The Curriculum



Our curriculum meets and exceeds the expectations of the National curriculum. We intend for our children to know, do more and remember more and for there to be a change in our children’s long-term memory. Our curriculum is ambitious for all learners, particularly our disadvantaged pupils, and pupils with SEND, giving them the knowledge and cultural capital to succeed in life.

Work in humanities, for each half term, is led by a unit of learning on either History or Geography. Where appropriate learning in English is linked to these units of learning. PE, Music, Design and Technology, RE, Computing and Art and Science are all taught discretely.

At Coldfall, we want our children to use their knowledge, skills and understanding to have a positive impact on themselves, their families, their community and the wider world. This is why we have the following themes, known as our ’Golden Threads’, running through our curriculum that reflect Coldfall’s specific context and community. These are:

Golden thread 1 – Diversity and inclusion

‘Diversity is having a seat at the table, inclusion is having a voice and belonging is having that voice be heard’

At Coldfall there are approximately 52 different languages spoken by children and cultures, religions, heritage and traditions from all around the world. Our curriculum at Coldfall reflects this in the stories that the children read in the class libraries to Geography and History units that they study. For example, in History children learn about Famous Londoners including Mary Seacole and also the Windrush generation as well as the impact of Black Britons.

In Geography children learn about their local area but also visit the Mediterranean, Sierra Leone and North and South America.

Our displays and environments are reviewed by our Inclusion and diversity team so that we ensure that children from all backgrounds can recognise themselves in their learning and their school.


Golden thread 2: Sustainability and Environment

“Each one of us matters, has a role to play, and makes a difference. Each one of us must take responsibility for our own lives, and above all, show respect and love for living things around us, especially each other.” – Jane Goodall

Coldfall has a longstanding commitment to sustainability and looking after the environment. We were the first school in Haringey to achieve ‘Green Flag’ status which recognises our commitment throughout towards making sure that the school is environmentally friendly. We generate our own electricity through solar panels, celebrate and participate in Earth hour as well as having a team of students, called Star squad who promote eco-initiatives such as litter picking and walking to school.

In the curriculum we explicitly plan for environmental issues to be considered. In Geography the theme of What are we doing to look after the world? Is present throughout the children’s learning. They consider rising temperatures, the impact of plastics and air pollution, amongst others.


Golden thread 3: Moral Values

‘Education without moral values is like a ship without a compass…..merely wandering.’ Martin Luther King

The school has an extensive cycle of values that are repeated on a two-year cycle in assemblies and celebrations. At Coldfall it is our belief that building successful learners is rooted in a strong moral   sense.

The Coldfall curriculum contains many opportunities for children to consider and learn about the moral values of: courage, freedom, self- belief, equality, fairness, enthusiasm, perseverance, citizenship, wisdom, thankfulness, empathy, courtesy, excellence, forgiveness, generosity, humility, loyalty, patience, resilience, thoughtfulness, love, fun, friendship, kindness, respect, honesty, peace, trust, creativity and hard work.


Golden Thread 4: Activism and being an Upstander

‘Whenever one person stands up and says ‘This is wrong’ it helps others to do the same.’

As well as learning about issues and considering them at Coldfall we want to impress on our children that they have the power to effect change and have a positive impact on the world around them. In the curriculum children learn about anti-Semitism in WWII, Rosa Parks, Immigration to Britain and Fair Trade.

In addition, whole school initiatives such as raising money for the Educaid charity that provides Free school places to children in Sierra Leone, celebrating peace, ‘Make a difference Day’ projects, and individual fundraising and awareness activities, initiated by children, are celebrated and publicised in the school newsletter or Golden Book Assemblies. 

We firmly believe that everyone is entitled to an ambitious curriculum and our curriculum design is accessible for all, including children with SEND and disadvantaged backgrounds.


Implementation describes the way in which we deliver our intent consistently each day. To do this we have carefully designed our knowledge rich curriculum. This is designed to enable learners to acquire relevant subject knowledge which underpins the application of skills. Skills are carefully and progressively mapped across each key stage and discrete subject area.

Long term, medium and short term planning is sequenced towards cumulatively sufficient knowledge. The 5 stages of learning cycle ensure teachers are checking for pupils’ understanding systematically, identifying misconceptions quickly and supporting children’s long term memory. Assessment in the foundation subjects consists of schema maps, content quizzes, retrieval activities and ongoing formative assessment.

Reading is a priority. Interventions for reading take precedence over any other academic learning in the curriculum.                 Reading books are connected closely to the phonics knowledge pupils are taught when learning to read (Book Bag Books –Read Write Inc). The importance of language and vocabulary development is recognised from the Early Years right through to Year 6.

Key knowledge and vocabulary is consolidated and secured into long- term memory by specific and regular retrieval opportunities, which are deliberately spaced and planned for. This ensures that by the time children leave Coldfall they have learned, and are able to recall and apply the key information that we feel is important in order for them to be successful in the future.

Composite and components of learning

Knowledge is taught through exploring a question that is shared with the children at the beginning of a unit. Teachers plan and deliver a series of lessons that provides the children with the knowledge (substantive) and skills (disciplinary) to demonstrate full and considered responses to this enquiry through the component parts of the unit. Subject leaders are integral to the planning process and understand and can explain the rationale for the pathway that their subjects take. Progression of knowledge and skills is carefully mapped across all Key Stages.


The curriculum is enhanced by carefully planned visits, activities, community links, skill workshops, and life experiences that enhance the learning of our children. These are deliberately chosen so that there is not repetition and a broad range of curriculum subjects can benefit.


Children leave Coldfall Primary School with a secure understanding of the academic content they have been taught. Termly and end of year assessments are above National Expectation for all pupil groups and their books showcase their learning journey. Children can talk confidently about their learning using subject specific vocabulary accurately and appropriately. Our SEND provision, and the adaptations that teachers make within lessons, ensure SEND children achieve to their full potential and make good progress from their starting points.

Children at Coldfall are well-rounded capable and caring individuals who are exemplary citizens. Children have the knowledge, skills and attitudes that enable them to lead a rich and fulfilling life, with positive relationships, and a strong sense of commitment to making a positive contribution to the world.

Science Overview

Science at Coldfall


Science at Coldfall provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Through the Coldfall Scheme of Work, children learn about how Science has changed our lives and is vital to the world’s future prosperity. All pupils will be taught essential aspects of the knowledge, methods, processes and uses of science. We aim to equip children with the necessary skills to be global thinkers, who can make a real difference and respond to an ever-changing world. Children at Coldfall will build knowledge and concepts, through using scientific vocabulary and oracy to explain their reasoning. They will learn about nature by exploring our extensive grounds, and exploring the different processes and methods of science, which create a sense of excitement and curiosity about the world around them. Through practical experiments, observations and recordings, children will develop an understanding, year on year, of how science can be used to explain what is occurring around them, predict how things will behave, and analyse causes.

Our children are encouraged to be scientific thinkers, who pose questions and seek answers. Children will learn the skills of scientific enquiry to become independent and inquisitive learners. Our science curriculum inspires children to look closely at the world around them and develop the skills necessary to be able to interpret what they see. We want science to be experimental, relevant and to create a sense of awe and wonder.

As such, we seek to develop the child’s conceptual understanding by ‘working scientifically’ both inside the classroom, and through the outdoor learning environment.

We seek to broaden children’s real-life experiences both inside and outside of school through educational visits, visitors, fairs and workshops. We encourage the use of cross curricular links, encompassing the use of subjects such as Maths, Art, Computing, and D&T, whilst providing opportunities to develop their literacy skills.

We are fortunate to live in a community that is rich in culture and diversity, and we embrace the opportunities this affords us.

Through the teaching of science, and our Values-based Education, we want to encourage our pupils to be scientific thinkers with a global outlook, who have an awareness of the world they live in and the positive impact they can have on others and the world around them.


Our Science curriculum is shaped by our school vision which aims to enable all children, regardless of background, ability, additional needs, to flourish and become the best that they can be. We deliver a program of study using the Early Years Foundation Stage Framework (2021) and the National Curriculum.

Our curriculum is sequenced by a clear progression of skills, which enhance children’s knowledge and understanding, and that are built upon year on year ensuring the full coverage that is needed for all our children to leave Coldfall confident learners in Science. We develop the children’s substantive knowledge (scientific knowledge and conceptual understanding) alongside the disciplinary knowledge (‘working scientifically’ and knowing how to carry out practical procedures), so that the children know how the two are not isolated, rather wholly linked. This ensures that pupils not only know ‘the science’; they also know the evidence for it and can use this knowledge to work scientifically. (

We plan for problem solving and real-life opportunities that enable children to explore and find out for themselves. Children are encouraged to ask questions, and are given opportunities to use their scientific skills to research and discover the answers. Planning is created so that curiosity is encouraged through practical and engaging lessons with opportunities to assess children’s conceptual knowledge and skills regularly. New scientific concepts and subject-specific vocabulary is taught through direct teaching, and the skills are embedded into the lessons to develop children’s scientific knowledge and understanding. Accessing outdoor learning is important for children to get a better grasp of the scientific concepts, and we are so fortunate to have the outdoor learning spaces that we do here at Coldfall, and as teachers, we utilise them as much as we can.


Our children leave Coldfall Primary School with a strong foundation of scientific knowledge and skills ready for their next stage of learning. The children will be confident with the five different types of enquiry: observing, identifying and classifying, pattern seeking, research and fair testing to enable them to thrive in their science education. Our children will know how they can care for their world and how their actions can make an impact on the future.


Four Golden Threads

Social Justice and Activism:

Our science curriculum is relevant and reflective of the diversity within Coldfall. Posing critical questions around our diversity is imperative in developing Coldfall’s children’s understanding of the world in which they live, and of others around them. Children are encouraged to ask questions, explore challenges, make decisions, share experiences and knowledge and solve problems that are relevant in today’s society. Here, at Coldfall, we want our children to be activists, to make a positive impact on their local environment, but also the wider world. We give opportunities to our children to critically examine the changes in the world around them, to investigate the causes, and to explore solutions in order to make a positive impact and change for the greater good.


Diversity, Inclusion and Representation:

Our vision of science here at Coldfall is one that puts diversity and inclusion at the forefront of everything we do. Social culture is ever-changing, and our approach is the same. We aim to diminish the idea that scientists are ‘old, glasses-wearing, white lab coat-wearing white men with wild, wiry white hair’. We strive to ensure that we introduce relevant scientists of today, who originate from all race and backgrounds, cultures and religions so that our children can see themselves in them, be inspired by them, and to think and act like scientists themselves.



Sustainability and environmental protection, and how we deal with them, are relevant topics that we directly teach here at Coldfall. Our curriculum embeds an inquiry-based learning that encourages our children to ask important, probing questions about the world in which we live, provokes challenging conversations, and creates reasonable, realistic solutions to the problems that we all face in society. At the core of our curriculum is the idea that we, as educators, support and guide our children to be active and responsible citizens, and inspire them to be the next generation of change-makers.



Values-based Education is at the root of everything we teach here at Coldfall. We are a Values-based Education school, and because of that, we explicitly teach the values in all of our lessons. Values are linked to beliefs and attitudes and guide human behaviour, and it’s because of this, that we implement the values within our Science Curriculum. Rapid science and technological advances are contributing to the underpinning of the importance of morals, values and ethics in science education and the teaching of science, so to encourage our children to develop their science enquiries inclusive of a values approach is imperative for them to become broader-thinking scientists and to consider the world in which they live.


‘Thinking Like a Scientist’

To think like a scientist, you must be able to ask questions, make detailed observations, develop a hypothesis, find answers using tests, and to then question your answers. We encourage this approach within our science curriculum so as to challenge our children’s thinking in order to deepen their understanding. Our science curriculum has a clear year-on-year progression of skills that allow for the broadening of conceptual knowledge and understanding. As pupils learn science, they also learn about its uses and significance to society and their own lives. (

History Overview
Geography Overview
Music Overview
Design and Technology Overview
Modern Foreign Language (MFL) Overview

A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing.’ (National Curriculum 2014 –Appendix A)


Why do we teach this?

Learning a language enriches the curriculum helping to create enthusiastic learners and to develop positive attitudes to language learning throughout life. The skills, knowledge and understanding gained contribute to the development of children’s oracy and literacy and to their understanding of their own culture and those of others.
At Coldfall Primary School, we feel that the earlier a child is exposed to a foreign language, the faster the language in question is acquired. We believe that the early acquisition of French will facilitate the learning of other foreign languages later in life. We aim to prepare children for the KS3 language curriculum to enable them to transfer confidently and successfully.

We teach French across Key Stage 2. The school uses the “Language Angels” scheme of work to support the teaching and learning of French. This provides clear progression for the development of speaking and listening and vocabulary acquisition. There are resources to support the teaching and learning opportunities for pupils.
They use a variety of the following techniques to encourage children to have an active engagement with French:
• Games – in order to develop vocabulary through repetition, reading, writing, speaking and listening skills.
• Role-play – these should relate to the situations the children may find themselves in the future.
• Action songs and rhymes – to develop phonetic skills, memory skills and to further vocabulary.
• Reading and writing quality materials.
• ICT programs and websites; the use of ICT to develop communication skills.
• We build children’s confidence through praise for any contribution they make in the foreign language, however tentative.
We base the teaching on the 2014 National Curriculum through the Language Angels. We have adapted this to the context of our school. This provides teachers with clear progression grids and content for teaching and learning.

French Curriculum Overview

What will this look like?
By the time children leave Coldfall Primary School they will:
● Be able to communicate with each other in French.
● Become aware that a language has a structure, and that the structure differs from one language to another.
● Develop their language through development of the four key skills of speaking, listening, reading and writing.
● Enrich their language learning by developing an understanding of the French culture.
● Learn how language skills can be applied to a range of languages.
● Transfer to KS3 effectively, successfully and confidently and will be well prepared to continue and develop their language skills.


Computing Overview

Computing at Coldfall

. . . . personal computers have become the most empowering tool we’ve ever created. They’re tools of communication, they’re tools of creativity, and they can be shaped by their user.

                                                                                                                                       …. Bill Gates


We recognise that as a school we have a responsibility to prepare the pupils for their future by improving their knowledge and understanding of how imperative technology is as an aid to learning and the real world beyond school.


Computing skills are a major factor in enabling children to be confident, creative and independent learners. The use of ICT will enhance and extend children’s learning across the whole curriculum whilst developing motivation and social skills.  Computing is incorporated throughout all areas of the curriculum ensuring that our pupils become digitally literate and able to express themselves and develop their ideas in a way that will equip them for the future workplace and as participants in a digital world.


Through the teaching of Computing, we equip children to participate in a rapidly-changing world where work and leisure activities are increasingly transformed by technology. Computing enables rapid access to ideas and experiences from a wide range of communities and cultures. Using Computing tools: pupils can find, explore, analyse, exchange and present information. We enable them to find, explore, analyse, exchange and present information.  We aim to expose children to the educational developments in computing and provide them with the opportunities to access to the most effective and emerging technologies.


Increased Computing capability promotes initiative and independent learners. It must be our intent to enable all children in the school to develop the knowledge, skills and understanding that will enable them to function in this digital age.


The computing curriculum at Coldfall Primary School has been tailored to focus and build upon the three core aspects of Computing; Digital Literacy, Computer Science, and Information Technology. We do so with a progression framework of skills and knowledge that allows the pupil to make the necessary connections within their learning as they progress through the Computing Curriculum. We use this framework to create a scheme of work for each year group building upon the skills learned in previous years.

Our scheme of work for 2022-2023 uses DFE funded Teach Computing ( which has been customised for schools to include relevant digital and learning resources. Below is the curriculum journey that we will follow from Year 1 to Year 6. The framework uses an innovative progression to allow to children to build on their prior learning year on year. Each year group will have a unit of work linked to each of the following areas:

  • Computing systems and networks
  • Data and information
  • Creating media
  • Programming (A and B).


How is progress shown? 

Computer Science: Children are able to understand the principles of information and computation, how digital systems work and how to put this knowledge to use through coding, programming and problem solving.

Digital Literacy: Children are able to express themselves and develop ideas through evaluating, investigating and predicting. Children are confident in understanding how to use a variety of technology safely, including online.

Information Communication Technology: Children are able to use technologies effectively, select, use and combine a variety of software on a range of devices and present, evaluate and analyse their results and findings.

The implementation of our curriculum results in a fun, engaging, and high-quality computing education and ensures when children leave Coldfall, they are digitally literate, well- equipped for secondary school and able to join the rest of the world on its digital platform, in a safe and responsible way, especially when using the internet. Children will show a true understanding of the three different strands within the computing curriculum and show resilience when solving problems. They are respectful towards others and show they can use a variety of software and hardware appropriately. They are able to apply their creative skills in computing and can choose and evaluate the best devices to use. They show a positive attitude towards others, working well in both pairs, teams and independently. They will have been provided the building blocks needed to pursue a wide range of interests and vocations in the next stages of their lives and apply their skills in different challenges ahead of them.

PE Overview



To develop and inspire our pupils to be physically active and healthy; not just during their time at Coldfall, but for this to continue as a lifelong habit. Our aim is to make PE fun and enjoyable while giving the children the skills and knowledge to be able to push themselves and become physically confident, this in turn will support both their mental and physical health.

Through a rich and broad curriculum, we aspire to give our children a number of opportunities to try new activities and excel in all aspects of PE, whilst also providing a wide range competitive opportunities for all.

All of this is done while embedding the school values and giving every pupil the equal opportunity to better themselves regardless of their ability or need.


Curriculum Aims

  • Develop foundation skills in EYFS – Pupils develop both their fine and gross motor skills in EYFS to give them strong foundations to build on. These fundamental movements skills are repeated and developed throughout a pupil’s time at Coldfall.
  • Develop hand/foot eye coordination –Pupils learn to use a number of different objects and manipulate them with different parts of their body in a range of levels and scenarios.
  • Develop key movements – Pupils learn to move in a number of different ways, this develops strength and agility in all body parts. This helps to build confidence in pupils to be able to move at different speeds in different directions in a variety of sports.
  • Development of technical and tactical knowledge – All areas of learning include elements of technical knowledge to help improve performance and tactical knowledge in order to help pupils make decisions during a performance.
  • Provide competitive experiences – Pupils are given opportunities to be competitive in the environment of a lesson where they will feel safe and secure to express themselves. While an emphasis is not put on winning during lessons, children are given the opportunities to learn and experience how to win and lose while embedding the values of the school. In KS2, opportunities are provided for children to represent the school in a number of different sports. These experiences are vital in teaching pupils how to win and lose gracefully, develop the values of perseverance, hard work, teamwork and a number of other life lessons. During the 20/21 academic year, external competitions were put on hold. In the 21/22 academic year, we were able to enter and take part in the Haringey Primary schools competitions. This will continue in the 22/23 academic year.
  • Developing an understanding of how to assess and improve a performance – pupils are given the knowledge and opportunities to assess a performance both of themselves and others. This is especially important in upper KS2 where self- assessment is an important tool in improving performance.
  • Exposure to a variety of sports – Pupils are given the opportunities to experience a wide variety of sports; these include both individual and team sports.
  • Supporting Values Based Education – PE is used extensively to support our values curriculum.



Our PE curriculum allows for a progression of skills and knowledge from EYFS to Year 6. This aims to provide the foundations to allow our pupils to excel in PE once they go to secondary school. Our curriculum covers all the aims of the National Curriculum that we are required to meet. By using a progressive curriculum, children are encouraged to use previously learned skills and knowledge to help develop and master the skills needed to be successful and confident in PE.

By focusing on the fundamental movement skills and strength in EYFS, we aim to build the foundations for children to continue to develop and become more competent and confident in accessing the curriculum. In Key Stage 1, we require children to use these fundamental skills and apply them to a range of activities. In Key Stage 2, we continue to develop and master a broader range of skills and knowledge; we encourage self-evaluation so that children can evaluate their own success in a number of activities such as athletics and gymnastics.

During lessons, in all key stages, a competitive element is added to certain aspects of lessons to allow children to experience competition in a safe and secure environment. In KS2, opportunities are given for children to represent the school and compete in both intra and inter competitions.

Swimming and water safety is taught in Year 5. By following the National Curriculum, the aims of our swimming provision is for pupils to be able to swim competently, confidently and proficiently over a distance of at least 25 metres; for pupils to use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] and for all pupils to be able to perform safe self-rescue in different water-based situations.

Cycle training level 1 and 2 is also provided in year 5. This course helps to increase the confidence of our pupils whilst teaching them how to ride safely on the roads.



Nursery: 45 minutes per week – PE Specialist – Am and Pm groups both have a session. All full time children will take part in both sessions.

Reception: 40 minutes per week – PE Specialist

Year 1: 1 hour 50 minutes per week – 50 Minutes PE Specialist, 1 hour class teacher

Year 2: 1 hour 50 minutes per week – 50 Minutes PE Specialist, 1 hr class teacher

Year 3: 2 hours per week – 1 hour PE Specialist, 1 hour class teacher

Year 4: 2 hours per week – 1 hour PE Specialist, 1 hour class teacher

Year 5: 2 hours per week – 1 hour PE Specialist, 1 hour class teacher (one class per term receives a 30 minute swimming lesson, in place of the 1 hour PE lesson. Children are also provided with cycle proficiency training during the Spring/Summer term.)

Year 6: 2 hours per week – 1 hour PE Specialist, 1 hr class


Extra-Curricular PE/Sport Provision & Sports Events

Coldfall Primary School Teams

We have an extensive offer of school teams offering opportunities for boys, girls and mixed teams. As a school we have bought into the Haringey School Sports Partnership (HSSP). This provides a number of competitions, in a variety of sports, throughout the academic year. These competitions are for KS2 pupils and provide both elite competitions and festivals. The festivals are only for children who were not selected for the elite competitions. As well as the HSSP, we also provide a number of fixtures throughout the school year allowing children to compete against local schools. During the school year, our aim is to provide every child in year 6, an opportunity to compete against another school. Notable successes in recent years have included:

  • Haringey Football League winners – Boys Yr5/6, Girls Yr5/6   2018,2019,2020

Boys Yr4 – 2020

  • Haringey Netball Champions 6 years in a row
  • Indoor Athletics Champions 7 years in a row
  • Haringey Gymnastics Champions
  • Haringey Table Tennis Champions
  • Haringey Tri Golf Champions 3 Years in a row
  • Haringey Dodgeball Champions
  • Haringey Cross Country Champions
  • Haringey SEND Bowling Champions
  • South East England SEND Swimming Gala Champion.


London Youth Games and National Tournaments

By winning a number of Haringey competitions, our teams have been fortunate to be selected to represent Haringey at the London Youth Games, (the largest youth sports competition in Europe). Coldfall has represented Haringey in athletics, netball and gymnastics as well as having children selected for the Haringey cross country team. Coldfall became the first Haringey school to win a medal for gymnastics in 2019 winning a bronze in the boy’s individual performance. In 2020 due to Covid-19, the LYG school competitions were done virtually; this meant scores were collected and verified externally. Coldfall Won the indoor athletics competition, scoring the best in the whole of London.

In The 2021/2022 academic year as well as qualifying for athletics and netball Coldfall also qualified for tri-golf finishing 2nd in London.

Along with our appearances at the LYG, we have also had teams represent Coldfall at national tournaments for football and table tennis.

After School Clubs

Coldfall offer an extensive range of after school clubs; these range from Yoga to American Football. Prior to Covid-19, Coldfall offered 33 different clubs across 5 days providing over 600 individual places across the week. Due to restrictions put in place because of Covid-19, we are currently offering a rotation of clubs for each year group on a daily basis. This still allows us to offer 30 clubs (there is a reduced variation of clubs) per week with the potential of 900 individual places per week.

Local teams.

As well as a wide offer of school teams, we have also built a relationship with a number of local teams both amateur and professional. This allows us to sign post children into these clubs for them to develop potential or to further an interest. Along with children furthering their skills with these clubs, we have also been able to provide a number of experiences for our children. These include tickets for and tours of Tottenham Hotspur, Rugby League and Union tickets, tickets to the Paralympics and an opportunity to play and tour Lords Cricket Ground.

Sports Mark

Coldfall currently hold the Platinum Sports mark for PE and Sport. This is an award that is given to schools that have met the criteria for a gold mark award for four consecutive years. These criteria cover a number of different aspects of PE and are externally verified.

Sports Calendar 2022-2023

Autumn Term

  • Cross Country
  • Boys and Girls Football
  • Dodgeball
  • Tag Rugby
  • Table Tennis

Spring Term

  • Indoor Athletics
  • Multi-sport
  • Gymnastics
  • Hockey
  • Basketball
  • Cross Country

Summer Term

  • Cricket
  • Tennis
  • Athletics

These are the tournaments provided by HSSP. There will also be competitions that are repeated and added to the calendar as the academic year progresses, as well as fixtures with local schools.

Children in Year 5 also take part in swimming lessons. Each class participate for a term; this is run by the local council but funded by the school. Coldfall also provide the opportunity for Year 5 children to take part in a cycle proficiency course. This course teaches the children how to ride safely on the local roads. Children can only take part in this course if they already know how to ride a bike confidently.


Our expectations for attainment are high and have increased over recent years as the progression of learning in PE has been embedded into the school from EYFS to Yr 6. The expectation is to ensure that all children are equipped with the necessary knowledge, fundamental skills and confidence to live a healthy lifestyle, continue to take part sport at whatever level they choose, and to be physically active long after they have left Coldfall. This is important, especially in terms of mental health, as taking part in sport or being physically active can have a positive impact on an individual’s mental health both as a teenager and an adult.

By the time children leave Coldfall Primary School, they should be able to:

  • Manipulate an object with different parts of their body.
  • Throw and catch confidently.
  • Be able to move at different speeds and change direction on the balls of their feet.
  • Understand how to improve performance based on knowledge and understanding for example, on a javelin throw; why did it go towards the ground? How can I stop this from happening again?
  • Take part in a number of different sports and have basic understanding of the rules and how to take part.
  • Participate and compete with confidence in team games and individual sports.
  • Demonstrate flexibility, strength, technique, control and balance during PE.
  • Be able to recognise the benefits of exercise and being physically active on the body.
  • Perform water safety confidently. (This is undertaken in year 5)

Assessment and Evidencing Work

Formative assessment and verbal feedback occurs in every PE lesson. Self-assessment is also encouraged along with peer assessment.

Students are assessed each term based on specific PE key skills which are developed through their curricular PE lessons with the PE specialists. They are graded as;

W- working towards achieving the objective

E – working at expected level

A – working above expected level

We also have a yearly skills framework that we use the same grading system for that gives us a yearly overview in line with the National Curriculum requirements.

Key Skills in English and Mathematics

Particular skill areas are described as ‘key skills’ because they help learners to improve their learning and performance in education, work and life. These are embedded in the school’s curriculum.

Visit the CLASS PAGES for a particular year group/subject to read the expectations, or go to the ENGLISH or MATHS pages for the full range of Year group content.



I’m aware that a banana may, on first thought, seem an obscure image to sum-up positivity. However, the colour is bright and optimistic and you can place the banana in front of ones’ face and present a bright and positive face to the world.