Curriculum Policy

Here at Fairfield Park Lower School we have policies which are relevant across all year groups. Please see below for our


Fairfield Park follows the National Curriculum statutory spelling lists for both common exception words and spelling rules.  We have broken down the combined Year 3 and 4 spelling curriculum into two separate strands as per Target Tracker, our chosen data and assessment provider. Please see our Common Exception Words Overview.

We recognise the importance of accurate spelling yet understand that children retain spelling patterns, rules and exceptions in different ways.  At Fairfield Park, we have invested time in exploring different ways of teaching spelling and, as a result, offer a range of active approaches to learning new words.  Our children enjoy completing spelling circuits, being text detectives and practising spellings through artistic activities.  Recently, we held our first ever whole school Spelling Day during which children and adults created Word Art, took part in spelling penalty shoot outs and created adverts containing as many of their statutory spellings as possible. The day culminated in our annual Sponsored Spell where across the school children could be seen accurately recalling spellings of challenging words.

Poetry Week

In celebration of the written and spoken word, we hold an annual poetry recital at Fairfield Park Lower School.  We encourage children of all ages to take part and rehearsals have already been spotted taking place in the playground, in anticipation of the 2018 competition.  Classroom auditions are held during the initial stages with the event culminating in a whole school final.  This is an unmissable performance with children learning classic poems, memorising their own creations and bringing their recitals alive with a combination of props and costumes.  We are very proud of Fairfield Park children for showing such creativity, imagination and confidence!


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 non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.