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Intent: What does Langrish Primary School want for its pupils?

At Langrish Primary School, we aim to empower every child to take ownership of their learning; our curriculum is designed to facilitate this with opportunities for children to lead, teach, support and mentor each other. Pupils are widely read, motivated to learn and enthusiastic to develop their knowledge and skills. We enjoy a high level of engagement from parents and carers, who are keen to support children’s learning beyond the classroom.

Our curriculum is a vehicle for the development of expertise, providing opportunities for children to practice skills needed for later life. Learning questions and open-ended problem solving are employed, which inspire the children to reflect on the purpose of their education and to make connections with the wider world. We help pupils to become digital learners and computational thinkers, who can manipulate their skills to fit an as-yet unknown context. All subjects are equally valued.

In order to sustain children’s enthusiasm, the Langrish curriculum is designed to be fun, engaging and inspiring. It is the children’s curiosity, which informs the direction and content of the learning. Pupils are encouraged to explore different learning styles so that they can excel as experts in any field, supported by teachers who are facilitators of learning. Children feel safe to try new things.

 As citizens within a Rights’ Respecting School, our children are encouraged to consider differing perspectives and contexts beyond their immediate experiences, thus developing a deeper understanding of global citizenship. The School Parliament is central to our ideology: pupil voice is strong with five elected councils representing the student body to influence the curriculum and other themes that are of importance to them. Langrish children are heard and valued.


Implementation: How is knowledge and understanding structured, organised and developed across the curriculum?

For more information on English, Maths, Sport and P.E. and RRSA curriculum areas, please see the curriculum tabs at the top of this page.


At Langrish, our approach to Computing mirrors our cross-curricular aim of developing respectful, confident and resilient children, capable of dealing with whatever challenges their futures as 21st century digital citizens may present.  We encourage computational thinking skills, enabling children to be creative, curious and experimental; design and debug algorithms; and use logic to break down and solve a range of problems - skills they continue to practise across the curriculum, particularly in Maths and Science.  Practical, hands-on learning is encouraged across the school, from floor robots in KS1 to BBC micro:bits in KS2, and “unplugged” activities  take ICT lessons away from computer screens and into a range of environments.  Through ICT, PSHE and events such as Safer Internet Day and Anti-Bullying Week, we also ensure that children know the importance of using technology safely and respectfully, leaving them prepared for the possible pitfalls of an increasingly connected world, but excited by the infinite opportunities it has to offer.



English is taught through carefully selected units which lend themselves to the children's interests, styles of learning and next steps. Care is taken to ensure that the context for learning is both stimulating and challenging enough to broaden our pupil's experiences of language and text, while familiar enough to develop confidence. All elements of English, from early phonics to more complex grammar skills, are carefully planned for progression and interweaved through these units as our learners become ready for them.

Children are encouraged to take risks with their language - using new vocabulary, techniques and structures; this is facilitated by regularly playing with language in addition to emersing them in a rich reading culture. Learning conferences support children in identifying their own successes and next steps and guide them to see how they can achieve these. 



At Langrish, our Science teaching and learning aim is to encourage our children to think and work like real-life scientists. Consequently, there is a strong emphasis on investigative work. The planning frames that we use encourage the children’s independence and enable them to work collaboratively and to lead, support and teach others. During investigative work, teachers act as facilitators and there is an emphasis on not ‘getting the right answer’ but effectively handling and interpreting the data in order to come to an evidence-based conclusion. The children are encouraged to assess the reliability of their own and others’ evidence and to make up their own mind.

Science at Langrish develops many skills for later life, for example discussion, debate and presenting. Open end-ended questions develop problem solving skills. As global citizens, they consider global issues, such as ethical and environmental issues, where appropriate and are kept up to date with current scientific news.

Due to the practical bias of the learning, the pupils find science engaging and fun. Science is put into historical and contemporary contexts by studying significant scientists relevant to each topic.

Science learning walls in each classroom support the essential, knowledge, vocabulary and concepts for each unit and home learning projects allow the children to take their learning in directions of their own choosing.

As digital natives, ICT is used in a variety of ways (data logging, for research and data handling) during science lessons.


Religious Education

The aim of World Faith and Philosophy at Langrish parallels the school's intent for its pupils. It promotes reflection, empathy, comprehension, and interpretation of world beliefs through Christianity, Hinduism, Judaism and Islam. This subject area aims to foster attitudes such as curiosity, open mindedness, tolerance, wonder, appreciation and respect through Hampshire's 'Living Difference iii' syllabus.


Modern Foreign Languages

French is taught at Langrish across Key Stage 2. Children develop basic conversational skills and are encouraged to 'have a go' at making themselves understood and understanding others. By looking for patterns in language and drawing on inference skills, the children develop their vocabulary and understanding whilst embedding grammar skills learnt in English. 



It is essential that Langrish pupils understand why we teach history and why it is important. This is made very clear in our planning and discussions with the children about how history has changed the world and what we have learnt from it. History is taught in a sensitive way so children can understand that views have changed over time. 

We begin our unit of work with a clear focus on continuing to develop the children’s chronological awareness. It is important that the pupils use accurately spaced time lines effectively and this can be seen in classrooms. We emphasise interval distances between events, e.g. The Stone Age lasted a lot longer than Roman Times in Britain. We also ensure the children understand the vocabulary associated with each unit and are able to use this effectively in their learning. Each unit has a key question that drives the enquiry however; this can be taken in many different directions.

We encourage our pupils to have an interest and curiosity about history. The children have opportunities to ask valid historical questions and pursue their own lines of enquiry. There is a creative balance between teacher-directed learning and independent learning. Research activities are matched by high levels of cognitive challenge. The children learn historical skills throughout, e.g. the ability to question the validity of historical sources and discuss their thoughts openly. Home Learning projects create the opportunity for children to research areas they are most interested in. They are then shared with the class to further develop knowledge and skills.


Art and Design

Throughout our Art curriculum, we provide children with a wealth of experiences by using a variety of different mediums. This includes the use of photography in Year 6 to nature sculptures in Year 2. This provides them with skills that are transferable to other subject areas for example, their observational skills when drawing could be applied to an experiment in Science.

If a unit is focused on a particular artist or piece of artwork, children will start by discussing and evaluating this with their peers. Children understand that artwork can result in differing points of view and they are able to listen and respond to the comments of their classmates. Langrish children are encouraged to become critical thinkers and pose questions as to the intent and purpose of artists’ work. We aim to have a balance of both structured and open-ended tasks for children to complete. This is achieved by giving a specific stimulus or artist for children to base their work on but also giving them freedom to create a piece of art that is unique.

Children at Langrish are encouraged to engage with their Art learning both in school and at home through our Half Term Home Learning Projects. Both Years 4 and 5 complete ‘An Artist Study’ as one of these projects and often children choose to present some of their other projects as a piece of artwork. This allows them to explore and experience art outside of their topics in the classroom.


Design Technology

Through our DT curriculum, children at Langrish are encouraged to make links with the wider world whilst simultaneously developing their expertise in different skills. By giving children a real life problem to solve, they design meaningful products and are encouraged to think about the needs of the wider community or ‘filling a gap in the market’. This is evident in many of our units such as The Great Bread Bake Off in Year 4, where children evaluate existing products before designing their own.

Within our carefully planned curriculum, children develop transferable skills in textiles, cookery and mechanisms and structures. A wide range of experiences are offered to promote children’s enthusiasm for DT, from choosing appropriate flavourings for smoothies in KS1, to understanding how to strengthen and stiffen a bridge structure in KS2.

Each child is encouraged to think outside the box and take ownership over their learning by designing and creating something entirely unique from their classmates. No two products are the same and this gives children a sense of pride and achievement over their creation. Children are reflective thinkers across every unit and will evaluate their product after completing the designing and making process. They understand the importance of the review process as a way of thinking critically about improving their practise for future designing and making.




The content of our current curriculum is outlined below along with relevant supporting documents.

Our Awards

  • Arts Mark Gold
  • Music Mark
  • Offsted
  • RRSA Silver
  • Gold Sports Mark