Subjects across the Curriculum
EYFS
In Reception, we follow the Early Years Statutory Framework for the Early Years Foundation Stage, published in March 2014 by the DfES. This Framework specifies the requirement for learning and development in the Early Years and provides specific areas of learning we must cover in our curriculum.
These areas are:
A vital aspect in the development of essential knowledge and skills is the use of continuous provision. This means that children are using and developing certain skills throughout the year on a daily/weekly basis. Continuous Provision practice and principles begin in Early Years Foundation Stage and support children to develop key life skills such as independence; innovation; creativity, enquiry; analysis and problem solving. This is further enhanced through regular Outdoor Learning/Forest School sessions.
In Reception, we follow the Early Years Statutory Framework for the Early Years Foundation Stage, published in March 2014 by the DfES. This Framework specifies the requirement for learning and development in the Early Years and provides specific areas of learning we must cover in our curriculum.
These areas are:
- Personal, Social and Emotional Development
- Physical Development
- Communication and Language development
- Literacy
- Mathematics
- Understanding the World
- Expressive Arts and Design
A vital aspect in the development of essential knowledge and skills is the use of continuous provision. This means that children are using and developing certain skills throughout the year on a daily/weekly basis. Continuous Provision practice and principles begin in Early Years Foundation Stage and support children to develop key life skills such as independence; innovation; creativity, enquiry; analysis and problem solving. This is further enhanced through regular Outdoor Learning/Forest School sessions.
English
Our English lessons develop pupils’ spoken language, reading, writing and grammar and vocabulary. English is taught in a cross-curricular way, linking up with other areas of the curriculum. We teach our pupils to speak clearly, to convey their ideas fluently and confidently and to ask questions. Their vocabulary is developed systematically. Our pupils are encouraged to read for pleasure and to read widely.
We use Letters and Sounds as the basis for our phonics programme. Phonic awareness helps the development of reading by segmenting and blending sounds. We are part of a local Phonics Hub supporting sustained improvement. The children will be heard reading individually and during whole class reading. The whole class reading sessions cover both fiction and non-fiction books. Whole class reading also develops the children’s comprehension skills. Parents are given clear expectations about reading at home.
We develop writing skills so that our pupils have the stamina and ability to write at the age expected standard. To support children in moving towards independent writing we provide a wide range of activities including use of film and imagery, modelled, shared and guided writing, peer editing and discussion. We encourage pupils to express their ideas, exchange ideas and to develop more sophisticated vocabulary. We provide opportunities for writing for purpose and we encourage pupils to see themselves as authors. We promote the status of written work by providing opportunities for children’s writing to be published and read by real audiences.
Handwriting sessions are incorporated into the English lessons. A range of extra activities are used to promote literacy within the school including World Book Day and author visits.
National Curriculum English Programmes of Study
Our English lessons develop pupils’ spoken language, reading, writing and grammar and vocabulary. English is taught in a cross-curricular way, linking up with other areas of the curriculum. We teach our pupils to speak clearly, to convey their ideas fluently and confidently and to ask questions. Their vocabulary is developed systematically. Our pupils are encouraged to read for pleasure and to read widely.
We use Letters and Sounds as the basis for our phonics programme. Phonic awareness helps the development of reading by segmenting and blending sounds. We are part of a local Phonics Hub supporting sustained improvement. The children will be heard reading individually and during whole class reading. The whole class reading sessions cover both fiction and non-fiction books. Whole class reading also develops the children’s comprehension skills. Parents are given clear expectations about reading at home.
We develop writing skills so that our pupils have the stamina and ability to write at the age expected standard. To support children in moving towards independent writing we provide a wide range of activities including use of film and imagery, modelled, shared and guided writing, peer editing and discussion. We encourage pupils to express their ideas, exchange ideas and to develop more sophisticated vocabulary. We provide opportunities for writing for purpose and we encourage pupils to see themselves as authors. We promote the status of written work by providing opportunities for children’s writing to be published and read by real audiences.
Handwriting sessions are incorporated into the English lessons. A range of extra activities are used to promote literacy within the school including World Book Day and author visits.
National Curriculum English Programmes of Study
Mathematics
At Hathern, we use White Rose Maths as the basis for our mathematics curriculum. The schemes of learning outline yearly frameworks that break down what children need to learn during each term, to master the learning objectives laid out by the National Curriculum. The learning is broken down into small steps and builds upon what the children have learnt previously. This includes the use of a concrete – pictorial – abstract approach through the maths curriculum. All pupils are given regular opportunities to apply understanding and demonstrate mastery through reasoning and problem-solving: verbally and written. Children regularly practise recalling key number facts such as time tables and pupils in Key Stage 2 develop their fluency at home using the TT Rockstars app.
Assessment for learning is used throughout maths lessons and aids the teachers in identifying children who may need additional support. These children access maths intervention sessions either in small group or in 1:1 contexts in order to consolidate their understanding of mathematical skills and processes needed to access the learning in the classroom.
White Rose Maths for Parents
Visit the White Rose Maths site HERE to read advice and guidance for parents, and to view all of the schemes of learning. This is a good resource should you want to look at the small steps to see how concepts are broken down into smaller chunks for pupils.
There are free parent workbooks available HERE to download for each year group if parents want to see an example of the standard of questions that are expected in each scheme of learning.
National Curriculum Mathematics Programmes of Study:
https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-programmes-of-study
Which methods do we use?
These calculation policies will further explain the models, images and methods that we use to teach mathematics as children progress through school.
At Hathern, we use White Rose Maths as the basis for our mathematics curriculum. The schemes of learning outline yearly frameworks that break down what children need to learn during each term, to master the learning objectives laid out by the National Curriculum. The learning is broken down into small steps and builds upon what the children have learnt previously. This includes the use of a concrete – pictorial – abstract approach through the maths curriculum. All pupils are given regular opportunities to apply understanding and demonstrate mastery through reasoning and problem-solving: verbally and written. Children regularly practise recalling key number facts such as time tables and pupils in Key Stage 2 develop their fluency at home using the TT Rockstars app.
Assessment for learning is used throughout maths lessons and aids the teachers in identifying children who may need additional support. These children access maths intervention sessions either in small group or in 1:1 contexts in order to consolidate their understanding of mathematical skills and processes needed to access the learning in the classroom.
White Rose Maths for Parents
Visit the White Rose Maths site HERE to read advice and guidance for parents, and to view all of the schemes of learning. This is a good resource should you want to look at the small steps to see how concepts are broken down into smaller chunks for pupils.
There are free parent workbooks available HERE to download for each year group if parents want to see an example of the standard of questions that are expected in each scheme of learning.
National Curriculum Mathematics Programmes of Study:
https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-programmes-of-study
Which methods do we use?
These calculation policies will further explain the models, images and methods that we use to teach mathematics as children progress through school.
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Science
Science will be taught as a separate lesson but will be linked to our Topic work where appropriate. We will encourage our pupils to be curious about natural phenomena and to be excited by the process of understanding the world around them. Key scientific terminology will be introduced each lesson and knowledge will be built upon throughout the school. Pupils will be encouraged to work scientifically and will able to carry out simple tests and experiments using equipment and to gather and record data. Whilst at Hathern CofE Primary, children will learn about plants, animals including humans, materials, seasonal change, habitats, rocks, light, forces, states of matter, sound, electricity, earth and space and evolution and inheritance. We will also have dedicated science days throughout the year.
National Curriculum Science Programmes of Study
Science will be taught as a separate lesson but will be linked to our Topic work where appropriate. We will encourage our pupils to be curious about natural phenomena and to be excited by the process of understanding the world around them. Key scientific terminology will be introduced each lesson and knowledge will be built upon throughout the school. Pupils will be encouraged to work scientifically and will able to carry out simple tests and experiments using equipment and to gather and record data. Whilst at Hathern CofE Primary, children will learn about plants, animals including humans, materials, seasonal change, habitats, rocks, light, forces, states of matter, sound, electricity, earth and space and evolution and inheritance. We will also have dedicated science days throughout the year.
National Curriculum Science Programmes of Study
Geography
At Hathern, we believe that Geography helps to provoke and answer questions about the natural and human worlds, encouraging children to develop a greater understanding of their world and their place in it. It helps to develop a range of investigation and problem-solving skills that are transferable to other curriculum areas and which can be used to promote children’s spiritual, moral, social and cultural development. Geography is, by nature an investigative subject, which develops an understanding of concepts, knowledge and skills. We seek to inspire in children a curiosity and fascination about the world and its people which will remain with them for the rest of their lives; to promote children’s interest and understanding about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.
National Curriculum Geography programmes of Study
At Hathern, we believe that Geography helps to provoke and answer questions about the natural and human worlds, encouraging children to develop a greater understanding of their world and their place in it. It helps to develop a range of investigation and problem-solving skills that are transferable to other curriculum areas and which can be used to promote children’s spiritual, moral, social and cultural development. Geography is, by nature an investigative subject, which develops an understanding of concepts, knowledge and skills. We seek to inspire in children a curiosity and fascination about the world and its people which will remain with them for the rest of their lives; to promote children’s interest and understanding about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.
National Curriculum Geography programmes of Study
History
At Hathern, these skills are embedded within history lessons and developed throughout their journey of the history curriculum. By the end of their primary education, children will have a chronological understanding of British history from Stone Age to present day. They are able to draw comparisons and make connections between different time periods and their own lives. Interlinked with this is the need to look at world history such as the ancient civilisations of Greece and the Mayans.
The principles underpinning the history curriculum are taken from the 2014 National Curriculum; Programmes of study guide us on the content and focus of each objective to inform our curriculum. These units are enriched by cross curriculum work when appropriate. We also encourage a project based approach to learning with an emphasis on people and community in our local area. Children learn through enquiry based learning opportunities to gain a greater understanding of our local area.
The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.
Teachers create engaging and informative teaching and learning opportunities which take into account prior learning.
National Curriculum History programmes of Study
At Hathern, these skills are embedded within history lessons and developed throughout their journey of the history curriculum. By the end of their primary education, children will have a chronological understanding of British history from Stone Age to present day. They are able to draw comparisons and make connections between different time periods and their own lives. Interlinked with this is the need to look at world history such as the ancient civilisations of Greece and the Mayans.
The principles underpinning the history curriculum are taken from the 2014 National Curriculum; Programmes of study guide us on the content and focus of each objective to inform our curriculum. These units are enriched by cross curriculum work when appropriate. We also encourage a project based approach to learning with an emphasis on people and community in our local area. Children learn through enquiry based learning opportunities to gain a greater understanding of our local area.
The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.
Teachers create engaging and informative teaching and learning opportunities which take into account prior learning.
National Curriculum History programmes of Study
Art and Design
Art has a very important place in our curriculum. We see art as a vehicle for creativity and individual expression and it provides opportunities for collaborative work. It is an important form of cultural expression and, therefore, has significance and meaning for all our children. Our teaching provides an understanding of all the diverse art forms so that the children experience drawing, painting, collage, textiles, 3D designs, printmaking and digital media.
We have Art Days with a whole school focus on one artist or painting and we include art in our themed weeks.
National Curriculum Art Programmes of Study
Art has a very important place in our curriculum. We see art as a vehicle for creativity and individual expression and it provides opportunities for collaborative work. It is an important form of cultural expression and, therefore, has significance and meaning for all our children. Our teaching provides an understanding of all the diverse art forms so that the children experience drawing, painting, collage, textiles, 3D designs, printmaking and digital media.
We have Art Days with a whole school focus on one artist or painting and we include art in our themed weeks.
National Curriculum Art Programmes of Study
Design and Technology
Our design and technology lessons encourage the designing and making of products to solve real and relevant problems. Our pupils learn to select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics. They consider intended users and existing products, using technical vocabulary. Using resources from The Design and Technology Association, pupils complete tasks which investigate, design, make and evaluate products. They complete focused tasks to ensure they have the appropriate prior learning, safety knowledge and skills needed to create a product which meets the agreed design criteria.
National Curriculum Design and Technology Programmes of Study
Our design and technology lessons encourage the designing and making of products to solve real and relevant problems. Our pupils learn to select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics. They consider intended users and existing products, using technical vocabulary. Using resources from The Design and Technology Association, pupils complete tasks which investigate, design, make and evaluate products. They complete focused tasks to ensure they have the appropriate prior learning, safety knowledge and skills needed to create a product which meets the agreed design criteria.
National Curriculum Design and Technology Programmes of Study
Drama
Drama is used as a key tool in developing oral skills, vocabulary development, building confidence and self- esteem, and as an essential tool in developing imaginative, expressive, and persuasive spoken and written language. ‘Hot seating’, and ‘response in role’ drama techniques are used in literacy lessons aid the development of speaking and listening, reading and writing skills. Imaginative role play is fundamental to developing the whole child, not just in Early Years and KS1 education, but also as they children develop, and our curriculum provides opportunities to perform to wider audiences through assemblies and events around key festivals. There are increasing opportunities for our pupils to perform as they progress through the school.
Drama is used as a key tool in developing oral skills, vocabulary development, building confidence and self- esteem, and as an essential tool in developing imaginative, expressive, and persuasive spoken and written language. ‘Hot seating’, and ‘response in role’ drama techniques are used in literacy lessons aid the development of speaking and listening, reading and writing skills. Imaginative role play is fundamental to developing the whole child, not just in Early Years and KS1 education, but also as they children develop, and our curriculum provides opportunities to perform to wider audiences through assemblies and events around key festivals. There are increasing opportunities for our pupils to perform as they progress through the school.
Computing
As well as teaching computing skills discretely our approach is also to integrate ICT into all lessons: the use of laptops and other hardware such as cameras and iPads is as much part of our learning tools as pencils and pens. Subject specific software, from one-off programmes to learning platforms, support teaching and learning across all years. The children develop their skills, starting in reception with mouse control, keyboard skills, saving and printing work. They draw pictures, write and use the internet to carry out research. They then progress to more complex skills such as data analysis and coding. Pupils will use technology safely and identify where to go for help and support when they have concerns. Our taught curriculum has been developed by the National Centre for Computing Education.
National Curriculum Computing Programmes of Study
As well as teaching computing skills discretely our approach is also to integrate ICT into all lessons: the use of laptops and other hardware such as cameras and iPads is as much part of our learning tools as pencils and pens. Subject specific software, from one-off programmes to learning platforms, support teaching and learning across all years. The children develop their skills, starting in reception with mouse control, keyboard skills, saving and printing work. They draw pictures, write and use the internet to carry out research. They then progress to more complex skills such as data analysis and coding. Pupils will use technology safely and identify where to go for help and support when they have concerns. Our taught curriculum has been developed by the National Centre for Computing Education.
National Curriculum Computing Programmes of Study
Modern Foreign Languages
Our approach is to make learning a new language fun. Young pupils are very receptive to learning a new language; they like to mimic pronunciation and they can easily pick up and duplicate new sounds. They feel a real sense of accomplishment when they learn to say something new. We use the Kapow Scheme to teach French to children in KS2.
National Curriculum Language Programmes of Study
Our approach is to make learning a new language fun. Young pupils are very receptive to learning a new language; they like to mimic pronunciation and they can easily pick up and duplicate new sounds. They feel a real sense of accomplishment when they learn to say something new. We use the Kapow Scheme to teach French to children in KS2.
National Curriculum Language Programmes of Study
Music
In their music lessons pupils use their voices expressively and creatively by singing songs and speaking chants and rhymes. Assemblies will also provide an opportunity to practise singing. Pupils will also be taught to play a variety of instruments musically and encouraged to play together in ensemble groups. We encourage listening to a wide range of music with concentration and understanding. Music lessons are linked to Topic work and music is used in a variety of lessons and activities to create, mood, atmosphere and to help thinking.
National Curriculum Music Programmes of Study
In their music lessons pupils use their voices expressively and creatively by singing songs and speaking chants and rhymes. Assemblies will also provide an opportunity to practise singing. Pupils will also be taught to play a variety of instruments musically and encouraged to play together in ensemble groups. We encourage listening to a wide range of music with concentration and understanding. Music lessons are linked to Topic work and music is used in a variety of lessons and activities to create, mood, atmosphere and to help thinking.
National Curriculum Music Programmes of Study
Physical Education (PE)
PE is supported by a Specialist Teacher. Our PE sessions will be both indoor and outdoor for Reception and Key Stage 1. They focus on mastering basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination. Pupils are encouraged to participate in team games and to develop simple tactics for being an effective team member. Key Stage 2 pupils will also complete lessons inside and outside and may also visit other facilities including the local swimming pool. Swimming is introduced to the timetable from Key Stage 2. We ensure wider participation in the community by involvement in interschool sports, local authority and LPAP based competitions.
National Curriculum PE Programmes of Study
PE is supported by a Specialist Teacher. Our PE sessions will be both indoor and outdoor for Reception and Key Stage 1. They focus on mastering basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination. Pupils are encouraged to participate in team games and to develop simple tactics for being an effective team member. Key Stage 2 pupils will also complete lessons inside and outside and may also visit other facilities including the local swimming pool. Swimming is introduced to the timetable from Key Stage 2. We ensure wider participation in the community by involvement in interschool sports, local authority and LPAP based competitions.
National Curriculum PE Programmes of Study
PSHE & RSE
PSHE (Personal, Social and Health Education) is combined with RSE (Relationships and Sex Education), and is taught through a planned programme of learning in which children and young people acquire the knowledge, understanding and skills they need to manage their lives. As part of a whole school approach, PSHE & RSE develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. It prepares them to manage many of the most critical opportunities, challenges and responsibilities they will face growing up in such rapidly changing and challenging times. It also helps them to connect and apply the knowledge and understanding they learn in all subjects to practical, real-life situations while helping them to feel safe and secure enough to fulfil their academic potential. In our programmes we actively promote British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs to prepare our pupils for life in modern day Britain. Our citizenship lessons enable our pupils to understand the British democratic process and how to effect peaceful changes in society.
All our year groups have timetabled PSHE & RSE time but we encourage a cross-curricular approach to the development of key skills and understanding. Circle time is used to listen to others and to be heard with the help of class friends. Pupils learn about similarities and differences between people and cultures. They participate in a variety of cultural events such as Diwali, Hanukkah, Shrove Tuesday and Shavuot. Planting and growing things are important aspects of our PSHE curriculum and we link this to an understanding of healthy eating.
National Curriculum PSHE programmes of Study
PSHE (Personal, Social and Health Education) is combined with RSE (Relationships and Sex Education), and is taught through a planned programme of learning in which children and young people acquire the knowledge, understanding and skills they need to manage their lives. As part of a whole school approach, PSHE & RSE develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. It prepares them to manage many of the most critical opportunities, challenges and responsibilities they will face growing up in such rapidly changing and challenging times. It also helps them to connect and apply the knowledge and understanding they learn in all subjects to practical, real-life situations while helping them to feel safe and secure enough to fulfil their academic potential. In our programmes we actively promote British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs to prepare our pupils for life in modern day Britain. Our citizenship lessons enable our pupils to understand the British democratic process and how to effect peaceful changes in society.
All our year groups have timetabled PSHE & RSE time but we encourage a cross-curricular approach to the development of key skills and understanding. Circle time is used to listen to others and to be heard with the help of class friends. Pupils learn about similarities and differences between people and cultures. They participate in a variety of cultural events such as Diwali, Hanukkah, Shrove Tuesday and Shavuot. Planting and growing things are important aspects of our PSHE curriculum and we link this to an understanding of healthy eating.
National Curriculum PSHE programmes of Study
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Religious Education
At Hathern, we seek to ensure that all children in our school are educated to develop spiritually, academically, emotionally and morally to enable them to better understand themselves and others and to cope with the opportunities, challenges and responsibilities of living in a rapidly changing, multicultural world. The principal aim of religious education is to explore what people believe and what difference this makes to how they live, so that pupils can gain the knowledge, understanding and skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living. Our curriculum is underpinned by the teaching of the RE Agreed Syllabus for Leicestershire (SACRE) and the Understanding Christianity programme. Understanding Christianity |
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