Hatfield Heath Primary School

Hatfield Heath, Bishop's Stortford, Hertfordshire, CM22 7EA

01279730382

office@hatfieldheath.essex.sch.uk

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Curriculum

Curriculum Intent

 At Hatfield heath Primary School we believe in an inspirational curriculum that is rich with wonder, discovery and knowledge. Every child has the right to experience the joy of learning, deep curiosity and an understanding about the world and their place within it.

 Our curriculum will give children the opportunity to:

  • Develop a rich and deep subject knowledge
  • Experience the challenge and enjoyment of learning
  • Become life-long learners with inquisitive minds
  • Develop essential skills to become global citizens

 Big Ideas within Our Curriculum

Humankind – Understanding what it means to be human and how human behaviour has shaped the world

Processes – Understanding the many dynamic and physical processes that shape the world

Creativity – Understanding the creative process and how everyday and exceptional creativity can shape the world

Investigation – Understanding the importance of investigation and how this has led to significant changes in the world

Materials – Understanding the properties of all matter, living and non-living

Nature – Understanding the complexities of the plant and animal species that inhabit the world

Place – Understanding the visual, cultural, social and environmental aspects of places around the world

Comparison – Understanding how and why things are the same or different

Significance – Understanding why significant people, places, events and inventions matter and how they have shaped the world

Change – Understanding why and how things have changed over time

 

Our topic maps are as follows:

 

 

The school curriculum comprises all learning and other experiences, both explicit and implicit, that are available for pupils. At Hatfield Heath Primary School we strive to provide a rich, relevant, progressive, broad and balanced curriculum which takes into account the National Curriculum. The curriculum is taught to children at age and stage appropriate levels.

In the Early Years Foundation Stage (EYFS), pupils follow the structure of the EYFS Framework which includes seven areas of learning:

  • Communication and Language
  • Physical Development
  • Personal, Social and Emotional Development
  • Literacy
  • Mathematics
  • Understanding of the World
  • Expressive Arts and Design

In both Key Stages 1 and 2, pupils are taught the following areas within the National Curriculum:

  • English
  • Mathematics
  • Science
  • Computing
  • Design and Technology
  • History
  • Geography
  • Art and Design
  • Music
  • Physical Education
  • Foreign Language – French – KS2 only 

Additionally we teach RE using the Essex Agreed Syllabus and Personal, Social, Health, & Citizenship Education.

 

Early Years Foundation Stage

The EYFS framework covers all children in any kind of setting (childminders to schools) from birth until the end of the school year in which they turn five.  At Hatfield Heath Primary School we take into account any information received from prior settings about the children’s prior developments and interests to support our initial planning.  We also conduct baseline assessments using ELO and EEXBA.  Throughout the year we actively seek parental input into their child’s development and interests through WOW slips and each child’s learning journal.  Working alongside parents also means that the children can be supported in school and within the home, helping learning to become relevant, meaningful and something that will enthuse the children and that they can be proud of.

Aims of EYFS

The EYFS seeks to provide:

  • quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind
  • a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly
  • partnership working between practitioners and with parents and/or carers
  • equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported.

Overarching principles

Four guiding principles should shape practice in early years settings. These are:

  • every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured
  • children learn to be strong and independent through positive relationships
  • children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers
  • children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.

At Hatfield Heath Primary School we recognise that children will learn best when they are engaged and motivated.  Therefore the children are at the centre of the planning.  What are they interested in?  What do they know/can they do?  What do they need to know/do next?  What are the least and most popular areas of the indoor and outdoor learning environment?  The class interests, for example a favourite author or a popular film, often influence planning of both adult led and continuous provision.  However the overall aim is for children to gain a broad range of experiences so they can develop their own interests and receive a good foundation and transition into the national curriculum.  We also acknowledge that not all children will progress at the same rate; some children may need additional challenge beyond the EYFS whilst others may need additional support to ensure their continued development.

 

English

Our English policy (link below) contains detailed information about the objectives being taught across all areas of English (Spoken Language; Reading; Writing and Transcription) for every year group, showing the progression from one year to the next.

English Policy September 2022

Phonics

Phonics Policy September 2022

At Hatfield Heath, we use Unlocking Letters and Sounds which was validated by the DfE in December 2021. We begin teaching phonics in the first few weeks of term 1 in Reception and children make rapid progress in their reading journey. Children begin to learn the main sounds heard in the English Language and how they can be represented, as well as learning ‘Common Exception’ words for Phases 2, 3 and 4. They use these sounds to read and write simple words, captions and sentences. Children leave Reception being able to apply the phonemes taught within Phase 2, 3 and 4.

Phase 2 'Actions, Images and Letter Formation' document

Phase 3 'Actions, Images and Letter Formation' document

In Year 1 through Phase 5a, b and c, children learn any alternative spellings and pronunciations for the graphemes and additional Common Exception Words. By the end of Year 1 children will have mastered using phonics to decode and blend when reading and segment when spelling. In Year 1 all children are screened using the national Phonics Screening Check.

In Year 2, phonics continues to be revisited to ensure mastery of the phonetic code and any child who does not meet age related expectations will continue to receive support to close identified gaps.

For further details please see the Unlocking Letters and Sounds Progression:

Overview Progression in phonics

To ensure no child is left behind at any point in the progression, children are regularly assessed and supported to keep up through bespoke 1-1 interventions. These include GPC recognition and blending and segmenting interventions. The lowest attaining 20% of pupils are closely monitored to ensure these interventions have an impact.

Reading Scheme

At Hatfield Heath we promote a 'phonics first' approach and in our reading sessions at school and in the books children take home, texts are very closely matched to a child's current phonics knowledge so that every child can experience real success in their reading. In these crucial early stages of reading we primarily use books from Ransom Reading Stars Phonics and Big cat phonics.

Once children progress beyond decodable texts, they move onto our book scheme so that they can continue to progress in their decoding, fluency and comprehension skills to become avid, expert readers.

Comprehension

Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, parents and other contributors, as well as from reading and discussing a range of stories, poems and non-fiction. We encourage all pupils to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds.

We believe that it is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education. With consistent, positive parental/carer support success at the highest levels is possible – our results show that.

 

Mathematics

Mathematics Policy September 2022

 The following progression maps have been adapted from White Rose Maths in line with our policy:

Progression in Addition and Subtraction.pdf

Progression in Algebra.pdf

Progression in Fractions, Decimals and Percentages.pdf

Progression in Geometry.pdf

Progression in Measures.pdf

Progression in Multiplication and Division.pdf

Progression in Place Value.pdf

Progression in Ratio and Proportion.pdf

Progression in Statistics.pdf

Science

Our Science policy (link below) contains detailed information about the topics being taught in each year group, as well as a detailed progression document for skills and knowledge.

Science Policy September 2022

Science Progression Map

Our whole school long term curriculum map for Science can viewed here (also contained with in the policy document above along with much greater detail concerned with each year group):

Computing (previously called ICT or IT)

 Policy to be uploaded soon

 

PSHCE – Personal, Social, Health & Citizenship Education

Our PSHE policy (link below) contains detailed information about the areas being taught in each year group.

PSHE policy September 2022

Our whole school long term curriculum map for PSHCE can viewed here (also contained with in the policy document above):

 

 

Physical Education

Our PE policy (link below) contains detailed information about the areas being taught in each year group. The link for the progression map is below the policy link.

PE Policy September 2022

PE KS1 & 2 Progression Map.pdf

Our whole school long term curriculum map for PE can viewed here (also contained with in the policy document above):

 

 

Art & Design

Our Art policy (link below) contains detailed information about the topics being taught in each year group, as well as a detailed progression document for skills and knowledge.

Art Policy September 2022

Art & Design Progression Map

 

Music

Our Music policy (link below) contains detailed information about the topics being taught in each year group, as well as a detailed progression document for skills and knowledge.

 Music Policy September 2022

Music Progression Map

 

History

Our History policy (link below) contains detailed information about the topics being taught in each year group, as well as a detailed progression document for skills and knowledge.

History Policy September 2022

History Progression Map

 

Geography

Our Geography policy (link below) contains detailed information about the topics being taught in each year group, as well as a detailed progression document for skills and knowledge.

Geography Policy September 2022

Geography progression map

Design & Technology

Our Design & Technology policy (link below) contains detailed information about the topics being taught in each year group, as well as a detailed progression document for skills and knowledge.

 Design and Technology Policy September 2022

Design Technology Progression Map

 

Modern Foreign Language

Our Modern Foreign Language policy (link below) contains detailed information about the topics being taught in each year group in KS2, as well as a detailed progression document for skills and knowledge.

 MFL Policy September 2022

 Our whole school long term curriculum map for MFL can viewed here (also contained with in the policy document above):

Religious Education

Our RE policy (link below) contains detailed information about the topics being taught in each year group, as well as suggested core questions and progression for the different age ranges in school.

 RE Policy September 2022

Religious Education Progression Map

 Our whole school long term curriculum map for RE can viewed here (also contained with in the policy document above):