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Primary

Curriculum

How teaching is organised

During your child's time in the primary phase he or she will experience class, group and individual teaching. A child is an individual, and no matter what form of organisation our teaching takes, we must be aware of each child. The task of writing a story, for example, might be a class assignment, but the needs and abilities of the different individuals will be considered when the teacher is marking pieces of work.

Where work is naturally cross-curricular, we build it into our plans. A science experiment, for example, may require mathematical measurement and calculation or a written explanation. It may require a search of the library, use of the internet or a look at history to view the background to the experiment. However, we also ensure that the National Curriculum requirements of each separate subject are met through careful planning, assessment and record keeping.

Class teaching is often used where all of the children in a class are able to respond to a task at his or her own level. Children will also work in groups for various reasons. Class teachers may put children together because they are at a similar stage of development. Teaching can then be matched to their needs. Mixed ability groups may be formed so that children can share their talents in the solving of a problem. Quite frequently, children are allowed to form their own groupings to meet the demands of a task, or work alongside a partner.

Individual teaching is used where appropriate, as in the teaching of phonics/reading or music tuition.


Please see below for subject links, and folders holding Intent, Implementation and Impact documents and Primary Overviews


Curriculum Downloads

Please select the folder - and choose Primary Overviews for further documents

Primary 2 (Large)Primary 8 (Large)

Special educational needs and disabilities

Approximately 20% of all pupils will need some extra help during their school life. This may take the form of:

  • advice to staff, parents and pupils, provided by class teachers, support staff and/or external agencies (such as educational psychologists, behavioural support staff)
  • support staff assistance to help the teacher give extra time to the child
  • regular short sessions with a specialist such as a peripatetic special needs teacher or speech therapist in order to help the child develop a particular skill
  • extra teaching time, “booster classes”, intervention groups, books or equipment.

Often, additional support for a short time enables the child to overcome difficulties. We will, of course, consult with parents when we feel that a child is in need of special or extra help.

If it is felt that a child needs long-term support, an Educational Health and Care Plan (EHCP) may be started. It simply means that a very careful and detailed report is made on the child in order to make a written statement of the child's difficulty and the type and amount of help needed through to adulthood. This is a formal process involving consultation with parents and pupils at all stages.

Our Schools

Synergy Multi-Academy Trust comprises fifteen Norfolk schools serving children between the ages of 2 and 18. Our schools work collaboratively together to raise standards and provide education of the highest possible standard, offering the best of opportunities for pupils. The Trust was initially established in 2015. We believe that all of our schools have strengths and areas to develop, and that all can improve through sharing expertise and wisdom. The Trust understands that there will be excellent practice in each school, and that every school will be able to contribute to the development of the Trust as a whole.

Our Schools

Synergy Multi-Academy Trust comprises fifteen Norfolk schools serving children between the ages of 2 and 18. Our schools work collaboratively together to raise standards and provide education of the highest possible standard, offering the best of opportunities for pupils. The Trust was initially established in 2015. We believe that all of our schools have strengths and areas to develop, and that all can improve through sharing expertise and wisdom. The Trust understands that there will be excellent practice in each school, and that every school will be able to contribute to the development of the Trust as a whole.