
Big Books
The computer suite/lap tops
Key Comprehension
Key Grammar
Library
SEN
Our inclusion policy ensures that all children have access to literacy at their own level and that IEP’s provide
targets and suggested activities to facilitate this.
March 2014

Geography Curriculum





1
Aims and objectives
1.1
Geography teaches an understanding of places and environments. Through their work in
geography, children learn about their local area and compare their life in this area with tha
t in
other regions in the United Kingdom and in the rest of the world. They learn how to draw and
interpret maps and they develop the skills of research, investigation, analysis and problem
-
solving. Through their growing knowledge and understanding of huma
n geography, children
gain an appreciation of life in other cultures. Geography teaching also motivates children to
find out about the physical world and enables them to recognize the importance of sustainable
development for the future of mankind.
1.2
Th
e aims of geography are:
•
to enable children to gain knowledge and understanding of places in the world;
•
to increase children’s knowledge of other cultures and, in so doing, teach a respect and
understanding of what it means to be a positive citizen in a mu
lti
-
cultural country;
•
to allow children to learn graphic skills, including how to use, draw and interpret maps;
•
to enable children to know and understand environmental problems at a local, regional and
global level;
•
to encourage in children a commitment to
sustainable development and an appreciation of
what ‘global citizenship’ means;
•
to develop a variety of other skills, including those of enquiry, problem solving, ICT,
investigation and how to present their conclusions in the most appropriate way.
2
Tea
ching and learning style
2.1
We use a variety of teaching and learning styles in our geography lessons. We believe in
whole
-
class teaching methods and we combine these with enquiry
-
based research activities.
We encourage children to ask as well as answer
geographical questions. We offer them the
opportunity to use a variety of data, such as maps, statistics, graphs, pictures, and aerial
photographs, and we enable them to use IT in geography lessons where this serves to
enhance their learning. Children tak
e part in role
-
play and discussions, and they present
reports to the rest of the class. They engage in a wide variety of problem
-
solving activities.
Wherever possible, we involve the children in ‘real’ geographical activities, e.g. research of a
local envi
ronmental problem or use of the Internet to investigate a current issue.
2.2
We recognise the fact that there are children of widely different geographical abilities in all
classes and we provide suitable learning opportunities for all children by match
ing the
challenge of the task to the ability of the child. We achieve this by:
•
setting common tasks which are open
-
ended and can have a variety of responses;
•
setting tasks of increasing difficulty, some children not completing all tasks;
•
grouping children
by ability in the room and setting different tasks to each ability group;
•
providing resources of different complexity according to the ability of the child;
•
using classroom assistants to support the work of individual children or groups of children.
3
G
eography curriculum planning
3.1
We use the national scheme of work for geography as the basis for our curriculum planning.
We have adapted the national scheme to the local circumstances of our school, i.e. we make
use of the local environment in our fi
eldwork and we also choose a locality where the human
activities and physical features provide a contrast to those that predominate in our own
immediate area.
3.2
Our curriculum planning is in three phases (long
-
term, medium
-
term and short
-
term). Our lo
ng
-
term plan maps the geography topics studied in each term during each key stage. The
geography subject leader works this out in conjunction with teaching colleagues in each year
group. In some cases we combine the geographical study with work in other su
bject areas,
especially at Key Stage 1. At other times we arrange for the children to carry out a
geographical study independently.
3.3
Our medium
-
term plans follow the national scheme of work and give details of each unit of
work for each term. The geog
raphy subject leader reviews these plans on a regular basis.
Because we have some mixed
-
age classes, we do the medium
-
term planning on a two
-
year
rotation cycle. In this way we ensure that children have complete coverage of the National
Curriculum but do n
ot have to repeat topics.
3.4
Each class teacher creates a plan for each lesson. These daily lesson plans list specific
learning objectives. The class teacher keeps these individual plans, and often discusses them
with the geography subject leader on an
informal basis.
3.5
We plan the topics in geography so that they build upon prior learning. Children of all abilities
have the opportunity to develop their skills and knowledge in each unit and, through planned
progression built into the scheme of work,
we offer them an increasing challenge as they move
up the school.
4
Foundation Stage
4.1
We teach geography in reception classes as an integral part of the topic work covered during
the year. As the reception class is part of the Foundation Stage o
f the National Curriculum, we
relate the geographical aspects of the children’s work to the objectives set out in the Early
Learning Goals (ELGs) which underpin the curriculum planning for children aged three to five.
Geography makes a significant contribu
tion to the ELG objectives of developing a child’s
knowledge and understanding of the world through activities such as collecting postcards from
different places, singing songs from around the world, or investigating what makes a ‘good’
playground.
5
Th
e contribution of geography to teaching in other curriculum areas
5.1
English
Geography makes a significant contribution to the teaching of English in our school because it
actively promotes the skills of reading, writing, speaking and listening. We ensu
re that some of
the texts that we use in the literacy hour are geographical in nature. For example, in Key Stage
1 we use the Katie Morag books by Mairi Hedderwick to develop children’s knowledge and
understanding in the QCA unit, ‘An Island Home’. At Key
Stage 2 we organise debates on
environmental issues because we believe that these develop speaking and listening skills.
Reports, letters and recording information will all develop children’s writing ability. We also use
environmental issues as a way of de
veloping the children’s writing ability by asking them to
record information and write reports and letters.
5.2
Mathematics
Geography in our school contributes to the teaching of mathematics in a variety of ways. We
teach the children how to represent o
bjects with maps. The children study space, scale and
distance
and they learn how to use four
-
and six
-
figure grid references. They also use graphs
to explore, analyse and illustrate a variety of data
.
5.3
Information and communication technology (ICT)
We make provision for the children to use the computer in geography lessons where
appropriate. We incorporate ICT in our geography curriculum planning at Key Stage 2, and we
use it at Key Stage 1 when appropriate. Children use ICT in geography to enhance t
heir skills
in data handling and in presenting written work. They research information through the Internet
and Encarta. We arrange for the children to communicate with other pupils in other schools
and countries by using e
-
mail. We also offer children the
opportunity to use the digital camera
to record and use photographic images.
5.4
Personal, social and health education (PSHE) and citizenship
Geography contributes significantly to the teaching of personal, social and health education
and citizenship. F
irstly, the subject matter lends itself to raising matters of citizenship and
social welfare. For example, children study the way people re
-
cycle material and how
environments are changed for better or for worse. Secondly, the nature of the subject means
t
hat children have the opportunity to take part in debates and discussions. We allow them to
organize campaigns on matters of concern to them, such as helping the poor or homeless.
Thus geography
in our school promotes the concept of positive citizenship.
5.5
Spiritual, moral, social and cultural development
We offer children in our school many opportunities to examine the fundamental questions in life
through the medium of geography. For example, their work on the changing landscape and
environmental issu
es leads children to ask questions about the evolution of the planet. We
encourage the children to reflect on the impact of mankind on our world and we introduce the
concept of ‘stewardship’ in relation to sustainable development. Through teaching about
co
ntrasting localities, we enable the children to learn about inequality and injustice in the world.
We help children to develop their knowledge and understanding of different cultures so that
they learn to avoid stereotyping other people and acquire a posit
ive attitude towards others.
We help contribute to the children’s social development by teaching them about how society
works to resolve difficult issues of economic development. Geography contributes to the
children’s appreciation of what is right and wro
ng by raising many moral questions during the
programme of study.
6
Teaching geography to children with special educational needs
6.1
At
our school
we teach geography to all children, whatever their ability. Geography forms part
of the school curriculum
policy to provide a broad and balanced education to all children.
Through our geography teaching we provide learning opportunities that enable all pupils to
make progress. We do this by setting suitable learning challenges and responding to each
child’s di
fferent needs. Assessment against the National Curriculum allows us to consider each
child’s attainment and progress against expected levels.
6.2
When progress falls significantly outside the expected range, the child may have special
educational needs. O
ur assessment process looks at a range of factors
–
classroom
organisation, teaching materials, teaching style, differentiation
–
so that we can take some
additional or different action to enable the child to learn more effectively. This ensures that our
t
eaching is matched to the child’s needs.
6.3
Intervention through School Action and School Action Plus will lead to the creation of an
Individual Education Plan (IEP) for children with special educational needs. The IEP may
include, as appropriate, specific t
argets relating to geography.
6.4
We enable pupils to have access to the full range of activities involved in learning geography.
Where children are to participate in activities outside the classroom, for example, a field trip,
we carry out a risk assessment
prior to the activity, to ensure that the activity is safe and
appropriate for all pupils.
7
Assessment and recording
7.1
We assess the children’s work in geography by making informal judgements as we observe the
children during lessons. Once the child
ren complete a piece of work, we mark and comment as
necessary. Once they complete a unit of work, we make a summary judgement of the work of
each pupil in relation to the National Curriculum levels of attainment. We record the attainment
grades in our mar
k books and we use these to plan future work with that pupil, to provide the
basis for assessing the progress of the child, and to pass information on to the next teacher at
the end of the year.
7.2
The geography subject leader keeps samples of the child
ren’s work in a portfolio which shows
what the expected level of achievement is in geography in each year of the school.
8
Resources
8.1
We have sufficient resources in our school to be able to teach all the geography units in the
QCA Scheme of Work.
We keep these resources in a central store where there is a box of
equipment for each unit of work. We also keep a collection of geography equipment which the
children use to gather weather data, and a set of atlases for both key stages. In the library we
have a good supply of geography topic books and a range of educational software to support
the children’s individual research.
9
Fieldwork
9.1
Fieldwork is integral to good geography teaching and we include as many opportunities as we
can to involve chi
ldren in practical geographical research and enquiry.
9.2
At Key Stage 1 we let all the children carry out an investigation into the local environment and
we give them opportunities to observe and record information around the school site. At Key
Stage 2
the children do a study of the local area. We also offer them the opportunity to take
part in a residential visit
.
10
Monitoring and review
10.1
The geography subject leader is responsible for monitoring the standard of the children’s work
and the qual
ity of teaching in geography. The geography subject leader is also responsible for
supporting colleagues in the teaching of geography, for being informed about current
developments in the subject, and for providing a strategic lead and direction for the su
bject in
the school. The geography subject leader gives the headteacher an annual report in which
s/he evaluates the strengths and weaknesses in the subject and indicates areas for further
improvement. We allocate special time for the vital task of reviewi
ng samples of children’s work
and for visiting classes to observe teaching in the subject.
Histrory Curriculum
History Policy Statement
St Laurence C E Primary School
History is taught as part of the Early Years Foundation Stage and National Curriculum
. A variety
of approaches are used including:
a)
Classroom teaching
b)
Practical activities
c)
The use of historical art
efacts
d)
Visiting speakers and theatre groups
e)
Visits to historical sites and museums
The teaching of the subject in our school always contains elements of:
a)
Subject knowledge
b)
Developing specific skills such as research
skills,
making historical links
discer
ning fact from fiction
recognising conflicting information and bias
History is sometimes taught as a specific subject but frequently links with other subjects are
made such as:
a)
Historical aspects of art
b)
Scientific discovery
c)
The topic “Ourselves” with you
nger children
d)
Using IT for research
In the Foundation Stage, much of the history
teaching
forms part of Knowledge and understanding
of the world.
Children are encouraged to continue their study of history at home often working with members of
their own f
amily or
completing topic
work.
In order to ensure that the National Curriculum is covered the topics will usually be covered as
follows (teachers may alter these plans or add additional topics)
Autumn
Spring
Summer
Year 1
& Year 2
My family his
tory
Famous people /Remembrance day
Guy Fawkes
What were home like in the past?
Toys in the past
Great Fire of London Y2
Local history
Seaside holidays in the past
Year 3
Famous people: Monet, life and
paintings of.
Guy Fawkes (Famous person)
Remembr
ance Sunday (Special
event)
Tudors
–
Britain and the wider world.
History of packaging
Chronology
Year 4
Ancient Egypt
WW2
Year 5
Romans / Anglo
-
Saxons /
Vikings
Local history: Norman
defensive town
Georgian streets
Year 6
Victorians
Growth of citie
s reformers
engineers
Aztecs (world history study)
Castles
The Normans
Assessment of children’s progress is made:
a)
By questioning the children
b)
By marking the children’s work which will be recorded in their books
Every child regardless of ability, p
hysical needs or financial circumstances will have full access to
the history curriculum and historical based visits. The school will find the requisite resources to
facilitate this.

St Laurence CofE Primary School Classes: School take classes for nursery, class 1 to class 6.

For more detail, contact to;
Address
St Laurence C Of E Primary School
Jockey Field, Ludlow, Shropshire SY8 1TP, United Kingdom ‎
+44 1584 872766 ‎

[MAP]https://maps.google.co.in/maps?q=St+Laurence+School+Ludlow&hl=en-IN&ll=52.366822,-2.713645&spn=0.007075,0.020428&gbv=2&fb=1&gl=in&ci d=5774019610370207142&t=m&z=16&iwloc=A[/MAP]

Hi I am interested in enrolling my ward in St Laurance School which is situated at Ludlow, please give a brief about the school?

[Raman Vij]

St Laurence Church of England Primary School is located in the delightful town of Ludlow and is fortunate enough to be part of a Federation with other Ludlow schools which offers the opportunity to share resources and expertise between the schools.

St Laurence Church of England Primary School offers a broad, balanced curriculum with an emphasis on creativity. There is a very strong musical tradition and a commitment to expression through the performing arts.

St Laurence Church of England Primary School is a church school with a positive Christian ethos and have received 'Outstanding' in the recent Church Inspection. The School enjoys a well established link with St Laurence's church.

The School has four houses at St Laurences - Onny, Clun, Teme and Corve. Each house elects two captains who will assist the teachers during House events and they are also responsible for collecting and calculating the points each House is awarded.

Onny
Clun
Teme
Corve

Scores
290
255
415
275

School Council
School Council is when two children from each class come together and discuss issues in the school. The school meets once every week on Friday during lunchtime to think of and discuss different ideas the school have.

Year 6 - School Council representatives:
Chairpersons: Rowan & Jodie
Treasurers: Jack & Millie
Secretaries: Zara & Sophie

Year 5 - School council Representatives
Lachlan and Olivia

Year 4 - School council representatives
Jessica and Corey

Year 3 - School council Representatives
Charlie C and Jake

Contact Details:

St Laurence CofE Primary School
Jockeyfield, Ludlow
Shropshire. SY8 1TP

Telephone: 01584 872766
Fax: 01584 872766
Email: admin@st-laurence.shropshire.sch.uk