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Subjects/Key Stages

Science

Curriculum intent

The science department at Linslade School delivers a broad and diverse curriculum that instils awe and wonder, a sense of excitement and curiosity about natural phenomena and a window into the wider science world.  We plan our schemes to provide a bridge from Lower to Upper School equipping them with skills to use across a range of subjects at GCSE and beyond, including how to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. Pupils will develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.

Through the delivery of practical and theory lessons, we develop creative and curious learners and encourage aspirations and an understanding of the future careers that are open to them. Our learners today have an inspirational knowledge base to be our scientific leaders of tomorrow that is vital to the world’s future prosperity.

Curriculum Implementation

Teachers deliver a curriculum which takes into account individual learning needs and styles and allows everyone to experience success, raising standards of attainment.

Teachers have a good knowledge of the subject, but where science may not be their area of expertise, the HOD will provide support and scaffolding.

The learning outcomes are relevant and clear, promoting discussion about the subject. Teachers will check pupils’ learning frequently through the delivery of the learning outcome.

Teachers will have developed an environment for learning that allows the learners to experience different aspects of science, both practical and theory, in an engaging and positive atmosphere.

The Curriculum Impact

Pupils have the knowledge and skills within each topic that helps them to achieve the best possible outcomes, according to their ability.

Pupils’ work will be of exceptional quality and they will be able to use this to build a breadth of knowledge across the science topics and areas.

Pupils will have an excellent platform of knowledge, ready and prepared for the demands of the GCSE curriculum.

PSHE

Curriculum Intent

PSHRE at Linslade school provides a window into the wider world promoting a diverse ambitious curriculum to ensure learners are well prepared and equipped to deal with all aspects of life and its challenges. 

The curriculum is divided into three main areas in which knowledge and skills are developed sequentially;

  1.  Living in the wider world
  2.  Mental, physical health and wellbeing
  3.  Healthy relationships

By the end of their time at Linslade, learners will be ready to bridge the gap to Upper School, confident and knowledgeable in themselves and their abilities to deal with life and all its complexities. 

 

Curriculum Implementation

Teachers of PSHE deliver a highly well structured curriculum. Skills and knowledge development are planned sequentially linking with upper schools following the National Curriculum and in greater depth using the PSHE Association. 

This involves repeating themes in the curriculum across the school, however with each year group the level of high frequency words, discussions and sensitivity of topics will become more challenging and more reflective as the pupils get older. To ensure high quality teaching and the topics meet the needs of students regular meetings, safeguarding updates, conversations between staff about sensitive topics take place.

Assessment in PSHE is reflective and purposeful to develop understanding of the topic, as well as how the topic relates to pupils now and their future. KPIs are used to inform pupils of statements that are linked to the topic to help focus their reflection on the intent of that particular lesson or topic. 

PE

Curriculum Intent

PE at Linslade School aims to develop a fun, high-quality physical education curriculum that inspires all learners to succeed in a wide variety of competitive sports. We are passionate about the need to teach how to cooperate and collaborate with others. Opportunities to compete builds character and develops an understanding of fairness and equity to embed life-long values.

Learners in KS2 are provided with the building blocks to ‘learn today’ all the skills needed to access a wide variety of sports, so they can become physically and mentally confident in a way which supports their health and fitness. 

In KS3 learners are provided with opportunities to become physically confident, gain tactical awareness and provide constructive performance analysis for themselves and others. These additional skills help build an aspirational bridge to Upper school and help them become ‘Leaders of tomorrow’. 

Curriculum Implementation

Teachers deliver a diverse and engaging curriculum which includes sports from the local community and the wider world. It aims to allow everyone to enjoy being active, experience success and build a passion towards PE which helps raise standards of attainment. Topics taught go beyond the expectation of the National Curriculum and through sequenced learning, students can build on their skills and knowledge acquisition during their Linslade journey. 

Teachers check pupils’ learning frequently through the delivery of the learning outcome and use aspirational KPI’s as reference for these outcomes and skills. Providing clear next steps on how to improve, whilst building confidence through active participation is key. Students regularly self and peer assess using clear structured resources such as KPI statements and learning intention check lists. 

Enhanced leadership opportunities in KS3 help develop and challenge students, bridging the gap and ensuring students are well prepared for upper school.

MFL

Curriculum Intent

The Modern Foreign Languages Curriculum at Linslade School is designed to instil a love of language learning into all learners, to raise awareness, inspire and improve understanding of the culture and identity of people and communities therefore providing a window to the wider world.  We promote high quality acquisition of language skills and competence in listening, reading, speaking and writing to create an aspirational bridge to help learners fulfil their potential in external GCSE exams and beyond. It increases learners’ career choices, ambition and employability in later life including equipping them to study and work in other countries.

Curriculum Implementation

Collaborative curriculum planning lies at the heart of what we do in the MFL department. Our schemes of work are focussed on embedding challenge, metacognition, memory techniques for long term learning, and literacy.  Knowledge organisers enable us to define the core knowledge our students need to master. In MFL, we also implement our curriculum through using a variety of teaching approaches and tasks which encompass the four key skills of listening, speaking, reading and writing.  

Cultural Awareness themes are threaded through our curriculum in all three languages.  To provide a window to the wider world, and to promote rich cultural understanding, tolerance and diversity, pupils study the traditions, the geography, topics of historical significance, the culture of films and books, and authentic resources from the countries of the language they are learning.  

Assessment for learning is monitored informally through low stakes quizzes, regular vocabulary testing, and oral contributions in the target language, and more formally using half termly summative assessment in all four linguistic areas, which themselves are defined by rigorous KPIs for outcome and skills.  We aim to prepare students for the next phase of their MFL journey by providing a bridge to their KS4 future public GCSE examinations and beyond, in their chosen languages.

Maths

Curriculum Intent

The maths curriculum at Linslade School is carefully designed and sequenced to provide our learners with an aspirational bridge between lower and upper school and a foundation for understanding the world. We build on prior knowledge so that our learners leave us having achieved fluency in this creative and highly interconnected discipline, which includes topics such as number, geometry, statistics and algebra. This means that they will be ready to start upper school, and their GCSEs, feeling confident, prepared and with a way of thinking that will provide them with a platform to become the leaders of tomorrow. During their time with us our learners are given the opportunity to apply their ever growing knowledge to reasoning and problem solving questions so that they can deepen their understanding and appreciation of the beauty and power of Mathematics. By regularly working on real-life problems our curriculum allows learners to look through the window to the wider world and see how the Maths that they are taught in lessons will be applied in everyday life.

 

Curriculum Implementation

Our carefully sequenced curriculum builds on prior knowledge and challenges all of our students in a range of areas in mathematics. Our curriculum focuses on the 10 key pedagogical principles of Maths including mathematical reasoning and problem solving, to provide pupils with a window into the wider world of mathematics.

Retrieval activities are used at the start of each lesson to check for understanding on key topics taught previously. Formative assessment techniques are also used during our lessons, including low stakes quizzes, live marking, questioning and self & peer assessment. Summative assessments take place at the end of each curriculum block and whole class feedback is provided to address misconceptions and deepen learning. 

Key Performance Indicators (KPIs) are designed to provide all students with a challenge and students are assessed against these indicators at the end of a curriculum block. We follow our own scheme of learning allowing us to take advantage of a wide variety of textbooks, websites and concrete models which we use in our lessons. Our classrooms feature working walls, regularly updated displays, Tier 3 key words and a department wonder wall to engage, motivate and support our learners.  

History

Curriculum Intent

At Linslade, we believe that History should fire each learner’s curiosity and imagination. We believe that History allows the learners to open a window into the wider world, helping to engage with the dilemmas, choices and beliefs of people in the past. We encourage them to develop their own identities through a better understanding of their own history, that of Britain’s and by evaluating the diverse experiences of societies and groups. 

 

We believe that History helps learners to critically analyse the present world by engaging with and evaluating the past. By developing these critical thinking skills to navigate the world around them, we provide a bridge to Upper school and their future career and employment opportunities. We hope that through learning History, our learners understand methods of historical enquiry and gain historical perspective to be able to confidently take part in a democratic society.

Curriculum Implementation

Learning is embedded through the development of knowledge and skills over time and through overlapping concepts. We deliver a curriculum that is both diverse and challenging to ensure that pupils can broaden their understanding of their world around them. We employ a variety of teaching methods to ensure that all learning styles are included.

As much of the curriculum links together, key concepts and themes are revisited over key stages as well as between lessons to practice retrieval and recall. This allows the pupils to make links to the bigger picture and broader themes that carry throughout all of the topics across both key stages (i.e. religion, trade, imperialism, etc.). Pupils in KS2 are formatively assessed termly and half-termly in KS3. This is combined with summative assessments throughout the term to provide an overall picture.

The Key Progress Indicators (KPIs) in History are skill-based. We focus on four skills that carry across both key stages. Every term the pupils are formally assessed on two skills, which guides our intervention and any changes that need to be made in lessons. The skills chosen directly link to the most common skills in GCSE History.

Impact

 Progress is measured within lessons, and over terms, years and key stages. In lessons, progress is measured through quizzes, interactive questioning and through live  marking. Feedback plays a crucial role in assessing depth of student understanding and analysing other students’ answers allows students to assess their own progress based upon the feedback from the teacher. KPIs are tracked throughout the year and tested in a summative assessment at the end of each topic and cumulatively at the end of the year. Conversations about their own historical knowledge  will show

students interest in applying their historical knowledge to everyday life.  The diverse and knowledge rich curriculum at Linslade School  should develop confident and articulate historians  who want to learn more about the past and how it is impacting on our futures.

Geography

Curriculum Intent

At Linslade, we believe that Geography allows learners to have a curiosity and fascination about the world and its people. We work to inspire learners through a focused look at the key components that comprise the world around them, thus allowing them to peer through a window into the wider world. They are provided with a holistic understanding of the ways in which places are interdependent and interconnected, and how human and physical environments are interrelated. 

We believe that learners will develop a comprehensive understanding of the issues facing a diverse range of places and people, now and in the future. With this understanding, we create a bridge to Upper school and their future careers and experiences. Geographers at Linslade will have an appreciation for the world they live in and a deep understanding of how their actions can have an impact on the Earth’s key physical and human processes and the people and places around them. Learners at Linslade will be competent in the Geographical skills needed to collect, analyse and communicate data.

Curriculum Implementation

Learning is embedded through the development of knowledge and skills over time and through overlapping concepts. We deliver a curriculum that is both diverse and challenging to ensure that pupils can broaden their understanding of their world around them. We employ a variety of teaching methods to ensure that all learning styles are included.

The Key Progress Indicators (KPIs) in Geography are a mixture of essential knowledge and key skills that acts as a roadmap for the pupils on where specifically we are going. Pupils are formatively assessed half-termly, or at the end of a unit of work. This is combined with summative assessments throughout the term to provide an overall picture. Through regular feedback and guided practice students master key concepts, themes, and events.

Units and case studies that are taught are relevant to the lived experience of the students and cover a range of countries so that students leave as well-rounded and knowledgeable Geographers.

Impact

 Progress is measured within lessons, and over terms, years and key stages. In lessons, progress is measured through quizzes, interactive questioning and through live  marking. Feedback plays a crucial role in assessing depth of student understanding and analysing other students’ answers allows students to assess their own progress based upon the feedback from the teacher. KPIs are tracked throughout the year and tested in a summative assessment at the end of each topic and cumulatively at the end of the year. Conversations about home countries, travel and holidays throughout the school year will show students interest in applying their geography knowledge to places they have visited. Geographers at Linslade School will be proud to talk of their travels to other countries, visits to different parts of the UK, and documentaries and TV programmes showing the impact of people and processes on the places that people live in. The diverse and knowledge rich curriculum at Linslade School  should develop confident and articulate geographers who want to learn more about the world around them.

Art

Curriculum Intent

Art at Linslade School is intended to instill a lifelong love of art and an understanding of the subject to enrich their lives. The curriculum equips them with the knowledge and skills to experiment, invent and create their own pieces of art, craft and design. We show our learners a window into the world of art, history and an appreciation of other cultures. We plan our schemes to provide a bridge from Lower to Upper School, equipping them with skills to use across a range of subjects at GCSE and beyond. In the ever changing employment landscape we believe that thinking creatively will ensure learners have the best prospects as they enter the world of employment and we celebrate and promote careers in art and its contribution to the wealth of our nation. We are committed to show all forms of diversity within our selection of artists and topics. We celebrate what makes us special and unique, instilling a love of learning today and creating compassionate leaders of the future.

Curriculum Implementation

Teachers in Art deliver high quality teaching and learning by closely following the national curriculum requirements and beyond. We are always engaging with new styles and techniques within art and have a collegiate approach that ensures that we are sharing best practice at all times.

Knowledge acquisition is developed in Art by ensuring we are revisiting key themes across the key stages. We are fully aware of the national curriculum from KS1 to 4 and provide an essential bridge so that they are fully equipped for GCSE. We have a focus in Art on the study of art history and we link this to local and global history - providing this linking context ensures key themes are embedded across curriculums. We are developing our use of knowledge planners and dual coding.

Students regularly self and peer assess using clear structured resources such as KPI statements and learning intention check lists. We also engage regularly with benchmarking and moderation marking to ensure there is consistency. KPI’s are reviewed often to ensure they are fully impactful to each student.

 

English

Curriculum Intent

We teach English at Linslade with an aim to prepare learners to communicate and succeed in the wider world. We want them to become cultured in a range of literature in different formats including fiction, non-fiction, poetry, plays, extracts that cover a diverse, rich range of content and contexts. We want our learners to love reading, to share and discuss ideas effectively and have the tools and ability to create writing full of expression, creativity and analysis. 

Our curriculum model is fully aligned with the national curriculum and is designed to engage and challenge all learners’ strengths and interests:

Curriculum Implementation

 

Key Stage 2 English Implementation

We have a rigorous and well-organised English curriculum and framework in order to help us to develop confident, enthusiastic writers who can express themselves in a variety of different styles and across a variety of contexts. Our English teaching and learning provides many purposeful opportunities for reading, writing and discussion leading to challenges for all students. We use a diverse range of experiences, quality texts and resources to motivate and inspire our children. 

Writing tasks are specific and meaningful, and often meet a purpose to engage children and to illustrate how their writing skills can be applied to real life contexts and offer a window into the wider world. Assessment strategies, both formative and summative, are key to monitoring and evaluating progression for all. Teachers set each child a personalised target, which relate to “Key Performance Indicators” (KPI’s) specific to each year group to ensure progress and target areas for support. Teachers create a positive reading and writing culture in school, where both are promoted, enjoyed and considered ‘a pleasure’ for all pupils.

We love to celebrate the success of all learners and strive to help all children achieve their goals. In addition, throughout the school year our literacy curriculum is enhanced through celebrations such as World Book Day, competitions, author visits, and workshops, and a range of trips and visits, which enrich and complement children’s learning. Our reading reward scheme is linked to Accelerated Reader to encourage children to read regularly at home.

Key Stage 3 English Implementation

The structured curriculum plan and carefully sequenced short term learning intentions in Key Stage 3 English will ensure that all pupils receive a rich diet of knowledge and skills. The diverse range of texts and topics studied will provide inspiration, creativity and deep critical thinking for pupils throughout their learning journey.  It is only right that learning is adapted in each and every lesson in order to reach, support and challenge all pupils in the classroom.

High quality teaching will ensure knowledge is deepened in pupil’s memory in preparation for their ‘bridge’ to Upper School. The range of skills and knowledge learnt throughout Key Stage 3 English will open a window on the world for learners and lay the foundations to establish future successes and achievements.

Assessment strategies, both formative and summative, are key to monitoring and evaluating progression for all. Key Progress Indictors (KPI’s) are embedded into short and long term planning and are referred to by both the teacher and pupils in day-to-day lessons enabling consistent academic development over time. These KPI’s will empower pupils to reflect on their progress throughout their Key Stage 3 English journey and therefore better-equip them for life beyond Linslade.

Computing

Curriculum Intent

The Computer Science curriculum at Linslade School aims to equip pupils to use computational thinking and creativity to understand their world now and change it for better in their future lives. They will do this through inspirational learning that is inclusive to all, without cultural barriers. Our KS2 learners will learn the principles of information technology and computation, how digital systems work and how to apply this knowledge through their first steps in programming. Our KS3 learners will take that learning further, expanding their knowledge, their application of logic and their coding skills in pursuit of excellent achievements in the subject. They will be provided with opportunities to share learning through wider school community connections and be encouraged to engage with computing’s role in the wider world. 

Design & Technology/STEM

Curriculum Intent

 

Curriculum Implementation

Teachers deliver a curriculum which is adaptable, challenging and diverse, taking into account individual learning needs and styles. Teaching is designed to help learners remember knowledge in the long term and build links with new knowledge and big ideas. Strategies such as retrieval practice, interleaving, low-stakes quizzes, discussions and active learning help to secure knowledge in the long term.

The curriculum offers a window into the future careers and showcases opportunities that the DT and STEM disciplines can offer. These involve career discussions, opportunities for making, tasting and highlighting the wider context that these disciplines are involved in within different cultures and the local community .

The learning outcomes are relevant and clear, promoting discussion about and around the subject. Teachers will check pupils’ learning frequently through the delivery of learning outcomes and use KPIs as reference for these outcomes and skills.  Students will complete projects and have success in making different items.

Performing Arts

Curriculum Intent

The Performing Arts Department at Linslade aims to nurture passionate, imaginative and curious individuals, giving them a window into the wider world through past and present art forms, generated from an array of different cultures and musical genres. The curriculum prepares learners to become creative and independent. The music curriculum allows learners to make more music, think more musically and consequently become more musical. It is built on three pillars: technical development, knowledge of musical components, and expression, carried out through listening, analysing, performing and composing. The creativity that they develop builds a bridge to Upper school and to many different future employment possibilities. Both the music lessons across the school, and Year 8 drama lessons, promote a sense of self-worth, encourage confidence and resilience and develop relationships, promoting a culture of collaboration and cooperation. 

Curriculum Implementation

The Performing Arts Department realises its Intent by means of a broad and balanced curriculum, with a window to the wider world. Pupils in all year groups have an hour of music every week, incorporating listening and appraising, performing and composing. Year 8 pupils have an hour of discrete drama a week, over and above the National Curriculum requirements.

Subject specific vocabulary is used throughout all lessons, and pupils are encouraged to use it in their own explanations and writing. Vocabulary is displayed on the walls, and in booklets, where the pupils are able to use it to support them during lessons. Retrieval activities, including links to different genres, at the beginning of each lesson ensures that knowledge is acquired and retained. The use of Key Performance Indicators (KPIs) ensures that they know not only the indicators for their pathway, but also those to challenge them. 

Both Music and Drama are taught practically and assessment is carried out formatively by the teacher throughout the lesson, with learners knowing what they need to do to progress and improve. KPIs are used collaboratively with the pupils, allowing them to take ownership of their learning. Self and peer assessment, whole class feedback, questioning and practical activities are used to help inform next steps, and summative assessment is carried out, against the KPIs, at the end of each unit of work. 

Learners are prepared for the next stage of their learning, with both music and drama fostering a love and enjoyment of the subjects, building a bridge to future learning at GCSE level and beyond.

There are many opportunities for extra-curricular activities, including Key Stage 2 and Key Stage 3 choirs, who join together for performances such as the Christmas Carol Service, carols at Luton Airport and Young Voices at the O2, an orchestra, and a whole school musical production.

Religious Education

Curriculum Intent

At Linslade, we believe that a better understanding of religion can help the learners to navigate their present world and the future. We have taken a secular approach to teaching RE and chose to focus simply on the facts, such as what different groups believe and how these beliefs impact on the world. We believe that this allows all learners to feel included in their learning despite their own religious beliefs and aligns closely to the GCSE specification of RE and philosophy, thus building a bridge to Upper school. 

As the learners progress, we believe that the business of RE is an exploration of the influence of religions and beliefs on individuals, culture, behaviour and national life. RE therefore acts as a window into the wider world and can help to explain the key questions that many experience throughout their lives. 

Curriculum Implementation

Learning is embedded through the development of knowledge and skills over time and through overlapping concepts. We deliver a curriculum that is both diverse and challenging to ensure that pupils can broaden their understanding of their world around them. We employ a variety of teaching methods to ensure that all learning styles are included. 

While RE is not formally assessed, we still provide summative feedback and Key Progress Indicators (KPIs) to ensure that the pupils know where they should be aiming when completing their RE work. The pupils assess their own work using their KPIs to allow for ownership over their learning, and the teacher provides feedback in lessons and an overall check at the end of each unit.

As the KS2 curriculum acts as the foundation for KS3, retrieval and recall is essential to ensure that all pupils can best access the content. Therefore key concepts and themes are revisited between lessons and year groups to practice retrieval and recall.