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Curriculum and Rolling Programme

Lifton Primary School World Class Curriculum

At Lifton School we provide a World Class Curriculum which engages pupils in their learning.

This is enhanced by our Lifton guarantee:

  • Each child will experience at least 2 learning opportunities per week in the outside environment
  • Each year group will experience on educational visit or visitor to the school per term and this will be relevant to our curriculum
  • We will utilise our local environment and landscape to enrich our learning opportunities
  • We will maximise the impact of local, national and global celebration days as they occur through the academic year
  • There will be a Blue Planet week each summer term
  • Special learning days for various subject areas will take place throughout the year
  • There will be a residential trip for all Year 6 pupils in the Autumn term
  • There will be an open afternoon for parents, carers and members of the community each term
  • We will work collaboratively with parents, carers and members of the community and invite them to share their knowledge, skills and expertise with the children and staff
  • There will be performances throughout the year which showcase the arts and talents of our pupils. These include harvest festivals, Christmas productions, Christmas concerts in the church, Easter presentations and end of year leavers celebrations

When beginning a new topic, teachers plan a hook lesson and a final sharing opportunity to showcase children’s learning. Pupils will have the opportunity to share their work and ideas with others. This includes other pupils, other classes, parents, visitors and members of the school and wider community. This includes a repertoire of possible outcomes such as:

Class Books


Video or power point presentation

Jig Saw presentation (especially during our special learning days)

The class exhibition/parent share

Special learning days

The curriculum and rolling programme is constantly evolving and is not set in concrete for all to follow regardless.

Our curriculum and curriculum planning is based on and identifies children’s emerging ideas and focuses on the children’s interests and experiences.

Teachers then document the possibilities for their plans and hold conversations with the children, parents and other teachers and staff.

At Lifton School we ask:

What do we already know?

What do we wonder about?

How can we learn more?

What is the plan?

At Lifton School we provide opportunities and experiences both inside and outside the classroom and the community for investigation. We capture rich opportunities as part of our Lifton Guarantee.

Teachers also are fully aware and understand the “big picture” of standards and goals and the need for providing opportunities for all children to reach their full potential in terms of attainment and progress. Teaching at Lifton School enables opportunities for authentic experiences that allow children to see, negotiate, and fulfil their potential as a citizen of the wider world.

At Lifton School we believe that children learn best through active participation and experience. When encouraged to follow an interest and construct a plan to learn more, children are empowered and become intrinsically motivated. They fully engage in the experience when it is their own. The children also take part in a variety of extra-curricular competitions throughout the year including wake and shake, Youth Speaks and the Primary schools quiz.

As well as the children, parents influence the planning process through parent’s forum, academic workshops, parent’s questionnaires and our positive parent partnership.

At Lifton School we reflect, and interpret ideas to form deeper meanings and foster lifelong learning.

Please note that our rolling programme is always a working document.

Melanie Cripps



Lifton Community Primary School Curriculum Statement

We deliver programmes of study that meet the National Curriculum requirements issued by the DfE. This National Curriculum comprises of three core subjects :English, Mathematics, Science and foundation subjects: History, Geography, Design and Technology, Art and Design, Music, Physical Education (PE), Computing, Religious Education and MFL (Modern Foreign Languages) and PSHE.

The teaching of Religious Education is statutory in all schools. It is taught as a subject outside the National Curriculum but following the Devon Agreed Syllabus.

At Lifton Primary School we place great emphasis on Mathematics and English as these underpin many of the other aspects of the taught curriculum.

Whilst the core subjects are taught on a regular basis the other foundation subjects may be taught as blocks of work over a matter of weeks.

The planning of the curriculum is based around a rolling programme to ensure coverage of selected topics by all children who progress through the school. The rolling programmes for both Key Stages make use of our local environment eg we cover topics such as Stone and Iron age Dartmoor and Cornwall. We also study other localities so that children gain an understanding of Britain as a diverse society and have topic visits for example from Daya, a local Sikh lady to explore Sikh culture and beliefs. The rolling programme is regularly reviewed to ensure relevance to the needs and interests of our pupils.

There is now a great deal of emphasis in the use of ICT across the curriculum with a focus on ‘Computing’ and, in particular, computer skills to enhance the learning in all the subjects of the curriculum. Through the subject of ‘Computing’ we aim to teach a progressive set of skills that enable all the children to become competent and confident users of ICT.

At Lifton Primary School we seek to create opportunities for children to experience and excel in a range of activities that enhance and extend their learning. Children have opportunities both inside and outside the classroom eg Forest School Days, Residential trips, gifted and talented workshops, a variety of sporting events, visiting the theatre and art projects. We also have a wide range of after school clubs and full wrap around care to enable the children to engage in further opportunities to learn and explore the curriculum.

We also value the role of modern foreign languages in the curriculum and French is taught throughout the school from Year R to Year 6.

GROWTH MINDSET: Children with a fixed mindset believe they’re ‘clever’ or ‘not clever’, talented at something: painting, music or football, or not. They may believe the world is made of some gifted people, whom the rest admire from the sidelines. Conversely, Children with a growth mindset appreciate anyone can build themselves into anything they want to be. They recognise that people aren’t ‘clever’ or ‘not clever’, that there are only hard-working people who have chosen to take their abilities to the next level.

‘If parents want to give their children a gift, the best thing they can do is to teach their children to love challenges, be intrigued by mistakes, enjoy effort, and keep on learning. That way, their children don’t have to be slaves of praise. They will have a lifelong way to build and repair their own confidence’. – Carol Dweck

When children leave Lifton Primary School at the end of Year 6, they should be equipped with the full range of skills that enables them to become lifelong learners.


The English Curriculum is delivered using the National Curriculum guidance 2014, and the Foundation Stage is followed to ensure continuity and progression.


The Four Strands of Speaking and Listening: Speaking; Listening; Group Discussion and Interaction, and Drama permeate the whole curriculum. Interactive teaching strategies are used to engage all pupils in order to raise reading and writing standards. Children are encouraged to develop effective communication skills in readiness for later life.


The opportunities, organisation and provision for the teaching and learning of reading are as follows:

  • Shared reading
  • Guided reading
  • Independent reading using Accelerated Reader
  • Phonics
  • Resources – A book banded reading scheme operates within Year R and Year 1 which comprises of a range of different schemes. From Year 2 onwards, children follow accelerated reader which focuses on reading comprehension. Phonics intervention continues as appropriate. Each child will take an age related summative reading assessment each term to test understanding and to inform planning. Evidence for reading progress is kept in individual reading journals.
  • Links to parents – Each child has a reading diary which logs books they have read and comments about their reading. Parents, children and teaching staff may write in this book.
  • Library – All children are encouraged to use this.
  • Class books: Stories are read to the children regularly throughout the school.
  • Reading at home: Children are encouraged to read at home every day and this is given high priority.


Opportunities, organisation and provision for the teaching and learning of writing are as follows:

  • Phonics and spelling: We place great value on the importance of accurate spelling. A structured programme of spelling extends across the whole school, beginning with Letters and Sounds in EYFS.
  • Guided Writing/Independent Writing: Each teaching sequence incorporates an opportunity for guided and independent writing. There are also frequent opportunities for independent writing throughout the other curriculum areas.
  • Creative writing: Throughout the term there are opportunities for extended writing. On a termly basis samples of these extended writing outcomes are used for assessment purposes.
  • Handwriting: FSU and Key Stage 1 are being introduced to precursive handwriting which will filter throughout the school over time. In Key Stage Two classes, children are given a pen licence when they are able to join and present their work in line with our handwriting expectations.
  • Spelling, grammar and punctuation (Spag) : Children from Year 1 to 6 are set spellings to practise using spellodrome. Children are tested weekly and the results of the test are sent home. Spelling, grammar and punctuation is tested termly to ensure that knowledge is retained and to inform planning.

Each child has personalised targets that they are working towards (in English and Mathematics).

Work is marked and assessed against specific criteria in line with the marking and feedback and assessment policies.

In school moderation takes place yearly. Book scrutinies are conducted each term by the subject leader.

Moderation of writing also takes place regularly with other schools and/or across the federation.

Lifton Schools tracking system is used to record children’s learning, to set targets and to monitor progress made.


The Maths Curriculum is delivered using the National Curriculum guidance 2014, and the Foundation Stage is followed to ensure continuity and progression.

The national curriculum for mathematics aims to ensure that all pupils:

·       become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

·       reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

·       can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Each child has personalised targets that they are working towards (in English and Mathematics).

Work is marked and assessed against specific criteria in line with the marking and feedback and assessment policies.

In school moderation takes place twice yearly, book scrutinies are conducted each term by the subject leader, the headteacher also monitors progress in the books (English and Maths). Each child will take an age related summative reading assessment each term to test understanding and to inform planning.


Science provides children with the opportunity to understand the world around them and provides an exciting context to apply many of the other skills and disciplines they learn at school. The aims of the science curriculum are:

To develop scientific knowledge and understanding;

To develop understanding of the nature, processes and methods of science (working scientifically);

To understand the uses and implications of science.

The science curriculum is planned on a programme of topic areas. Key Stage 1 and 2 follow our Rolling Programme which ensures that all topics are met. The working scientifically skills for each relevant key stage are taught through these topic areas and children are given the opportunity to apply their knowledge and skills in a variety of contexts. Assessment of attainment and progress is on-going. Teachers use a variety of assessment tools including end of unit tasks, discussions during investigations and scrutiny of books by the subject leader and headteacher to check for progress. Children in Reception also follow the Early Years Foundation Stage Curriculum. In addition to their science lessons, the teaching of cross curricular science is encouraged across the school.


Art and Design contributes to the development of the whole child emotionally, aesthetically, physically, socially and cognitively. It provides all children with the opportunity to express themselves imaginatively, creatively and develop their understanding of, and respond to the world around them. Pupils are exposed to many visual, tactile and sensory experiences. Lifton Primary School enables pupils to become involved in, enjoy and appreciate the visual arts and how it can enrich their personal lives. They learn the part that art and design plays in their own and others’ lives, in contemporary life and in different times and cultures. The aims of the curriculum are that pupils produce creative work, explore ideas and record their experiences, pupils become proficient in drawing, painting, sculpture and other art, craft and design techniques. In addition pupils will evaluate and analyse creative works using the language of art, craft and design and that they know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.


Design and Technology provides our children with an opportunity to tackle problems of a practical nature. The cross curricular nature of Design and Technology offers a setting for the children to apply knowledge and skills from a number of other subjects including art, language, maths and science. Skills are developed using tools and machines in designing and making artefacts and food products with an emphasis on healthy living. Working with a variety of materials aims to help children learn important life skills. Children learn independently and in groups, learning to co-operate, plan, design and make and evaluate their work. They learn to make their own decisions with help and encouragement.


Geography develops children’s knowledge and understanding of people and places. At Lifton, we learn about the wider world as well as local areas, looking at the physical, social and economic issues surrounding each case study. Use of maps, atlases, photos and the internet ensures a well-balanced and interactive method of learning for all pupils. There are many cross-curricular links with subjects such as English, Maths and Computing. In the Foundation Stage, children learn about similarities and differences in relation to places, objects and materials. They are able to discuss their own immediate environment and understand how environments may vary from one to another. During Key Stage 1 and 2, pupils explore physical and human differences in the world around them. Children learn about the skills needed to ask geographical questions about a locality in the UK compared to a locality in a less economically developed country. Children are taught how settlements differ and change and they understand environmental issues linked to these. Children also learn about water and its effect on landscapes such as rivers and coasts. They are taught differences in weather and the effect of climate change.


At Lifton Primary we view History as a great deal more than learning facts. We see it as an opportunity to develop skills of enquiry and questioning; to become open minded “historical detectives” and to explore the past in an exciting way. We aim to provide first hand experiences with role play, class visits, workshops and visiting experts playing an important part in all our topics. History is taught through our cross curricular topics. The past comes to life when children use a variety of sources of information to find clues and evidence and take part in discussions with their peers. Through History, children learn to make comparisons and links between the past and modern times and discover how and why things have changed. They learn about people and events in the past, in Britain and the wider world, and realise that these have influenced our lives today. Children are taught how to investigate and record their findings in interesting and creative ways including writing, art, drama and computing.


Personal, social, citizenship, health, and economic (PSCHE) education and is a carefully planned programme of learning opportunities and experiences that enable children and young people to grow and develop as individuals and as valuable members of families and of social and economic communities. PSCHE education provides children and young people with knowledge, understanding, attitudes and practical skills to live healthy, safe, productive, fulfilled, capable and responsible lives. It inspires them to be enterprising and supports them in making effective transitions, positive learning and career choices and in managing their finances effectively. It gives children and young people the skills to reflect on and analyse their own values and equips them to face the difficult and sometimes conflicting attitudes they may face in the future. At Lifton School we incorporate our own school, co-operative trust and British values through assemblies, class debates and discussions and our whole school ethos.


We follow our sex and relationship education policy. We use a variety of resources which provide focused learning for all year groups, including The Christopher Winters Project. In year 6, sex education is delivered using the objectives of both the science curriculum and our PSCHE programme of learning in accordance with our policy.


Physical Education develops children’s physical skills, confidence, capabilities and potential. It gives opportunities for children to be creative and competitive while learning to work with and respect others. At Lifton Primary School class teachers encourage children to learn how to plan, perform and evaluate actions, often in pairs and small groups, helping them to develop the quality and effectiveness of their work. We promote a positive attitude towards active lifestyles and aim to introduce children to lifelong physical activity. In addition to being taught by their class teacher children may be taught by PE coaches and sports leaders who are specialists in their field through Arena and the Launceston College Primary Sports Partnership package. Sports coaches are also used to deliver personalised provision for the more able and less confident pupils. All pupils from Y1-Y6 have swimming lessons at the Phoenix Leisure Centre, Launceston throughout the Autumn term.


The curriculum is planned through a whole school approach to curriculum planning, taking into account progression and differentiation. The work for some children is supported by provision planning which teachers use as part of their daily planning for all pupils. Additional support and intervention is provided for identified groups and individuals. Children with Educational Health and Care Plans (EHCPs) are supported in accordance with their targets/individual needs. The SENDCO has the national qualification for SENDCOs and supports teachers, monitors provision maps and reviews these termly.


We aim for the children to confidently and independently use and apply information technology skills to support and extend their learning. We develop a culture where the use of ICT becomes second nature to our pupils, thus ensuring they are ready and able to embrace the technological advances of the future. Every child at Lifton School has access to a laptop and ipad. The children learn how to navigate the Internet safely and e-safety is promoted at all times. The aims of the computing curriculum are:

That pupils can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic algorithms and data. In addition they should be able to analyse problems and have repeated experience of writing programs in order to solve problems. They should also be able to evaluate and apply information technology and be responsible, competent and creative users of information and communication technology.


Music is taught throughout the school as a distinct subject and in cross-curricular way. The aim is to develop each child’s musical potential giving opportunities for self-expression and creativity. We use the Charanga programme to support the teaching of music at Lifton School. Instrumental tuition is available to children in Key Stage 2. At Lifton School, we aim to develop every child’s musical ability. A love of singing is promoted through weekly singing assemblies and also in productions and performances which take place throughout the year.


Learning a foreign language provides a valuable educational, social and cultural experience in preparation for future life. At Lifton Primary School we teach French from EYFS to Year 6 starting with singing along to songs and joining in with games. The children enjoy “playing with language” and use it in a range of situations.


In our Foundation unit we encourage the children to be interested and excited by learning. There are seven areas of learning and development. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for learning, and for building their capacity to learn, form relationships and thrive. These three prime areas are: •communication and language • physical development • personal, social and emotional development. Additionally there are four other specific areas, through which the three prime areas are strengthened and applied. The other specific areas are: • literacy; • mathematics; • understanding the world; and• expressive arts and design. The FSU booklet which contains all relevant information, is available for all parents on the FSU class page of the school website.


Wherever possible, we aim to take every area of the curriculum outside of the classroom by providing the most engaging , hands on, learning experiences possible. Our staff and pupils are passionate and enthusiastic about an outdoors approach, and we work on a daily basis to constantly develop and improve our use of our fantastic school grounds which includes our own forest school site. During a series of forest schools sessions, the range of activities can vary widely with the interests of our pupils but can include the following examples:

Den building

Willow weaving

Ethereal art

Flora/ fauna identification

Fire lighting

Cooking over an open fire


There are opportunities for the children to take responsibilities within their class and the whole school. Each class has children who have monitor roles and across the whole school children can be School Councillors, Prefects, House Captains, Librarians, Huff and Puff play leaders, depending on their year group.


The school offers a variety of clubs for children to participate in during and after school. These include sports, art and design, ICT, music ,forest School, gardening, animal care, science and drama clubs. There is also a daily breakfast club from 8.00 am – 8.45 am providing a variety of activities and a selection of cooked food, cereals, fruit and yogurt. There is an after school Squirrels club from 3.30pm-6.00pm which provides a variety of play based activities and a light snack and drink.

Programme of learning

All core subjects follow the programme of study as outlined in the National Curriculum and the teaching and learning policy of Lifton Community Primary School. Progress is reviewed continuously and this is used to inform planning and target setting.

Coverage of foundation subjects is reviewed annually to ensure the programme of study detailed in the National Curriculum are met. We follow a half-termly theme-based approach.

History, Geography, Art and Design and Design Technology are linked by theme. Pupils apply English, Maths, Science, ICT and skills from other subjects in a cross curricular approach to learning.


Term Year C                                         Year 1 Year C                                                                         Year 2/3
Autumn 1


History (significant events) History (events beyond living memory)
  Why did London burn? Why did the Titanic sink?

History of transport

Autumn 2 Geography (locational knowledge) Geography (locational knowledge)
  Would you like to live on The Isle of Struay?

Katie Morag

Why can’t a meerkat live in the North Pole?

UK and world maps

Spring 1


History (significant individuals) History (significant individuals and events)
  What curiosities can you discover?

Mary Anning and Grace Darling

How did it feel to step onto the moon?

Space voyages (Neil Armstrong)

Spring 2 Geography (comparison) Geography (physical)
  Where would you prefer to live?

Compare a UK location to a non-European

What makes the earth angry?

Exploring physical features

Summer 1


History (local study) History (local study)
  What was it like to live in a castle?

Okehampton Castle

Why do we love to be by the seaside?

Seaside and amusements (Dingles)

Summer 2


Geography (fieldwork) Geography (fieldwork)
  Where do the footprints lead?

Mapping skills including school grounds

What would Dora The Explorer find exciting about Lifton?

Mapping skills including school grounds

Term Year C                                           Year 4/5 Year C                                                 Year 6
Autumn 1


History (Stone Age) History (World War 2)
  Could you survive the Stone Age?

A study of pre-history

What would it have been like to be an evacuee?


Autumn 2 Geography (locational knowledge) Geography (physical characteristics)
  Why is London a cool place to live?

UK place study

What happens when plates collide?

Volcanoes and earthquakes

Spring 1


History (local study) History (British history)
  Why were the Norman castles certainly not bouncy?

Launceston Castle

What would you do if you were king or queen?

Kings and Queens

Spring 2 Art and Design (great artist, architects and designers) Art and Design (great artists, architects and designers)
  Which artists inspire us?


Which artists inspire us?
Summer 1


Geography (human and physical) Geography (skills and fieldwork)
  Why is the Thames important to London?


Could you navigate Dartmoor?

Maps and compasses

Summer 2


Design and Technology (design, make and evaluate) Design and technology (cooking and nutrition)
  How do we make a …?


Could you be the next Masterchef?

Healthy meals

SCIENCE (stand-alone programme of study) Year C

Science Overview (Y1-3)


Term Year 1 Year 2/3
Autumn 1 Who am I?

Animals and humans (animal focus): identify, name and compare the structure of a variety of animals.

Who belongs to a skeleton like this?

Animal types and skeletons: human and animal skeletons (linking to animal types e,g. reptile, bird).

Autumn 2 How do you feel?

Animals and humans (human focus): parts of the body and the five senses.

What would a tiger eat if it came to tea?

Animal and human nutrition: animal diets, animal teeth   and food chains.

Spring 1 Does it ever snow in spring?

Seasonal changes (winter and spring): seasonal changes and weather.

Can you make a magic magnet hover?

Forces and magnets: friction, gravity and magnets.

Spring 2 What is it?

Everyday Materials: identifying and grouping a variety of materials.

Were all fossils dinosaurs?

Rocks and soil: types of rock, formation of fossils and what is in soil.

Summer 1 Can you be a tree detective?

Plants: identifying and naming a variety of plants and the describing the basic structure of a flowering plant.

What would happen if there were no bees?

Plants: looking in more detail at plant structures and the life cycle of a plant.

Summer 2 Why do leaves fall?

Seasonal changes (summer and autumn): seasonal changes and weather.

Can someone really tall have a tiny shadow?

Light: light and dark, reflective surfaces and shadows.

* Teaching and Assessing Primary Science (TAPS) will incorporated into each half term.

Science Overview (y 4-6)
Term Year 4/5 Year 6
Autumn 1 Where does the food go?

Animals, including humans: organs of the human body, digestive system and teeth; circulation and transport.

How do we see?

Light: how light travels; how we see and shadows.

Autumn 2 Where does sound come from?

Sound: vibrations, pitch and volume.

Do you know your fungi from your arachnids?

Living things and their habitats: classification and characteristics of animals, plants and micro-organisms.

Spring 1 Do you know your fungi from your arachnids?

Classification: using and making classification keys and the classification of plants, animals and micro-organisms.

Do you know your fungi from your arachnids? (continued)

Living things and their habitats: classification and characteristics of animals, plants and micro-organisms.


Sex Education – puberty and changes (including periods); reproductive system and sex; pregnancy and birth.

Spring 2 What would you wear to go swimming with electric eels?

Electricity: uses of electricity, conductors and insulators, circuits and symbols.

How did the giraffe get its long neck?

Evolution and Inheritance: fossils; inheritance, adaptation and evolution.

Summer 1 Where does water go?

States of matter: solids, liquids and gases, heating and cooling; evaporation, condensation and the water cycle.


Could you make a traffic light?

Electricity (yr 6): construct simple series circuits and use a variety of components; changing volume/brightness of buzzers/lights; circuit diagrams.


Summer 2 How would you separate the sea?

Changing materials: uses of materials, dissolving, separating mixtures, reversible and irreversible changes.

What would happen if you had no heart?

Animals, including humans (yr 6): the circulatory system; staying healthy; transporting water and nutrients around the body.

* Teaching and Assessing Primary Science (TAPS) will incorporated into each half term.

PSHE and Citizenship Programme of Learning

  Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Theme for remaining lessons and assemblies  
Autumn 1 Revisit Personal Safety

*speak out – stay safe


Revisit E-safety


Revisit British Values (TRIMD) Healthy lifestyles (eating) Healthy lifestyles (being active) Co-operative Values  
Autumn 2 Team Building


Growth Mindset School Values Difference and Diversity Difference and Diversity Friendships (anti-bullying)  
Spring 1 Revisit Personal Safety

*speak out – stay safe


Revisit E-safety


Revisit British Values (TRIMD) Medicines and Drugs Education


Medicines and Drugs Education


Goals and Careers


Spring 2 SRE

*Christopher Winters Project


*Christopher Winters Project


*Christopher Winters Project

Healthy lifestyles (eating) Healthy lifestyles (being active) Mental Health and Well-being


Summer 1 Revisit Personal Safety

*speak out – stay safe


Revisit E-safety


Revisit British Values (TRIMD) Physical and Social Environment (recycling) Physical and Social Environment (pollution) Physical and Social Environment (eco awareness)  
Summer 2 Being a good citizen (community links) Being a good citizen (community links) Healthy lifestyles (eating) Healthy lifestyles (being active) Relationships