Curriculum and Assessment

At Millfields Community School we offer a curriculum which is broad and balanced to ensure every child reaches their full potential and has access to a range of educational experiences whatever their starting points or circumstance. The curriculum incorporates the statutory requirements of the National Curriculum 2014. Millfields continues to revise and review the bespoke school curriculum on a termly basis.

Pupils at Millfields are provided with a clear progression of opportunity to engage with, and be part of, a rich, varied and comprehensive curriculum that reflects the interests of the school, its staff, pupils, parents and the wider national and global communities. Although literacy and mathematics are planned for discreetly in weekly plans, many topic areas are relevant in these lessons, particularly through the choice of texts and writing outcomes in literacy. Whole school approaches to reading support quality teaching and learning.

Specialist teachers support the teaching of music, Modern Foreign Languages, Physical Education and the creative curriculum. Subject leaders are given opportunity to develop their own subject knowledge, skills and understanding so they can support curriculum development in the subjects they lead. Theme weeks, trips and opportunities to engage in workshops within and outside school enrich and develop the children’s learning. The spiritual, moral, social and cultural development of our pupils and their understanding of the core values of our society are woven through the curriculum.

We set high expectations for every pupil. We aim to stretch the most able pupils by planning suitable and relevant learning challenges but also plan carefully for the needs of pupils who belong to vulnerable groups including ensuring that the needs of pupils with SEND are fully met.

Developing independent, resilient, inspired and motivated life-long learners with a sense of responsibility as future citizens is at the heart of all of our teaching and learning.

What do we teach at Millfields?

The core subjects are:

  • English (Reading, Writing, SPaG, Speaking & Listening)

  • Maths

  • Science

The Foundation Subjects are:

  • Computing

  • Personal, Social, Health & Citizenship Education (PSHCE)

  • Physical Education

  • Music

  • Humanities incorporating Geography and History

  • Religious Education

  • Design Technology

  • Creative Arts

  • Spanish

Across subjects such as History, Geography, Art and Computing, children will be able to get their teeth into stimulating new topics such as the Mysterious Mayans, Excavating Egypt, Invasion and Amazonian Adventure. The original, intensively-researched curriculum has been formulated by subject leaders at Millfields, drawing on years of teaching experience and informed knowledge.

We hope children and parents alike are as excited by these topics, as much as the teachers are!

If you have any questions regarding the curriculum or would like further information, do not hesitate to contact the school via the main office.



Curriculum Overview

Curriculum Enrichment


Year Group Curriculum

More information, including pupil voice on each subject and more detailed overviews for each year, can be found under each subject area.

Each academic year, we host a Curricculum Evening which is an opportunity for parents and carers to speak to each Subject Leader to fins out more about what is taught and how it is taught, and to ask further questions.

Supporting your child

We run a series of curriculum workshops for parents throughtout the year. The overview for the workshops this term can be found in the Parent Information section of the website.


Assessment in schools

Over the last 3 years, the Government has made a huge change in the way that children in schools are to be assessed. This is to tie in with the New National Curriculum that started to be used by all schools at the beginning of the 2014-15 Academic Year. This is a new way of thinking for schools, and assessment will look very different to how it has done for the past 20 years. The aim of this guide is to hopefully give you some clear information about all the changes that are happening in Education across the country and what that means for the children here at Millfields Community School.

Brief Overview of changes to English & Maths


The new programme of study for English is knowledge-based; this means its focus is on knowing facts rather than developing skills and understanding. It is also characterised by an increased emphasis on the technical aspects of language and less emphasis on the creative aspects. English is set out year by year in Key Stage 1 and two-yearly in Key Stage 2. Appendices give specific content to be covered in the areas of spelling and vocabulary, grammar and punctuation. These are set out yearly across both key stages. Content has been brought down into earlier years making new national expectations much higher for all children but particularly KS2.


The main areas in the new programme of study for mathematics are called domains. These are number, measurement, geometry, statistics, ratio and proportion and algebra. Two of these, number and geometry, are further divided into subdomains. The way that the curriculum is organised varies across the primary age range – every year group has a unique combination of domains and subdomains. There is no longer a separate strand of objectives related to using and applying mathematics. Instead, there are problem-solving objectives within the other areas of study. Most of the changes to the mathematics curriculum involve content being brought down to earlier years.

The DfE end of Curriculum Levels means that the children who were in Years 2 and 6 last academic year were the first pupils to be tested under the new end of Key Stage tests (Summer 2016).

So why are levels disappearing?

The DfE want to avoid what has been termed ‘The level Race’ where children have moved through the old National Curriculum levels quickly to achieve higher attainment. The old National Curriculum was sub-divided into levels, but these were not linked to their national curriculum year group. For example, a child in Year 4 could be a Level 3 or even a level 5. Children were achieving Level 5 and 6 at the end of Key Stage 2, but the DfE thought that a significant number were able to achieve a Level 5 or 6 in a test—but were not secure at that level. The feeling from the DfE was that the old national curriculum and the levels system failed to adequately ensure that children had a breadth and depth of knowledge at each national curriculum level.

Assessing Without Levels

When the DfE announced that there would no longer be National Curriculum levels, and that schools would have to set up their own way of assessing pupils, Millfields had to deceide what would be the best way to menaigfully track pupil progress and attainment.  We are currently, alongside the Hackney Learning Trust, continuing to try, test and develop new assessment methods. This is still in development and further information will be provided once this has been agreed.  For now the expectation is that we tell you whether your child is working:-

• Below national expectations for that year group
• At national expectations for the year group
• Above national expectations for the year group

Under the old levels system children who were exceeding might have moved into the next level. The DfE now want children who are in the ‘above’ bracket to add more depth and breadth to their knowledge, and to have more opportunities to develop their using and applying skills. They are calling this phase of learning Mastery and Depth. Only exceptional children will move into working towards the end of year expectations from the year above. Similarly, children who are unlikely to be emerging at the end of the year may work towards the expectations from the year below.




Marking Policy              Curriculum Assessment


Millfields' Assessment

After investigating many different Assessment & Tracking systems, we have developed our own Assessment Tool based on the National Curriculum. During the year, when we have conversations with you about your child’s progress and achievement you won’t be given a numerical level. Instead you will be told whether your child is working below -emerging, at/expected –developing  or above –secure, within the year group expectations, and whether they are making adequate progress.We hope that you find this guide useful to help you understand why and how assessment has changed.

If you have any questions, a member of the Senior Management Team and/or Subject Leaders are happy to talk to you at a Curriculum Evening or Parents’ Evening.