Curriculum overview

Curriculum Rationale





Lakeside Primary School

A community designed curriculum



At Lakeside Primary School, our school values are based on the two foundation stones of knowledge and respect: schools are places of learning and we put the acquisition of knowledge at the forefront of everything we do.  Self-awareness and respect for others helps children learn, develop and succeed.


Stay Safe

Be Kind

Show Respect

Work Hard

Broad Principles

Learning is a change to long term memory - We aim to ensure that pupils experience a wide breadth of study that is ambitious of procedural and semantic knowledge and is embedded into long term memory by the end of each key stage.


Curriculum drivers shape the curriculum opportunities and breadth – They are derived from the backgrounds of pupils, our beliefs about high quality education and our values (alongside the cultural capital required for our pupils to be informed and thoughtful members of our community who understand and respect British values).

Fundamental British Values


We can have our say

We will be listened to

We will listen to others


We have the freedom to be ourselves and have our own choices.


We are all equal and we treat each other fairly

We are kind & considerate


We are responsible for our actions


We accept and value people’s differences


We abide by the laws of our country

Code of Conduct (the 3Cs)




We walk, talk and play calmly

We are thoughtful and ready to learn

We take pride and listen to each other

We keep ourselves and others safe

We look after everything and everyone

We are kind, friendly and helpful

Lakeside Learners:

Characteristics of Effective Learning

Don’t Give Up

Keep Improving

Enjoy Learning



Be curious

Have a go

Social & Emotional Drivers

Heathy minds/Healthy Lives

Feeling safe

Growth Mindset



Drivers for Cultural Capital

Fluent reading, writing, vocabulary and oracy

Mathematical Reasoning

Enriching cultural experiences

Healthy Lives, Healthy Minds

High  aspirations

Keeping safe

Family Learning

Curriculum Drivers

  • Provide a broad and balanced progressive curriculum model shaped by our drivers, cultural capital and an ambition for pupils to study the best of what has been thought and said by many generations of academics and scholars.
  • To provide a curriculum which supports intellectual, moral, spiritual, creative, emotional and physical development and is designed to challenges all pupils to be the best that they can become.
  • To provide the reading fluency required for success in adult life.
  • To provide mathematical fluency required for success in adult life.
  • Enable pupils to have a range of skills for successful secondary transition, including being a fluent reader and writer.
  • Develop a pride of and belonging to their community.
  • To ensure that all pupils understand how to stay safe.
  • Provide pupils with core knowledge required to be successful learners.
  • Ambition for high achievement irrespective of starting point or background.

Education Research

Cognitive Science to be utilised

Spaced practice

Learning is most effective when spaced rather than blocked

Retrieval practice

Previously learnt content is reviewed regularly to increase storage in both short and long term memory




Recalling and describing learning.



Dual coding

Combining verbal with visual materials.


Cognitive load

The capacity of short term memory to process information.


Support pupils to discriminate between topics and aiding long term retention


Concrete examples

Concrete is connected to something in the physical world.

Teaching Intentions to be used in delivery

Set high expectations


Demonstrate good subject and curriculum knowledge


Adapt teaching

Manage behaviour effectively

Promote good progress

Plan and teach well-structured lessons

Make accurate and productive use of assessment

Fulfil wider professional responsibilities


Enabling  Curriculum

Well-Being Hub/Thrive/Forest School

Breakfast and extra-curricular clubs

Active lifestyles

Learning Outside the Classroom


Community and Family Learning

Local and international cultural heritage and pride

Enriching life experiences

Music, Rainbow Choir and the Arts

Educational futures


Charity events

Parent Forum/Events for parents


Sports Competitions

School Council


Oracy, reading, writing






PE & Swimming

Early Years

Personal, Social and Emotional Development

Physical Development

Communication and Language development



Understanding the World

Expressive Arts and Design


Music  & Singing

PSHE / RSE/ Mental Health





Art & DT

Global Citizenship



Safeguarding ( Gooseberry Planet)




IMPACT: Standards


  • Children make progress and attain in-line with or better than National Expectations
  • Through careful tracking pupils meet the expectations and individual aspirational milestones of our curriculum objectives.
  • Children have a wide vocabulary and can eloquently articulate the knowledge and skills that they have learnt.
  • Children know how they learn best (metacognition).


IMPACT: Personal Development


  • Children demonstrate resilience and are responsive to challenge.
  • Children recognise, form and maintain healthy relationships.
  • Children are confident, articulate and are able to express views and opinions.
  • Children display as well-rounded citizens who embrace of others and have a positive impact on the community.
  • Children are able to recognise and take measured risks and keep themselves and others safe.
  • Children to take pride in themselves and their local area.

Curriculum Implementation Overview

Details of the programmes of study for each curriculum area can be found on the individual subject pages. The different resources that we use to support or curriculum are outlined below. 


Phonics and spelling

As a school we use Read Write Inc as our scheme to support and teach phonics and early reading in school. Details of Read Write Inc can be found here:

For teaching spelling in Key Stage Two we use Sounds and Syllables. This builds on from the skills and knowledge taught in Read Write Inc. Details of the programme can be found here

Guided Reading

As pupils secure their early reading skills they are transferred onto our reciprocal reading approach. Pupils will study an age appropriate challenging text on a half termly basis that is delivered as part of a weekly ‘carousel lesson’ whereby pupils are encouraged to practise the vital skills needed to perform well as an independent reader. 


During English lessons children will follow the Talk for Writing teaching sequence and this is taught through a novel study approach. Pupils study an age appropriate challenging text on a half termly basis that exposes them to a range of themes, linked to the topics that they are studying.

Further information about Talk for Writing can be found here:

Grammar and Punctuation

Grammar is embedded within our T4W/Novel Study, so that the grammatical structures can be seen in context of the genre of writing. In KS2 we also deliver discreet punctuation and grammar lessons. 


At Lakeside, we use White Rose Maths to structure the long term and medium term overview of our mathematics teaching. In every year group, concepts are taught using concrete resources, moving on to pictorial methods before developing abstract working. This approach means that most children can access the same learning while building a solid understanding. Further information about White Rose Maths can be found here: 

Science, Geography, History, Art and Design Technology

In order to support our delivery of these subjects we use the Cornerstones. Over the course of the year, each year group studies 5 cross-curricular topics.

The rationale for the Cornerstones Curriculum takes the form of 10 big ideas that provide a purpose for the aspects, skills, knowledge and contexts chosen to form the substance of the curriculum. These big ideas form a series of multi-dimensional interconnected threads across the curriculum, allowing children to encounter and revisit their learning through a variety of subject lenses.

Each of the topics in Cornerstones follows a four part sequence.

Engage- A stage of learning that provides children with an inspiring and thought provoking starting point that stirs curiosity and initiates interest. Children engage in purposeful and contextualised learning experiences; in and outside the classroom. In order to ensure children are engaged in the topic each one starts with a memorable experience.

Develop- The stage of learning is where the children are taught the key knowledge and skills required in each subject as outlined on the subject’s progression map.

Innovate- A stage of learning that challenges children’s ability to work creatively, exploring possibilities and finding solutions. The children work towards completing an individual, group or class project where they can demonstrate the knowledge that they have acquired.

Express- A stage of learning that empowers children to share, celebrate and reflect with a range of partners and audiences. They will also have the opportunity to evaluate their learning.

Further information about Cornerstones can be found here:


We follow the Discovery RE Scheme of work for RE. This is an enquiry approach that makes RE exciting and engaging. Lakeside Primary Academy is a Multi-cultural school. We celebrate this and actively encourage children to share their experiences of their religions. You can find more information about Discovery RE:


At Lakeside, we follow the Jigsaw PSHE scheme of work. Jigsaw provides a whole school, mindful approach to teaching PSHE. The scheme aims to build children’s capacity to learn and equip them for life in an ever changing world. You can find out more about Jigsaw here:


At Lakeside, we use lesson from the PE Hub to deliver our PE lessons. Through PE lessons, pupils are able to succeed and excel in competitive sport and other physically-demanding activities. It provides opportunities for pupils to become physically confident in a way which supports their health and fitness. More information about the PE Hub can be found here:


As a school we use Purple Mash to plan and deliver our computing curriculum. Purple Mash is an online computing system where children can access a wide range of applications and pre-prepared activities and lessons. We use Purple Mash both inside and outside school to promote engagement with computing - we firmly believe that making links between learning at home and in school is by far the best way to promote a subject. More information about Purple Mash can be found here: 


We use the Charanga music scheme to plan our PE lessons from. In additon to this we provide wider experiences for our children using external partners such as the Rainbow Choir and Brass instrument lessons in year 4. More information about Charanga can be found here:


Medium term plans from Year 3 to Year 6 are in place which broadly follow the Jolie Ronde scheme of work to ensure continuity and progression. The Jolie Ronde scheme is supplemented with the Early Start French scheme of work and with other French resources.

You can find out more information about the Jolie Ronde scheme here:


SMSC prepares children and young people to live full active lives as part of their community and into adulthood. It enables children fulfil their potential, appreciate others and prepares them for life in modern Britain. At Lakeside, we aim to embed the Spiritual, Moral, Social and Cultural (SMSC) development of pupils throughout all lessons and aspects of school life. We take a whole school approach and believe that SMSC is not something that is simply covered in RE and PSHE lessons.  


Learning more about our curriculum

If you would like more information about any aspect of our curriculum please contact the school office or email

Discover Us

Lakeside Primary Academy

Sandy Lane, Doncaster, DN4 5ES

T: 01302 368879


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