Curriculum Organisation and Intent
At Southcoates Primary Academy, we have devised the SPA Curriculum: a knowledge-based curriculum in line with the knowledge promoted in the National Curriculum (both declarative and procedural). We have chosen to deliver this knowledge through a whole school themed approach:
- All children from the Early Years through to Y6 study the same theme, with the knowledge taught being appropriate to their age group.
- Each phase has their own focus within each whole school theme, as outlined in the Long Term Plan.
- In each subject, the objectives follow a coherent and sequenced progression. The themes repeat on a two-year cycle, enabling children to revisit and build upon prior learning.
- Links between and across subjects provide opportunities for children to revise and apply their learning.
Underlying Themes within the Curriculum
The curriculum reflects the requirements of the National Curriculum. In addition to this, we have built the SPA Curriculum around the key themes that we feel hold a great importance for the children of Southcoates.
These key themes are:
- Safe Behaviours;
- Positive Role Models;
- Awareness of the World.
The flowchart below gives an overview of the documents that detail:
- The content and structure of our curriculum;
- The themes that drive our curriculum;
- Areas that take our curriculum beyond the academic, vocational or technical.
Our aim is that, over their journey at Southcoates, our children will develop the knowledge, skills, understanding and attitudes to enable them to become productive and considerate members of society. We want our children to develop high aspirations for themselves - to know that, with hard work and positive attitudes, the world and all it has to offer is available to them.
In Y1 through to Y6, the four foundation subjects of history, geography, art and technology are taught in weekly blocks. These weekly blocks are referred to as ‘theme weeks’. History and art are taught in the first and last week of one half term; geography and design technology are taught in the first and last week of the second half term, with this structure alternating on a half termly basis.
For further information, please view the document below.
All children in school are assigned to one of four ‘houses’. Siblings are allocated to the same house as one another. Each house is named after an important / famous local figure. These houses were chosen by a child (as part of a school wide competition).
Houses meet every two weeks for half an hour. The vice-principal draws up an annual schedule for these sessions. Over the course of the year a house quiz and talent competition takes place. In addition, each house studies a country that they then use a stimulus for the opening ceremony of our sports day. This may include music, dance or song. The countries have been chosen for a range of reasons to ensure that each house will study a home nation(H), a country that is home to a major world religion(R), a Spanish speaking country (S) and a major world nation(W). These are staggered so that each of the four themes is represented each year over a four-year rolling programme. For further details, please view the document below.
Enrichment and Wider Development
To enrich the learning experiences for our children, as well as covering objectives linked to the National Curriculum through classroom based learning, Southcoates Primary Academy has developed a Cultural Passport which outlines the experiences that we aim to provide for each child over the course of their time at Southcoates. Southcoates Primary Academy gained Silver Level Arts mark status in September 2018. When surveyed about children’s cultural experiences, in June 2018, we received positive comments from parents such as: “So much effort is put into the children and the things they enjoy. It is a really great place of learning and experiencing new things for children.” Upon being awarded Silver Level Arts mark status, a Senior Officer at Arts mark commented: “Southcoates has succeeded in drawing out the arts elements within teaching and learning and finding ways that celebrate their impact and effect.” Since this date, Southcoates Primary Academy has gone on to achieve Platinum Arts mark Status. We are also working as a Royal Shakespeare Company Lead Associate School. For more information, please navigate along the House tabs on this page.
Our Long Term Plan consists of two cycles: Cycle A and Cycle B. Each cycle spans one year. The Long Term Plan provides the following information:
- The half-termly whole school theme;
- Each phase’s focus within the half-termly whole school theme;
- An overview of how cross-curricular links are made between the theme subjects and reading and writing lessons.
Each half term is structured to begin and end with the following blocked theme weeks:
- Geography theme week or history theme week;
- Art theme week or design technology theme week.
All of the other subjects are taught on a weekly basis in-between the theme weeks.
(More information about the specific objectives being taught in each subject area can be found on the Medium Term Plans, Progression Documents and the Subject Overviews.)
The following Medium Term Plans specify the declarative and procedural knowledge taught in each phase, each half-term, for all of the remaining subjects. The objectives repeat on a two-year cycle to ensure that all children have been taught all of the objectives before entering the next phase.
Early Years Medium Term Plans
Year 1/2 Medium Term Plans
Year 3/4 - Medium Term Plans
Year 5/6 - Medium Term Plans
Reading, Writing & Maths Medium Term Plans
The reading, writing and maths Medium Term Plans outline the specific objectives to be taught in each year group. The progression of objectives ensures that the children build on prior learning, and it is in line with the expectations of the Early Years Foundation Stage Statutory Framework and the National Curriculum.
Teaching at Southcoates is underpinned by three signature pedagogies:
- Say it: we highly value the role of talk in the classroom. Teachers use a range of strategies to support children to orally rehearse answers, share ideas and opinions and practise their reasoning skills. Children are encouraged to ask and answer questions to deepen their understanding in every lesson. Talk strategies are used from the Early Years through to Year 6 to encourage active participation from all children, in every lesson.
- Power through it: teaching and learning at Southcoates is enhanced by the explicit teaching and modelling of the BLP (Building Learning Power) skills. BLP skills are introduced in the Early Years and are built upon in each phase of the children's time at our school. The development of these learning dispositions help our children to become independent, confident and focussed learners.
- Assess it: continuous assessment for learning (AfL) is used by all of our teachers to ensure that the correct levels of support and challenge are given to help all children to achieve. Various strategies are used throughout lessons to assess children's understanding, with timely interventions put in place for those who need more support or extra challenge. AfL techniques help our teachers to pitch work appropriately, and adapt it where necessary, to ensure that all children are making progress.
The Southcoates Cultural Passport outlines the cultural offer planned for all of our children from the Early Years through to Year 6. In each year group, they will have a range of experiences and opportunities relating to sporting events, theatre visits, learning about different cultures and religions and much more.
Each child carries their Cultural Passport with them through their time at Southcoates, and receives a stamp every time they take part in one of the planned experiences.
Take a look at the overview below to view the experiences that are planned for every child.
Our SPA Curriculum is driven by three areas of learning that we feel are important for our children:
- S – Safe Behaviours
- P – Positive Role Models
- A – Awareness of the World
View the Curriculum Drivers for Personal Development to see how these three areas of learning underpin our curriculum.
We pride ourselves on being a welcoming and inclusive school. For us, equality means that everyone is able to participate and feel welcome and safe in the activities of our school. This includes pupils, parents & carers, staff and visitors. Everyone should be able to achieve the best possible outcomes as a result of their participation. We believe that equality should permeate all aspects of school life and is the responsibility of all members of the school and community
At our school diversity means acknowledging that there are differences between people that should be recognised, respected and celebrated. We promote respect of each other’s differences and identities. We celebrate and raise awareness of diversity in the school and in the wider community and believe that teaching children about diversity prepares them for life in modern Britain.
The Equality Act 2010
We want our children to learn that we all belong together regardless of different races, religions, sexualities, genders, abilities and ages. We encourage children to be proud of their differences and to understand the importance of not discriminating against, or being unfair to others, because of their difference.
The 9 Protected Characteristics are actively promoted in school through:
- Our school mission statement
- Our school core values
- Our school behaviour policy and curriculum
- Conscious role modelling by all adults in the school community
- Active engagement and communication with parents and carers
- Assemblies linked to British Values & the protected characteristics
- Discussion within curriculum subjects, taking a cross-curricular approach to the Equality Act
- Promoting articulation by building appropriate language and a coherent vocabulary
- Personal, Social, Health and Economic education (PSHE) sessions
- Religious Education (RE) lessons, RSE lessons and Protected Characteristic talks
- Sporting, Art and Cultural Events
- Pupil Voice, including the Learning Council, Eco council and Digital Leaders
- Educational visits
- Real-life learning outside the classroom
- Guest speakers
- Developing links with local, national and international communities
- Extra-curricular activities, after-school clubs, charity work and work within the local community
Southcoates Primary Academy first gained Silver Level Artsmark status in September 2018.
Since this date, in April 2022, Southcoates Primary Academy was awarded the status of RSC Artsmark Alliance Platinum Award. When surveyed about children’s cultural experiences, we have received positive comments from parents such as: “So much effort is put into the children and the things they enjoy. It is a really great place of learning and experiencing new things for children.” A Senior Officer at Artsmark commented: “Southcoates has succeeded in drawing out the arts elements within teaching and learning and finding ways that celebrate their impact and effect.”
Royal Shakespeare Company Lead Associate School
Southcoates Primary Academy is a Lead Associate school for The Royal Shakespeare Company. The Associate Schools programme is a long-term partnership programme with schools, regional theatres and The Royal Shakespeare Company. Southcoates Primary Academy started working in partnership with the Royal Shakespeare Company in 2017, undertaking CPD to learn how to use rehearsal room techniques within lessons to improve children's speaking and listening and literacy skills. Trained Southcoates practitioners are now sharing this practice with other schools, including Eastfield Primary Academy, Buckingham Primary Academy, Springfield Primary Academy, Wellholme Primary Academy and Humberston Cloverfield Primary Academy, with showcase events being held at Southcoates Primary Academy to show good practice in action.
Working in partnership with and Hull Truck Theatre, the CPD programme revolves around using rehearsal room techniques within schools to improve children's attainment. This year, we are working towards our Year 5 children writing and performing their own play, along with children from our partner schools. Keep an eye on our school newsletter to find out more information later in the year!
Southcoates Primary Academy values and promotes the British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance for those of different faiths and beliefs. These values are promoted in the following ways:
- Within the school curriculum;
- Through the House system;
- Through the School Council;
- Through the Cultural Council;
- Through the Eco-Committee;
- Within assemblies;
- Through enriching reading material directly linked to equality and diversity, promoted in the Early Years area, the Key Stage One library and the Key Stage Two library.
Southcoates Primary Academy offers a range of inclusive clubs to all children at Southcoates Primary Academy. Through listening to pupil voice and feedback from parents, we aim to provide clubs that children may not have access to outside of school. Many of our clubs are run by trained coaches, giving our children access to high quality extra-curricular learning and experiences. Our current clubs include:
- Breakfast Club (this is free to all children). Please contact the office if you would like more information.
- KS1 Football;
- KS1 Team Building;
- KS2 Team Building;
- KS2 Dodgeball;
- KS2 Football;
- Tag rugby.
Keep an eye on the weekly newsletter for any changes or additions to clubs. If you would like any more information, contact our Parent Links worker, Ms Jackson.
Experiences and opportunities at Southcoates Primary Academy are not just limited to term-time. During the school holidays, our Parent Links Worker, Ms S. Jackson, organises activities for our families, the majority of which have been available at no cost for our families. These events have included trips to the cinema, The Deep and Hollywood Bowl, as well as sporting experiences such as ice skating and swimming sessions.
In addition to the lessons and competitions as part of our children's PE lessons, our PE Co-Ordinator, Mrs L. Wilmot, ensures that opportunities for attendance at inter-school sporting competitions are available for our children. Recent competitions have included a dodgeball competition, SEND Engage football sessions, the 'Get Glowing' experience and Sport Hall Athletics.
Partnership with Hull Music Hub
At Southcoates Primary Academy, we work in partnership with the Hull Music Service and follow their award-winning Charanga Musical School Programme within all our music lessons. The Hull Music Service provides professional instrumental teachers to work Years 4 and 5; they are then invited to take part in a Summer celebration showcase to enable the children to sing, play and celebrate their learning. The whole school enjoy specialist live performances throughout the year.
As well as the money lessons taught within the maths curriculum, children learn about money and finances in the following ways:
- The gold ticket system helps to establish an understanding of earning and saving, with gold tickets being used as a form of currency. Children can save their gold tickets and spend them at the end of each term. The children are able to save their tickets to buy more expensive prizes.
- Children take part in design and technology projects where they design a product to sell at the Summer or Christmas Fair. They are given a starting amount of enterprise money, which they must then try to ‘grow’.
In addition to teachings within PSHE and RE lessons, a range of literature promoting protected characteristics are available and on display for EY, KS1 and KS2. As part of the assembly structure, teachers read these books to the children, and discuss different protected characteristics.
The book lists can be found below.
Taking Part in Performances
Each phase takes part in the following performances each year:
Each phase takes part in the following themed days/weeks each year:
- Children’s Mental Health
- Children in Need
- Sport Relief / Comic Relief
- World Book Day
- World Maths Day
- Shakespeare Day
- Southcoates Primary Academy has three trained Mental Health First Aiders.
- The Wellbeing Worker supports children and staff.
- Referrals to outside agencies such as Relax Kids, CAHMs and other relevant bodies are made where needed.
- A sensory room is in the process of being developed.
- Worry boxes and wellbeing boards in the hall are used to encourage the children to share their feelings.
- JIGSAW lessons promote meditation and relaxation.
Our assembly structure contribute towards:-
The development of:
- Responsible, respectful and active citizens who are able to play their part and become actively involved in public life as adults
- Pupils’ understanding of the fundamental British values of democracy, individual liberty, the rule of law and mutual respect and tolerance
- Pupils’ character: a set of positive personal traits, dispositions and virtues that inform their motivation and guide their conduct so that they reflect wisely, learn eagerly, behave with integrity and cooperate consistently well with others
- Pupils’ confidence, resilience and knowledge so that they can keep themselves mentally healthy
- Pupils’ understanding of how to keep physically healthy, eat healthily and maintain an active lifestyle, including giving ample opportunities for pupils to be active during the school day and through extra-curricular activities
- Pupils’ age-appropriate understanding of healthy relationships through appropriate relationships and sex education
The promotion of:
- Equality of opportunity so that all pupils can thrive together, understanding that difference is a positive, not a negative, and that individual characteristics make people unique
- An inclusive environment that meets the needs of all pupils, irrespective of age, disability, gender reassignment, race, religion or belief, sex or sexual orientation
The enabling of:
- Pupils to recognise online and offline risks to their wellbeing and making them aware of the support available to them
- Pupils to recognise the dangers of inappropriate use of mobile technology and social media.
For more detailed information about the sequencing and content of our assemblies, please view the document below.
Purpose of Study
English teaching at Southcoates Primary Academy aims to ensure that children are able to:
- read easily, fluently and with good understanding;
- develop the habit of reading widely and often, for both pleasure and information;
- acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language;
- appreciate our rich and varied literary heritage;
- write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences;
- use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas;
- become competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
At Southcoates, we teach English in a way that enables children to develop their skills and use them to communicate effectively in everyday life. We want our children to be able to:
- use a wide variety of interesting and exciting vocabulary;
- respectfully articulate their responses in any discussion;
- read and write with confidence, fluency and understanding;
- develop an understanding of how to use a range of independent strategies to take responsibility for their own learning, including self-monitoring and correcting their own errors;
- develop a love of reading and a desire to read for enjoyment;
- understand a range of text types and genres;
- write in a variety of styles and forms appropriate to the situation;
- develop their creativity, imagination and inventiveness.
English: Miss E. Hepple
Reading at Southcoates
Reading lessons at Southcoates follow a systematic sequence of teaching, starting in Nursery and running through to Year 6. The details of our reading structure can be seen in the documents below:
- SPA Reading Structure: this document outlines how reading is taught through each year at school. This document also gives information about the support in place for those children who still require systematic phonics teaching as they move to Key Stage Two.
- Reading Assessment Structure: this document gives an overview of how reading levels are determined, with regular assessments ensuring that children are making the required progress through the reading levels.
- Inference Structure: when the children have completed the Read, Write, Inc. phonics programme, they transition to a teaching sequence which we call the Inference Structure. This document gives details of how reading is taught when the children move to this sequence of teaching.
- Southcoates Primary Academy Reading Levels Progression: this document shows the progression of book band levels. When the children have moved through the RWI levels, they will transition to the Oxford Level book band scaling. Please note, turquoise band is not noted on our progression document, but some children may be sent home with this book band if they have completed the RWI programme but are still working on their fluency. The turquoise band sits just below the purple Oxford Level book band.
The 3-Read Challenge - Home Reading
All children at Southcoates are expected to read at home at least three times a week.
In the Early Years and Key Stage One, the home reading books directly correlate with the Read, Write Inc. scheme being taught in school, ensuring that the books that children have access to directly link to their phonics knowledge. Once the children have completed the Read, Write Inc. colour banded books, they progress to further banded books until they are assessed at the 'free-reader' level.
Reading diaries must be signed by parents/carers each time the child has been listened to at home. If the child has read three or more times in a week, they receive a point on their class reading chart. Every Friday, the number of children meeting the challenge in each class is sent to the Principal and revealed in assembly. Each time a pupil meets the challenge five times they win a prize. If a child reads 3 times a week for 10 weeks in a term they are entered into a draw for a mystery prize.
As well as taking home their levelled home reading book, children have access to high quality books from our two school libraries. They are welcome to borrow books from our libraries to read at home.
As reading is extremely important at Southcoates, each of the half-termly themes are based around a key text. This ensures that children have access to high quality texts throughout their time at the academy. The key text and author of the half term for each phase, each half term, is detailed on the document below.
The SPA Curriculum for writing ensures progression within the following areas:
- Speaking and listening;
- Spelling, punctuation and grammar;
- Text types and composition;
Please view the documents below for more information.
Phonics at Southcoates
Children at Southcoates learn to read and write through the “Read, Write, Inc” phonics programme. This begins in Nursery where children start to learn single letter sounds. In Reception they learn to recognise more sounds and then to blend these sounds together to make words. They quickly develop their word reading and move on to reading simple story books.
The children are taught in small storybook groups where everyone is reading at the same level. In Read Write Inc, the children are assessed every 6 – 8 weeks to ensure they are in the correct group and make rapid progress. They move through the storybook groups and learn to read longer, more complex books. They read an interesting range of fiction and non-fiction books.
Every Read Write Inc lesson includes a range of reading activities to help develop fluency and comprehension. As well as this children complete spelling, punctuation and grammar activities and apply these in writing tasks linked to the storybook they are reading.
We are recognised as a Read Write Inc accredited school. This shows that we raise standards in reading and writing for all children and help the most vulnerable children with intervention and support. We have regular training sessions and visits from Ruth Miskin coaches to update our knowledge of Read Write Inc.
If you would like to find out more information about Read Write Inc and how to support your child with phonics and reading please visit the websites below:
Phonic Subject Lead: Mrs S Mangan
In addition to the book-banded home reading books, Southcoates Primary Academy is proud to have developed a bespoke reading list that spans from the Early Years through to Year 6, to enrich children's exposure to high quality texts. Staff have carefully selected 10 'must read' books for each year group at school. By the end of their time at Southcoates, if each child has read all of these books, they will have read the Southcoates 70: 70 books that include fiction, non-fiction, poetry and plays. Children are welcome to borrow these books from school to read at home. Each child has a personal bookmark that the teacher will sign each time they read one of the Southcoates 70.
Each year group's Southcoates 70 texts can be viewed below.
Purpose of Study
The SPA curriculum for mathematics aims to ensure that all pupils:
- Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
- Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Mathematics Subject Lead: Mrs G. Munde
Purpose of Study
We believe that all pupils of Southcoates Primary Academy must have regular access to high quality learning experiences in science, appropriate to their age and stage of development. We provide first hand experiences and exploration to allow children to build knowledge and develop their understanding of the world. This is achieved through engaging and challenging lessons, practical investigations, visits and talks.
Science teaching at Southcoates Primary Academy aims to ensure that all pupils:
- are focussed, interested, involved and excited by science;
- are asking questions to direct their learning and find the answer;
- are participating in first hand experiences as part of practical activities and experiments;
- are investigating and exploring by looking closely to make observations about the real world;
- are able to apply their knowledge to real life situations;
- are using appropriate scientific vocabulary fluently and accurately;
- are initiating learning through their own interests.
Science Subject Lead: Miss L Wright
Purpose of Study
At Southcoates Primary Academy we believe that it is vital for all our pupils to learn from and about Computing and Technology, so that they can understand the world around them. Through teaching our computing curriculum, we aim to equip our 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 as well as having the skills to manipulate, develop and interpret different forms of technology in an ever-changing world.
In such a fast-moving curriculum, we are constantly looking at new ways of delivering relevant and exciting activities, while still delivering the fundamental skills needed for computing. Using technology safely and responsibly is a main priority and ensuring all pupils are able to use the internet and equipment appropriately is of paramount importance. We encourage our pupils to make links across the curriculum, the world and our local community, to reflect on their own experiences, which are designed in our curriculum, allowing horizontal and vertical links with previous year groups.
The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
Our ambitious computing curriculum is now structured in 3 areas that allow all pupils from EY to year 6 to progress through different categories of knowledge. These are:
- Computer Science
- Information Technology
- Digital Literacy
Each area of the curriculum gives pupils time to practice and rehearse the knowledge needed to be proficient at computing and be ready for the next age of learning.
Computing Subject Lead: Mr G Kendrick
Purpose of Study
Physical activity not only improves health, reduces stress and improves concentration, but also promotes correct physical growth and development. Exercise has a positive influence on academic achievement, emotional stability and interaction with others. Therefore both teachers and children should be aware of its importance. We provide the broad and balanced programme of physical education we believe every child should have, with activities designed to be enjoyable, vigorous, purposeful and regular. Through providing positive experiences, a lifelong interest in physical activity is encouraged. The range of physical activities is wide and includes athletics, dance, games, gymnastics, swimming and outdoor education. A high quality programme is designed to satisfy the needs, abilities and interests of all individual children. At Southcoates, each class will receive 2 hours of physical activity per week. Classes aim to timetable two physical education sessions per week.
1. To promote a healthy and fulfilling lifestyle by developing self-motivation to take part in physical activity outside school as recreation:
- by developing a positive attitude and interest in a wide range of physical activities;
- by raising awareness of issues regarding health related fitness.
2. To contribute to the physical development of each child: size, strength, fitness, speed, gross and fine motor skills.
3. To contribute to the intellectual development of each child:
- aesthetic appreciation and understanding of dance and gymnastics.
4. To help establish the individual child's self-esteem and confidence. To develop social skills (co-operating in groups, fair play and mixing with children from other schools).
5. To ensure that every class has opportunities to take part in competitive sessions.
6. To ensure that every child has the opportunity to take part in after school sports clubs, as well as external competitions and tournaments.
PE Subject Lead: Mrs L Wilmot
Purpose of Study
At Southcoates Primary Academy, we teach Personal, Social, Health Education as a whole-school approach to underpin children’s personal development and supports their learning capacity.
The Jigsaw Programme used at Southcoates Primary Academy offers us a comprehensive, progressive and relevant scheme of work which provides opportunities for repetition and revision whilst building on prior learning.
Alongside supporting the children’s personal development and wellbeing, the Jigsaw Programme significantly contributes to the school’s Safeguarding and Equality Duties, the Government’s British Values agenda and the SMSC (Spiritual, Moral, Social and Cultural) development opportunities provided for our children.
Statutory Relationships and Health Education
Southcoates Primary Academy’s curriculum for PSHE is informed and influenced by the following statements:
“The Relationships Education, Relationships and Sex Education and Health Education (England) Regulations 2019, made under sections 34 and 35 of the Children and Social Work Act 2017, make Relationships Education compulsory for all pupils receiving primary education…They also make Health Education compulsory in all schools except independent schools. Personal, Social, Health and Economic Education (PSHE) continues to be compulsory in independent schools.”
DfE Guidance P.8
“Today’s children and young people are growing up in an increasingly complex world and living their lives seamlessly on and offline. This presents many positive and exciting opportunities, but also challenges and risks. In this environment, children and young people need to know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way.”
“This is why we have made Relationships Education compulsory in all primary schools in England…as well as making Health Education compulsory in all state-funded schools.”
“In primary schools, we want the subjects to put in place the key building blocks of healthy, respectful relationships, focusing on family and friendships, in all contexts, including online. This will sit alongside the essential understanding of how to be healthy.”
“These subjects represent a huge opportunity to help our children and young people develop. The knowledge and attributes gained will support their own, and others’ wellbeing and attainment and help young people to become successful and happy adults who make a meaningful contribution to society.”
Secretary of State Foreword; DfE Guidance 2019 P.4-5
“Schools are free to determine how to deliver the content set out in the DfE guidance 2019 in the context of a broad and balanced curriculum. Effective teaching in these subjects will ensure that core knowledge is broken down into units of manageable size and communicated clearly to pupils, in a carefully sequenced way, within a planned programme of lessons.”
DfE Guidance P.8
“All schools must have in place a written policy for Relationships Education and RSE.”
DfE Guidance P.11
Here, at Southcoates Primary Academy we value PSHE as one way to support children’s development as human beings, to enable them to understand and respect who they are, to empower them with a voice and to equip them for life and learning.
We include the statutory Relationships and Health Education within our whole-school PSHE Programme.
To ensure progression and a spiral curriculum, we use Jigsaw, the mindful approach to PSHE, as our chosen teaching and learning programme and tailor it to our children’s needs. The mapping document: Jigsaw 3-11 and statutory Relationships and Health Education, shows exactly how Jigsaw, and therefore our school, meet the statutory Relationships and Health Education requirements.
To provide pupils with the knowledge, understanding, attitudes, values and skills they need in order to reach their potential as individuals and within the community.
Jigsaw PSHE will support the development of the skills, attitudes, values and behaviour, which enable pupils to:
- Have a sense of purpose and safety;
- Respect and value self and others;
- Form relationships and work with others;
- Make and act on informed decisions;
- Communicate and behave effectively;
- Respond to challenge;
- Be an active partner in their own learning;
- Be active citizens within the local community and school;
- Explore issues related to living in a democratic society;
- Become healthy and fulfilled individuals.
PHSE Subject Lead: Mrs C Rhodes
Purpose of Study
History should develop and inspire pupils’ curiosity to know more about the past. A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should enable children to ask open ended questions about historical events, weigh up evidence and think critically. This will help pupils’ develop perspective and balanced judgements about the past. Learning about history should help children to understand changes which have occurred over time, significant challenges faced by people in the past and how they have impacted modern life as well as individuals or groups who have had a positive contribution to society.
History teaching at Southcoates Primary Academy aims to ensure that all pupils know and understand:
- the history of Britain up to and including the modern day and be able to order key historical events chronologically;
- how important events in people’s lives have shaped the nation or created significant change;
- how Britain has influenced and been influenced by the wider world;
- significant aspects of the history of the wider world including the nature of ancient civilisations;
- historical concepts such as continuity and change, cause and consequence and similarities and differences. Pupils will be able to use these concepts to make connections, draw contrasts, analyse trends, ask historically-valid questions and create their own structured written accounts of historical events;
- methods of historical enquiry, including how evidence is used rigorously to make historical claims;
- why there are contrasting arguments and different interpretations of the past;
- historical perspective by connecting events. This could include connecting local, regional, national and international history.
History Subject Lead: Mrs K Smith
Purpose of Study
A high-quality geography education should inspire in pupils to develop a curiosity and fascination about the world and its people. Teaching should equip pupils with knowledge about a diverse range of places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge provides the tools and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
Geography teaching at Southcoates Primary Academy aims to ensure that all pupils:
- Develop contextual knowledge of the location of places, seas and oceans, including their defining physical and human characteristics.
- Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.
- Are competent in the geographical skills needed to:
- Collect, analyse and communicate using a range of data gathered through experiences of fieldwork.
- Interpret a range of sources of geographical information, including maps, diagrams, globes and aerial photographs.
- Communicate geographical information in a variety of ways, including through maps and writing.
Geography Subject Lead: Miss R Williams
Purpose of Study
At Southcoates Primary Academy, a high-quality art and design education should engage, motivate and challenge pupils. We aim to develop creativity and encourage children to be inquisitive, whilst providing them with the knowledge and skills to experiment, invent and create their own works. As pupils progress, they should be able to evaluate and think critically about both their own artwork and that of others.
Art and design teaching at Southcoates Primary Academy aims to ensure that all pupils:
- produce creative work, exploring their ideas and recording their experiences;
- become proficient in drawing, painting, sculpture, printing, and textile/collage;
- evaluate and analyse creative works using the language of art, craft and design;
- know about great artists, and understand the historical and cultural development of their art forms.
Art and Design Subject Lead: Miss K Prethero
Purpose of Study
At Southcoates Primary Academy, a high-quality design and technology education should be inspiring, rigorous and practical. We aim to promote creativity and imagination whilst equipping the children with the skills needed to design with purpose. As pupils progress, they should acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art.
Design and technology teaching at Southcoates Primary Academy aims to ensure that all pupils:
- Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world;
- Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users;
- Critique, evaluate and test their ideas and products and the work of others;
- Understand and apply the principles of nutrition and learn how to cook.
Design and Technology Subject Lead: Miss L Clappison
Purpose of Study
Religious Education is taught in our school because it makes:
“a major contribution to the education of children and young people. At its best, it is intellectually challenging and personally enriching. It helps young people develop beliefs and values, and promotes the virtues of respect and empathy, which are important in our diverse society. It fosters civilised debate and reasoned argument, and helps pupils to understand the place of religion and belief in the modern world”. (RE: realising the potential, Ofsted 2013).
This fits with our school ethos of being Supportive and Positive, helping to Achieve a collaborative approach that promotes high expectations.
By following Discovery RE, Southcoates Primary Academy aims to ensure that all pupils:
• adopt an enquiry-based approach, beginning with the children’s own life experience before moving into learning about and from religion.
• consider challenging questions about the meaning and purpose of life, beliefs, the self, and issues of right and wrong, commitment and belonging. It develops pupils’ knowledge and understanding of Christianity, other principal religions, and religious traditions that examine these questions, fostering personal reflection and spiritual development.
• explore their own beliefs (religious or non-religious), in the light of what they learn, as they examine issues of religious belief and faith and how these impact on personal, institutional and social ethics; and to express their responses.
• build their sense of identity and belonging, which helps them flourish within their communities and as citizens in a diverse society.
• develop respect for others, including people with different faiths and beliefs, and helps to challenge prejudice.
• consider their responsibilities to themselves and to others, and to explore how they might contribute to their communities and to wider society. It encourages empathy, generosity and compassion.
• develop a sense of awe, wonder and mystery.
RE Subject Lead: Ms H Brown
Purpose of Study
Music is a universal language that embodies one of the highest forms of creativity. Our music curriculum is an integrated, practical, exploratory and child-led approach to musical learning. The high quality music education at Southcoates Primary Academy should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. We encourage musical passion in children in order for them to build their identity and use as a vehicle for their expression. All children at Southcoates Primary Academy have opportunities to create, play, perform and enjoy music, and to develop the skills to critically appreciate a wide variety of musical forms.
Music teaching at Southcoates Primary Academy aims to ensure that all pupils:
- Listen to and appraise, explore, discuss, sing, play, improvise, compose and perform a wide range of genres, styles and traditions styles of music;
- Learn to sing and to use their voices, to create and compose music on their own and with others;
- Have the opportunity to learn how to play a musical instrument;
- Understand and explore how music is created, produced and communicated, including the interrelated dimensions of music: pulse, rhythm, pitch, tempo, dynamics, timbre, texture, structure and notation. These dimensions are at the centre of all the learning.
Music Subject Lead: Mrs S Simpson
Purpose of Study
Learning a foreign language provides an opening to other countries and cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers. It should also provide opportunities for them to communicate for practical purposes and to learn new ways of thinking. Language teaching should provide the foundation for further learning of languages, equipping pupils to study and work in other countries.
Language teaching at Southcoates Primary Academy aims to ensure that all pupils:
- understand and respond to spoken and written language from a variety of sources
- speak a second language with increasing confidence, fluency and spontaneity
- can find ways of communicating what they want to say, including through discussion and asking questions
- continually improve the accuracy of their pronunciation and intonation.
Languages Subject Lead: Mrs S Seville