Remote Learning Offer
If a class bubble or the whole school is closed due to Covid 19 we will:
- Provide live online lessons using Google Meet platform with a minimum of 3 per day, starting within 48 hours of closure.
- Provide a minimum of 3 hours worth of learning for children in keystage one and 4 hours worth of learning for keystage two. This will be a mix of live lessons and follow up activities.
- A week’s worth of learning will be provided as a hard copy pack and posted on the website. This will include at least 4 pieces of reading, writing and maths and a variety of foundation subjects. Most of this learning will be a direct response to the online lessons and is designed for the children to complete independently.
- Children in EYFS will have learning activities posted on Tapestry as well as online phonics and maths.
- Home reading books will be made available to children
The EYFS Curriculum
Children in Reception follow the Early Years Foundation Stage (EYFS) curriculum. It is divided into 7 areas of learning and children are assessed against these:
- Personal, Social and Emotional Development
- Communication and Language
- Physical Development
- Understanding the World
- Expressive Arts and Design
The following booklet provides further information for parents/carers.
The National Curriculum
Children in Years 1 – 6 study the National Curriculum. Subjects are as far as possible combined into topics to aid understanding and make learning relevant and exciting.
The National Curriculum applies to pupils of compulsory school age in maintained schools. Although Lewannick School is an academy, we have chosen to use this curriculum. For each subject and each Key Stage, programmes of study are set out what pupils should be taught in which year group.
Please follow the link below to read the national curriculum document:
Core Subjects – Reading, Writing and Maths
The following documents show the progression of knowledge and skills that children at Lewannick will learn from EYFS through to the end of Year 6. We plan for a spiral curriculum whereby children build on previous knowledge they have learnt.
The following links provide the Intent, Implementation and Impact statements for the Core Subjects
Writing Curriculum Intent, Implementation and Impact statement
Our Writing Curriculum
The teaching and learning of writing is linked directly to our school mission. We strive to deliver an engaging curriculum that will foster a positive attitude to literacy that is interesting and exciting. We recognise the importance of nurturing a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts. By the end of Year 6 we intend our children to have developed a love of writing and be able to express their thoughts and clearly and creatively through the written word. We endeavour to help pupils reflect on their learning and aim high. We intend to create writers who can re-read, edit and improve their own writing, and enable pupils to be able to use the essential skills of grammar, punctuation and spelling. 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 participate fully as a member of society.
Writing is taught daily and reflects the requirements of the National Curriculum. Lessons are planned in units of work, with each unit providing an opportunity to learn new skills as well as applying those that have been previously taught. Children are encouraged to write independently and collaboratively, for a wide range of real purposes and audiences, and is often linked to our whole school topic themes. We provide opportunities for the children to work in small adult led groups and independently to practise the skills needed to be a successful writer. Teachers endeavour to teach using an integrated approach, whereby grammar, punctuation and spelling objectives and writing composition are all taught and modelled throughout not just literacy lessons, but across the curriculum.
Children have discrete spelling lessons across the week. In EYFS and KS1 the focus being on using the correct phoneme/grapheme correspondence to record the sounds within a word and in KS2 through the use of syllable chunking and specific rules. Across the whole school, there is an expectation for children to learn the majority of the common exception words directed by the National Curriculum.
Writing assessment is ongoing throughout every lesson and cross curricular themes to help teachers with their planning, lesson activities, targeted pupil support and enable appropriate challenge to all children. Pupils are given feedback and next steps to respond to in order to personalise learning and provide the children with opportunities to edit and improve their own writing. Members of the Senior Leadership Team closely monitor all pupil’s books and hold individual termly meetings with all teachers to assess every individual child’s learning needs and progress. Pupils’ books demonstrate where literacy skills have been taught and built upon, and applied in various contexts and genres.
By Year 6 children should have developed into enthusiastic, knowledgeable, creative and skilled writers and literate users of ICT. They should carry with them the knowledge, skills and attitudes which will make them lifelong learners and valuable future citizens.
The majority of our pupils talk positively about literacy and enjoy being able to discuss and share their ideas.
Phonics and Reading Intent, Implementation and Impact statement
Our phonics and reading curriculum
At Lewannick CP School we value reading as a key life skill and aim to have a reading
curriculum that develops children’s knowledge of phonics and other age appropriate
strategies to enable them to become successful readers who develop a life-long love of
We believe reading is key for academic success and so to ensure we have a holistic
approach to the teaching of reading, we implement the following.
We are very lucky to have a wide range of reading books in our school. All children from
Pre-school to Year 6 choose age appropriate reading books to take home and these are
changed on a daily basis in EYFS and KS1 to when the book is completed in KS2. All
children have the opportunity to regularly visit the school library where they can select
a book to take home and others to use within their classroom. This offers the opportunity
for reading to be applies all aspects of our curriculum.
Children who are not yet ‘free readers’, will work through our school reading scheme –
these are levelled books which phonetically decodable and match children’s knowledge of
phonics as well as being appropriately challenging. We expect family at home to read
these books with their child daily and make comments in their child’s reading record.
By the time children leave Lewannick the majority are competent readers who can
recommend books to their peers, have a thirst for reading a range of genres including
poetry, and participate in discussions about books, including evaluating an author’s use of
language and the impact this can have on the reader.
At Lewannick, all children within EYFS and KS1 are taught phonics through a synthetic
phonics programme called ‘Read Write Inc’ produced by Ruth Miskin. Read Write Inc is
a method of learning letter sounds and blending them together to read and write words.
As part of this, children in EYFS and KS1 have daily phonics sessions where they
participate in speaking, listening and spelling activities that are matched to their
developing needs. The teachers draw upon observations and continuous assessment to
ensure children are stretched and challenged and to identify children who may need
additional support. Children work through the different phases, learning and developing
their phonics sounds and knowledge.
Teachers complete half termly assessments and plot children onto a tracking grid, which
ensures they are being appropriately challenged and supported.
Within KS1 and 2 children take part in regular whole class reading lessons, where children
are exposed to a range of different texts and genres. Reading with pace, fluency, expression and confidence are all important aspects of ensuring our children develop a love of reading and as they progress the teaching of reading unknown words moves from using phonics to syllable chunking. Through the teaching of VIPERS (vocabulary, inference, prediction, explanation, retrieval and sequencing and summarising) the children are able to demonstrate their comprehension of these.
At the end of each term, children complete the Cornerstone reading test papers and the results of these alongside teacher judgements form the term’s summative assessment. Teacher judgements are moderated and quality assured against the National Curriculum outcomes by SLT to ensure judgements are accurate and children are appropriately challenged and supported.
As we believe that reading is key to all learning, the impact of our reading curriculum
goes beyond the result of statutory assessments. Children have the opportunity to enter
the wide and varied magical worlds that reading opens up to them. As they develop their
own interest in books, a deep love of literature across a range of genres cultures and
styles is enhanced.
Through the teaching of systematic phonics and reading enquiry, our aim is for children
to become fluent and confident readers who can apply their knowledge and experience
to a range of texts through the Key Stage 2 curriculum.
As a Year 6 reader, transitioning into secondary school, we aspire that children are
fluent, confident and able readers, who can access a range of texts for pleasure and
enjoyment, as well as use their reading skills to unlock learning and all areas of the
curriculum. We firmly believe that reading is the key to all learning and so the impact of
our reading curriculum goes beyond the results of the statutory assessments.
In addition to this, parents and carers will have a good understanding of how they can
support reading at home, and contribute regularly to home-school records.
There will also be no significant gaps in the progress of different groups of pupils (e.g.
disadvantaged vs non-disadvantaged)
Maths Curriculum Intent, Implementation and Impact statement
Our Maths Curriculum
The teaching and learning of maths helps us achieve our school Mission. It impacts directly on the areas of achievement and enjoyment, helping pupils, among other things, to apply numerical skills confidently, think to solve problems, rise to a challenge and love learning. Our intent is to develop a culture of deep understanding, confidence and competence in maths – a culture that produces strong, secure learning and real progress. We believe that all pupils can succeed in mathematics. We don’t believe that there are individuals who can do maths and those that can’t. A positive teacher mind-set and strong subject knowledge are key to student success in mathematics. By building confidence, resilience and a passion for maths, we can show that whatever your prior experience or preconceptions, maths is an exciting adventure that everyone can enjoy, value and master!
We use the White Rose Schemes of Learning to guide our teaching of maths from Reception to Year 6. White Rose is based on the mastery approach which is used so successfully in countries such as Singapore.
It breaks the curriculum down into small, manageable steps that all children work on in a daily lesson together. Those that need a bit more support are given additional help either in the lesson, before or afterwards. Those that need more challenge are given rich tasks and deeper problems to build a more profound understanding.
The scheme enables children to apply their knowledge of number into new concepts. For example when children look at measurement, they will also practice the four operations and fractions. This makes the maths purposeful and supports children with making links between topics and leading to a deeper understanding.
There is a distinct focus on number work. Children who have an excellent grasp of number make better mathematicians. Spending longer on mastering key topics will build a child’s confidence and help secure understanding. We look to reinforce number fluency throughout the year. This is done as mental and oral starters or in additional maths time during the day.
Reasoning and problem solving are integral to the schemes and to our approach. We expect each lesson to have an element of applying knowledge and skills. It is through such activities that children see the real purpose of maths, and gain the most enjoyment and satisfaction.
Teachers use formative assessment to evaluate the learning during a lesson. They may ask questions to check understanding, or scrutinise independent work in order to identify common misconceptions or share thinking. Such assessment allows teachers the flexibility to intervene in a lesson to remind, redirect or overteach pupils as required. Regular marking of independent work allows teachers greater understanding of whether or not a concept has been grasped, and gives them the opportunity to feedback to pupils, to reinforce learning and to praise. It also allows them to reflect on the success of their own approach to delivering the lesson.
Formal termly summative assessments, supported by externally produced Cornerstones tests, allow teachers to evaluate how individuals, groups and the class as a whole are progressing compared to national expectations. They also give an excellent opportunity to see what concepts may need to be given additional time, and to adjust planning accordingly. They give the Maths Leader and the Senior Leadership the opportunity to see where strengths and weaknesses lie, where additional support needs to be focused and what training requirements there are.
The combination of all of these systems allows us to judge the impact of the maths curriculum in our school.
At Lewannick School we very much believe that children should be at the centre of their learning and should have a say in what they would like to learn.
Each topic is planned using progression sheets, which show the skills the children will learn throughout the half term. The progression across the school will be monitored to make sure each year group is challenged and the curriculum meets the needs of all children.
The following documents lay out and explain the progression of knowledge and skills that the children will learn in each subject.
Foundation Subjects Intent, Implementation and Impact Statements.
Autumn Term 2022-23
Fox Class – All About Me –
Owl Class – What Lies Beneath?
Otter Class – Me, Myself and I
Kestrel Class – Aftermath
Autumn Term 2021-22
Fox Class – Welcome to our World – Autumn 2021-22
Owl Class – Who’s that trip trapping over my bridge – Who’s that trip trapping over my bridge?
Otter Class – Sand vs Stone – SAND VS STONE TOPIC WEB
Kestrel Class – It’s all Greek to me! – Kestrel topic web Autumn 21 It’s all Greek to me
You will find the knowledge, skills and vocabulary that each class will learn during this topic in the link below.
Fox Class – Knowledge Organiser – Welcome to OUR World
Otter Class – Skills Knowledge & Vocab SAND VS STONE
Kestrel Class – Kestrel SKV Autumn 21 Greek
Summer Term 2020-21 Why is it that….?
You will find the knowledge, skills and vocabulary that each class will learn during this topic in the link below.
Spring Term 2020-21 – My past, present and future
The links below will explain what each class will be learning during this term.
Autumn Term 2020-21 – Where would we be without science?
Each class has a more detailed overview of the term which includes what the children will be learning within each subject. Please see the class pages to find out more.
Click on the following link to view the Grammar Glossary:
Please see the following document for more information about assessment:
Key Stage 1 & Key Stage 2 National Curriculum SATs tests
Please click on the following link for further information on the 2017 SATs for KS1 and KS2: