Curriculum and Assessment
The Federation of Springwood Schools Curriculum Statement
In the Springwood Federation, we believe that the School Curriculum should be relevant, rich, rewarding and deep, offering children the opportunity to achieve success in many different areas. Although our curriculum is based on the new National Curriculum 2014, we make use of our extensive local contexts, being a coastal region with many local historical sites and local geographical features, for example, the historic dockyard at Portsmouth, Portsdown Hill chalk grasslands, Portchester Castle and Langstone Harbour Estuary.
Off site visits are a regular occurrence to ensure we achieve breadth and depth thus enabling our pupils to reach their full potential. Specialist teachers also join us in school for French (MFL), PE and music to enhance and enrich our curriculum.
The Federation of Springwood Schools Assessment Statement
The Federation of Springwood Schools are adopting the proposed Hampshire model of assessment from September 2015 for reading, writing and maths. This involves teachers continuously drawing upon day to day teaching and assessment which reveals pupils’ understanding and misconceptions. Teachers will periodically focus on key parts of the curriculum, rather than looking at the whole curriculum every time and make a judgement based on tracking progress over time. For example, against a milestone expectation in November, February, April and end of year mastery in May-July. It is aimed at ensuring the timely acquisition of knowledge, skills and concepts in order that as many pupils as possible have the opportunity to deepen learning rather than to accelerate progress superficially.
Milestones set increasing expectations of fluency, complexity of context and independence. Each milestone assessment should review to what extent the pupil has deepened their understanding of the previous phase. Each time teachers should be expecting previously reviewed phase objectives to have been more fluently used and applied. This information is then used to track the progress of individuals and cohorts, and gives an opportunity to re-focus on areas of relative weakness. Each milestone sets a standard that needs to be sufficiently met in all domains of the subject.
Foundation subjects will also be assessed using this process. Specific subjects will be reported to parents every half term which will inform them whether their child is meeting age related expectations. An end of year report will be completed in addition to these as a summative assessment of all pupils’ progress and attainment.
End of Year 2 Assessments
The following documents have been released from The Standards and Testing Agency. These documents are designed to support teacher assessment for each pupil at the end of key stage 1 who are working towards meeting age related expectations, meeting age related expectations and children who are working at depth.
Maths home learning - KIRF (key instant recall facts) sheets.
Your child will come home with a KIRF sheet, linked to their learning in school. This will give you an indication of what they are learning in school. Please work your way through these sheets. You can request the next sheet from school when your child is confident in all facts on their KIRF or download it from the website.
In order to keep making good progress with your children, you can help make a difference. You can help accelerate your child’s progress by reading with your child at least three times a week.
You can promote reading at home in 10 easy steps:
Find and create a comfortable spot to read away from distractions. Such as the TV.
Make reading fun and show your child that you are a reader too.
Enjoy a variety of reading materials, such as newspapers, comics, leaflets.
Find a regular time to read and make it comment in your reading logs using the assessment focuses (AFs).
Be patient and praise your child’s efforts.
Involve your child in making choices about what they read.
Correct mistakes in a positive manner.
Ask questions before and after reading (Use the AF questions).
Show your child how to care for books
The school has attached the set of assessment focus questions (AFs) for you to use alongside your reading session at home.
1. Choose one AF that you wish to focus on for one week.Ask different questions on the list.
2. Highlight off the questions you ask on the attached sheets. This will help you keep a record of which questions you have asked. It is important to ask different questions because they check different skills.
3. Some AFs link better to different books, for example AF4 links to non-fiction books.
Asking these questions will help your child’s understanding of what is going on in the text.
Every Child A Reader - ECAR Accredited School
As an ECAR, Every Child a Reader, accredited school we offer additional provisions for children who have problems with reading and writing.
Currently we run a number of individualised programmes designed to help struggling readers and writers. These programmes are run by an experienced, ECAR certified teacher and teaching assistant who can make a difference to your child's literacy and writing skills.
Some of the programmes are delivered in Year 1, Reading Recovery, Fisher Family Trust, and some in Year 2, Better Reading Partnership,Talking Partners. All of the programmes are high impact interventions that enable pupils to develop strategies to decode and confidently work with texts.
If you would like to find out more about our ECAR interventions please come and speak with Mrs Underwood and Mrs Thornton, our Headteachers or Mrs Blain, our ECAR teacher.
Year 1 and 2 will focus their learning on an 'Underneath our feet' topic looking at the school and local grounds until half term.
For the second half of the term they will be focussing their learning on 'history heroes'. Year 1 have a focus on famous nurses through history and Year 2 are studying famous astronauts.
Our Class Creatures - The Umbrella topic for our first week
Letters and Sounds
Refer to pages 69-71 in phase 2 for the phonemes
Refer to pages 102-104 in phase 3 for the digraphs and trigraphs
Letters and Sounds
Refer to pages 126-128 in Phase 4
Refer to pages 151-165 in Phase 5
Read and Writing