Curriculum – EYFS, KS1 & KS2

Our Curriculum

The school complies with the requirements of DFE Circular 7/90 “The Management of the School Day” which recommends a minimum of 21 hours teaching during the week for children in Key Stage One and 23.5 hours teaching time for children in Key Stage 2.

The Early Years Foundation Stage

Please download this information sheet – Early years foundation stage

The curriculum for our youngest children in Reception Class, takes into account the individual needs and stage of development of each child. We strongly believe that children in the Foundation Stage learn best through a balance of learning activities based on their interests and focused play to enhance learning.

The curriculum of the Early Years Foundation Stage is organised into seven areas of learning:

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

We build on children’s prior experiences and extend their knowledge skills and understanding through exciting backdrops which are linked to the areas of learning and the pupils’ interests. Each area of the curriculum has developmental matters which establish expectations for most children to reach by the end of Foundation Stage. Some children will do more than is expected of them, whilst others will be still working towards them.

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’.

Curriculum Year 1-6

At Yarmouth CE Primary School we recognise that all pupils are entitled to have access to a broad range of learning experiences which will allow them to develop the knowledge, understanding, skills and attitudes necessary to build a love of learning and to enable them to play a full part as responsible citizens in the 21st Century. The curriculum aims to provide opportunities for all pupils to learn and to achieve, irrespective of social background, culture, race, gender, differences in ability and disabilities.

We aim to provide skills of reading, writing, speaking and listening to allow every pupil to communicate effectively. We provide learning in numeracy and ICT, which will provide pupils with the knowledge and skills appropriate to permit them to be successful individuals in their adult life. Both our curriculum and the whole school ethos promote pupils’ spiritual, moral, social and cultural development and support them in developing principles for distinguishing appropriate choices. Pupils are encouraged to think creatively, to show respect, to be able to work both independently and collaboratively, where appropriate. Our curriculum enables pupils to develop their physical skills and promotes personal and social well-being.

We strongly believe that the curriculum we provide the pupils with should stimulate enjoyment and a love of learning. Pupils should see a real purpose to their learning as a means of encouraging the best possible progress and the highest attainment for all, preparing them for the next steps in their education.

The subjects we provide are in line with the requirements of the National Curriculum. These include; English, Mathematics, Science, History, Geography, Art, Music, Design Technology, ICT, PE. We also provide a Modern Foreign language in Key Stage Two and follow the Isle of Wight Agreed Syllabus for RE.

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

End of Year Expectations

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 promoting-smsc-wheel-evaluation filled

SMSC Whole school grid

 

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 – https://www.southampton.gov.uk/modernGov/documents/s30850/Appendix%201.pdf

 

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

SMSC Statement

Curriculum Overview KS1

Curriculum Overview KS2

RE Yarmouth YR & KS1 Long term plan

RE Yarmouth 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

Assessment without Levels Explained

Background

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’.

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

https://www.youtube.com/watch?v=uDXXV-mCLPg

Explanation from DfE on SATS results

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/520553/Information_for_parents_-_2016_NCTs_at_the_end_of_key_stages_1_and_2_27042016__2__PDFA.pdf

Federation

As part of the Federation of the Church Schools of Shalfleet and Yarmouth, staff at Yarmouth CE Primary School have a wider workforce to engage with, to both challenge and support best possible provision. We also plan opportunities for pupils in both schools to work together on special days and have shared trips and events.

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