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Curriculum Aims

At St Leonard's Lower we aim to foster a life-long love of learning, through adopting a highly practical, creative and cross-curricular approach to learning. We provide opportunities for children to develop as independent, confident, resilient and successful learners with high aspirations who know how to make a positive contribution to their community and the wider society. There is a strong focus on developing children's moral, spiritual, social and cultural understanding to ensure that our pupils are well prepared for life in modern Britain.

 

The children embark on exciting new learning journeys each term and learning environments are transformed to reflect these. Each learning journey has been designed to enable the children to meet the expectations of the 2014 National Curriculum programmes of study, both in terms of content and skills, in an engaging, exciting and memorable way. The curriculum is a literacy rich curriculum, aimed at developing a love of reading and writing. Each learning journey is planned around high quality and engaging texts which are suited to children’s ages and experiences. High quality visits and visitors are an important part of our curriculum planning and our wonderful outdoor environment is used as often as possible to support the children's learning.

 

We endeavour to make learning in all subjects cross-curricular and meaningful to each child; providing real depth of understanding. However, we also provide opportunities to teach certain knowledge and skills discreetly that don’t fit harmoniously within our learning journeys, for example phonics, spelling, handwriting, religious education and mathematics.

 

We provide a highly inclusive environment where learners enjoy their education. Our curriculum design provides a strong foundation and opportunities for our children to work in teams and develop social skills both indoors and out. Pupils at all levels are helped to achieve their potential. Those who are most able are challenged and encouraged to expand ther skills and knowledge through higher order questioning, creative and problem solving activities. Those who find learning more difficult are given targeted intervention and support to embed skills, to develop at their own pace and to learn in a style that best suits their individual needs.