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Our school Motto ‘Out of the Heart Springs Life’ (Ex Corde Vita) represents our ambition for all children to find their passion in learning and to foster a sense of humility and responsibility in themselves and others.
Our community ethos is a key aspect of our school and our aim is to develop children’s talents and skills in order to become the best people they can; we encourage children to become kind, empathetic and active members of society and do this through a number of different events throughout the year including taking part in Charities week, Harvest Festival and contributing to the local Food Bank.
Our Health and Relationship teaching enables our children to learn how to be safe, and to understand and develop healthy relationships, both now and in future lives. We believe in the old adage mens sana incorpore sana (a healthy mind in a healthy body) and take our responsibility seriously when fostering in children a healthy lifestyle physically and mentally.
Year Group Being Me In My World Celebrating Difference
Being part of a class team
Challenging assumptions
Being a school citizen Judging by appearance
Rights, responsibilities and Accepting self and others
Year 4
democracy (school council)
Rewards and consequences
Group decisionmakingHaving a voice
Understanding influences Understanding bullying
Problem-solving
Identifying how special and
What motivates behaviour unique everyone is
First impressions
Year 5
Planning the forthcoming year
Hopes and dreams
Healthier friendships
Overcoming disappointment Group dynamics
Creating new, realistic dreams Smoking
Achieving goals
Working in a group
Celebrating contributions Resilience
Positive attitudes
Cultural differences and how Future dreams
Alcohol Assertiveness
Peer pressure
Celebrating inner strength
Jealousy
Love and loss
Memories of loved ones
Getting on and Falling Out
Girlfriends and boyfriends
Showing appreciation to people and animals
Being unique
Having a baby
Girls and puberty
Confidence in change
Accepting change
Preparing for transition
Environmental change
Year 6
Smoking, including vaping
Self-recognition and self-worth
Self- and body image
Being a citizen they can cause conflict
Racism
The importance of money
Jobs and careers
Alcohol
Alcohol and anti-social behaviour
Building self-esteem
Influence of online and media on Rights and responsibilities
Rewards and consequences
How behaviour affects groups
Democracy, having a voice, participating
Rumours and name-calling
Types of bullying
Material wealth and happiness
Enjoying and respecting other cultures
Dream job and how to get there
Goals in different cultures
Supporting others (charity) Motivation
Emergency aid
Body image
Relationships with food
Healthy choices
Motivation and behaviour
Safer online communities body image
Rights and responsibilities online
Online gaming and gambling
Reducing screen time
Dangers of online grooming
SMARRT internet safety rules
Puberty for girls
Puberty for boys
Conception (including IVF)
Growing responsibility
Coping with change
Preparing for transition
Identifying goals for the year
Perceptions of normality Personal learning goals, in and Taking personal responsibility
Global citizenship Understanding disability out of school
Children’s universal rights Power struggles Success criteria
Feeling welcome and valuedChoices, consequences and rewards
Group dynamics
Democracy, having a voiceAnti-social behaviour
Understanding bullying
Inclusion/exclusion
Differences as conflict, difference as celebration
Empathy
Emotions in success
Making a difference in the world
Motivation
Recognising achievements
Compliments
How substances affect the body
Mental health
Self-image
Identifying mental health worries and Body image
Exploitation, including ‘county sources of support
lines’ and gang culture
Emotional and mental health
Managing stress
Love and loss
Managing feelings
Power and control
Assertiveness
Technology safety
Take responsibility with technology
Role-modelling use
Puberty and feelings
Conception to birth
Reflections about change
Physical attraction
Respect and consent
Boyfriends/girlfriends
Sexting
Transition
Jigsaw offers the starting point to our curriculum and there is a strong emphasis on :
• emotional Literacy
• building resilience
• nurturing mental and physical health
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• mindfulness to allow children to advance their emotional awareness, concentration and focus. Health and Relationship Education (HRE) in PSHE is also taught through ‘Jigsaw’. PSHE is taught through six half termly themes with each year group studying the same unit at the same time (at their own level):
Term Theme
Autumn 1
Being Me in My World
Autumn 2 Celebrating Differences
Spring 1 Dreams and Goals
Spring 2 Healthy Me
Summer 1
Relationships
Summer 2 Changing Me
Each theme is introduced through a story so the learning is contextualised. The curriculum has a national and local element focusing on areas that are community specific. Areas and themes explored are:
• Respecting others
• Rights and responsibilities
• Mental health well being- recognising and managing emotions
• Know that personal choices can affect others locally and globally
• Know how to make choices that benefit their own health and well-being
Through drama, discussion and debates children will explore, reflect and learn about character, decisions, their place in the world and how they can develop into Southfielders ready to make a difference in the world.
This is delivered through the ‘Relationships’ and ‘Changing Me’ themes. There are four main aims to teaching HRE:
• To enable children to understand and respect their bodies
• To help children develop positive and healthy relationships appropriate to their age and development
• To support children to have positive self-esteem and body image
• To empower them to be safe
Parents are informed when these sessions will take place and have the opportunity to come in and look at the resources and lesson plans
PSHE, including Spiritual, Moral, Social and Cultural development and British Values, is an integral part of the whole school curriculum, and is therefore often taught within another subject areas.
We hold a Charities week during the autumn term where children are allocated a charity. During the week children learn about the charity and what it stands for. Children then raise funds for it by making a piece of artwork to sell at the end of the week The aim of the week is to teach children about giving and to learn about charities within the UK.
We encourage our pupils to develop their sense of self-worth by playing a positive role in contributing to school life We have a school council that play an active role in sharing ways to make the school even better- they took the lead in improving the lunchtime activities available to children by carrying out surveys and then sharing the results with the Head Teacher. They continue to work as a school council to provide a voice to pupils within the school.
We understand that there are will be times where children who will need support with their wellbeing. At Southfield we run a TRUE club which is based on our school values -Trust, Respect, Unity and Empathy
The aim of TRUE club is to provide additional support for these children with the TRUE Club teacher and this is done through a number of ways: Weekly one to one check ins with the teacher running TRUE club, Social skills groups- to develop self esteem , Social skills group to support children in developing strategies to deal with friendship issues, Games session- children learn about taking turns and about winning/losing
We challenge all of our pupils to look for opportunities to show the school’s TRUE values of Trust, Respect, Unity and Empathy.
Each theme is introduced through a story that is shared at the start of the topic. The teacher will read a story to the children which focuses on the issues being discussed, the aim of this is to contextualise the learning and for children to see the issues in real life situations.
The story will then be revisited throughout the day and children will be involved in a number of activities including dramawhere they will hot seat characters and discussion- as to how the children would have dealt with the problems being faced by the characters.
At the end of the topic children will then produce a written piece of narrative to show their understanding of the story and theme.
Our curriculum has a mindful approach to PSHE it is a progressive and spiral scheme of learning. In planning the lessons we ensure that learning from previous years is revisited and extended, adding new concepts, knowledge and skills, year on year as appropriate.
Being Me in My World
• Understand that their choices have consequences
• Know that it is important to listen to other people
• Know why rules are needed and how these relate to choices and consequences
• Know that actions can affect others’ feelings
• Know that others may hold different views
• Know about the different roles in the school community
• Know that having a voice and democracy benefits the school community
• Understand the rights and responsibilities associated with being a citizen in the wider community and their country
• Understand how to contribute towards the democratic process
• Understand what fears and worries are
• Know that personal choices can affect others locally and globally
Celebrating Difference
• Know that some forms of bullying are harder to identify e.g. tactical ignoring, cyber-bullying
• Know what bullying means
• Know what to do if they think bullying is, or might be taking place
• Know the reasons why witnesses sometimes join in with bullying and don’t tell anyone Know that people have differences and similarities
• Know skills to make friendships
• Know that it is OK not to conform to gender stereotypes
• Know the difference between right and wrong and the role that choice has to play in this
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• Know that everybody’s family is different
• Know that conflict is a normal part of relationships
• Know that differences in culture can sometimes be a source of conflict
• Know what racism is and why it is unacceptable
• Know that people with disabilities can lead amazing lives
• Know that difference can be a source of celebration as well as conflict
Dreams and Goals
• Know that tackling a challenge can stretch their learning
• Know how to identify obstacles which make achieving their goals difficult and work out how to overcome them Know how to choose a realistic goal and think about how to achieve it
• Know that it is important to persevere
• Know that they are responsible for their own learning
• Know what their own strengths are as a learner
• Know what an obstacle is and how they can hinder achievement
• Know that reflecting on positive and happy experiences can help them to counteract disappointment
• Know that they will need money to help them to achieve some of their dreams
• Know the types of job they might like to do when they are older
• Know that young people from different cultures may have different dreams and goals
• Know that communicating with someone from a different culture means that they can learn from them and vice versa
• Know a variety of problems that the world is facing
• Know how to work with other people to make the world a better place
Healthy Me Know the difference between being healthy and unhealthy
• Know that all household products, including medicines, can be harmful if not used properly
• Know how to keep safe when crossing the road
• Know about people who can keep them safe
• Know which foods given their bodies energy
• Know that there are things, places and people that can be dangerous
• Know a range of strategies to keep themselves safe
• Know that they can take on different roles according to the situation
• Know the facts about smoking and its effects on health
• Know the facts about alcohol and its effects on health, particularly the liver
• Know what they think is right and wrong
• Know that some people can be exploited and made to do things that are against the law
• Know why some people join gangs and the risk that this can involve
• Know what it means to be emotionally well Relationships
• Know that families are founded on belonging, love and care
• Know the characteristics of healthy and safe friends
• Know about the different people in the school community and how they help Know that everyone’s family is different
• Know how to stay stop if someone is hurting them
• Know how to use the Mending Friendships or Solve-it-together problem-solving methods
• Know there are good secrets and worry secrets and why it is important to share worry secrets
• Know what trust is
• Know ways that they can take care of their own mental health
• Know the stages of grief and that there are different types of loss that cause people to grieve
• Know that sometimes people can try to gain power or control them
• Know how to use technology safely and positively to communicate with their friends and family
Changing Me Know that animals including humans have a life cycle
• Know which parts of the body are private and that they belong to that person and that nobody has the right to hurt these
• Know who to ask for help if they are worried or frightened
• Know that learning brings about change
• Know that babies need love and care from their parents/carers
• Know some of the changes that happen between being a baby and a child
• Know that the male and female body needs to change at puberty so their bodies can make babies when they are adults
• Know some of the outside body changes that happen during puberty
• Know some of the changes on the inside that happen during puberty
• Know that personal hygiene is important during puberty and as an adult• Know that change is a normal part of life and that some cannot be controlled and have to be accepted
• Know that change can bring about a range of different emotions
• Know that becoming a teenager involves various changes and also brings growing responsibility
• Know the importance of self-esteem and what they can do to develop it
• Know what they are looking forward to and what they are worried about when thinking about transition to secondary school / moving to their next class
Children have the opportunity in each theme to reflect and share their own experiences. So in the theme Relationships children bring in photos of their family and share who is in their family.
Children learn about the different types of families and people within the community.
All the themes are designed so that children are able to use the skills and knowledge when the come across issues/problems in the future.
Children take part in a number of school events which allow children to use the skills learnt (tolerance, kindness, giving etc) Charities week, Harvest Festival and visiting a Dementia care home.
We also have visitors and workshops these include the School Nurse, the Police and E-Safety sessions.
The curriculum allows children to reflect on themselves; identify what their strengths are and share their own life experiences in a safe environment. This is achieved through drama and discussion about characters in a story facing dilemmas.
Children show the TRUE values through taking part in school events such as class assemblies, trips, Charities week, Food bank donations and Harvest Festivals.
Children are given the opportunities to develop their confidence, their social and emotional skills so that they become active, positive and successful individuals who will succeed in society.
Children will develop a sense of responsibility towards society and will be equipped with skills to tackle challenges they may face as they grow up. Children are presented with real life scenarios in the teaching sessions and through drama and group work show how these issues can be resolved.
Children will learn to be empathetic and tolerant towards others and learn the importance of relationships.
Children take part in TRUE club where they have the opportunity to speak to an adult about what may be worrying them and get advice as to how to resolve issues
Children take part in Healthy Schools week where they learn the importance of keeping healthy physically and mentally.
• Learning from previous years themes is revisited through quizzes
• Learning is extended through the introduction of new concepts, knowledge, skills and vocabulary in every theme
• Children are assessed through talk tasks, written outcomes and prior learning discussions at the start of each lesson
• At the end of the ‘Personal Growth Day’ children will have completed a written task e.g. story based on the theme being taught, or a or a newspaper article based on what the theme is, or an informative leaflet, a letter to a character giving advice.
• Children will also complete a reflection sheet that allows children to share what new knowledge and skills they have learnt and how they will use these in the future
• Quiz- each puzzle will end with a multiple choice quiz which will then be assessed against the learning outcomes for each theme
• Teachers will use all the evidence collected against the objectives at the end of each theme. Children are assessed as Working Towards (WT), Working AT (WA) and Working Beyond (WB)
SMSC runs through the heart of Southfield and all we do. We recognise this important facet of the curriculum under the umbrella of a personal growth model of teaching and is entwined with our school motto; ’ex corde vita’ and aligned with our school TRUE values (Trust, Respect, Unity and Empathy).
Spirituality is an important part of being a human and can manifest in different contexts through a religious or non-religious construct. Collective assemblies which focus on morality, choice and being a good person happen throughout the school along with a singing assembly. RE lessons offer pupils the opportunity to reflect spirituality after absorbing core substantive knowledge. Our PSHE scheme Jigsaw supports children in making right choices and understanding how to be safe and making responsible choices in society. Our creative writing sessions offer pupils a unique opportunity to reflect on their spirituality by focusing vicariously on a range of themes and propositions in a multi-layered picture book and discussing these and writing imaginatively and uniquely on these issues.
Rich opportunities to live in practice with the school motto are offered to pupils through participation in our yearly Charity Week. All children explore a charity through their English and Mathematics work and design products to sell in a charity fair to support their selected class charity. Diversity week and the content of the curriculum offer pupils understanding of social and cultural differences and rich visits to places of worship, museums and gallery add and foster such cultural curiosity and development.
A wide range of roles across the school such as Head Boy and Girl and House Captains inYear 6 allow opportunities for children to grow and take responsibility. This is matched by Eco Warriors inYear 1-5 and the school food bank charity Southfield Pantry to support families locally who are in need of support.
At Southfield, we recognise the importance of diversity. Our pupils learn that we live in an ever growing global society and in order to build an inclusive community, we must have an understanding and appreciation for cultural differences and backgrounds. Each year, we hold ‘Diversity Day’ to set the tone for the rest of the year, and our curriculum, as we continue to weave this important area into our core curriculum through the work we do. This day focuses on exposing the children to Black, Asian and minority ethnic authors, poets, artists, scientists, mathematicians and contributors to History and Geography and we explore the themes of prejudice and difference in our ‘Creative Writing’ and ‘Maths through Story/Real Life Maths’ lessons.
Story-based Curriculum: Throughout our novel study and creative writing lessons, we explore a range of texts that focus on the concept of diversity. Each story delves into the themes of being different, being unaccepted, being displaced or being excluded and provides opportunity for our pupils to read stories written by people from a multitude of countries and cultures. /CW – themes are the focus – being different (refugees – displaced/not included/not their home)
Ice palace year 3
Kensuke’s Kingdom
The other side of truth
Knowledge Rich: Our knowledge rich curriculum seeks to provide our pupils with the historical and geographical understanding of different countries and cultures and how people live and work across the world. From this, the children draw comparisons between places and people, including analysing economies.
From 1-6 study all Europe and every continent in details to understand the similarities and differences between Year 5 Slave (use unit rationale)
Year 6 – Africa not just geographical/physical features – human features including economics and comparisons between us and them
Contextualised Curriculum: We contextualise our diverse curriculum through the trips and we go on and the workshops we attend and host. This includes building cultural capital through art gallery and museum visits and to a diverse and disparate range of places of worship.
Personal growth: Diversity and inclusion play a large role in our PSHE lessons, where spiritual, cultural and physical differences are discussed and normalised, as well as academic difference. This is so our pupils become well rounded, empathetic citizens and our school’s TRUE values are used to foster this knowledge.
Food bank – socio-economic differences. Assemblies/Themed weeks – charities and HLW (country projects resulting in carnival)
EYFS: As part of our whole school Diversity Week, we read Handa’s Surprise by Eileen Browne. We tasted and described the tropical fruit Handa packed to share with her friend. We enjoyed talking about healthy fruit snacks we have school and at home. We used puppets and acted out the story as well. We also made some patterned necklaces inspired by West African cultures.
Year 1: In our Diversity Week Maths through Story lesson, we read the story We're Different, We're the Same, where Elmo and his Sesame Street friends helped us to understand that everyone is the same on the inside, and it's our differences that make this wonderful world, which is home to us all, an interesting and special place. We also read the story Coming to England, by Baroness Floella Benjamin. Her story taught us about perseverance and determination.
Year 2: In Creative Writing, we read the story of ‘Mr George Baker’. He was a 100 year old man that had never learned to read because he had not been allowed to go to school due to his race. He taught us about perseverance, determination and resilience and that it is never too late to learn something new. In Maths through Story, we read about Elmer the Elephant and how he learned to embrace and love himself for who he is and helped show us how to do the same.
Year 3: Year 3 used ‘The Colour of Home’ by Mary Hoffman in our Creative Writing session to write our own version of a refugee’s flight. The story follows Hassan and his family, who had to flee war torn Somalia, and leave behind Hassan’s beloved cat Musa. They settle in NewYork and Hassan explains all his pain through art. In Real Life Maths, we discussed where our families came from, where our parents were born and how we view ourselves. We then created a tally chart and bar chart that reflected the diverse nature of all our ethnicities.
Year 4: This week we have participated in a variety of lessons to coincide with the themes and significance of diversity week. For Creative Writing, we read the story, 'Sulwe' by Lupita Nyong'o, which touched on a variety of themes, including feeling isolated and different, colourism and self-esteem. We wrote our own versions of the story touching on these themes for our writing.
Year 5:Year 5 have celebrated multiculturalism by exploring the themes of segregation and friendship in our Creative Writing illustrated story, ‘The Other Side’, by Jacqueline Woodson. We also analysed the ethnicity breakdown of London according to the 2021 Census and then conducted a census of our own class in Real Life Maths to compare the diversity of our class in comparison to London.
Year 6: We used Granddad Mandela as our Creative Writing book this week. This is written by Nelson Mandela’s daughter and tell the tale of his life and his fight for equality and freedom for the people of South Africa. In Real Life Maths, we looked at the different ethnicities who live in London and then contextualised that to our class to see how diverse our year group is and compared this to the population of London as a whole.
British Values: The Curriculum
Head Boy/Girl
House Captains
School Council
Eco Warriors
Classroom Jobs
Pupil Voice
Pupil Surveys
Debate Club
Charities Week
Enterprise Team
Houses of Parliament Trip
Royal Courts of Justice Trip
Rule of Law: The Curriculum
Behaviour around the school
Anti-bullying policy
Behaviour policy
Rewards and sanctions
Road Safety
Bikeability
E-Safety
Sports Day
Healthy Lifestyle Week
Workshops and Visitors
Whole School Assemblies
Class Rules
NarrativeVoice
Challenge – Steps for Depth
Own research
Personal targets
Partner Work
Group Work
Child-led learning
Library – choosing books
Staged Readers – choosing books
Choice of Lunchtime clubs
Choice of Lunchtime activities
Choice of school dinner
Creative Writing
Visits to places of worship
Behaviour and Attitudes
Whole School Assemblies
Diversity Week
Charities Week
Celebrating Religious Festivals
Religious Education
Remembrance Day - Poppies
Harvest Festival
Southfield Pantry
Music Assemblies
Southfield Choir
Workshops and Visitors
Visits to Galleries/Theatre