The curriculum at Ludlow Primary School has four key drivers which underpin its content.

Each half term, we are going to focus on one of our curriculum drivers, raise its profile and celebrate our children who endeavour to improve in that area.

What does confidence look like?
• Positively responding to questions/requests
• Giving eye contact when both speaking and listening
• Having clarity / Being audible
• Speaking in full sentences
• Initiating further or new conversation through comment or question

How can parents help support this at home? What opportunities can be created outside of school?
• Direct engagement in conversation – this works better face to face e.g. at the dinner
table rather than in the car or whilst on a device.
• Review of the day:
What has your child achieved/experienced/learnt?
What is their current topic? What new words did they learn and what do they mean?
• Opportunities to debate:
Pose contentious questions to spark reaction linked to current affairs e.g. climate
change, politics, television, sport
• Opportunities to explain procedures or ideas:
Verbally talk through maths problems, explain how a Lego set of instructions was
completed or created, discuss a story idea.
• Recital / performance:
Listen and question to them during reading, have them share their story maps from
English work, recite a piece of poetry or a song
• Feedback to an audience:
Encourage them to interact in meaningful conversation with others – older relatives,
shop workers, answering the telephone, giving verbal messages
• Play games which encourage verbal interaction with others:
Junior Articulate and Story Cubes are particularly good for this.

When we see children communicating positively, what do we do in school?

We celebrate with verbal praise and reward with a Confident Communicator sticker.
Friday assembly will have a designated slot for certificates.

The curriculum at Ludlow Primary School has four key drivers which underpin its content.

Each half term, we are going to focus on one of our curriculum drivers, raise its profile and celebrate our children who endeavour to improve in that area.

What do our children need to develop? What does being a Citizen of the World look like?

• Having a sense of where we live
• Developing geographical knowledge of where we live and how this fits in with the wider world
• Showing knowledge of current affairs
• Having pride in their heritage
• Showing an awareness of the diversity of the UK and the wider world

How can parents help support this at home? What opportunities can be created outside of school?

• Discuss where Ludlow fits in with the wider world, in relation to both the UK and the rest of the world.
• Looks at maps, globes and atlases to spot different places.
• Talk about any significant events which are happening around the world (e.g. religious festivals, the Olympics etc).
• Discuss how different countries and cultures compare to our own.
• Talk to children about different cultures within our country and discuss different ways that we can be respectful of these cultures.
• Read books which are set in different countries, or that celebrate different cultures.
• Listen to world music or learn another language together.

When we see children being a ‘Citizen of the World’, what do we do?

We celebrate with verbal praise and reward with a Citizen of the World sticker. Friday assembly will have a designated slot for certificates.

The curriculum at Ludlow Primary School has four key drivers which underpin its content.

Each half term, we are going to focus on one of our curriculum drivers, raise its profile and celebrate our children who endeavour to improve in that area.

What do our children need to develop? What does a Growth Mindset look like?

• Positively responding to challenge with a ‘Can Do’ attitude.
• Failure is not seen as negative but something to learn from and a means of improving.
• Children see that their abilities can develop and improve over time.
• Children see the link between effort, determination, practice and success – that giving up is not the option and the more we practice, the better we become.
• Questions from the children deepen their understanding of methods and ideas.

How can parents help support this at home? What opportunities can be created outside of school?

• Regularly practise key skills such as times tables, reading and spelling – all children need to fluently recite their multiplication tables up to 12 by the end of Y4! Engage with the Spelling Shed activities and see if they can improve their speed or range of words. Alternatively, challenge your child to know all the spelling lists in the back of their reading log books.
• Play games – but don’t let them win! Losing and working out new strategies is part of developing a Growth Mindset!
• Recall facts or quizzes at the dinner table: capital cities, key events in history, spelling,
• Give new or difficult challenges e.g. build some IKEA furniture, plan a walking route, complete a difficult jigsaw, learn an instrument, football/catching skills, cookery, solve puzzles

When we see children displaying or applying a ‘Growth Mindset’, what do we do?

We celebrate with verbal praise and reward with a Growth Mindset sticker. Friday assembly will have a designated slot for certificates.

What do we strive to develop? What does a Healthy Body, Healthy Mind look like?

• Have an awareness that research has shown that having a healthy body leads to a healthy mind.
• Ensuring that children have at least two hours of exercise a week.
• Having a balanced diet, rich in essential nutrients.
• Getting seven to nine hours of sleep each night.
• Drinking plenty of water to stay hydrated.
• Have daily routines to promote our own health and hygiene.
• Having a positive mental well-being attitude and the confidence to share feelings.

How can parents help support this at home? What opportunities can be created outside of school?

• Provide children with the knowledge that by maintaining a level of physical fitness and a balanced diet, it will hugely benefit both their physical and mental health.
• Establish good eating habits and talk to your child about making healthy choices.
• Ensure children are aware of their responsibility to maintain their own health and hygiene.
• Talk to children about the benefits of being outside and the need for the recommended daily duration of exercise of 2 hours.
• Provide children with healthy lunch boxes for school and water bottles for use throughout the day.
• Children to have an awareness of their own needs and levels of rest.
• Encourage children to take part in extra-curricular clubs related to sports and well-being.
• Talk to the children about the benefits of activity-based residential visits and encourage them to take part.
• It is important that children are encouraged and supported to look after their mental health.

When we see children displaying or applying a ‘Healthy Body, Healthy Mind’, what do we do?

We celebrate with verbal praise and reward with a Healthy Body, Healthy Mind sticker. Friday assembly will have a designated slot for certificates.