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The Curriculum

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Our Early Years Outdoor Learning area, including the field, is testament to our belief that play is a crucial element of learning. Our curriculum is based on the National Curriculum and we are looking to make what we teach relevant to the children in the world in which they are growing up. To this end we have adopted the International Primary Curriculum which has a global perspective in its philosophy and content and which regards children as lifelong learners which we fully endorse.

Everyone at Langham is excited about the prospect of working with the new National Curriculum from September 2014. Working within the IPC framework we feel there are many opportunities to develop skills and knowledge both formally and creatively. Our following curriculum statements reflect this attitude.

We have decided to trial ‘collective leadership’ covering curriculum areas – the rationale being that everyone is a leader so issues can be addressed collaboratively, we therefore have a subject co-ordinator whose role it is to collate ideas and present/review action plans for improvement.


Co-ordinators: Emma Cotton and Polly Kossowicz

We recognise English plays an essential role in children’s development, since it permeates all areas of the curriculum.

“The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.” National Curriculum 2014.

We attempt to model good examples of both reading and writing, thus teaching children the rich variety of English language. We actively include poets, story tellers and authors to be involved in the literacy delivery.

We encourage self-expression and independence from an early age, encouraging competence in the art of spoken word, making formal presentations, demonstrating to others and participating in debate, as well as the need to listen carefully to others and to consider responses. We value drama as a vehicle for developing confidence.

Considerable emphasis is placed on reading development with the Oxford Reading Tree scheme providing the main backbone for progression. Each class has an extensive library with a wide range of fiction and non-fiction books, to which the children have constant access. We also have an extensive amount of non-fiction and fiction guided reading material. Children are encouraged to read widely and often, for information and for pleasure.

We have a shared reading policy, which means that we encourage reading and comments from home, made in a reading record booklet.

During their time in school the children will develop their writing skills from the emergent “marks on paper” to clear, accurate, coherent stories, reviews, letters, descriptions and reports, adapting their language and style in and for a range of contexts, purposes and audiences. We treat spelling, punctuation and understanding of grammar seriously and children experience a number of strategies throughout their time in school to develop abilities for using the written word and acquiring a wide vocabulary.

Once a child has begun to write we expect high standards of presentation and a fluent joined handwriting style; we give the children frequent and discrete, direct teaching for handwriting to form letters correctly and confidently.

Langham Village School book bags are available from the office at £4.50 each.


Co-ordinator: Emma Cotton

Mathematics equips pupils with a powerful set of tools to understand and change the world. These include: problem solving skills, mathematical reasoning-justification using mathematical language and an ability to recall and apply knowledge. It is crucial in everyday life and at Langham our aim is to develop an understanding and enjoyment of the subject. We teach children to adopt a variety of strategies when dealing with number problems and stress the importance of how to calculate mentally and explain how an answer has been reached. Being able to talk about mathematics is a good indicator of clear understanding.

We endeavour to ensure children develop a healthy and enthusiastic attitude that will stay with them. The National Curriculum order for mathematics describes what must be taught in each Key Stage. At Langham we follow the programmes of study which give detailed guidance, ensuring continuity and progression.

In the Early Years foundation Stage the curriculum is guided by the Early Learning Goals.

The expectation is the majority of pupils will move through the programmes of study at broadly the same pace. ‘National Curriculum – Mathematics 2014’.

At Langham, we agree with this statement, but more so with the idea that children’s security of learning is the key element. Progression is judged by their confidence and enhanced with sophisticated problem solving and mathematical reasoning.

Number bonds and multiplication tables are taught at appropriate times. Parents can help greatly with developing numeracy skills in their children by taking them shopping, allowing them to spend real money and playing a variety of number and card games.

We want children to have positive feelings about their leaning and feel it is important they do not feel they are failing at any time.

We aim to provide the pupils at Langham with a mathematics curriculum which will produce individuals who are literate, creative, independent, inquisitive, enquiring and confident. We also aim to provide a stimulating environment and resources so pupils develop their mathematical skills to their full potential.


Co-ordinator: Polly Kossowicz

Science has a high priority in the life of our school. We feel that, through science, we can help the children develop a sense of curiosity and enquiry about the world around them.

We acknowledge the importance of the science process, which involves the children in asking questions, observing, predicting and organising ‘fair’ tests.

We use the Rising Stars scheme linked to the International Primary curriculum to guide all year groups and classes through the demands of the National Curriculum (2014). We aim to develop scientific knowledge and conceptual understanding, the nature ,processes and methods of science and we aim to ensure that all pupils are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future. Although the Programmes of Study are set out year-by-year we are only required to teach the relevant programmes by the end of a Key Stage.

Working scientifically permeates all study as does the emphasis on spoken language through discussion and explanation. We feel that Science has an essential contribution to make to children’s education in the following ways:

  • understanding scientific ideas
  • using scientific methods of investigation
  • understanding our environment, conservation and the use of resources, living and non-living
  • relating science to other areas of knowledge
  • appreciating the contribution science makes to society, including moral and ethical issues
  • contributing to personal development
  • appreciating the powerful, but provisional nature of scientific knowledge
  • giving children access to careers in science and technology

We have a wide range of resources and value the use of observation – outdoors when appropriate. We involve visits and specialist visitors to enhance children’s’ understanding further. The school is a member of the Science Association and has strong links with the Teacher – Scientist Network at the John Innes Centre.

Our new garden area and greenhouse offer additional opportunities in science for all three classes. We are also part of the ‘Enhancing Healthy Schools’ initiative and have achieved the ‘Eco Schools Silver Award’.

Religious Education

Co-ordinator: Polly Kossowicz

The children at Key Stage 1 principally study Christianity and are introduced to Judaism and touch on examples form other religions as appropriate (Buddhism, Hinduism and Islam). The study programme covers believing and belonging, prayer and worship as well as the religious leaders and teachers. They also look at stories and books, celebrating artefacts and symbols. They are both learning about and from the religion concerned.

Key Stage 2 children explore Christianity in more detail following the new Norfolk Agreed Syllabus. They also investigate Hinduism and Islam in some depth, as well as touching on Buddhism and Sikhism. During this study, children will not only learn about religion but also from religion, by examining beliefs and questions, people who are inspirational and the teachings and authority of the relevant religions. They look at religion in relation to the individual, family and community, as well as the journey of life and death, how religious expression and symbols work, and how the beliefs are translated into actions in the world.

In our act of Collective Worship we celebrate events of the Christian year and festivals of the other main religions. We also look at such issues as sharing, helping people, valuing ourselves and others and the wonder of the natural world. The assemblies provide opportunities for our children to share experiences in the context of the larger audience. One assembly a week is dedicated to the SEAL programme (Social, and Emotional Aspects to Learning)for these the school is split into two groups, one for younger and one for older pupils.

Parents wishing to withdraw their children from Religious Education, or the devotional part of morning assembly, are invited to discuss the matter with the Headteacher. If children are withdrawn, appropriate supervised tasks will be organised for them.


Co-ordinator: Polly Kossowicz

As your child progresses through school they will be provided with opportunities to develop skills and attitudes through play, gymnastics, games, dance, athletics and adventure activities using a variety of stimuli and equipment. We are part of the North Norfolk Schools Sport Partnership which provides opportunities for competition across many sporting disciplines:- we aim to provide at least two hours of quality PE each week for our learners. We employ a quality sports coach who works with each class on their agility, balance and co-ordination throughout the year.

We encourage independence and initiative. We believe in fair competition between groups and individuals as well as wishing to encourage the children’s sensitivity and awareness toward other people. Our ‘hall’ also provides space for movement and dance.

We have two large playground areas with markings for a netball court and a short tennis court. We have a large, well-drained field that is divided into training grids in the winter and rounders pitch and athletics track in the summer. We have climbing frames on safe, wood chipping and all weather surfaces, a low level adventure trail and a wide range of PE equipment suitable for 4-11 year olds.

During the Autumn and Spring terms the children in Years 4, 5 and 6 travel to the Alderman Peel High School to participate in our Key Stage 2 Gymnastics and Swimming programme, utilising the excellent facilities and specialist teaching – this is free of charge.

We organise a variety of ‘inter-house’ competitions and regularly meet and play against other local schools in football, table tennis, netball, rugby, cricket, athletics, golf and tennis.

It is very important your child be equipped for PE and Games with the correct clothing (to change into) ie plimsolls/light trainers, shorts and top in plain colours.

We feel that it is essential that all PE clothing be a completely separate item for the sake of hygiene, as well as for ease and comfort of use. We recommend that each child has a named PE kit bag (preferably of the draw string type) which can be hung on their coat peg.

The school must receive official notification if your child cannot participate in PE activities.

Computing/Information Communications Technology (ICT)

Co-ordinator: Emma Cotton

At Langham we continue to make every effort to keep up with the rapid changes in technology. We invest in hardware and update on a rolling programme. “A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world.” National Curriculum 2014 – Purpose of Study.

There is now a great deal of emphasis in the use of ICT and, in particular, computer skills to enhance the learning in all the subjects of the curriculum. Children in every class are taught to use technology as a tool for all aspects of their learning. Links are made across the whole curriculum and children use a wide range of technology to further their learning.

With the recent ‘refresh’ of our computer facilities at school, we are continually looking to use a variety of computer programs, tablets, apps and devices to supplement the diverse nature of the curriculum. We benefit from a part time technician whose role it is to ensure all systems are operating correctly.

Through the computing subject we aim to teach a progressive set of skills that enable all children to become competent and confident users of technology; through computer science we aim to teach an understanding of how computers work, giving the children the ability to be, “Active participants in a digital world.” National Curriculum 2014.

There is a detailed scheme of work to ensure ICT and computing skills progress as children move through the school. We are proud of our “Digital Leader Network” at Langham, which involves the children leading digital initiatives including training, evaluation of software and computing clubs. Digital learning outside the classroom is encouraged and the children benefit from online learning both at school and at home through subscription education sites.

Our school web-site is constantly updated, interesting and easy to navigate www.langhamvillageschool.com. Keep in touch with what’s going on!

Art and Design

Co-ordinator: Polly Kossowicz

“Art and Design embody the highest form of human creativity. Art and Design teaching should instil in pupils an appreciation of beauty and an awareness of how creativity depends on technical mastery. They should learn to draw, paint and sculpt as well as design and create aesthetically pleasing objects in two and three dimensions. Pupils should know about the achievements of great artists and designers.”
National Curriculum 2014

At Langham we endorse all of the above statements.

We use the Cambridge Art Scheme of Work to help develop skills’ progress from YR-Y6.

We aim to showcase children’s work via interesting displays around the school.

We have a Creative Learning Carousel on Wednesday afternoons when all children in the Early Years experience a variety of opportunities to develop their skills in small groups.

We hold an annual ‘Art Week’ when Art and Design is a major focus.

Local artists are invited to run whole day sessions with each class and to run Art Clubs where possible.

The school is a member of the Sainsbury Centre for Visual Arts situated at the UEA, Norwich. We organise a bi-annual visit to the Centre for Y2-6 children when they can experience the wonderful works of art, both 2D and 3D, as well as participating in a resident artist led workshop.


Co-ordinator: Polly Kossowicz

Through Design-Technology children are encouraged to use intellectual and practical skills to solve problems for real-life situations. As part of lessons we focus on skills needed and give time to practise these.

During the design stage children are encouraged to make plans, list tools and materials needed and discuss their ideas highlighting problems they feel may arise. As projects progress, children evaluate their work in order to improve and to learn from mistakes made. Practical and intellectual skills are amalgamated as a design is finally completed and tested.

The DT projects are part of the planning for the International Primary Curriculum, Science and Literacy; they follow the guidelines given in the National Curriculum 2014.


Co-ordinator: Polly Kossowicz

Children have an innate fascination with history and, in our experience, are easily motivated to delve into the past. For young children it is very difficult to conceptualise the passage of time, so we use appropriate vocabulary at different levels. We are bound by the National Curriculum to study a number of units at Key Stage 1 and Key Stage 2. We use the International Primary Curriculum to ensure all relevant programmes of study are covered.

We teach history through story, drama, using artefacts, experts, collections, pictures, CD-ROM, the Internet, books and, of course, visits to places of historical interest.

International Primary Curriculum and Geography

Co-ordinator: Diana Howes and Polly Kossowicz

‘A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.’ Geography- National Curriculum 2014.

We aim to equip pupils with knowledge about places, people, resources and natural and human environments, together with an understanding of the Earth’s key physical and human processes.

We are very fortunate to be located in North Norfolk, which affords such wonderful opportunities to study the coast and different habitats. We value fieldwork at all stages as this offers first-hand experience and allows for direct and relevant questioning. For younger children this could be within the school grounds, further afield for the older pupils.

We regularly use drama and role-play as a means of cementing an appreciation of the way in which other people may live and react. We have a wide range of resources to cater for the needs of each Key Stage.

Our IPC topics give us geographical coverage and we have links with Eklavya School in India and schools in France, Spain and Japan.


Co-ordinator: Polly Kossowicz

All children throughout the school are involved in music, which covers singing, listening, rhythmn and pattern work, appraising, composing and playing of instruments. A variety of material is covered ranging from different eras and cultures from around the world. Class singing and singing assemblies also take place. We also organise a school choir and wish singing to be an important part of school life. Singing practices for school productions or festival and concerts take place on a regular basis. The school is soon to apply for a Silver Award with Sing Up a national (not for profit) organisation which aims to put singing at the heart of school life.

Individual children and small groups play the recorder, weekly on Monday afternoons. We also offer children the opportunity to learn guitar, saxophone, keyboard and flute with the staff from the Norfolk Music Service.

Langham Village School have also in the last two years ventured into the community with musical opportunities such as the Norwich Music Festival, The Big Sing, The Festival of Voices and the Barnardos Celebration at the Royal Albert Hall and Wembley Arena. The emphasis of music at Langham is for all children to enjoy and participate. The choir participate in fund raising activities when possible, a recent example being raising money for the Philippine typhoon appeal at the Fakenham branch of Tesco.

We join in with National ‘Sing Up Day’ every year. The whole school community participate in singing activities throughout the day which includes lunch time supervisors singing to the children!!

Modern Languages

Co-ordinator: Diana Howes

‘Learning a foreign language is a liberation from insularity and provides an opening to other cultures.’ 2014 National Curriculum.

Class 1 enjoys song and dance ‘Take 10 en Francais’ and ‘Take 10 en Español.’

Classes 2 and 3 receive dedicated French teaching by a language specialist. We aim to provide a balance of spoken and written language, laying the foundations for further study at Key Stage 3.

The Language teacher from our Cluster High School spends part of the year in each class developing their Spanish skills and the Year 5 children are invited, annually, to the Alderman Peel High School for a Languages Conference. The Cluster group have also offered a Gifted and Talented session when the Finnish language was enjoyed; we hope this will continue.

Throughout the year we have special days e.g. ‘Spanish Day, ‘Japanese Day’ and ‘ Indian Day’ when we learn about other languages and cultures.

Class teachers contribute to embedding languages when opportunities arise e.g. registration and greetings.

Special Educational Needs and Disabilities/Gifted and Talented

Coordinator: Polly Kossowicz
Named Governor: Matt Coe

Currently the organisation for SEND children and the role of the SENDCO are under review and subject to the new Code of Practice which will be in place by September 2014.

Each teacher at Langham considers him or herself to be a teacher of Special Needs. Polly Kossowicz has the responsibility of being the Special Needs and Disabilities Coordinator(SENDCO). It is her job to monitor and record the progress of those children and to liaise with the Governors and outside agencies on the school’s behalf.

We are required by law to implement The Code of Practice. Details of how this is done are clearly laid out in the Schools’ SEND Policy, which is available on request. Individual Education Plans are shared with parents and reviews are carried out regularly when a little support is required.

We receive help from outside agencies such as the Area Educational Psychology Team and teachers offering specialist provision who assist with both diagnosis and target setting.

Special consideration is given to modifying the National Statutory Testing at Key Stages One and Two where necessary. Children with Special Educational Needs at our school participate in all classroom and curriculum activities. The Special Needs Policy is the responsibility of the Governing Body. A member of the Governing Body is directly responsible for the implementation of the Special Needs Policy. They can be called upon to give active support to the school, the Special Needs co-ordinators and the child’s parents wherever necessary.

If you have a concern about your child’s progress, please meet with your child’s teacher. If you are still concerned or if things are not clear, talk to your child’s teacher again. You can also ask to meet the Special Needs Co-ordinator (SENDCO) or you may wish to speak to the Headteacher.

You can contact the named Governor who has responsibility for special educational needs (SEN) if you have concerns about the provision for SEND in school. This can be done by contacting either Sarah or Clair (secretaries) in the office.

PSHE (Personal, Social, Health and Economic Education)

Co-ordinator: Polly Kossowicz

Personal, Social, Health and Economic Education helps the children develop strategies to deal with a variety of situations which may arise in their lives. We aim to provide independence and sensitivity to the needs of others.

PSHE is planned to enable children to acquire the knowledge, understanding and skills they need to manage their lives now and in the future.

As part of our whole-school approach, PSHE education develops the qualities and attitudes pupils need to thrive as individuals, family members and members of society.

Our work is involved with three overlapping and linked ‘Core Themes’: Health and Well Being, Relationships and Living in the Wider World.

We subscribe to the PSHE Association who have provided a new Programme of Study for Key Stages 1 and 2 which will run alongside the new Primary Curriculum (2014).

Creative Learning Carousel

Co-ordinator: Polly Kossowicz

One afternoon a week the children are involved in creative learning activities. This capitalises on the strengths and talents of our teaching team and the children are receiving an enriched curriculum in art, D.T., languages, sports, the outside environment, food technology, health and I.C.T.

Langham Village School

International School AwardHealthy SchoolOfsted Outstanding 2011/2012International Primary Curriculum

Headteacher: Polly Kossowicz

Langham Village School, North Street, Langham, Holt, Norfolk, NR25 7DG
Telephone/Fax: 01328 830377 • Email: office@langham.norfolk.sch.uk

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