Curriculum

 

 

 

At Latchmere School the children are offered a rich and varied creative curriculum which encompasses the requirements of the National Curriculum as well as the National Literacy and Numeracy Strategies.

As a school, we are committed to being at the forefront of educational innovation whilst keeping pupil wellbeing at our heart, thus providing a rich creative curriculum that prepares our pupils to be lifelong independent learners in the 21st Century.

Our creative curriculum includes the National Curriculum core subjects of English, Mathematics, Science, Information and Communication Technology (ICT) and Religious Education and the foundation subjects of Technology, Art, Geography, History, Music and Physical Education (PE).

Children are assessed regularly as to their progress in these subjects and these assessments provide accurate, accessible information about what pupils know, understand and are able to do.

In addition to the prescribed subjects we offer Latchmere children Personal, Social Health Education with Citizenship (PSHE C), Sex and Relationship Education, Dance and Drama, and French.  Our philosophy of preparing our children to be world citizens has led to a highlighting of global education.

Through careful planning in the long, medium and short term we make sure there is progression, appropriateness of level, breadth, balance and consistency across the new Latchmere creative curriculum. We are committed to the idea that children learn best in a secure, caring, positive and stimulating environment. Our teachers provide well-ordered surroundings and ensure that expectations of behaviour and work are high and are clearly understood by the children. Latchmere children are encouraged to take responsibility for their own learning.

We believe that children learn best when they...

  • are confident about what they are doing
  • feel secure and in control
  • are in lively and interesting surroundings that reflect their learning
  • can connect a new experience to what has gone before
  • have clear purposes and real reasons for learning
  • know what is expected of them
  • have time to think and talk about their experiences
  • have access to a range of suitable resources and can use them independently
  • know that they are making progress
  • are able to work together as well as on their own
  • are given tasks that are well-matched to their needs and interests
  • make decisions about what they have to do
  • have appropriate adult supervision and instruction
  • are encouraged to ask questions of each other and the teacher
  • know what they have to do to improve

We believe that a good teacher has the following:

  • A good relationship with the children
  • Consistency in dealing with the children
  • Good organisation of children, resources and classroom to create an atmosphere conducive to learning
  • Clear aims and objectives
  • Various teaching styles to maintain interest
  • Some flexibility in order to deal with unforeseen circumstances
  • The ability to maintain order
  • A sense of humour

We also believe that a good teacher:

  • Values children as individuals
  • Understands the purposes, scope, structure and balance of the National Curriculum
  • Has secure knowledge and understanding of the content of the National Curriculum, sufficient to teach the children
  • Is well prepared
  • Identifies clear teaching objectives
  • Has high expectations
  • Gives clear written or oral instructions and ensures that they are carried out
  • Sets clearly defined tasks which, whilst being challenging, are achievable
  • Ensures that all children participate
  • Encourages children to work both co-operatively and independently,
as appropriate
  • Gives good feedback and sets targets for pupils’ progress
  • Is interesting and enthusiastic in their delivery
  • Ensures that pupils acquire knowledge and skills and consolidates these using every opportunity to improve basic skills in literacy, numeracy and ICT
  • Strives to be a reflective practitioner – evaluating own teaching critically in order to improve effectiveness
  • Uses assessment to check understanding, inform future planning and check that pupils continue to make good progress
  • Plays a full part in the life of the school, supports colleagues and feels part of the team