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Introduction to the Shelton and Southill School Federation Curriculum 2014
The national curriculum forms one part of the school curriculum but we include many other learning opportunities within our curriculum to enrich the learning experience for our pupils. 

Curriculum Organisation

Early Years Foundation Stage

The reception and nursery class is part of the Early Years Foundation Stage Curriculum and we therefore relate the specific aspects of the children’s work to the objectives set out in the Early Learning Goals (ELGs), which underpin the curriculum planning.  At Shelton Lower the children follow the 'Sounds Write' phonic programme and at Southill the children follow 'Letters and Sounds.' There is a new topic theme each term.

Key Stage 1 and Key Stage 2

The children cover three topics a year, one every term. There is a two year rolling programme to take account of the mixed age classes.

In planning the topics teachers look at the national curriculum objectives across all the core and foundation subjects and make links with the main theme of the topic. They carefully balance their choice of activities to ensure that all objectives are covered over the two year period at least once. However, the objectives will often be revisited on more than one occasion in different contexts. Links will only be made if they are relevant and meaningful. Teachers will use their professional judgement to decide if a certain aspect of the curriculum should be taught as a standalone series of lessons.

Maths and some parts of the English curriculum will be taught discretely, but the class teacher will be able to make links when they are relevant. An example of this would be having taught measuring length in a Maths lesson, the children then use and apply these skills when measuring for a design activity.

Subjects covered by this policy are Science, Geography, History, Computing, Design and Technology, Art and Music. There are separate policies for Maths, English, Religious Education, Personal,Social and Health Education and Physical Education but at times all these subjects may be included as part of a topic.



For young children science is an introduction to the world of living things, materials and energy. It is largely a practical subject which develops a spirit of enquiry by building on children’s natural curiosity and encouraging reasoning.

We can learn about our world by using skills of observation, prediction, investigation and interpretation. Each child needs to enjoy the experiences associated with science, so they will develop a deep and lasting interest and be motivated to study science further.  Working with others, open-mindedness, self-criticism, learning how to persevere and learning how to ask questions are attitudes, which encourage work to be carried out in a scientific way.



For young children geography is an introduction to the human and natural world. It develops the knowledge of places and environments throughout the world, an understanding of maps, and a range of investigative and problem solving skills. It encourages children to think about different societies and cultures and how nations rely on each other.



The study of history is a means of stimulating pupils’ curiosity about the world in which they live.  Pupils learn to consider how the past has influenced the present and how what they learn might impact on the decisions they make about personal choices, attitudes and values in a multi-cultural world.  Through finding, studying and evaluating evidence they are encouraged to reach their own conclusions and support these by arguing for their point of view.



In a world where there is an ever increasing use of Information and Communication Technology children need to be well prepared with the skills they will require to live and work in a technology driven society. They need to have regular access to a wide range of devices and be given the opportunities to use Computing skills in many different contexts.


Design and Technology

Design and Technology prepares young children to participate in tomorrow’s rapidly changing technologies.  Through Design and Technology the children learn how to think and intervene creatively to improve the quality of life .The children are encouraged to look for needs, wants and opportunities and respond to them by developing a range of ideas, making products and evaluating them. It enables the children to become creative problem solvers as individuals or as part of a team.


Art and Design

Art and Design supports freedom of expression and stimulates creativity and imagination of the individual child. It provides the children with visual, tactile and sensory experiences and a unique way of responding to the world around them. Art and Design enables pupils to use colour, shape, form, texture, pattern and different materials and processes to communicate what they see, feel and think. Through Art and Design activities children learn to make informed value judgements and aesthetic practical decisions. The children are provided with opportunities to learn about their own life, and life in different times and cultures.



Music is a whole brain activity which encourages children to make links across the left and right brain hemispheres. Throughout the school every child should experience composing, performing and listening to music in an enjoyable and practical way.  All children should develop a delight in music and respond in a sensitive way to a variety of sound and music from different times and cultures as well as their own. Through music the children will be encouraged to express their own ideas and feelings and develop the necessary skills and understanding to enable them to do this enthusiastically and confidently. 


Personal, Social, Health Education and Citizenship

Personal, Social, Health Education and Citizenship (PSHE) is central to the educational entitlement of all children at Southill Lower School and as a cross curricular dimension permeates all aspects of life in school. It is an integral part of the whole curriculum and is underpinned by our values based education.

PSHE and values based education endeavour to develop and encourage each pupil to;

  • Think and act for him/her self.
  • Acquire personal qualities and values.
  • Take his/her place in a wide range of roles in preparation for adult life.
  • Develop confidence and independence.
  • Value and respect him/her self and value others.
  • Know him/her self better and think well of him/her self.
  • Develop social skills.
  • Value and respect belongings, living things and the environment.
  • Be able to share and cooperate with others.
  • Know and understand what constitutes a healthy life style;
  • Be aware of safety issues;
  • Understand what makes for good relationships with others
  • Be independent and responsible members of the school community;
  • Be positive and active members of a democratic society;
  • Develop self-confidence and self-esteem,
  • Make informed choices regarding personal and social issues;
  • Develop good relationships with other members of the school and the wider community.
  • To develop financial capability skills for future economic well-being.
Delivery of PSHE may be as a discrete subject; as cross curricula themes linked to lessons such as Science, Geography P.E or Religious Education; through the role of the School Council; Circle Time; role play and team games; through the use of Educational visits or visitors; or through our values assemblies and follow up work.