The School's Curriculum - Academic Year 16/17
One of our main aims is wanting children to have the chance to enjoy and succeed.
In order for us to achieve this we are committed to ensuring that children learn key knowledge, skills and concepts for all subjects in greater depth by carefully planned learning progression. Teaching is delivered to make it challenging and exciting and meets the needs of all our children.
Subject teaching is enhanced through cross-curricular work and topics wherever possible.
Our curriculum promotes preparation for an appreciation of life in modern Britain.
We are committed to ensuring that children learn key knowledge, skills and concepts for all subjects in greater depth by carefully planned learning progression. This is achieved through a variety of teaching styles, resources and experiences. Planned work is clearly differentiated to meet the needs of individual children.
In order to ensure progress of each child careful assessment and close monitoring takes place during the year.
Children who are gifted and talented in specific curriculum areas are identified and work is adjusted accordingly to ensure they continue to make progress. Children needing additional support are provided with extra adult time, a personalised programme of learning and specialised resources where appropriate.
The Early Years Foundation Stage (EYFS)
This is the first stage of school. The curriculum is play based and underpins all future learning by developing social and personal skills and building attitudes to learning.
The EYFS is divided in to three Prime areas of learning:
Communication and language
Personal, social and emotional development
And four Specific areas:
Understanding of the world
Expressive arts and design
Key Stage 1 & 2
All children follow the National Curriculum, to find out more click here
Maths, literacy, science, computing, history, geography, music, art, design & technology, PE and RE are taught throughout the school.
A thematic approach is used and three topics are planned during the year. Teachers make links between subject areas so that children can apply skills and consolidate knowledge and understanding in a range of contexts.
Spiritual, moral, social and cultural aspects are interwoven throughout the whole curriculum and school life. Therefore children are aware of the history and values of Britain which prepares them for life in modern Britain.
Language development takes place within three major areas, reading, writing, speaking and listening. We plan units of work using programmes of study from the National Curriculum 2014. We also use additional supplements from the Hamilton Trust.
When first starting school children are introduced to skills that will prepare them for reading, writing and speaking and listening. Children have access to a range of reading scheme books during the EYFS and KS1 to enable them to learn to read. These include Oxford Reading Tree, Songbirds, Rigby Star, Snapdragons, All Aboard. As their skills develop, they move away from the reading schemes and access books from Renaissance Accelerated Reader which encourages them to read “real” books. They develop their love of books at the same time as developing their individual skills. All children are expected to take books home every day to share with their parents.
Writing covers a range of genres; fiction, non-fiction and poetry; children writing for different purposes and audiences. Great emphasis is placed on the correct application of Grammar and punctuation. Presentation of work is valued; a cursive style is taught from reception and children are encouraged to develop legible neat handwriting as they mature.
When teaching phonics the Jolly Phonics scheme is used when children first enter school. "Letters and Sounds" is then used to teach phonics in a structured way. Teachers use additional resources such as Phonics Play to further support teaching and learning in this area.
We want our children to enjoy maths and have a positive attitude towards the subject. The teaching of maths is structured based on the National Curriculum programmes of study. Maths is taught through a balanced approach of more formal teaching, practical investigations and discussion.
Children are encouraged to develop an enquiring mind through the asking of questions and finding answers. As well as gaining facts and knowledge children are involved in practical investigations which involve exploring, observing, measuring, recording etc.
At school we teach computer skills which will equip the children with the skills to take part in the constantly changing world of technology.
We are well equipped with laptops and interactive whiteboards as well as a growing bank of iPads.
Where appropriate, technology is linked with other subjects so that children can extend their skills. They are taught about how to keep themselves safe online.
Through the teaching of Geography we aim to foster children's sense of wonder interest in their surroundings and in the variety of human and physical conditions on the Earth's surface. It is important that children are helped to develop an informed concern about the quality of the environment and the future of the environment.
The local environment is a valuable resource. The children use the locality whenever possible. Fieldwork takes the form of residential visits to Malham, Nell Bank, Buckden and Humphrey Head.
We have links with a school in Greece and France which develops the understanding of similarities and differences between countries.
Through History we aim to develop children's sense of identity through learning about the development of Britain, Europe and the world. We encourage children to use and interpret evidence to develop understanding about the past. Most history topics end with a themed day, staff organise visits and visitors to enrich children’s learning.
It is our aim to engage children in the love of music through singing, instrumental playing, composition and the appreciation of different types of music and composers. We want to create opportunities to enable children to develop an understanding and appreciation of a wide range of music. The aim of music is to enable our children to acquire the knowledge, skills and understanding needed to make music and promote an interest in pursuing music further e.g. learning to play a musical instrument
Art and Design
Children use a range of materials, media, tools to express their ideas and feelings and to develop imagination and observation.
They are taught to appreciate and evaluate art, craft and design from different cultures and times as well as make decisions about how to develop their own work.
PE at school involves participation in dance, swimming, gymnastics, outdoor activities and games.
The school is well equipped for PE and games. The hall has wall bar, soft topped apparatus and large mats. Two well stocked sheds house resources for a range of sports and games such as hockey, tennis, tag rugby, cricket and rounders.
The large playing field and playground are ideal large spaces for ball games and other sporting activities.
The school benefits from links with the School Sports partnership and additional sporting opportunities are planned so that all pupils have the opportunity to take part in sporting activities involving other schools.
A Sports’ Day takes place at the end of the summer term involving the whole school.
Pupils in Year 5 attend an outdoor education centre for a residential week.
Swimming lessons are provided for children in Y1-6.
Design and Technology
Children are given a range of tasks which require them to design and make different items. Through the use a variety of materials, techniques and tools they develop and practise skills. They are encouraged to evaluate their own work as well as their peers.
Our principle aim is to enable children to explore religious beliefs and practices in an objective and globally aware way, and as such to develop their own patterns of belief. All Religious Education taught at school is in accordance with the North Yorkshire Agreed Syllabus, which introduces and discusses Christianity, Judaism, Islam and Hinduism. It takes into account the teaching and practices of other religions in our country (1988 Education Act). RE plays an integral part in a child’s spiritual, social, moral and cultural development.
Personal, Social, Citizenship and Health Education
Through this we aim for the children to be healthy, independent and responsible members of the community and wider society. The children are encouraged to contribute to school life through class forums and school council and fundraising events. They contribute to local community by being involved in church activities, organising fundraising events, performances in church. Through PSHE lessons, RE, assemblies children develop confidence, self-esteem and motivation as well as understanding their rights and responsibilities within society (British Values).
This promotes preparation for an appreciation of life in modern Britain.
Sex and Relationship Education (SRE):
We teach children about:
Pupils in Y5/6 are taught about puberty by the classteacher.
Our aim is to foster an interest in language learning by introducing children to the French language and prepare them well for secondary school. We do this by planning a curriculum, which is both enjoyable and accessible to all pupils. French is taught through half termly themes; vocabulary and phrases are introduced and consolidated. Children in years 3-6 are taught French.
At Hellifield Community Primary School, we aim to promote British Value as part of our ethos and school culture. This is in line with the government definition of British Values as set out in the 2011 ‘Prevent Strategy’
The values we focus on are as follows -
The principle of democracy is constantly enforced in our school, with pupils made aware that they are able to make decisions about what happens within their school. All classes decide on their rules at the beginning of the year, setting ground rules for class conduct and procedures. We have a School Council and Class Councils who meet on a regular basis and whose purpose is to increase the influence of pupils in their own education by ensuring that their views are included when the school is making decisions. We want our pupils to feel that they are part of the school community and that we appreciate their points of view. Each year, all pupils complete a ‘Pupil Questionnaire’, which looks at various aspects of school life. The principle of democracy is also sometimes explored in Humanities, English and Religious Studies as well as in class time and through themed assemblies. Where appropriate, we link our work in this area to what is happening nationally. (e.g. local and general elections)
The Rule of Law
The importance of the rule of law, how laws are made and how rules and laws are put in place to ensure the safety of any society, is reinforced throughout the school, through our behaviour policy, PSHCE lessons and through themed assemblies. Pupils are reminded of the importance of obeying laws and of the consequences if these laws are broken. Our class rules and playground rules are on display for reference. The importance of rights and responsibilities is paramount to our school ethos and this forms a central part of our teaching practice in every lesson. We also have links with our local police force, who come into school on request to talk about the importance of law and order with reference to local issues.
We are committed to providing a calm, caring and well-ordered environment where everyone feels safe, happy and understands what is expected of them ensuring that pupils feel comfortable when expressing themselves. We promote a culture of praise and encouragement and expect consistency of response to both positive and negative behaviour, which provides boundaries for pupils to make their own choices. Pupils are aware of the importance of making appropriate choices, with regard to such things as e-safety and the physical and emotional well-being of themselves and others. We encourage children to take responsibility for their behaviour as well as knowing their rights. We challenge stereotypes and encourage our children to challenge prejudicial or discriminatory behaviour.
We believe that positive relationships based on mutual respect, promote positive attitudes to learning and that as children learn by example, all adults within school should act as positive role models with regard to their own behaviour. Respect is at the core of our school ethos and is reflected in our Positive Behaviour Policy which is implemented throughout our school
Students are made aware that their behaviour affects others and that positive and negative behaviour will result in very different outcomes and each behaviour will elicit a relevant response, consistent throughout the whole school.
We compete with other schools in a wide variety of sports and constantly reinforce the value of good sportsmanship and respect in the competitive environment.
Tolerance of those of different faiths and beliefs
Global themes and cultures are explored within the curriculum, notably in Humanities and RE where pupils learn about different faiths and cultures. Visits to other places of worship and visitors of different faiths serve to enrich this part of the curriculum. Our school assemblies programme also closely follows cultural events, ensuring that students are kept up to date with relevant social, cultural and spiritual events. We recognise and celebrate key times in other faiths and cultures wherever possible e.g. Chinese New Year
Aware that our pupils are in a largely monocultural school and community, we have established a close link with IQRA School in Bradford and follow a programme of cultural exchanges with them. We also have link schools in Europe. We embrace opportunities to invite people into school to speak to our children during assemblies and lessons about life in other countries and our global responsibilities.
We have a permanent display in school reminding the school community of these values, which is updated as related events take place