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Subjects/Key Stages

Science

Curriculum intent

  • To create successful learners who enjoy learning, make good progress and achieve excellence.
  • To deliver a broad curriculum that develops both knowledge and the understanding of how this knowledge fits into everyday life.
  • To encourage aspirations and an understanding of the future careers that this pathway can provide; Creates an aspirational high achievement culture for all learners, with specific emphasis on STEM.

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

PSHE in key stage 3 at Linslade School aims to provide an educational experience which prepares pupils for dealing with the wider world.

Specifically, the curriculum focus on educating pupils how to keep safe on and off the internet, understanding the importance of respectful relationships and recognizing when a relationship is not respectful, exploring the world of work, and how to develop the skills necessary for working life, and finally physical and mental health; understanding how to create and maintain a healthy balanced lifestyle, strategies and where to access help if unable to do so.

Each pupil should feel valued in their opinion, respected in their views and confident in their choices. We hope the PSHE curriculum supports and encourages all of the above to develop our pupils to become happy contributing members of society.

A particular focus on Relationships and Health and wellbeing is evident among the curriculum, taking into account the new Ofsted framework, we highly value the importance of these areas, and the domino effect on our pupils happiness, and attainment if they are not exposed to the education and support surrounding these topics.

PSHE in key stage 2 at Linslade School aims to provide an education experience which prepares pupils for dealing with the wider world.

Specifically, the curriculum focus on educating pupils how to keep safe on and off the internet, understand the importance of family, respectful

relationships and Physical and mental health and wellbeing.

Each pupil should feel valued in their opinion, respected in their views and confident in their choices. We hope the PSHE curriculum supports and

encourages all of the above to develop our pupils to become happy contributing members of society.

A particular focus on Relationships and Health and wellbeing is evident among the curriculum, taking into account the new Ofsted framework, we

highly value the importance of these areas, and the domino effect on our pupils happiness, and attainment if they are not exposed to the education and support surrounding these topics.

PE

PE at Linslade School aims to develop a fun, high-quality physical education curriculum that inspires all pupils to succeed and excel individual’s abilities in wide variety of competitive sports. We will provide opportunities for pupils to become physically confident, gain tactical awareness and provide constructive performance analysis for themselves and others  in a way which supports their health and fitness. Our children will have opportunities to compete in sport at a variety of levels including class, interhouse, District and County competitions which will enable them to build character and help embed the school values such as honesty and respect. PE at Linslade is an imperative element of the curriculum, which develops a need for healthy life styles, positive growth mind-set and the resilience to persevere with activities that may once have felt too difficult. We are passionate to develop pupils leadership skills and the need to teach children how to cooperate and collaborate with others through our Sports Young Leader Programme. PE in KS3 allows for pupils to be part of a team, understanding fairness and encourage equity of play to embed life-long values.

MFL

The MFL French Curriculum at Linslade School is designed to instill the love of learning languages into all our pupils, to raise awareness, inspire and improve understanding of the culture and identity of people and communities in Francophone countries throughout the world. We promote high quality acquisition of language skills and competence in listening, reading, writing and speaking, in order that pupils can be successful in external MFL GCSE exams and beyond, and increase pupils’ careers choices and employability in later life.

Maths

Our KS3 Mastery Curriculum is built around the unique pedagogical approach with the 10 key principles at the heart using the cycle of Master → Check-up → Strengthen/Extend →Test. The aim is that our pupils by the end of KS3 will be ready to start upper school with confidence:

  1. Fluency
  2. Mathematical Reasoning
  3. Multiplicative reasoning
  4. Problem solving
  5. Progression
  6. Concrete- Pictorial- Abstract
  7. Relevance
  8. Modelling
  9. Reflection
  10. Linking

Every unit starts with a ‘Why Learn This’ introduction which gives an indication to pupils how maths can be used in everyday life. –Relevance

‘Improve your Fluency’ practice question and ‘Warm up’ help pupils to remember the skill they already know and will be using in that unit

Each unit gives opportunities for the learning to be discovered through ‘Hints’ and’ Investigative tasks’ encouraging our pupils to learn independently and develop further their Mathematical/Multiplicative Reasoning skills.

The new curriculum was designed to interlink the different areas of mathematics as well as provide cross-curricular ideas. The ‘Topic links’/ ‘Subject links’ show how the maths in lesson is connected to other mathematical topics and other subjects such as science, geography, computing etc.

The program of study provides opportunities for pupils to improve their ability to use maths in everyday situations by tackling ‘Modelling’, ‘Reasoning’,’ Problem-solving’ and real life situations using ‘Literacy and Strategy Hints’ . Some questions for instance ‘Finance’ or ‘STEM’ show how the real world relies on maths within finance, science or technology.

There is a Reflection task provided for pupils to express their level of confidence about the topic, at the end of each lesson. The ‘Students Progression Chart’ is used to help to see students’ progression through each unit.

Our Maths curriculum incorporates the National curriculum for KS2 and we have carefully sequenced the curriculum objectives to meet the needs of all pupils in our school.  We use a wide range of resources and teaching approaches to deliver the maths curriculum. We have incorporated the Mastery approach and provides the students with fluency, reasoning and problem solving elements in our lessons, which are the key areas of the New National Curriculum.  The main part of the curriculum includes number facts in order to build competency, supporting the ideal delivery of depth before breadth, this encourages students to work in groups, providing opportunities to build reasoning and problem solving  tasks into our every- day lessons. We do regular practice to secure basic skills in maths such as times table competency and arithmetic practice making sure that algorithm becomes second nature.

The department ethos is to ensure that our students:

  • become fluent in mathematics, develop conceptual understanding and apply their knowledge accurately
  • reason mathematically, conjecturing relationships and generalising using the ‘Super Maths Powers’ and justifying their findings using mathematical language
  • solve problems by applying their knowledge to a variety of different problems and using our problem solving wall to identify the relevant technique to seek solution.
  • become lifelong learners, learn to reason and use the problem skills in every-day life and can make informed choices to prepare themselves to the next stage of their educational journey
  • are challenged, interested and empowered to achieve excellence through their learning pathways
  • enjoy opportunities and technologies to develop and shape breadth of new thinking and skills

We also believe that every student can succeed in mathematics by galvanising the ‘growth mindset’ approach of the ‘can do maths’ rather than the ‘can’t’.

History

History  Department

At Linslade believe that History should fire students' curiosity and imagination and inspire them to engage with the dilemmas, choices and beliefs of people in the past. We encourage students to develop their own identities through an understanding of history at a local, national and international level.

We believe that History helps students to ask and answer questions of the present by engaging with the past. We think that History should prepare students for the future, equipping them with knowledge and skills that are prized in adult life. We hope that through learning History our students will become questioning individuals who are confidently able to take part in a democratic society.

Implementation

Learning is embedded through the development of knowledge and skills over time and through overlapping concepts. Termly and half termly assessments combine with stand-alone and cumulative assessments in order to assess what has been learnt in the year.

Students want to succeed and, through hard work and achievement, they want to learn more. Modelling is a key aspect of teaching in history. Through regular feedback and guided practice students master key concepts, places and processes.

Key concepts are revisited over key stages as well as between lessons to practice retrieval and recall. 

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

Intent

By the end of their time at Linslade, pupils will understand what it is to be a geographer. Pupils will have a curiosity and fascination in finding out about the world and its people. They will have developed a passion and commitment to the subject. Our pupils will have developed an excellent knowledge of where places are and what they are like. They will have a holistic understanding of the ways in which places are interdependent and interconnected, and how human and physical environments are interrelated. Pupils will develop a comprehensive understanding of the issues facing a diverse range of places and people, now and in the future. They will have the knowledge and understanding to enable them to apply what they know to both familiar and unfamiliar contexts from  Leighton Buzzard  to Dubai.  Geographers at the Linslade School will have an appreciation for the world they live in and a deep understanding of how their actions can have an impact on the people and places around them.

Implementation

Learning is embedded through the development of knowledge and skills over time and through overlapping concepts. Termly  and half termly assessments combine with stand-alone and cumulative assessments in order to assess what has been learnt in the year.

Students want to succeed and, through hard work and achievement, they want to learn more. Modelling is a key aspect of teaching in geography. Through regular feedback and guided practice students master key concepts, places and processes.

Key concepts are revisited over key stages as well as between lessons to practice retrieval and recall. 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

  • Exciting and Challenging - At Linslade believe that art should excite and challenge all learners strengths and interest. We encourage students to develop their own identities through an understanding of art at a local, national and international level.
  • Forward thinking - Art at Linslade is ever changing - we are always looking into new artist and ways of producing art.
  • Values Driven - Through class appraisals and feedback we promote respectful use of language and develop confidence in each student.
  • Knowledge and Skills - We think that Art should prepare students for the future, equipping them with knowledge and skills that are prized in adult life. We hope that through learning Art our students will become culturally aware individuals who are able to take part respectfully in a democratic society.
  • Life Long learning -  We believe that through the study of art this can develop each students creativity in order to prepare them for an ever changing future landscape. We work closely with all feeder school and ensure that  our scheme of art study prepares them for their next stage of their educational journey.

 

English

We teach English at Linslade with an aim to prepare students 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 children to love reading, to share and discuss ideas effectively and have the tools and ability to create writing full of expression, creativity and analysis.

Implementation

The very structured curriculum plan and short term learning objectives will ensure that all children receive the same diet and varied texts and challenges in their learning. All LO’S must be met each lesson and staff must differentiate and adapt their lessons to reach, support and challenge all learners in the classroom. There must be visible learning every lesson. The ‘Review, Today, Check’ must be visible in every lesson to support and ensure that AFL happens in every lesson. The assessment tasks will be the same in every classroom but can be adapted, scaffolded and differentiated – by the class teacher - where it would be right to support the learning of individuals.

Assessment

We will have check ins to ensure that all staff are moving through the lessons at the same pace and each subject meeting will be led by sharing resources, sharing differentiation strategies and moderating work to check the standard of our assessment and judgements on the abilities of the children. We will all complete the assessments at the same time and discuss the success criteria and objectives in detail linked to the learning and the KPI’s that have been the focus throughout. The plan is to extend, consolidate and continuously build on all the key skills that the students will need to achieve at GCSE and in communicating in the wider world.

English department marking policy

  • Years 5 and 6 will be assessed on spellings each week. Spelling homework will be marked during the lesson and top writer and most improved will be awarded values points each week.
  • All homework will be peer marked and stuck into yellow books.
  • All children will have a yellow working book and a green assessment book.
  • Yellow books will only have live marking from the teacher in green pen. Only marking or comments than happen in the lesson will go into the yellow book. There must be evidence of peer and self assessment each week in yellow books through the use of purple pen.
  • Green books will only contain deep marking of student work against the KPI’s.
  • All books will have plastic covers and presentation and handwriting will be monitored in all books. Children need to take pride in their work to demonstrate their learning and EPIC attitude.

Computing

Design & Technology

Music

Year Groups

Year 6

As you know, Year 6 will be completing their SAT’s in May. This year the students will be set by ability in order to allow them to achieve their full potential. There will be a greater depth group to push those students to achieve and their work will need to differentiated to a very different level.

They will have 6 lessons a week and these will be divided up as follows:

  • 2 30 minutes sessions new teaching of SPAG
  • Comprehension lesson with a new short text or extract. Each week alternated with fiction and non fiction.
  • 3 -4 hours of text teaching – the LTP
  • Spellings to be set and tested each week in handwriting books
  • CGP books as starter activity to revisit and consolidate the SPAG teaching – 3 a week
  • 2 writing tasks each term to count towards writing SAT’s grades – in green assessment books
  • I library session per fortnight where reading logs are used and marked by teachers – you will need to book this as you go as they will not occur each week.

Year 5

  • A 30 minute session new teaching of SPAG
  • Comprehension lesson with a new short text or extract. Each week alternated with fiction and non fiction.
  • 3 -4 hours of text teaching – the LTP
  • Spellings to be set and tested each week in handwriting books
  • Year 5 CGP books as starter activity to revisit and consolidate the SPAG teaching – 3 a week
  • 2 writing tasks each term in green assessment books
  • I library session per fortnight where reading logs are used and marked by teachers – you will need to book this as you go as they will not occur each week.

Years 7 & 8

  • Starter to be linked to prior learning
  • 1 library lesson a fortnight with reading skills being taught and reading log books to complete
  • 1 assessment each term in green books
  • Each term a modified GCSE paper will be sat by all KS3 students that will be marked and then moderated with Cedars staff.