Curriculum – EYFS, KS1 & KS2


The reception class is the final year of the foundation stage. We follow EYFS curriculum. The curriculum of the Early Years Foundation Stage is organised into seven areas of learning:

• Personal, Social and Emotional Development
• Communication and Language
• Physical Development
• Literacy
• Mathematics
• Expressive Art and Design
• Understanding of the World

The children develop through engaging in teacher planned activities, but also those which they initiate themselves. Through play based activities, children enjoy and gain confidence in basic skills of Literacy and Numeracy. They develop interest in the world around them, are happy to experiment in creative skills and increase development and control of their movement. In all areas children are encouraged way to view themselves and others positively, learning to express their emotions and ideas to become confident to try new activities. We aim to work with each child’s individual interests and to provide opportunities to learn from a wide range of experiences.

Assessment within Foundation Stage will now include a baseline assessment during the first half term of the year. This is simply a check on how well children are settling in to school and will consist of observations of the child at play, not a formal test. Children will be unaware of the process, and there is no pass or fail, it is simply an observation of the child’s skills to date. At the end of the Foundation Stage (Reception Year), children are assessed again against the set of 7 key areas of learning and development. These cover not only numeracy and literacy but also include personal, social and emotional development, physical skills, communication and language. For each goal, we will report whether your child is meeting expectations, exceeding them or they’re still working towards the skill concerned, this is called ‘emerging’.


 We aim to provide a high quality education for all our children. We do this by providing a carefully balanced curriculum which:-

• Includes all the National Curriculum subjects and RE
• Is stimulating, challenging and encourages creativity
• Develops lively, enquiring minds
• Is relevant to the needs and interests of each child
• Gives opportunities for children to work together co-operatively and support each other in small teams
• Helps prepare every child with the skills needed for a lifetime of learning.

We are flexible in our structure of classes to ensure that the work given to the children is always at the appropriate level for each of them. We teach many of the subjects through a creative programme of challenging topics. We follow the Isle of Wight syllabus for Religious Education and all the children take part in a planned programme of Personal, Health and Social Education.

Click to download the objectives the children will be covering during their time at school

End of Year Expectations


At Shalfleet we recognise the importance of learning that is both meaningful and memorable. We know that it is essential to make connections between different subjects and to link learning, so that children see a purpose for the learning that they will carry with them throughout their lives. As a result, the ‘Learning Led Curriculum’ is planned, enabling links between subjects around a central theme. We focus upon developing four key skills:

• Working together
• Improving own learning and performance
• Creative thinking and problem solving
• Enquiring minds

This way of working encourages ownership and develops children’s independence. It is an exciting and challenging way of learning and one that all our children (and teachers) enjoy.

Some aspects of the curriculum are taught discretely. These include mathematics, the ‘basics’ of literacy [spelling, phonics, handwriting] and subject areas such as PE. Other curriculum areas such as ICT, French and music have elements of subject area that are taught discretely but are also incorporated into topic led areas of learning.

Personal, Social Health and Economic Education

PSHE education is a planned programme of learning through which our children acquire the knowledge, understanding and skills they need to manage their lives. As part of a whole school approach, PSHE develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.

Download our Emotional Development Flow Chart

SMSC Whole school grid 2016

SMSC promoting-smsc-wheel-evaluation filled


Living Difference III RE Syllabus

Living Difference III is the agreed Syllabus for Hampshire, Portsmouth, Southampton & the Isle of Wight – please click on the link for a copy of the Syllabus –


Please click on the links below to access details of our curriculum:

SMSC Statement

Curriculum Overview KS1

Curriculum Overview KS2

RE Shalfleet YR & KS1 Long term plan

RE Shalfleet KS2 Long term plan

Spelling Progression Map for the Curriculum

SPAG Whole School Curriculum

Year 1 English Overview

Year 2 English Overview

Year 3 and 4 English Overview

Year 5 and 6 English Overview

English Glossary of Terms

Numeracy for Key Stages 1 and 2

Writing Assessment Year 1Writing Assessment Year 2Writing Assessment Lower KS2Writing Assessment Upper KS2

Please click to download Shalfleet’s Reading & Phonics Statement


Assessment without Levels Explained


Maintained schools in England must, by law, work using the National Curriculum and a new National Curriculum became statutory in September 2014. We are now following the new curriculum. This curriculum sets out what pupils should learn in all key subjects. Schools are then required to assess pupils against the Programmes of Study for each subject.

As part of our reforms to the national curriculum, the system of ‘levels’ used to report children’s attainment and progress was removed from September 2014 and will not be replaced. By removing levels the government felt it would allow schools and teachers greater flexibility in the way that they plan and assess pupils’ learning.

The programmes of study within the new National Curriculum set out expectations at the end of each key stage, and all maintained schools are free to develop a curriculum relevant to their pupils that teaches this content. The curriculum must include an assessment system which enables schools to check what pupils have learned and whether they are on track to meet expectations at the end of each year and key stage. Due to these changes, we developed an assessment process designed to enable us to track our pupils progress effectively; help ensure children make expected progress through their school careers; whilst also informing our planning, and measure our performance as a school. Perhaps most relevant, providing evidence and information to let parents get an idea of how their child is progressing.

Old Levels explained

For subjects at the end of Key Stage 1 and 2 would have been given level with a number. Level 2 would have been typical for Year 2 and level 4 is typical for Year 6. Levels were then divided into ‘sub-levels’ – the letters a, b or c. An ‘a’ meant a child was performing very consistently and securely within the level, ‘b’ meant they working within that level and ‘c’ meant they were just starting on that level. As a guide the expected levels for the end of each year group were:

Year 1: 1b Year 2: 2b Year 3: 2a/ 3c Year 4: 3b Year 5: 3a/4c Year 6: 4b

Our Assessment Procedures explained

Current Situation

As a federation we moved away from levels last year and began assessing under the idea of stating what curriculum year the children were working at and identifying whether they were either beginning, developing or secure within this. Child friendly, ‘I can’ statements were devised to reflect the expectations for the year groups.

Example ‘I can ‘statements

Year 1 Writing – I can spell the days of the week. I can spell words containing phonemes I have been taught.

Year 5 Maths – I can read and write decimals as fractions

Year 5 Reading – I can predict what might happen in a story based on what the writer says and suggests.


Children are currently assessed within a year’s Programmes of Study as:

 Beginning

 Beginning +

 Developing

 Developing +

 Secure

 Secure +

It is expected that most pupils will make 6 steps progress across the year and 4 steps for SEN pupils

Pupils who may have gaps in their learning or working at a lower level can work towards the ‘I can’ statements within the year group reflecting their level.


In order to help make this easier to identify we introduced the assessment booklets that enabled us to easily see the curriculum broken down into targets which we could find evidence against for each child. All staff took to this very quickly last year and have since seen how it has been a very successful and effective way of assessing our children under the new curriculum. We were one of few schools to adopt our own system ready for the change away from levels, whilst other schools were waiting for some guidance from Hampshire, giving us a head start in our assessments.

During the last year, Hampshire have released their own way of assessing without levels (The Hampshire Assessment Model), which many schools on the island are now adopting as their main form of assessment. The good news is that as a federation we are not far off the same line of assessment with our model, however there is one thing we were not currently measuring that we are now taking into account when looking at our children’s attainment. This is called ‘mastery’.


In an essay in ‘Educational Leadership – Volume 71’ Grant Wiggins defined mastery by saying:

Students have mastered a subject when they are fluent, even creative, in using their knowledge, skills, and understanding in key performance challenges and contexts at the heart of that subject…

This idea of what mastery is links very much into the SOLO style planning (see link below) that we are moving towards, whilst you will have some children by the end of the week that will show they are secure in the basic skills associated with a subject area, addition for example, there will be others who are ready to take it to a more advanced stage. There are two ways this would be shown, they would firstly be able to teach somebody else how to use the skills associated with addition to solve a problem or calculation. They would also be able to apply this knowledge to a higher level thinking problem such as the style you would use from ‘n-rich’. If they could do this you would have sufficient evidence to say they are ‘masters’ of that skill. For some skills an n-rich problem may not apply so it comes down to the teaching of the skill to other children as being a key indicator. If a child is able to solve basic addition word problems this does not mean that they have reached ‘mastery’, you need to look at them applying that skill more widely as just stated.

This doesn’t apply so much to literacy, as whilst the children can teach a particular skill such as fronted adverbials to another child they don’t have n-rich problems in literacy to apply them to. Therefore mastery of a skill within literacy relates to how they use the skill, for example if a child used fronted adverbials in their work it shows they are secure using that skill but if they are able to tell you why they have used it, its effect and its purpose within that piece of writing then they have a ‘mastery’ understanding of it. This could be measured through pupil conferencing, during lessons or feedback marking.

Looking to the Future

Next year we are going to be moving our data tracking away from the assessment booklets into an easily accessible tracking system that uses SIMS and their programs of study tracker. This will make assessment an even easier process and will also enable us to measure how children are doing in individual targets very clearly. As the data will be input online on either a computer or a tablet it will also save having to carry around the large folders of booklets. Other changes will include changing ‘beginning’ to ‘emerging’ and dropping the ‘+’ sub sections of each stage so there are only three stages within each year group rather than the current six. This is something we will be looking at in more detail later on in the year but it is not a huge change from what we are already doing, but it will ensure that we are staying on the right path to assessing under the new curriculum and give us a secure back up online of all of our data.

SOLO Taxonomy

Please see this video explaining the principles of SOLO taxonomy

Explanation from DfE on SATS results

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