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Curriculum

Curriculum and Assessment

The Federation of Springwood Schools Curriculum Statement

Our curriculum is designed to ‘hook children into learning’ through a broad, balanced range of topics and activities to support progress. You will be invited into school to share learning at least once each term through assemblies, classroom events and shows. You will receive invitations to attend workshops to explain what your children are learning about and how to support them. We are looking forward to working together to help your child make good progress. 

 

Below you will find an overview of our curriculum topics for the Federation and a year group breakdown of the content that which will be covered each half term.

 

 

 

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Umbrella Theme

Beneath our feet

History Heroes and traitors

Growth

Growth (KS1)

Ancient Lands (KS2)

Invade and Conquer

Ships and Coasts

EYFS

All about me

Father Christmas

New Life

Pirates and Mermaids

Under the Sea

Y1

Our school grounds

Mary Seacole and Florence Nightingale

What around us grows?

Castles

The Titanic

Y2

Our area

Guy Fawkes

Lifecycles

Antarctica

Victorian Seaside

Y3

Old Portsmouth

Christopher Columbus

The Human Body

Ancient Greeks (The First Olympics and pottery)

Rotten Romans

The Mary Rose

Y4

The UK

Rosa Parks

Our bodies and SRE

Ancient Greeks (Myths, legends and theatre)

Vicious Vikings

HMS Victory

Y5

Europe and its impact on the UK

Nelson Mandela

Keeping ourselves safe and SRE

Ancient Egyptians

Nasty Normans

HMS Warrior

Y6

Eco Warriors

Winston Churchill

(including ‘In Celebration and Remembrance’ project to mark 100 years

Evolution theory and SRE

Mayans

Current conflict in our world

The Royal Navy

Assessment

We use the Hampshire model of assessment for reading, writing and maths. This involves teachers continuously drawing upon day to day teaching and assessment which reveals pupils’ understanding and misconceptions.  There are regular 'milestones' where teachers will assess if your child is at age related expectations (ARE) in each subject.  Foundation subjects are also regularly assessed against the National Curriculum.   These assessments will be reported to you during parent consultations and reports.

 

 

EYFS

If your child is in EYFS, you will be able to keep track of their progress on 'Tapestry', an online learning journal. We welcome your contributions to this so that we can best understand how they think and learn in a variety of environments.

 

The Early Years Foundation Stage Framework (EYFS) sets out the learning and development stages for children as they grow from birth to five years.  Children learn and develop through playing, exploring, being active, creative and being asked questions to help their thinking. After each age band we give you an example of some ideas and tips as to how you can help your child’s learning and development.

 

Our philosophy is the children learn best through child initiated play and focussed learning.  This involves an active curriculum where children lead their learning and adults develop their thinking making the most of the inside and outside environment  (in all weathers!).   

 

We use national guidelines and regularly work with the local authority to ensure children make good progress from their starting points.Please read the document below which is the national guidance to support your child in their early years education.

 

PEEP

Peeple is a charity, whose main purpose is to support parents/carers, babies and children to learn together - by valuing and building on what families already do. Peep practitioners and families share information and ideas from the Peep Learning Together Programme about how to make the most of the learning opportunities that surround us in everyday life and play. Research shows that this - known as the home learning environment - makes the biggest contribution to narrowing the gap in children's outcomes.

 

We are delighted to share with you the 'PEEP' case study which was written about what the schools are doing to support transition from nursery to school.  Some of the comments have included:

 

‘This year coming to Peep has helped me engage with my child through a way of learning I wouldn’t have even thought of. New techniques and ideas to make learning fun!’ – Peep parent

 

‘It’s great to see parents blossom and become more confident as they realise everything they do in normal life contributes to their child’s learning.’ – Peep practitioner

 

‘Learning is most successful when parents/carers and teachers work in partnership and the Peep programme supports this shared journey.’ – Head teacher

 

Springwood regularly hold PEEP sessions for families.  Please refer to the school diary dates for further information. 

 

Please read the article below to find out more about what we can offer.

 

 

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. 

Teaching Phonics

 

Our school uses the commercial scheme Letters and Sounds printed in 2008 to guide the teaching of phonics.

 

This synthetic phonics programme teachers letter sound correspondences in a specific order.

Children are taught to blend (put together) and segment (pull apart) words when they are reading and writing to help them. For example, c-a-t, sh-ee-p, r-ai-n. These are all words we expect children to be able to read by the end of their first year in school.

 

When 2 letters combine to make a new sound we call them digraphs, for example ch/th/sh or ai/ee/er

When 3 letters combine we call them trigraphs, for example igh/ear/ure

 

We expect children to be able to use these terms to describe words and notice letters and sounds to be able to use these in their spelling.

 

Some words do not follow simple rules and we refer to these as "tricky" words. For example, come/people. Children are taught to read and spell these noticing the part of the word that is irregular and doesn't follow the rule we would expect. Each year group has an expected list of tricky words which you can download under the curriculum section to guide your learning at home.

 

Look at the leaflet below to give you further guidance.

All the information below are a sample of some of the documents the teachers use to teach phonics, reading, writing and maths (adopting the Hampshire Assessment Model - HAM), plus some useful links.

 

Please attend the workshops held by the school which are detailed on the diary dates or book an appointment with your child's class teacher.

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

Year 1

 

Letters and Sounds

 

Refer to pages 126-128 in Phase 4

Refer to pages 151-165 in Phase 5

Reading and Writing

Year 1 Maths Assessment Model

Year 2

 

Read and Writing

Hampshire Writing Exemplification Materials

Spelling Guidance for Year 2

Year 2 Maths Assessment Model

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