Other Curriculum Subjects



Why we teach Mathematics in our school

At Greenfields we want children to achieve a secure foundation in mathematics.  It is an essential means of communication, enabling us to analyse and communicate information and ideas and to tackle practical tasks and real life problems.  It helps us to make decisions, experiment, investigate and predict.  Children need to acquire a wide range of mathematical concepts, skills and techniques to help them prepare for adult life, employment, further study and training.

Primary mathematics is set in the context of a variety of situations and experiences providing opportunities for intellectual excitement.  It is creative and imaginative.  It is a search for patterns and relationships.

 We aim to secure mastery of maths through:

  • a love of maths
  • confidence, competence and fluency in mathematical knowledge, concepts and skills
  • the ability to solve problems, to reason, to think logically and to work systematically and accurately.
  • both independence and cooperation
  • the application of mathematical skills across the curriculum
  • investigative skills

 Curriculum Overview

At Greenfields we follow the National Curriculum.

                “The national 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 nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.”

National Curriculum in England, 2014

 We are aiming for mastery of mathematical concepts. We believe that all pupils are capable of achieving high standards in mathematics. Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge. Practice and consolidation play a central role.

Models and images are used throughout the school to expose the underlying structure of mathematics. Once children are confident with the underlying structure of a concept they are able to apply it to more abstract problems.

View the Maths long term plan.


Why we teach English at our school

At Greenfields we want children to achieve a secure foundation in the vast array of English skills. English encompasses a number of fundamental life skills. It enables us to communicate confidently with different audiences; ensuring that we listen carefully to the ideas of others; as well as sharing our own ideas, thoughts and opinions appropriately. It helps us to interpret large amounts of information effectively which in turn empowers us to make clear, unbiased decisions. Children need to acquire a wide range of English skills and techniques to help them prepare for adult life, employment, further study and training.

Primary English allows us to immerse ourselves in high-quality texts and digital literacy. It provides us with new experiences and at times an escape from reality. We are able to write, read and discuss topics that are important to us and share our views in a number of interesting ways.

We aim to secure a mastery of English through:

  • A love of books by having a class read at the end of the school day.
  • All children reading by 6 years old using the systematic teaching of phonics (Letters and Sounds scheme). Phonics learning is supported through the “Phonics Bug”, “Bug Club” and “Songbird” reading schemes.
  • The ability to comprehend texts at a deeper level by a whole-class approach to the teaching of reading (Y2-6) and a Book Talk method in Y1.
  •  A passion for writing by using high-quality texts and digital literacy to inspire fiction writing and using our inquiry curriculum to drive a true purpose for writing for non-fiction writing.
  • Confidence, competency and fluency in grammar and punctuation by using ‘The Write Way’ approach.
  • Confidence, competency and fluency in spelling by using ‘No Nonsense Spelling’ scheme (Y2-6).
  • Confidence, competency and fluency in handwriting by using the ‘Nelson Handwriting’ scheme.
  • An application of all these skills across the curriculum.

Curriculum Overview

At Greenfield we follow the National Curriculum:

“The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.

The national curriculum for English aims to ensure that all pupils:

  • 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.
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.”

National Curriculum 2014.

We believe that skills in writing and reading impact on one another and we are aiming for children to master skills in both areas.

In writing, we are aiming for mastery of spelling, punctuation, grammar and literary techniques. We believe that all pupils are capable of achieve high standards in Writing and are able to develop their own writer’s voice. Teaching is underpinned by providing real purposes and engagements for writing as well as sharing a variety of high-quality texts. Writing lessons are carefully structured to capture the process of writing through analysing literature; teacher-modelling; careful drafting; and most importantly editing and redrafting.

In reading, we are aiming for children to master the ability to decode, comprehend, analyse and evaluate texts. We believe that all pupils are capable of achieving high standards in Reading and are able to develop their own literary viewpoints. Reading lessons are centred around quality texts and thoughtful discussions and carefully structured to enable children to deepen their ability to comprehend, analyse, evaluate and critique literature in both written and verbal means.

Religious Education

Religious Education is taught in line with the Children Leeds Agreed Syllabus. Wherever possible we teach the subject thematically. This means children learn about all religions (and that some people choose to have no faith) based around a theme, which could be Festivals, Buildings or Special Books. Teaching in this way helps children to compare and consider everybody, ultimately leading to greater understanding and respect. We in no way promote a particular religion. Parents have a statutory right to withdraw their children from Religious Education and assemblies.

Personal, Social & Health Education

Kippax Greenfield Primary School is a happy and healthy place to learn. Our Personal, Social and Health Education is a holistic programme covering safety (inc e-safety) relationships, management of feelings, healthy eating and exercise, drugs education, growth and change, community and participation and Sex and Relationship Education (SRE). Where appropriate we teach PSHE through our inquiry curriculum.

Sex and Relationships Education starts with simple family relationships in Reception and Key Stage One, relationships are discussed throughout the primary years. As they get older children learn about aspects of puberty and reproduction.

It is generally accepted that children become ‘educated’ about sexual matters from a very early age. They receive information (either explicitly or implicitly) from family, peers, the media and the general values and attitudes they encounter in society. This approach can lead to misconceptions. There are many advantages of school-based SRE. It provides a structured programme matched to the ages and development stages of pupils. It can combat ignorance and fear and clarify existing knowledge by providing accurate information. It can provide opportunities to discuss feelings, emotions and attitudes in a safe, non-threatening situation. It can also help to create a natural attitude towards sexuality and to develop the skills needed to manage relationships. By providing opportunities to exchange ideas, it can promote tolerance and understanding of others. The sharing of ideas can contribute to the development of values and a personal sense of morality.

We are fully aware of the moral, legal, cultural and ethnic dimensions of the subject and the importance of parents’ / carers’ views in relation to SRE is well recognised. Information regarding the structure of the lessons and materials available and the school’s policy is always available for any parent to view. Parents / carers have the choice of withdrawing their children if considered necessary – we always advise parents in advance when issues of a sensitive nature are being covered.

IT and E-safety

At Kippax Greenfield Primary School our computing curriculum is designed to for our pupils to become digitally literate. They will be able to use, express themselves and develop their ideas through, information and communication technology, at a level suitable for future workplace and as active participants in a digital world. A core area of our computing curriculum 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. E-safety is taught both discretely and through our Inquiry curriculum. Pupils are taught to use technology safely and respectfully, keeping personal information private. They are taught to recognise acceptable/unacceptable behaviour and know a range of ways to report concerns about content and contact.