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The National Curriculum

The National Curriculum changed in 2014. To see a copy of the National Curriculum please click on the document below.


Here at Laughton Junior and Infant School we provide a creative curriculum based around the Cornerstones Curriculum, a nationally recognised approach for delivering outstanding learning opportunities for children.

What is the Cornerstones Curriculum?

The Cornerstones Curriculum is a creative and thematic approach to learning that is mapped to the 2014 Primary National Curriculum to ensure comprehensive coverage of national expectations. Our new curriculum will be delivered through Imaginative Learning Projects (ILPs) which will provide a rich menu of exciting and motivating learning activities that make creative links between all aspects of our children’s learning.

We believe children learn better when they are encouraged to use their imagination and apply their learning to engaging contexts. Our new curriculum will provide lots of learning challenges throughout the academic year that will require children to solve problems, apply themselves creatively and express their knowledge and understanding effectively across the curriculum.

Cornerstones also provide a rigorous essential skills framework that outlines the end of year expectations in all subjects. These essential skills are tied to activities and are age related so that staff can track children’s progress and identify their individual learning needs.

How does it work?

Children will progress through four stages of learning in each ILP – Engage, Develop, Innovate and Express. To find out more about these stages please click on the link through to Cornerstones website:

Religious Education

All Classes set aside time for Religious Education.

We have non-denominational assemblies.

We have adopted the Rotherham Local Authority Religious Education Guidelines.

Representatives of various local churches come into school to take RE sessions with the children and some assemblies. At Christmas our nativity is held at our local church, Laughton All Saints.

If you do not wish your child to attend assembly or R.E. lessons Mrs Gill will discuss that with you. 


We try to provide understanding, enjoyment and a sense of purpose through our numeracy work. We try to develop a wide range of mathematical skills and wherever possible develop a depth of knowledge. 

We work in a variety of ways so that we cover:

* Mental arithmetic

* Basic computation

* Maths topics

* Investigations / problem solving

* Calculator work.

We have a Numeracy lesson every day although we try, wherever we can, to embed our numeracy through our topic work. We have measured out ingredients to make bread, biscuits and soup. The children have taken part in the rocket seed experiment where we had to measure the grow of the plant to see whether seeds that had been in space grew differently.  In foundation we have made a cage for a tiger and measured the size of the bars needed. Children have also taken part in fundraising events involving them managing a budget and heading to the local shop to pick up their supplies.  

We use a range of published alongside our own materials and materials provided by the DfE.

We allow and encourage children to work to the best of their ability.  To challenge themselves and take risks.   We want our children to become confident mathematician and see the purpose in why we use and needs maths in everyday life. 

We follow and keep up to date with the National curriculum.

We have published a key calculation policy which outlines the different methods we use in school. Please see the document below.

To view the National Curriculum for maths please follow the link: /uploads/system/uploads/attachment_data/file/335158/PRIMARY_national_curriculum_-_Mathematics_220714.pdf

Websites that you may find useful:




We have a huge focus on vocabulary in school. We use the Vocabulary Ninja resources and the Bedrock programme in order to support us with this. 


At Laughton Junior and Infant School the daily English lesson is the principal vehicle for the teaching of English. We teach most of our English work through the Novel Study approach  However, we place great emphasis on language development and communication and this is covered in all areas of the curriculum. To promote progression in English we plan detailed schemes of work in the following areas:

Early reading and phonics

We use a structured, synthetic phonics approach to teaching children to read from Nursery age through to Year 2. The scheme we use is called ‘Read Write Inc.’ For more information see the phonics section.

Reading for enjoyment

We put great emphasis on children understanding the texts they read as well as being fluent and expressive in their reading. Each year group develops pleasure in reading, motivation to read, vocabulary and understanding by listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction. Children can understand books that they can already read accurately and fluently and those that they listen to by drawing on what they already know or on background information and vocabulary provided by the teacher, making inferences, summarising, predicting and answering asking questions. 

We have a large range of genres for independent and guided reading which are colour banded so when children are assessed, this ensures the particular band is pitched at the right level for their word reading and comprehension for enjoyment.

The children are encouraged to bring in texts of their choice and each class teacher reads to their class daily. We have a library area in school as well as each class having their own reading area.

This is what some of our children (and staff) think about reading:

'My favourite place to read is in my bedroom alone because it is quiet'. - Cairo

'My favourite place to read is on my bed because it is comfortable. My favourite author is Jacqueline Wilson because she inspires me to write'. - Sophie

'My favourite book is the BFG because Roald Dahl made up funny words'. - Connor L

 'My favourite part of reading buddies is that Poppy always asks if she can read some of the book. She's quite good! It's a shared experience'.

To see the expected standard of reading at the end of KS1 (Year 2), please see the attached link to a video produced by the DfE.

To see the expected standard of reading at the end of KS2 (Year 6) ,please see the attached link to a video produced by the DfE.


Writing composition

This process involves children experiencing talk for writing, using writing models and checklists, partaking in drama and role-play, planning and making notes, drafting and editing, evaluating and performing their written pieces. See Pie Corbett's work

Writing transcription

Each year group has particular spellings throughout the year they should learn how to read and spell fluently. The children learn the spelling rules and apply them across the curriculum in their writing.  A copy of each year group’s spellings can be found in the school personal organiser. 

Spoken language

Across KS1 and KS2 children are expected to listen and respond appropriately to adults and their peers, ask relevant questions to extend their understanding and knowledge, articulate and justify answers, arguments and opinions. Children use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas, participate in discussions, presentations, performances, role-play/improvisations and debates.  Children in all years are encouraged to work in a range of groupings and we expect them to discuss their learning with one another regular, often giving peer feedback; more constructive as they get older.

Handwriting and Presentation

We use the Nelson Cursive Handwriting Scheme and a high level expectation of joined handwriting is encouraged throughout school from Year 1. Children are awarded a 'pen licence' when their handwriting has reached an acceptable standard by the Head Teacher. Writing should contain correctly formed and sized lowercase and upper case letters, using the correct diagonal and horizontal strokes joined correctly to neighbouring ascenders. 

Grammar, Punctuation and Spelling

Each year group has specific objectives to learn where children develop their understanding of grammatical terminology, concepts and features and use and apply these within their writing and reading as outlined by the National Curriculum.

SPAG Expectations

Novel Study Texts 2018-19

Y5/6 - Letters from the Lighthouse

Y4 -The Iron Man

Y3 - Operation Gadgetman

Y2 - The Paper Bag Princess

Y1 - Range of fairy tales


In Science we aim to stimulate children's enquiry into the world around them.  Children are taught the skills of prediction, questioning, observation, measuring, recording of results and drawing conclusions, as well as scientific facts connected to the science topics that we study. Children are encouraged to use scientific vocabulary in their investigations and to explain their thinking. Science is mainly taught as part of topic work within the Cornerstones curriculum but is also taught as distinct topics/units of work.

To view the science curriculum please visit

Some useful websites for Science are:




Rockabot Music Project


Children in Year 4 have ukulele lessons every week.

Children in Year 2 and 3 are taught singing as part of their music lessons and Foundation Stage have music lessons again provided by Rotherham Music teachers.

The other classes are taught music with their class teacher. Y1 and Y2 are learning to play the recorder.

Guitar lessons are offered across KS2. We also offer violin, woodwind and brass as part of the music offer by our peripatetic music teachers.

We also have a weekly singing assembly. The school also run a Young Voices choir (after school) and Makaton choir (at lunchtime).

The children have taken part in the Rockabot music project with the Rotherham Music service.