The school believes that art is a vital part of children’s education, with a significant and valuable role in the taught curriculum and the enrichment opportunities we offer our pupils. The art curriculum will develop children’s critical abilities, as well as an understanding of their own and others’ cultural heritages through the study of a diverse range of artists. Children will develop their understanding of the visual language of art with effective teaching and considered sequences of lessons and experiences. Understanding of the visual elements of art and design (line, tone, texture, colour, pattern, shape, 3D form) will be developed by providing a curriculum which will enable children to reach their full potential.

The skills and knowledge that children will develop throughout each art topic are mapped across each year group and are progressive throughout the school. The emphasis on knowledge ensures that children understand the context of the artwork, as well as the artists that they are learning about and being inspired by. This enables links to other curriculum areas, including humanities, with children developing a considerable knowledge of individual artists, as well as individual works and art movements. A similar systematic approach to the development of artistic skills means that children are given opportunities to express their creative imagination, as well as practise and develop mastery in the key processes of art: drawing, painting, printing, textiles and sculpture.

In Year 4, children have the opportunity to visit the National Gallery in London as part of the"Take One Picture" project. This involves the study of a painting held at the National Gallery which forms the basis of work done in the classroom. Children learn how to prodcue a written critique of a piece of art and learn about the themes contained within the painting. The visit to London happens at the end of the project and is a chance for children to see some of the world's most well-known artwork in person and apply some of the skills learned in school.

Children are also given opportunities to work alongside external artists as part of whole-class projects. For example, in Year 4, as part of the "Take One Picture" project, children work with an artist to produce a whole-class piece. In Year 5, children work with an artist on a whole-class piece inspired by that year's Shakespeare play, with the artwork based around a different media each year. 

Subject Documents

Intent 

Our aim is to provide a high-quality computing curriculum which is ambitious, creative and inclusive. It should equip children with relevant skills and prepare them for an ever-evolving digital world. They should become effective computational thinkers and be digitally literate.

The curriculum will teach children to be competent, confident and creative users of technology and responsible digital citizens. Learners will have the opportunity to gain an understanding of different kinds of computational systems. Children will develop the knowledge and skills needed to be able to express themselves and their ideas clearly through digital media. It will enable them to see how these skills will be useful to them as active participants in both a digital world as well as in the workplace, such as being inspired to pursue further study and career paths in Programming, Engineering and Computer Science. Computing has deep links with maths, science and design technology. Children will recognise how some skills are transferable and can help them to solve problems across these subject areas and in real-life situations. By the time they leave Lings Primary School, children will understand and apply core principles and concepts of computer science, including logic, algorithms and data representation. They will learn to analyse problems in computational terms and have repeated practical experience of writing computing programs to solve problems. They will evaluate and apply information technology, including new or unfamiliar technologies analytically to solve problems.

Implementation

At Lings Primary School, Children will engage in alternate terms of full computing teaching, followed by shorter embedding terms in which computing knowledge and skills are applied to other subject areas. Employing cross-curricular links supports children to make connections and remember the steps they have been taught. Lings Primary School’s computing curriculum is based on the Teach Computing Curriculum, which is aligned to match the breadth and ambition of the National Curriculum.

The Teach Computing units for Key Stages 1 and 2 are based on a spiral curriculum. Substantive and disciplinary knowledge are mapped across each topic and year group to ensure systematic progression. This means that each of the themes is revisited regularly (at least once in each year group), and pupils revisit each theme through a new unit that consolidates and builds on prior learning within that theme. This style of curriculum design reduces the amount of knowledge lost through forgetting, as topics are revisited yearly. The implementation of the curriculum also ensures a balanced coverage of computer science, information technology and digital literacy. The children will have experiences of all three strands in each year group, but the subject knowledge imparted becomes increasingly specific and in depth, with more complex skills being taught, thus ensuring that learning is built upon.

The following high dividend concepts are covered in this Computing curriculum: Computing systems and networks, Creating media, Data and information and Programming. These will form the ‘Big Ideas’ through which all science will be taught. Predicting, problem-solving, decision-making, communicating, thinking critically and evaluating will form common threads which will underpin the learning of computing throughout the curriculum.

Online Safety

Online safety will be at the heart of all learning. These are taught every term through the Teach Computing curriculum where online safety forms a part of each unit. We also use Project Evolve resources, which cover each of the 330 statements from the UK Council for Internet Safety’s Framework: Education for a Connected World”. These focus on the themes of self-image and identity, online relationships, online reputation, online bullying, managing online information, health, wellbeing and lifestyle, privacy and security, and copyright and ownership.

Early Years

Our children will begin their computing journey in the Early Years and Foundation Stage.

They will have access to a wide range of digital devices and will explore technology in real-life contexts, such as a supermarket checkout, pelican crossing, microphones, speakers and CD player. Children will use navigational vocabulary through use of Beebots and will use technology to communicate by using walkie-talkies/phones. They will be encouraged and supported to navigate around a programme or piece of software to enhance learning in other curriculum areas, as well as being taught about keeping safe online, such as through use of screen time.

Subject Documents

Intent:

Through our DT curriculum, learners use their creativity and imagination to design and make products that solve real and relevant problems within a wide variety of contexts.

We aim for all learners:

• To develop a curiosity about how things are made and how they work, as well as thinking creatively to problem solve and make products even better.
• To be able to consider their own and other's needs, wants and values within the designing and making process, ensuring their product has a purpose.
• To be equipped with the technical knowledge and vocabulary in relation to structural design, mechanical and electrical systems, textiles, food production and nutrition.
• To build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
• To make connections and apply their knowledge of Mathematics, Science, Computing, and Art.
• to know how to take risks, develop new innovative designs and be reflective, evaluating their own work, as well as the design and work of others within school and the wider world.
• To understand and apply the principles of nutrition and learn how to cook.

Implementation:

We have chosen to implement our DT curriculum using the planning, guidance and resources supplied through the scheme: PlanBee. We have chosen this scheme carefully because we feel it aligns with our intent and curriculum approach; it also meets the scope and ambition of the National Curriculum.

Our curriculum is progressive, providing opportunities for learners to revisit, build on and strengthen knowledge and skills they have previously learned. Learning is divided into units of textiles, structures, mechanical and electrical systems and nutrition/food technology. Through each unit, learners also develop and apply the skills of investigating, designing, making and evaluating their products.

Design and Technology will be taught in all year groups, in blocks of approximately 6 lessons, three times a year – usually alternating with the teaching of Art.

Design and Technology learning in the Early Years:

In Early Years, they will learn, through Expressive Arts and Design and Physical Development (fine motor skills), to:

• Use a range of small tools, including scissors, paintbrushes, cutlery and cooking utensils.
• Safely explore a variety of materials, tools and techniques, experimenting with colour, texture, form and function.
• Share their creations, explaining the process they have used.

There are also regular opportunities for children in the Early Years to develop knowledge of how to keep themselves healthy, including daily, structured snack time.

Subject Documents

At Lings Primary School, we believe that a quality English curriculum should develop children’s love of reading, writing and speaking and listening. We have a rigorous and well-organised phonics, reading and writing curriculum that provides many purposeful opportunities for children to become skilled across all areas of English including phonics. Our curriculum closely follows the aims of the National Curriculum for English (2014) to enable all children to:

• read easily, fluently and with good understanding;
  ● develop the habit of reading widely and often, for both pleasure and information;
  ● acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language;
  ● appreciate our rich and varied literary heritage;
  ● write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences;
  ● use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas;
  ● are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

These aims are embedded across our English lessons and throughout the wider curriculum, which includes many opportunities for reading and writing. We will provide the means for children to develop a secure knowledge base in Literacy, which follows a clear pathway of progression as they advance through the primary curriculum. Rigorous assessment and review, alongside current research, will ensure that we are able to provide effective, targeted support so that all children experience success in literacy; we believe that a secure basis in literacy skills is crucial to a high quality education and will give our children the tools they need to succeed not only in their education but also in later life.

Reading

Learning to read at primary school gives children the opportunity to access all areas of the curriculum. Our vision at Lings is that by the end of KS2, children will have developed life-long reading habits and a love of reading and books. Our text rich curriculum will expose children to new worlds, experiences and ideas and give them the opportunities to expand their horizon. Through our choice of texts and other reading opportunities, such as author visits, we will transport children on a reading journey. 

Writing including SPaG

By the time our Year Six children leave we intend for them to have developed a love of writing and to be able to express their thoughts clearly and creatively through written word. Through their reading sessions and drama, children will enrich their vocabulary in their talk and this will help scaffold to their writing. With the implementation of the writing journey being well established and taught through both key stages, children will become more confident writers, and as the children reach Upper Key stage 2, they will be familiar with most genres of writing and teaching to focus on creativity, sustained writing and manipulation of grammar and punctuation skills. Children to be able to transfer and embed grammar, punctuation and spelling skills consistently in all aspects of their learning.

Phonics

At Lings Primary School, we strive to teach children to read effectively and quickly using Sounds-Write. Sounds-Write is a quality first phonics programme. Its purpose is to provide classroom professionals with a comprehensive system with which to teach reading, spelling and writing.

It teaches all key elements of

• conceptual understanding
• factual knowledge
• segmenting
• blending
• phoneme manipulation

These are necessary for learning to read and spell until all children achieve the automaticity that underlies the fluency of every successful reader.

Find out more about named phonics programmes

Subject Documents

At Lings Primary School we believe that it is essential for our children to develop an understanding and fascination of the world around them, and this includes through the lens of a geographer. They should become curious about our planet and fascinated by its many places, people, resources and environments. They will understand human and physical processes, and their impact on our world. Children will learn how the Earth’s features are formed and how they have changed over time. They will understand the effect that geography has on our everyday lives at a local, national and global level.

The journey begins in EYFS where children are provided with opportunities to make sense of their physical world and community through a range of personal experiences. This is most commonly achieved through the ‘Understanding the World’ area of the framework but there are opportunities within the other areas too, such as a child creating a map of their route to school in a sand tray.

During Key Stage 1, children will begin to develop knowledge of their local area, an understanding of the United Kingdom, and be introduced to some locations in other continents. They will begin to recognise how they can be sustainable and compare different locations in parts of the world. Children will study the area both within and around the school, their wider community and aspects of the town of Northampton. They will also learn about other locations such as Hunstanton, India, the Sahara Desert and Antarctica.

In Key Stage 2 children will be given the opportunity to further develop their knowledge of their locality and the wider world and broaden their locational knowledge to include a wide variety of places on each continent, including their main geographical characteristics. They will explore the natural processes of the Earth and consider the impact of people on our planet. Topics will include the study of each of the world’s continents and those that consider issues such as sustainability and climate change.

Children will therefore move to secondary school with a sound locational knowledge of the world and an appreciation of the geographical features and events that make each place unique. They will understand similarities and differences across the world and be able to use geographical vocabulary to discuss these. They will be confident when using a variety of sources, including a range of maps and atlases. They will have also had frequent opportunities to participate in field work including a study of their school grounds and surrounding area, and the chance to visit part of the River Nene.

The curriculum has been carefully constructed to ensure children obtain a solid understanding of key geographical concepts and knowledge. This is a knowledge-rich Geography curriculum. Knowledge is given a high status, and the aim is to empower our children and carefully build their understanding of the subject. The knowledge content is specified in detail and is taught to be remembered, not just encountered. Knowledge is sequenced and mapped deliberately and coherently so that beyond the knowledge specified for each unit.

Subject Documents

Why we teach history

At Lings, our aim is to for all children to develop an interest and enthusiasm of history. We believe that having knowledge, understanding and curiosity of the past helps us to make sense of our lives today. An understanding of history on a local, national and global level will allow our children to appreciate how things have changed over time and how the past has made an impact on modern life. Our history curriculum helps children to understand important historical eras, figures and events, and during their time with us, children will develop their own sense of chronology and a comprehensive historical timeline ranging from some of the earliest times to the modern day. We want children to understand the society they live in and their place within it, as well as developing their sense of cultural heritage.

Children will also learn vital skills of enquiry, investigation, analysis, evaluation and presentation through the teaching of history. They will be taught to ask perceptive questions, think critically, weigh evidence, consider different viewpoints, and develop perspective and judgement.

How we teach history

The teaching of history at Lings begins in the Early Years Foundation Stage (EYFS) who follow the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.

In Key Stage 1 and 2, we use the NPAT-written curriculum, which is based around and informed by the National Curriculum) to teach a wide range of history topics. During Key Stage 1, children will develop their knowledge of significant individuals and historic events that occurred nationally or within their locality. Topics include The Great Fire of Northampton, the Northampton boot and shoe industry, and the study of notable historical figures such as Mary Seacole and Christopher Columbus.

In Key Stage 2, children will gain a coherent knowledge and understanding of Britain’s past and that of the wider world. They will study a range of time periods and continue to study aspects of local history. Topics include longer historical eras such as the Stone Age, periods from other countries, such as the Romans, and events that had global impact, such as World War Two.  The knowledge and content taught is introduced in a progressive and coherent way that allows children to gradually build their sense of chronology and make links between the different topics studied.

History is taught in 3 of the 6 terms across the year, alternating with the teaching and learning of geography.

The history curriculum has been designed to ensure diversity in the historical figures and eras children learn about.

Where possible, we look to take learning out of the classroom and invite in visitors who can enhance the children’s enthusiasm and understanding of history. This has included a Year 3 visit to Chester House to learn about the Romans and a Year 4 visit to Delapre Abbey to learn about Northampton’s involvement in the War of the Roses.

Subject Documents

At Lings Primary School we believe that all children have the potential to become able mathematicians. We aim for children to be able to:

• Build a sense of enjoyment and curiosity towards Mathematics.
• Recognise the importance of Maths in the wider world.
• Use mathematical skills and knowledge effectively in their own lives.
• Be fluent in the fundamental key skills of Maths such as recall of number facts and use of the number system.
• Develop the ability to reason mathematically, make generalisations and make sense of solutions.
• Solve problems by applying their mathematical knowledge.
• Have high expectations of themselves.
• Believe that they can learn and succeed mathematically to a high level.
• Be able to apply what they have learned to the wider curriculum.
• Develop independence when working mathematically.
• Persevere when doing Maths and see struggle and being stuck as positive and important experiences.
• Build their mathematical skills, knowledge and understanding consistently over time.

Subject Documents

Year Group Schemes of Work

Learning a foreign language is a valuable educational, social and cultural experience for all pupils. It provides an opening to other cultures and encourages children's curiousity and creativity about language. The 2014 National Curriculum for Modern Foreign Languages aims to ensure that all children:

• Understand and respond to spoken and written language from a variety of authentic sources.
• Are able to speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and that they are continually improving the accuracy of their pronunciation and intonation.
• Can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt.
• Discover and develop an appreciation of a range of writing in the language studied.

A high-quality languages education should foster children’s curiosity and deepen their understanding of the world. At Lings Primary, we are committed to ensuring that learning a foreign language enables pupils to express their ideas and thoughts, and to understand and respond to its speakers, both in speech and in writing. We recognise that competence in another language enables children to interpret, create and exchange meaning within and across cultures.

At Lings Primary, we are committed to ensuring our MFL teaching provides the foundation for learning further languages, as well as the means to access international opportunities for study and work later in life. The teaching of Spanish in Key Stage 2 (KS2) provides an appropriate balance of spoken and written language and lays the foundations for further foreign language teaching at KS3.

Implementation

Children are introduced to Spanish in Year 3 and children receive a 30-minute lesson every week. We use the Primary Languages Network (https://primarylanguages.network/premium-plus) to support our teaching and learning of Spanish. This is supplemented through the use of spoken Spanish in the classroom beyond the timetabled lesson, which includes its use to give basic instructions, answer the register and refer to familiar objects in the classroom. This enables the children to develop early language acquisition skills that facilitate their understanding of the patterns of language and how these differ from, or are similar to, English. 

Lessons across the Key Stage support the skills of speaking, listening, reading and writing:

• Children are taught to listen attentively to spoken language and respond, joining in with songs, rhymes and games.
• Children develop an appreciation of a variety of stories, songs, poems and rhymes in Spanish that are delivered through the curriculum content, as well as by native Spanish speakers within the wider school community.

Knowledge and skills in Spanish are progressive from one year to the next and are mapped across the school, in line with the scheme of work. Cross curricular links have been identified and the school’s own context is considered as part of curriculum planning, including, for example, how the grounds of the school and local resources can be used to enhance and enrich Spanish learning.

Primary MFL teaching at Lings is fully inclusive and no child is excluded. Learning activities are planned in a way that encourages the full and active participation of all pupils.

MFL Documents

Music is a universal language. A quality music curriculum will engage and inspire pupils to develop a love and curiosity of music and discover their talent as musicians. An engagement with music will also increase their self-confidence, creativity, and sense of achievement. 

Children will be taught to appreciate and understand a wide range of high-quality music drawn from great composers and musicians, created in a variety of periods, and originating from different parts and traditions around the world. They will also develop their understanding of the history of music. We are committed to ensuring children understand the value and importance of music in the wider community and world around them.

Children will understand and explore how music is created, produced, and communicated, including developing their knowledge of inter-related dimensions in music, such as pitch, duration, dynamics, tempo, timbre, texture, structure, and appropriate musical notation. Children will revisit these key musical terms throughout their musical education at Lings. Our music curriculum will enable children to perform, listen to, review, and evaluate music.

Every child will learn to use their voice effectively and sing, compose music both on their own and with others, as well as having the opportunities to play a variety of musical instruments.

All children from Years 1 to 6 have the chance to engage with extracurricular music through our partnership with NMPAT (Northamptonshire Music and Performing Arts Trust), including a school choir and peripatetic lessons in instruments such as the piano, guitar and woodwind. Children in Year 3 take part in their "First Access" programme delivered by NMPAT where they learn the ukelele for 10 weeks.

We also enjoy visits from musical groups or performers where possible, including the NMPAT brass recital quartet.

Subject Documents

At Lings Primary School, we believe that PE is a subject that every child can enjoy and be successful in. This means that all children can create a positive relationship with physical activity and movement, and that their effort, work and progress will be recognised and celebrated. We feel that the role of PE lessons is to equip children with the skills, knowledge, behaviours and attitudes for them to choose to be lead physically active lives. We provide an inclusive and positive learning environment and make every child feel valued. Lessons provide a clear focus for learning which every child feels is achievable and relevant. Every child can access all parts of the lesson and praise is mostly based around positive behaviours and progress. Children take part in lessons based around games, gymnastics and dance.

We also believe that there should be opportunities for all children to be stretched and challenged to make the most amount of personal progress. This means that children may start an activity doing the same thing but can then progress through to an appropriate level of challenge for them. This personalised approach includes both their physical development as well as their broader skills and abilities, with children of all ages encouraged to take ownership of when they feel ready to move onto a greater challenge. Activities should be purposeful, enable children to have lots of goes and there should be large amounts of cumulative time where children have high heart rates and their muscles are warm and tired.

In PE lessons, activities are deliberately chosen and sequenced because they are age appropriate and engaging, they meet the needs of all children in the lesson, and are aligned to support the particular learning focus. For example, if the focus is on creativity, the activity will provide opportunities for children to explore, use their imaginations and develop their own ideas. Skills learned are applied in as many contexts as possible. Children are given opportunities to learn and practise skills in isolation but these are soon applied in fun and engaging activities which also allow children to work on broader abilities including making decisions, problem solving, exploring adapting and adjusting, and learning from and with others.

The child is very much placed at the centre of all learning. Younger children can apply and develop new skills in stories, songs, adventures and thematic games, as well as in gym or dance contexts. Later, paired or small group activities using cooperative and collaborative opportunities as well as personal best challenges by themselves or in teams. Small sided non-traditional games, athletic challenges and outdoor and adventurous activity contexts then work well for those who are ready. Even our most able children will be better served later if they experience a broad base of early activities.

Lessons are planned using resources from Real PE which focus on learning skills and movements that can be used across a range activities,, whilst there are also terms where lessons are based around specific sports.

Subject Documents

PSHE Education (Personal, Social, Health and Economic Education) is a planned programme of learning through which children and young people acquire the knowledge, understanding and skills they need to successfully manage their lives, both now and in the future. As part of a whole-school approach, PSHE Education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. A quality PHSE curriculum is at the heart of our pastoral curriculum offer which also supports the schools vision and values that transcend across all aspects of school life at Lings Primary School.

The National Curriculum says that every school needs to have a broad and balanced curriculum that:

• promotes the spiritual, moral, social, cultural, mental and physical development of pupils at the school;
• prepares pupils at the school for the opportunities, responsibilities and experiences of later life;
• promotes British values.

From September 2020, primary schools in England also need to teach Relationships and Health Education as compulsory subjects and the Department for Education strongly recommends this should also include age-appropriate Sex Education.

At Lings Primary we follow The Jigsaw Programme as the basis for our PHSE lessons. Jigsaw holds children at its heart, and its cohesive vision helps children understand and value how they fit into and contribute to the world. With strong emphasis on emotional literacy, building resilience and nurturing mental and physical health, Jigsaw properly equips schools to deliver engaging and relevant PSHE within a whole-school approach. Lessons also include mindfulness allowing children to advance their emotional awareness, concentration and focus.

Jigsaw is comprehensive programme, including statutory Relationships and Health Education, Internet safety and anti-bullying. It is planned in a spiral, progressive and fully planned scheme of work, giving children relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others. 

Jigsaw consists of six half-term units of work (known as Puzzles), each containing six lessons (known as Pieces) covering each academic year. The six units are consistent across the school and the subject is taught for one hour per week. Term 1 - Being me in my world, Term 2 - Celebrating difference, Term 3 - Dreams and goals, Term 4 - Healthy Me, Term 5 - Relationships Term 6 - Changing me. Every piece has two Learning Intentions, one specific to PSHE and the other designed to develop emotional literacy and social skills.

In addition to Jigsaw, the children are taught protective behaviours through a structured programme for one hour per term. The children understand the two protective behaviour statements ‘We all have the right to feel safe all of the time’, and ‘We can talk with someone about anything, even if it feels awful or small’. 

Furthermore, children from Year Two onwards learn about important first aid skills within one PSHE lesson each term. The skills that are learned are Calling for Help, Bites and Stings, Asthma, Bleeding and Life Support. 

Although regular time-tabled sessions will be a necessity, PSHE must also be taught incidentally and teachers must be flexible and respond to pupils’ needs and current world affairs.  Our School values and Celebration Assemblies which promote our values will also support the teaching of PSHE across the school.

It is also important that PSHE is taught in other areas of the curriculum, not just as a discrete lesson. At Lings Primary School, we aim to promote and reflect British Values in all that we do, including within PSHE lessons. We pride ourselves on a whole school approach to promoting the spiritual, moral, cultural and social development of our pupils.

Jigsaw, protective behaviours and age-appropriate information about keeping safe is promoted on display boards in each classroom. Jigsaw and protective behaviours also support internet safety and anti-bullying (friendship week) events in school.

Subject Documents

Why we teach Religious Education (RE)

At Lings Primary School, we believe our children should have a knowledge and understanding of a range of both religious and non-religious beliefs, practices and worldviews. The teaching of RE allows children to learn about the different members and faiths of our rich and diverse community. It helps them recognise and appreciate different ways of life and viewpoints that may be different to their own and helps them to become tolerant members of society. The RE curriculum is designed to support positive attitudes and values, as well as encouraging children to reflect and relate learning to their own experience. Children learn that there are those who do not hold religious beliefs and have their own philosophical perspectives on life.

How do we teach Religious Education

RE is taught once a week throughout the school year. In Key Stage 1, lessons are 45-60 minutes long. In Key Stage 2, lessons are 60 minutes long.

In the Early Years Foundation Stage (EYFS), RE is primarily focused on developing children's understanding of the world and their place within it, including exploring different beliefs, practices, and values. It's integrated into the "Understanding the World" area of learning and development within the EYFS framework. 

In Key Stage 1 and 2, we use the NPAT-written curriculum, which is based around and informed by the local Standing Advisory Group for Religious Education (SACRE) to teach a wide range of RE topics. SACRE is the group that creates the RE syllabus for schools in North Northamptonshire and West Northamptonshire. A link to more information about this is here.

During Key Stage 1, children will explore and develop their knowledge and understanding of beliefs and practices of Christianity, Judaism and Islam. They will be encouraged to raise questions and begin to express their own views and ideas in response to the material they learn about.

During Key Stage 2, children are given the opportunity make connections between their knowledge and understanding of Christianity and the religious traditions and beliefs in Judaism, Islam, Hinduism, Sikhism and Buddhism, as well as those of no religious faith, including Humanism.  

Knowledge and skills are mapped progressively to support children’s understanding of religion and faith. As children progress through the programme of study, they can look more deeply into spiritual, ethical, moral and social issues and with increasing breadth across different religions and worldviews through time and around the world. Learning is planned and sequenced to support pupils in building an ever-increasing picture over time, constantly building their knowledge and understanding of key subject knowledge and subject-specific vocabulary.

We believe it is important to support the teaching and learning of RE in the classroom with first-hand experiences, including visits to local places of worship and visits from faith communities.

Withdrawal from RE

RE is for all pupils in all schools. Every pupil has a legal entitlement to RE. It must be provided for all registered pupils in state-funded schools in England, unless withdrawn by parents.

In the UK, parents have the right to withdraw their children from RE on the grounds that they wish to make their own provision. The alternative is the responsibility of the parent. Parents can withdraw their child from all or part of RE without giving explanation.

If a request for withdrawal is made, then this should be done in writing. Opportunity will be given to discuss the request so that it can be properly understood if the parent wishes to do so. It is good practice to discuss requests as it helps understand the reasons for withdrawal, but parents are not obliged to do so.

If a pupil is withdrawn, the school has a duty of care to look after them, but not to provide alternative education. This time cannot be used for other curriculum subject areas.

As a school, we value the learning opportunities that RE provides as it promotes religious literacy, cultural diversity and the social development of children.

We are happy to discuss the learning that takes place in RE should you wish to do so. Copies of our long-term map for RE can be found on this website.

Subject Documents

Why we teach science

At Lings Primary School, we want our children to develop a fascination, enjoyment and understanding of science. We aim to develop their understanding of important scientific ideas, processes and skills which they can relate to their everyday experiences.  We want our children to think, investigate and communicate scientifically, and to appreciate the contribution of science to all aspects of our lives. We encourage all children to be inquisitive throughout their time at our school, develop a healthy curiosity about our universe and how science has shaped the world in the past and present, as well the impact it will have on the future. We also believe that science supports the acquisition of positive learning attitudes such as enquiry skills and perseverance.

How we teach science

Our children’s scientific journey begins in EYFS where science is integrated within the "Understanding the World" area of learning, focusing on hands-on exploration, observation, and investigation. EYFS emphasizes creating a science-rich environment where children can naturally explore, question, and discover, fostering a love of learning and developing fundamental scientific concepts. 

In Key Stage 1 and 2, we use the NPAT-written science curriculum which is rooted in the framework set out by the National Curriculum. Throughout the areas of study, children will acquire and develop the key knowledge and skills that have been identified within each unit and across each year group. These are progressive as children move through the school which enables them to gradually build their scientific knowledge over time. The science curriculum at Lings Primary, is designed to ensure that all children can acquire key scientific knowledge through practical experiences, using equipment, conducting experiments, building arguments and explaining concepts confidently.

In Key Stage 1, our children’s learning is based around plants, animals and materials. They will learn to identify and name common plants and animals, identify parts of the body, learn the properties of different materials, explore how plants grow and begin to recognise how living things are similar and different. As well as increasing their understanding of the natural world, this also teaches them their responsibility towards it.

In Key Stage 2, our children broaden their scientific view of the world around them through a range of units that provide a broad grounding in the scientific disciplines of biology, chemistry and physics.  This includes learning how the human body works, such as the digestive system and the function of the skeleton, and different types of force such as friction and magnetism. Children are also given the opportunity to develop a deeper understanding of scientific ideas and more abstract concepts. These include electricity, Earth and space, evolution and inheritance, and life cycles.

By the end of their time with us, we want children to have a well-developed understanding of how the world operates scientifically and be ready for the Key Stage 3 curriculum and beyond. We believe that a fun, engaging, high-quality science education provides our children with the foundations and knowledge for understanding their world.

We aim create a positive and inquisitive attitude to science learning within classrooms and reinforce an expectation that all pupils can achieve high standards in science.

We always seek opportunities to take learning outside the classroom, including a range of, visits, trips and visitors to complement and broaden the curriculum and further enhance the knowledge gained in class. We also look to arrange regular events such as Science Week where learning can be enhanced across the school community, as well as working with institution such as the University of Northampton and STEM.

Subject Documents