Our Curriculum

The National Curriculum states that ‘Education at home and at school is a route to the spiritual, moral, cultural, physical and mental development, and thus the well-being, of the individual’.

We respond to these values by working collaboratively with The Church, our families and the wider community to provide a wide range of opportunities in order for children to learn and achieve. We aim to promote pupils’ spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life.

Inquiry is at the centre of our approach to learning. Using questions as the starting point for new knowledge, skills and understanding and consolidating what learners have studied already allows us to maximise young people’s natural inquisitive nature leading to excellent engagement and excitement about learning.

In Nursery (F1) and Reception (F2), provision is founded on the Early Years Foundation Stage statutory guidance. It is organised into seven areas of learning, three Prime Areas and four specific areas:

  • Prime areas – Communication and Language; Personal, social and emotional development; Physical Development
  • Specific areas – Expressive Arts and Design; Literacy; Understanding the world; Mathematics

From Year 1 onwards, teachers plan their core teaching based on the National Curriculum 2014. This includes:

Core Subjects – English, Mathematics, Science

Foundation Subjects – History, Music, Geography, Art, Technology, Physical Education, Personal, Social, Health and Citizenship Education, RE, Modern Foreign Languages and Computing

Other themes

The National Curriculum is a set of subjects and standards used by schools so all children learn the same things. At Lambourn, we pride ourselves on providing every child with a motivating and enjoyable curriculum. We aim to present the children with many wide and varying learning experiences, which will help them progress, not only in an academic sense, but also in terms of their personal development.

Examples of content in the new curriculum

Maths

The new curriculum introduces 5-year-olds to fractions for the first time. This will mean they have a solid grounding at an early age, so by the time they start secondary school they are ready for algebra and more complex arithmetic.

The current requirement is for multiplication tables of 10x10 to be taught by age 11. The new curriculum states that 9-year-olds must be taught times tables to 12.

There will be much more emphasis on the skills of mathematical modelling and problem-solving.

English

Children will leave primary school able to read fluently and widely, including a range of fiction, poetry, plays, non-fiction and reference books.

Primary school children will also learn to use semi-colons, colons, dashes and brackets correctly; spell words with ‘silent’ letters, e.g. knight, psalm, solemn; and recite a range of poetry by heart.

Computing

Rather than learning how to use word processing and presentation packages, 5-year-olds will be taught how to write, create and test computer programs, using systems such as those developed by MIT and others.

Vague references in the current curriculum to how technology has changed our lives are removed.

There is a much greater focus on practical experience of programming and understanding the fundamental principles of computer science.

Science

The new curriculum has a greater focus on scientific knowledge, increases practical work and emphasises mathematical requirements for science.

Vague, abstract statements in the current curriculum on understanding the nature and methods of science are removed.

Evolution will be taught to primary school pupils for first time.

Non-science topics like caring for animals and societal context are removed.

There is much greater emphasis on mathematical modelling and problem-solving, e.g. more sophisticated mechanics.

Design and technology

The new curriculum is more ambitious than the current one - it will set children on the path to become the next generation of British designers and engineers.

Pupils will be taught the skills and expertise to design and make products, and will analyse the work of leading designers from the past and now.

There will be much greater use of design equipment to keep pupils up to speed with the fast-changing high-technology industry, e.g. 3D printers, laser cutters and robotics.

There is an increased level of sophistication in the new curriculum in the use of electronics, e.g. pupils will be taught to incorporate and program microprocessor chips into products they have designed and made.