Our Curriculum

  We are very proud of our curriculum at London Fields Primary School.

Please select each subject for more details on each subject and click here for a curriculum overview for Y1-Y6.

Please click here to find out more information about the Early Years Foundation Stage curriculum which prepare pupils for their learning in Y1 and beyond. 

We want the pupils at London Fields to learn to be able to think well and feel well so that they can contribute and belong to a better world. We want them to not only leave with the academic knowledge and skills they will need to succeed at secondary school, but also to have a love of learning and a sense of their own agency and importance in the world. We want them to feel they have a voice and a stake in the future. We have constructed a curriculum that is ambitious and designed to give all pupils the knowledge and cultural capital they need to succeed in life. 

How is our curriculum designed?

- Subject Schemas

Our curriculum is designed to help pupils form subject-specific schema within their long-term memories.  Schema theory states that all knowledge is organised into units. A schema is, therefore, a conceptual system for understanding knowledge.  Each schema is a way of organising a subject's knowledge in a meaningful way; it is an appreciation of how facts are connected and the ways in which they are connected.  It is distinct from information, which is just isolated facts that have no organisational basis or links. Big Ideas help form the basis of the schema. Big Ideas are key concepts that underpin the subject. At London Fields Primary, knowledge includes 'Procedural Knowledge'- the knowledge of how to perform a specific skill or task and 'Semantic Knowledge'- learning facts and how they relate to other facts. There are two subsets of procedural and semantic knowledge which are substantive knowledge (established facts) and disciplinary knowledge (the methods that establish substantive facts). 

Each Big Idea has facets of knowledge (known to our pupils as knowledge categories) which help to strengthen the schema. Learning procedural and semantic knowledge in each of the categories allows pupils to express and demonstrate their understanding of the Big Idea. These Big Ideas are returned to over and over again in different contexts so the pupils gradually build an understanding of them. 

Subject Leads have created each subject schema (known to our pupils as knowledge organisers). 

- Curriculum Knowledge Maps

Subject leads have created Knowledge Maps for each subject outlining the knowledge (procedural and semantic) pupils will be taught and when this knowledge will be taught to ensure knowledge content has been sequenced to allow progression. The Knowledge Maps includes how the Early Years Foundation Stage's curriculum prepares pupils for their learning in Year 1 and beyond. Knowledge Maps support teachers to provide opportunities to make links across the subject's topics and also other subjects, helping to deepen an understanding of the Big Ideas.

For each of the Big Ideas in each subject, four milestones have been outlined. These are the key goals pupils are aiming for by the end of Reception, Year 2, Year 4 and Year 6. It takes time for pupils to demonstrate mastery or greater depth of the milestones. They need to gradually progress in their semantic strength and procedural fluency through three cognitive domains: basic, advancing and deep. As part of the progression model a different pedagogical style is used in each of the cognitive domains of basic, advancing and deep. This is based on the research of Sweller, Kirschner and Rosenshine who argue for direct instruction in the basic domain and problem-based discovery in the deep domain.

Each subject’s curriculum planning documents help pupils meet the milestones by providing:

• clearly defined topics to study which ensure curriculum breadth
• the knowledge needed to build a schema
• the vocabulary needed to articulate an understanding of the subject
• an outline of appropriately pitched (cognitive domain) tasks to carry out to show proof of progress

How do we ensure that the knowledge taught 'sticks'?

Learning is defined as a change in long-term memory. Therefore, it is important we use approaches that help pupils to integrate new knowledge into the long-term memory and make connections that foster understanding. At London Fields, we have drawn on a growing evidence base from the 'learning sciences' which have developed by applying understanding generated by cognitive science to classroom practice. Here are several of the approaches we use:

• Spaced practice: Knowledge is rehearsed for short periods over longer periods of time, is more effective than massed-practice. 
• Retrieval practice: Recalling something you have learned in the past and bringing it back to mind. (Show planning documents where the green asterisk marks retrieval practice within and across subjects).  
• Oracy: We recognise that oracy is a powerful tool for learning and make time in our curriculum to actively teach the skills needed to be an effective speaker. This time given to 'learning to talk' allows our pupils to use talk as a vehicle for learning. Maximising meaningful talk opportunities (both exploratory and presentational) throughout the curriculum, helps deepen and embed learning.
• Dual coding: Using both verbal and non-verbal information (such as words and pictures) to teach concepts.
• Meaningful curriculum topics: Topics chosen promote cultural self-esteem, reflect the diversity and interests of the school community.
• Awareness of cognitive load: Focusing pupils on key information without overloading them, for example, by breaking down or ‘chunking’ subject content, or using worked examples, exemplars, or scaffolds. 
• Elaboration: Providing opportunities to describing and explaining something learned to others in some detail.
• Contextualising knowledge: Providing meaningful opportunities through trips, visitors, workshops and wider curriculum experiences helps to consolidate learning
• Universal Systems: At London Fields we have universal systems in place to create a safe learning environment. 

How is our Y1-Y6 curriculum delivered?

We know that learning is most effective with spaced repetition, which is why throughout the year, children study numerous topics for each subject, allowing the Big Ideas to be revisited over and over again. We ensure previously taught knowledge is retrieved regularly, which increases both storage and retrieval strength.  Continuous provision, in the form of daily routines, replaces the teaching of some aspects of the curriculum and, in other cases, provides retrieval practice for previously taught learning content. 

How do we support teaching staff to deliver the curriculum?

Each Subject Lead is an experienced practitioner and with the support of the Curriculum Lead, is responsible for devising Subject Schemas, Subject Knowledge Maps, Subject Milestones and Subject Planning Documents. CPD is provided to ensure teaching staff have secure content knowledge, pedagogical knowledge and pedagogical content knowledge. Content knowledge can be defined as teaching staff's knowledge of the subject they are teaching, pedagogical knowledge as teaching staff's knowledge of effective teaching methods, and pedagogical content knowledge as teaching staff's knowledge of how to teach the particular subject or topic.  As a result, the curriculum can be successfully modified, designed or developed to be ambitious and meet the needs of all pupils. The teaching of subjects is monitored and feedback from lesson observations, learning walks and work scrutinies etc. as well as pupil voice feedback informs future planning refinements and developments – under the guidance of the Curriculum Lead. This ensures coherence and cohesion.

Does the curriculum remain as broad as possible for as long as possible?

The full curriculum is taught throughout the school. Subjects have been carefully timetabled to ensure coverage and progression. Each year group has a simple, standardised class timetable to maximise the use of learning time so that:

• Big Ideas are revisited over and over again, in a range of different contexts
• All subjects have quality space in the timetable
• Opportunities for deep learning are maximised
• Teachers and pupils can become immersed in specific topics and the learning journey does not become disjointed and fragmented
• Workload is manageable and teachers have the time and space to focus on the topic 
• Subject leads can support with planning and teaching and monitor the impact of the curriculum more effectively
• Cognitive load on pupils is balanced and opportunities for transference of learning into long term memory are increased

How do we use research to support teaching?

We are an outward looking school that is keen to be innovative and purposeful. We have completed a two-year Visible Learning programme based on the research findings of John Hattie and have referred to key messages from EEF toolkit  in devising our curriculum. We work collaboratively with other schools to help clarify and develop our approach and also to learn from others' experiences and approaches. Whole school Continuous Professional Development (CPD) is closely aligned to School Development Plan (SDP) priorities and impact in practice is then carefully monitored. Planning, pedagogy and practice are adapted to incorporate findings from research, e.g. concepts from cognitive load theory or central role of timely feedback. Monitoring feedback informs further support and CPD. Bespoke and individualised CPD is provided through planning meetings and mentoring.

How do our leaders know if pupils ‘learn the curriculum’ and how do they track achievements?

Assessment at London Fields supports learning. We use a wide range of assessments during the school year to inform our teaching and make sure that all pupils make progress.

We use formative assessment to support class teachers and pupils in identifying areas of success and areas for improvement. This may include checking understanding during a lesson, using a variety of assessment for learning strategies including focused questions, in the moment marking and talk-partner work. This is integral to teaching practice and is used to both plan appropriate teaching and learning activities and adapt these to our pupil’s needs

We also use summative assessments at various 'check points' throughout the year, which may be in the form of tests or quizzes. This includes national standardised assessments set by the Government.  Formative and summative assessments are used to identify where pupils are in their learning, and those requiring extra support, ensuring that all pupils achieve well. 

Teachers actively seek ways to challenge pupil's understanding in order to gain a full picture of their attainment. Assessment is the responsibility of all teaching staff and we plan specific opportunities for moderation and discussion of our judgements.

Assessment information is monitored by class teachers and school leaders and used to inform stakeholders of the progress of pupils and the effectiveness of the school. We also use information from the national standardised assessments to ensure that our assessment is in line with national standards. Senior leaders also use this information to make judgements about the school’s effectiveness.

For more information about assessment please view our Teaching and Learning and Assessment Policy. 

How does our curriculum provide for physical and mental wellbeing?

Our school vision is built on the two clear concepts of ‘Can my mind think well?' and 'Can my mind feel well?’ We believe that well-being needs to be taught and explored explicitly through lessons in the curriculum such as Healthy Living in Science, Design and Technology and PE and implicitly through the way all members of the school respect each other, listen to each other and care for each other. Our approach to establishing positive relationships encourages pupils to develop their emotional literacy and to discuss and acknowledge their feelings and emotions. Bespoke packages of support are developed for vulnerable pupils.

How do we promote British Values at London Fields?

The DfE have reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”

The Government set out its definition of British values in the 2011 Prevent Strategy. At London Fields these values are reinforced regularly and in the following ways:

•  Democracy:

Democracy is embedded at the school.  Children are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard.  Pupils also have the opportunity to air their opinions and ideas through various school councils such as Eco-Team, Rights Respecting Delegates, Sustainability Champions and regular questionnaires.  The elections of the school councils' representatives are based solely on pupil votes, reflecting our British electoral system and demonstrating democracy in action. School councils work not only to solve issues that the children raise but also have input into their curriculum and the standards of the school.

•  The Rule of Law

The importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with instances of inappropriate behaviour and through school assemblies. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police and Fire Service help reinforce this message.

•  Individual Liberty

Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely, through provision of a safe environment and empowering education.  Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our E-Safety and PSHE lessons. Whether it be through choice of learning challenge, of how they record, of participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices.

•  Mutual Respect

Mutual respect is at the heart of our values. Children learn that their actions have an effect on their own rights and those of others. All members of the school community treat each other with respect. The children know and understand that it is expected and imperative that respect is shown to everyone, whatever differences we may have and to everything, however big or small.

•  Tolerance of Different Faiths and Beliefs

London Fields is situated in an area of great culturally diverse, therefore we place a great emphasis on promoting diversity with the children. Assemblies are regularly planned to address this issue either directly or through the inclusion of stories and celebrations from a variety of faiths and cultures. Our RE and PSHE teaching reinforce this. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school. Children visit places of worship that are important to different faiths. Through this our children gain an enhanced understanding of their place in a culturally diverse society.

How does our curriculum reflect the culture and climate of our school?

The school offers a bespoke curriculum, designed carefully with our children in mind and also with our vision of what education should be. In creating and developing our offer, we considered:

• Cultural bias- maximising opportunities for raising cultural self-esteem both in the subject planning and also in the wider environment, e.g. class names, images used, assembly themes, planning actively promotes BAME role models and challenges European bias where possible.
• British values- these are woven through pastoral care as well as the academic curriculum.
• Spiritual, moral, social and cultural development of our pupils- pupils' rights and responsibilities are taught in context through the academic curriculum as well as through assemblies and the pastoral offer. 
• Rich experiences- school trips, visitors, workshops, forest school, work week to not only support particular curriculum topics but also to provide wide life experiences to all.
• Opportunities for pupils to develop their talents and interests.
• Strong SEND provision – bespoke curriculum for pupils with complex additional needs.
• Strong well-being offer to support children to ‘feel well’ and to develop their social and emotional literacy using a simple whole school approach - Zones of Regulation.

What do our pupils think of the curriculum?

Here’s what the pupils say…

I feel very safe at school and know that the adults look after me so we can all learn lots of useful things. 

Teachers always are there to help you and somehow they know how to get the best out of you.

One of the best things about our school is the poetry. Lots of children like listening to poems and reading poems and the teachers inspire you to create your own poems.

Teachers in our school help you discover your talents - the school gives you a lot of chances to find out what you're good at.

Science is really fun. It is so logical but fascinating. You can say, 'oh this happens and so that happens and then you can say but what would happen if I do this?'. The more science you learn, the more you understand it.

I really like Literacy in our school. I really love the books we get to read, and they're all so different and it always surprises me when I like a book that I might not have picked for myself.

We're doing Music at the moment and it's so nice for people who thought they didn't like it to find out that they're really good at it, and the teachers make sure everyone is good at it.

I love learning about people, who have done amazing things, who look like me. 

I also really love D&T - it's so cool.  We do things I would never have even thought of, like, a few years ago we made night lights and I remember the Year Sixes made cable cars - I hope we get to do that. We do such cool projects - things I would never even think of making.

I love creative writing because it isn't very restrictive, we can put our own twists on it and there aren't really any limits on what you can write. It's nice to show off what we have been learning in English. I can be really creative.

I like the way we block our subjects. We get to spend time thinking about one subject and we can link back to our other lessons and you can remember everything you've learned.

I like the way the subjects sometimes mix up. For example, in Science, we drew scientific drawings of skulls so we were doing Art and Science at the same time.

I love going on trips that brings what you have been learning about in class to life!

Our curriculum complies with our duties to be in-line with the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014.

If you would like to find out more about the curriculum, please contact Katherine Gillard (Curriculum Lead) at information@londonfields.hackney.sch.uk