Should you require further information regarding our curriculum, then please contact our school office firstname.lastname@example.org
As many parents are aware the 2014 National Curriculum saw many changes to classroom practice. A new set of objectives were introduced for Key Stages One and Two in all subjects and alongside this saw the removal of levels as a form of assessment.
This change resulted in schools assessment procedures assessing pupils against the objectives set for their year group. For example a Year 2 pupil would no longer be expected to reach a Level 2B at the end of the Key Stage but instead be working to securely reach end of year expectations (Year 2 Secure). This meant that a child could no longer progress to a stage that was outside of their year group.
In addition to the term end of year expectations, the term greater depth is now used to measure a pupil’s level of understanding. Achievement is now focussed on the depth of understanding of the areas taught. Alongside this, the ability to apply this understanding in a variety of contexts rather than moving on to something new.
Therefore more able pupils are no longer encouraged to move up to the learning being taught in the year above, but to now spend time ensuring that they have fully grasped the learning in their own year group and are able to explore this in variety of ways.
One analogy is that of exploring a house, you could quickly explore a large house by moving up floor to floor, however the house can be explored and experienced in far greater detail if you stop to explore the rooms on each level!
This means that pupils working at greater depth are expected to be able to…
- Apply their learning to different contexts, including other areas of the curriculum.
- Work independently.
- Apply their skills and knowledge consistently, confidently and fluently.
- Organise their ideas to make connections with other areas of learning.
- Use their ideas to help them work with new areas of learning.
- Clearly explain what they have been doing and why they know they are correct to others.
- Teach others what they have learned to enable them to learn too.
Those more able pupils working at greater depth are provided with the opportunity to work at greater depth through carefully planned lessons and activities. Teachers will provide pupils with the time and opportunity to explore the learning objectives taught and will allow pupils the independence to apply their learning at a deeper level.
In summary, pupils need to be secure the national curriculum requirements for their year group. If these are secured quickly, the children will be given activities that will enable them to secure these requirements at greater depth.
Click on a subject title below to find out more information about that subject.
Our intent at Southfields is that every child views themselves as readers and writers and secures the necessary reading, writing and linguistic skills to become enthusiastic and independent learners.
From Nursery through to Year 6, a sequential curriculum has been carefully planned to ensure all of our children are exposed to a range of literature that reflects our school’s vast range of nationalities, life-experiences and home lives so that books become relatable and inclusive. Lessons are developed to allow children to explore and immerse themselves within the themes and characters of a text, as well as teaching them questioning skills to develop deeper thinking.
We strive to ensure that all our pupils receive relevant learning experiences when reading, writing, speaking and listening which equip them with the fundamental tools to achieve both at school and beyond. We endeavour to ensure that we provide pupils with a ‘language rich’ environment, ensuring that vocabulary is taught across the curriculum with the view that children must first be able to orally use language before they can write it.
Through reading a wide range of quality texts and having meaningful discussions, we aim to create valuable, contributing members of society. The acquisition of language skills is of the utmost importance and therefore the teaching of all aspects is given a high priority within school.
Teachers support the learning journey through the use of scaffolding and modelling to ensure that as many children as possible can access and achieve using our own personalised curriculum. Children are encouraged to become individual writers through weekly creative writing lessons, all outcomes are celebrated and reading for pleasure is prioritised and championed throughout the school. Our vision is to ensure that every child achieves their full potential in all aspects of English, to become confident readers, writers and communicators.
English subject policy
Year 1 Long Term Plan
Year 2 Long Term Plan
Year 3 Long Term Plan
Year 4 Long Term Plan
Year 5 Long Term Plan
Year 6 Long Term Plan
Reading at Southfields
English National Curriculum
Helping Your Child With Phonics, Reading and Writing At Home
Regular reading at home is crucial from Nursery to Year 6. It is important that parents listen to children read and ask them about texts in order to develop comprehension skills. Sharing books is also just as important as listening to a child read; this promotes a love of reading and shows the people around them as readers too.
Research shows that children who read for just 20 minutes a day are exposed to over 2 million words a year! The acquisition of vocabulary and reading fluency supports all aspects of the curriculum, supports good mental health and knowledge about the world. Evidence shows that there is a direct link between reading for pleasure, attainment, success at secondary school and those who gain the highest paid jobs in later life.
Alongside their school reading book, the children have a reading journal to develop their comprehension skills. We encourage children to read other texts such as a library book, a magazine or a newspaper. Any reading at home is recorded in the child’s reading record.
All children will bring home a book banded text and a library book of their choice to read for pleasure. Children on the phonics scheme will also bring home a text matched to their Read, Write Inc level.
KS1 Reading Activities
KS2 Reading Activities
Reading Skills For KS1
Reading Skills For KS2
First 100 Words To Read and Spell
Oxford Reading Tree Guide For Parents
Oxford Language Report
To further support:
- We provide online resources to support all aspects of English which children and families can use free of cost at home. Southfields currently provides access to Education City and Oxford Owl.
- Linked Home Learning Projects provide children and parents with opportunities for independent learning outside of school; choices that require the children to use the English skills that they have learnt in class. This practice of using and applying English skills, including outside trips or visits, is key to embedding and consolidating learning. Whilst completing these projects, as with any written homework, children should practise their handwriting skills. Developing ‘fluency and comprehension’ in reading and writing is one of our key drivers that we focus on in school.
- Children will learn spelling skills in class and practise these in a variety of ways. Regular practice of spellings will help your child to become faster and more accurate when writing – helping them in every area of the curriculum. The website www.spellingframe.co.uk is strongly recommended to help support your child’s practice of spellings.
Read Write Inc at Southfields Primary School
At Southfields Primary School we use the Read Write Inc (RWI) programme to get children off to a flying start with their literacy. RWI is a method of learning centred round letter sounds and phonics, and we use it to aid children in their reading and writing.
Reading opens the door to learning. A child who reads a lot will become a good reader. A good reader will be able to read more challenging material. A child who reads challenging material is a child who will learn. The more a child learns, the more he or she will want to find out.
Using RWI, the children learn to read effortlessly so that they can put all their energy into comprehending what they read. It also allows them to spell effortlessly so that they can put all their energy into composing what they write.
When using RWI to read the children will:
- learn 44 sounds and the corresponding letter/letter groups using simple picture prompts
- learn to read words using Fred Talk
- read lively stories featuring words they have learned to sound out
- show that they comprehend the stories by answering questions.
When using RWI to write the children will:
- learn to write the letters/letter groups which represent 44 sounds.
- learn to write words by saying the sounds in Fred Talk
- write simple sentences
- compose stories based on picture strips
- compose a range of stories based on writing frames.
On Oxford Owl you can read books related to children’s RWI level.
On the Ruth Miskin website (who is the creator of RWI) you can find a range of helpful videos and resources which you can do with your child at home.
Information for Parents on RWI
- RWI PowerPoint For Parents
- Read Write Inc Letter Formation
- RWI Sounds For Parents
- Fred Games
- Handwriting Phrases
- Phonics Sounds R Y1 Y2
- Reading At Home Booklet
- Reading At Home Booklet 2
- RWI Expectations
- RWI Sound Mats and Red Words
- The Magic Of Stories
Technology is changing the lives of everyone. Our Computing curriculum equips children to participate in a rapidly changing world where work and leisure activities are increasingly transformed by technology. It is our intention to enable children to find, explore, analyse, exchange and present information. We also focus on providing creative opportunities and experiences so we can develop the skills necessary for children to be able to use information in a discriminating and effective way. We want pupils to know, remember and understand more in computing so that they leave primary school computer literate. We teach skills explicitly within computing and encourage them to be applied across other curriculum subjects, enabling children to be confident, creative and independent learners. As well as the benefits of computing we are also aware of the risks. We prepare our children to stay safe online through the use of e-safety awareness sessions and safer internet days.
Science is a source of fascination and wonder for all children. At Southfields School, we enable children to pursue their natural curiosity to fuel exploration of our world around us. We consider how Science impacts society in order to foster a respect for our environment. Across a range of topics, all children are encouraged to become independent leaners and develop their Scientific enquiry skills, which include raising scientific based questions, planning, observations and following through practical investigations. Through ‘social learning’ we promote collaboration, critical thinking and embed scientific vocabulary.
Across a range of topics, all children are encouraged to become independent learners and develop their Scientific enquiry skills, which include raising scientific based questions, planning, observations and following through practical investigations. Through ‘social learning’ we promote collaboration, critical thinking and embed scientific vocabulary.
At Southfields we aim to equip our Geographers for the modern world. We educate children with a knowledge of diverse places, people, resources and natural and human environments. We aim to ensure children understand how the man- made and the natural worlds interact with each other and also how they change over time. Children will study many sources such as maps, diagrams, photographs and local areas of importance. Experiences are central to creating a love of learning in Geography; these experiences range from in the classroom, to engaging educational visits in our unique locality or further afield. It is an ambitious balance of meeting the National Curriculum aims.
History teaching at Southfields equips children from the very start of their educational experience to explore chronology and use the vocabulary needed to interpret the past. Children are supported to frame their historical understanding as part of enquiries which combine the use of a wide range of skills whilst addressing key subject knowledge.
Our history is just that, ours, and is centred on our locality, our community and our children’s historical needs that will support them to find their identity in the world based on their cultural, local, national and global history. The curriculum is designed to fill our children with a curiosity for learning about the past.
Experiences are central to creating a love of learning in History; these experiences range from in the classroom to out at engaging educational visits in our unique locality or further afield. It is an ambitious balance of meeting the National Curriculum aims; addressing British history and global history; our unique, local history as Coventry ‘City of peace and reconciliation’ and our strong historical influence on transport; and history that reflects the diversity in our school population.
We value Art and Design as an important part of the children’s entitlement to a broad and balanced curriculum. Art and Design provides the children with the opportunities to develop and extend skills and to express their individual interests, thoughts and ideas. Understanding of the visual elements of art and design (line, tone, texture, colour, pattern, shape, 3D form) will be developed through our curriculum, which is designed to engage, inspire and challenge our pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. The art and design curriculum will develop children’s critical abilities and understanding of their own and others’ cultural heritages through studying a diverse range of artists, local, national and international.
Our Design and Technology curriculum involves learning about how things work, and learning to design and make functional products for particular purposes and users.
Children acquire and apply knowledge and understanding of materials and components, mechanisms and control systems, structures, existing products, quality and health and safety. The skills learned in Design and Technology also help with learning across the curriculum.
Design and Technology education helps develop children’s skills through collaborative working and problem-solving. They are encouraged to be creative and innovative, and are actively encouraged to think about important issues such as sustainability and enterprise.
Design and Technology Documents
Religious Education is a vital part in supporting and developing children’s acceptance of others across the school, wider community and world. Children who attend Southfields bring with them a wide range of world faiths, beliefs, values and traditions and we use this rich resource to encourage our pupils to ask questions about the world and to reflect on their own beliefs, values and experiences, and those of others in our unique school. The children are encouraged to explore, research and discuss different religious beliefs and customs. They will apply this knowledge to considered and respectful class discussions on a range of aspects of birth, life and death. Key questions are used for children to be able to confidently and sensitively vocalise their own beliefs and opinions but accept the beliefs of others and learn from them. Our Religious Education curriculum is further enhanced with opportunities to visit places of worship in our local area.
Religious Education Documents
We strive to give children access to a widening repertoire to create, critique and compose music. We understand the importance of developing a passion for music across a variety of different cultures and artists and seek to give children an exploration of musical traditions and genres. Pupils are encouraged to perform in solo and ensemble contexts and to continually develop their skills. We encourage children not only to learn to play and perform, but also to gain an appreciation of the power that music can play in our lives.
We would like our linguists to develop a love and appreciation for the Spanish language through enjoyable and stimulating lessons. We aim to immerse pupils in the Spanish culture alongside developing their confidence in listening, speaking, reading and writing Spanish. We strive to stimulate and encourage children’s curiosity about language and embed the skills necessary to enable them to use and apply their Spanish learning in a variety of contexts, and lay the foundations for future language learning.
At Southfields, we believe Physical Education is not limited to curriculum lessons. We firmly advocate that Physical Education, School Sport and Physical Activity (PESSPA) are the cornerstone to developing the physical, cognitive and emotional skills needed to lead a lifelong healthy lifestyle. Through PE lessons, extra-curricular clubs, sports competitions, active lessons and daily physical activity our aim is to foster the motivation, confidence and competence for each child to maintain lifelong participation, competition and leadership in physical activity. Our curriculum map outlines a variety of opportunities for children to develop their physical, cognitive and emotional skills through dance, games, gymnastics, swimming and water safety, athletics and outdoor adventure activities. Through PE, we see our GARK values lived by our children. PESSPA at Southfields challenges and promotes self-esteem through physical confidence and problem-solving.
Failure and success are accepted equally and valued for what they can teach us about ourselves. Our GARK values and the children’s social and emotional development are further supported when we focus on the School Games values in preparation for competitions and inclusive sports events. Our aim for children leaving Year 6, is that they will have experienced the joy of physical activity and sport and will understand how continuing a healthy lifestyle will impact positively on them and those around them. They will have been able to explore their own spiritual, personal and emotional identity, particularly through our dance and outdoor learning programmes. As early as Year 1, children will begin to take leadership roles in lessons which sets them on a path to becoming Sports Leaders, Playground Pals, Peer Mediators or Coventry Young Ambassadors as they move up the school.
Physical Education Documents
At Southfields Primary we have introduced a whole school PSHE scheme called Jigsaw. Jigsaw combines PSHE, emotional literacy, mindfulness, social skills and spiritual development.
Jigsaw is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. This enables each Puzzle to start with an introductory assembly, generating a whole school focus for adults and children alike. There is a Weekly Celebration that highlights a theme from that week’s lessons across the school, and encourages children to try to reflect that learning in their behaviour and attitudes.
Jigsaw aims to help children know and value who they really are and how they relate to other people in this ever-changing world.
There are Puzzles (half-term units of work) each with Pieces (lessons). Every year group studies the same Puzzle at the same time (sequentially ordered from September to July), allowing for whole school themes and the end of Puzzle product, for example, a display or assembly to be shared and celebrated by the whole school. Each year group is taught one lesson per week and all lessons are delivered in an age- and stage- appropriate way so that they meet children’s needs.
This is Our Jigsaw Charter
We use our Charter in all of our Jigsaw lessons, to ensure that each child has a voice and the right to give their own opinions as well as the chance to listen to others .
The Puzzles and What Children Learn
Being Me In My World covers a wide range of topics, including a sense of belonging, welcoming others and being part of a school community, a wider community, and a global community; it also looks at children’s rights and responsibilities, working and socialising with others, and pupil voice.
Being Me Documents
Celebrating Difference focuses on similarities and differences and teaches about diversity, such as disability, racism, power, friendships, and conflict; children learn to accept everyone’s right to ‘difference’, and most year groups explore the concept of ‘normal’; bullying – what it is and what it isn’t, including cyber and homophobic bullying – is an important aspect of this Puzzle.
Celebrating Difference Documents
Dreams and Goals aims to help children think about their hopes and dreams, their goals for success, what personal strengths are, and how to overcome challenges, via team work skills and tasks. There is also a focus on enterprise and fundraising. Children learn about experiencing and managing feelings of pride, ambition, disappointment, success; and they get to share their aspirations, the dreams and goals of others in different cultures/countries, and their dreams for the world.
Dreams and Goals Documents
Healthy Me covers two main areas of health: Emotional health (relaxation, being safe, friendships, mental health skills, body image, relationships with food, managing stress) and Physical health (eating a balanced diet, physical activity, rest and relaxation, keeping clean, drugs and alcohol, being safe, first aid) in order for children to learn that health is a very broad topic.
Healthy Me Documents
Relationships has a wide focus, looking at diverse topics such as families, friendships, pets and animals, and love and loss. A vital part of this Puzzle is about safeguarding and keeping children safe; this links to cyber safety and social networking, as well
as attraction and assertiveness; children learn how to deal with conflict, their own strengths and self-esteem. They have the chance to explore roles and responsibilities in families, and look at stereotypes. All Jigsaw lessons are delivered in an age- and stage-appropriate way so that they meet children’s needs.
Documents For Parents