Subjects
English
Intent
At Hawes Down Primary School, we believe that all children are entitled to an ambitious English curriculum which enables them to develop a love of reading, writing and discussion. Our approach (based on the HDPS model for Adaptive Teaching and Learning) has been carefully selected and developed with an understanding of SEND and the different needs of our learners at its heart. Ultimately, every child experiences success in English and is carried from their point of access to the realisation of their potential.
We aim to inspire an appreciation of rich and varied language through the immersion of high-quality age-appropriate texts and a confidence to use their imagination through our book-inspired curriculum. We ensure that the texts chosen are diverse and build the children’s cultural capital as well as broadening their understanding of the world. We strive for these creative ideas to be applied to their writing within a variety of genres (fiction, non-fiction, and poetry) and to be discussed effectively and with confidence. We provide an English Curriculum that is sequenced progressively to develop the acquisition of knowledge and skills. Teachers understand the importance of consistently revisiting previously acquired skills for progress to be rapid and sustained.
Implementation
Reading:
Reading is a priority across Hawes Down Primary School. At Hawes Down Primary School, our ambition is that all children will read confidently, fluently and with good comprehension. Children develop the habit of reading widely and often, for both pleasure and information. We carry out a range of activities throughout the school year to continue to build a culture of reading for pleasure across the school, including World Book Day activities, shared reading sessions and local library visits.
The teaching of early reading begins with high-quality phonics teaching from the beginning of EYFS following the Little Wandle Letters and Sounds Revised programme (see phonics intent statement). We carefully monitor the children’s reading at home and encourage parents to be fully active and engaged with us to support their child’s development.
At the early stages of reading development, the children initially use books without text and progress to fully decodable books that are closely linked to the phonics sounds or phase that they are learning. All children in EYFS and Year 1 read as part of an adult-led group three times a week. During these sessions, the children develop the skills of decoding, prosody, and comprehension. The books are closely matched to the children’s phonic knowledge. Reading books which match the children’s phonic knowledge are then sent home for additional practise.
Alongside their phonics teaching, children are exposed to a wide range of high-quality, engaging, and diverse reading books, to develop their vocabulary, widen their experiences and inspire our children to become life-long readers.
As the children become more confident and fluent readers and when they are secure with Phase 5 phonics, they move from phonics lessons to Whole Class Reading lessons which are based on the philosophy of Solomon Kingsnorth. These lessons are taught weekly in Key Stage 1 and daily from Year 3 to Year 6. During Whole Class Reading lessons, children read high-quality texts which have been selected to ensure diversity and richness of vocabulary. Teachers model reading with fluency, pace and expression. During these lessons, children complete a range of reading activities to develop the VIPERS skills of: Vocabulary, Inference, Prediction, Explain, Retrieval, Sequence/Summarise.
Writing:
At Hawes Down, every child is a writer. Daily, our children are encouraged to broaden their understanding of the world through writing for a range of purposes and audiences. Our texts inspire ideas for writing and have a significant effect on children’s vocabulary and story comprehension that they can use to embellish their own writing.
Writing is taught in a progressive sequence of lessons focusing on a specific genre in a meaningful context and for a particular audience. This gives them a clear distinct goal, a strong sense of a real reader and take pleasure and pride in their own writing. At the start of the writing journey, children are encouraged to generate their own ideas and have a strong sense of a real reader and a clear distant goal for the writing task.
At every stage of the writing journey, teachers scaffold children’s understanding of the writing processes through questioning, discussions, displays, explaining, modelling high quality writing and through techniques children have used themselves.
By the end of the writing journey, the children’s final piece of writing will showcase the grammatical skills and linguistic conventions they have acquired with as well as their knowledge of that writing genre. They are encouraged to share this knowledge they have acquired through wider curriculum lessons in a meaningful context (for example, writing scientific instructions or a historical biography). As writers, they learn to evaluate the effectiveness of their writing by editing and redrafting.
Oracy:
We aim to promote all forms of communication in our school's community to encourage children to interact and learn through talk. Oracy is embedded across the curriculum and used to unlock new learning and challenge thinking.
Oracy is described as learning through talk whilst learning to talk, and we understand how this can support the learning of all pupils and provide them with the opportunity to articulate their ideas and learn from each other as they explore new topics. We aim to provide pupils with the skills required to become confident speakers, using strongly embedded strategies aimed to support them beyond their school life.
The National Curriculum for English reflects the importance of spoken language in pupils’ development. Oracy is embedded throughout our broad and balanced curriculum and new strategies are explicitly taught to support learning. Questions are carefully planned to ensure that all children can fully participate and there is a shared understanding that everyone’s opinion should be valued.
Some of the activities we use to help develop spoken language are:
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Partner Talk
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Group Discussion
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Debate
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Role Play
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Drama
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Presentation
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Collaborative work and problem-solving
Impact
The impact of our English curriculum is to nurture children who are enthusiastic, confident, and independent readers, writers and speakers who take pride in and enjoy showcasing the development and progression of their English knowledge and skills.
At the end of their Hawes Down journey, our children can articulate their ideas, take risks in their reading and writing and have the curiosity and skills to take on future challenges and become global citizens.
Phonics
Intent
At Hawes Down Primary School, our ambition is for every child to read and write with confidence and fluency. We achieve this through a systematic, progressive, and consistent approach to phonics across the school. The phonic and early reading skills that the children learn from the beginning of EYFS will support them for the rest of their lives. Through high-quality phonics teaching, children will learn the skills to decode new words which enables them to read books fluently, with pace and expression.
We teach reading through the Little Wandle Letters and Sounds Revised programme, which is a systematic and synthetic phonics programme, and we ensure that there is full fidelity to our programme across the school. Phonics is taught in a progressive programme of lessons across EYFS and Year 1 and lessons are accessible for all children. Lessons are consistent across classes and key stages, so that children are exposed to the same vocabulary, structure and approach during phonics teaching. Lessons are carefully planned and sequenced so that children build on their prior knowledge and skills and can apply what they have learnt to the rest of the curriculum.
Implementation
At Hawes Down Primary School, children are taught to read using phonics following the Little Wandle Letters and Sounds Revised programme. Phonics lessons are taught every day in Reception and Year 1. In each session, the children revisit their previous learning, are taught new skills, and practise and apply what they have learned through reading and writing words.
Phonics lessons are accessible to all children and teachers provide support, scaffolding and challenge as required to enable all children to achieve. Any children who are falling behind are identified quickly and relevant, targeted interventions are put into place to secure their learning. All adults model correct pronunciation to support blending and segmenting.
At the start of EYFS, children continue to build upon listening activities as they begin the Little Wandle Letters and Sounds Revised programme and are introduced to grapheme-phoneme correspondence. Children are taught how to decode and blend to enable them to read new words. They are taught how to form letters correctly and learn to spell through the process of segmenting whole words and by selecting letters to represent those phonemes. Pupils are also taught a range of ‘tricky words’ which cannot be decoded using phonics.
Throughout Year 1, children continue to follow the Little Wandle Letters and Sounds Revised programme working systematically through the different phases. Children will be introduced to alternate spellings of phonemes they have learnt previously and embed their knowledge of decoding two and three syllable words. The reading and spelling of tricky words is taught continuously throughout the phases. Throughout Year 1, children can blend many more words in their heads, which enables them to read aloud fluently and confidently, without orally sounding out words.
During phonics lessons, children are also exposed to a wide range of vocabulary, which supports them with developing their understanding and building connections about the world around them.
At the start of Year 2, children will revisit their phonics learning from EYFS and Year 1 and some children will receive additional phonics teaching following on-going assessments. All Year 2 children then follow the Little Wandle Letters and Sounds Revised spelling programme, which builds on the phonic knowledge they have previously learnt.
In Year 3 and Year 4, children who require additional phonics support receive interventions following the Little Wandle Catch Up programme.
Impact
Our children will make rapid progress from their start point in reading and writing. They will leave EYFS with some of the fundamental skills of learning to read and write and will build on this knowledge throughout Year 1 and Year 2. By the end of Year 1, they should have a secure understanding of the phonic sounds to enable them to achieve highly in their Year 1 Phonics Screening Check. They will be able to decode new words and to read fluently, with pace and expression.
Ultimately, as children become more secure in their phonic knowledge, reading evolves from learning to read, to reading to learn.
USEFUL LINKS
Please click on the following link for information about how to say the sounds and how we teach phonics:
https://www.littlewandlelettersandsounds.org.uk/resources/for-parents/
Phase 2 sounds taught in Reception Autumn 1: https://www.youtube.com/watch?v=shlSQrleibs
Phase 2 sounds taught in Reception Autumn 2: https://www.youtube.com/watch?v=tKUEQFXXfYY
Phase 3 sounds taught in Reception Spring 1: https://www.youtube.com/watch?v=wxRMoHynvy0
How to say phase 5 soundsYear 1 Phonics Screening Check - Information for ParentsPhonics Screening Check
Phase 2 sounds Reception Autumn 1Phase 2 sounds Reception Autumn 2Phase 3 sounds Reception Spring 1Programme Overview Reception and Year-1Reception Progression OverviewYear 1 Progression OverviewReception Grapheme MatYear 1 Grapheme MatPhonics Glossary OF KEY TERMINOLOGY
Maths
“Maths inspires us to believe that every problem has a solution”
-Anonymous
“The definition of a good mathematical problem is the mathematics it generates rather than the problem itself”
-Andrew Wiles
Intent
Maths is, in essence, at the heart of everything we do in life. With this in mind, at Hawes Down Primary school we teach Maths to a mastery approach. Mastery of a mathematical concept means a child can us their knowledge of the concept to solve unfamiliar problems, and undertake complex reasoning, using the appropriate mathematical vocabulary. We expect most children to move through the program of study at broadly the same pace. Therefore, pupils in the same year group will be accessing and studying the same concept at the same time. Children who grasp a concept quickly will be challenged with rich and sophisticated problems within the learning block, rather than accelerated to different content. All children are exposed to fluency, reasoning and problem solving within their units of study. To ensure consistently high-quality teaching and coverage of Maths concepts, we structure our planning around the White Rose scheme of learning https://whiterosemaths.com/. Hawes Down Primary School is part of the London Thames Maths Hub, a collection of schools striving to achieve excellence in teaching for Maths Mastery.
Implementation
Children will receive daily Maths lessons, beginning with a fast-paced warm-up activity. This may consist of basic arithmetic practice, rapid times tables recall or consolidation of taught skills. They will also be given an opportunity to practice key skills pertinent to the new learning they will encounter. The three main strands of maths learning according to the mastery approach are; Fluency (mechanical Maths, learning how to answer a question using the appropriate method), Reasoning (the process of applying logical thinking to recognise patterns, connections or errors in Maths and explain why they are so) and Problem Solving (finding a way to apply mathematical knowledge and skills taught to answer unfamiliar types of problems). Teachers use an inclusive ping-pong style of teaching, where children receive short bursts of input and plenty of opportunities to put their learning into practice. Concepts and structures are broken down into manageable steps so that no child is left behind.
Impact
As a result of our Maths teaching at Hawes Down Primary School you will see:
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Children who can recognise and use a wide range of different representations of mathematical concepts.
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Children who are all challenged appropriately throughout each lesson.
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Children who can articulate their Maths learning using relevant vocabulary.
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Resilient problem solvers, ready to spot patterns and make connections.
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Children with a deep conceptual understanding of all areas of Maths.
Maths curriculum OverviewMATHS progressionMATHS CPA CALCULATION POLICYWhole School Multiplication Facts Overview
The multiplication tables check (MTC) is statutory for all year 4 pupils in England and takes place in the summer term. For more information please see the link below.
MULTIPLICATION TABLES CHECK (MTC)
Times Tables Rockstars
Science
Intent
At Hawes Down Primary School, we have invested in raising the profile of science alongside core subjects, and are pleased to have been awarded Primary Science Quality Mark. We have introduced an annual Science Day, which involves living and breathing science for the day with the support of external Scientists. We have extended the length of science lessons so children have more time to learn, explore, and have introduced a termly science assembly. We have also invited parents in to talk about science-based professions to support our collaboration with home and school. We want the children to be inspired by science and to develop their curiosity by encouraging them to think big. Children learn that science is not just in their local level (Cultural Capital), but also understanding how it affects everyone around the world and making links to sustainability. At Hawes Down Primary School, we prioritise exploration and discovery which is vital to children’s learning and we achieve this through a broad, balanced and engaging curriculum, where children are involved in all areas of practical science. The progressive knowledge throughout the school from EYFS to Year 6 creates an exciting opportunity to learn a rich diet of knowledge, which helps to provide connections between concepts and other curriculum subjects. The inclusion of science skills, knowledge and enquiry in our planning, combines to create ambitious lessons for all children allowing them to thrive and become scientists, this is all supported by well-matched and high quality resources across the school. Science is truly on the map at Hawes Down Primary School.
Implementation
In EYFS, Science is taught as a part of the Understanding of the World area of the curriculum. Children are provided with hands-on opportunities to investigate, observe and to ask and answer questions. All of these skills help to prepare them for Science in KS1.
At Hawes Down Primary School our Science curriculum is based on the National Curriculum which provides a structure for skill and knowledge development for the Science curriculum being taught throughout the school. We ensure progression throughout the school using our progression documents and scheme of learning which link directly to the National Curriculum.
We have developed our scheme of learning into topics which are creatively themed to support the delivery of the curriculum. Each topic identifies the correct scientific vocabulary and knowledge that the children need to have learnt by the end of that unit of work. Our systematic approach supports children in retaining and retrieving knowledge from previous experiences and enables them to build on these.
Targeted questioning and children’s curiosity is a key part of our learning and science lessons often start with an engaging question which provokes deep thinking and application of previous knowledge. Sequential lessons are planned to support answering these questions. Working scientifically skills are embedded into lessons by creative practical investigations to ensure these skills are being developed throughout the children’s school life. New vocabulary and challenging concepts are introduced through direct teaching and revisited regularly to ensure children retain that deep understanding.
Our science curriculum is enriched through school visits, visitors and working with our Trust schools to create an all-round scientific experience that builds confidence and skills for the next stage of their education.
Impact
The measure of this is to ensure children not only acquire the appropriate age related knowledge linked to the Science curriculum, but also have skills to move their learning forward.
All children at Hawes Down will develop:
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A greater scientific knowledge and understanding
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A wider range of scientific enquiry skills
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A richer scientific vocabulary
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An enjoyment and enthusiasm about Science in our school and as future scientists
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Standards in Science at the end of Key Stages are good or better than National and Bromley
Assessment
Science VisionScience work across the schoolPRIMARY SCIENCE QUALITY MARK
science newsletters
History
Intent
At Hawes Down Primary School, history periods are informed by the National Curriculum and are relevant to the children’s interests, as well as the context of the local area. The history curriculum at Hawes Down is carefully planned and structured to ensure that current learning is linked to previous learning. The curriculum at Hawes Down aims to ensure that all children can develop knowledge of how significant events and people fit into chronological timelines, to understand how the previous era contributed to the subsequent time periods, to develop a greater understanding of the world, the people within it and how history has shaped the way we live in the present, ensuring that the children develop a curiosity and prompts questioning about events to broaden their own knowledge. Our pupils can use primary and secondary sources to research and evaluate the evidence presented, drawing conclusions based on the evidence presented to them. They begin to look at questions to understand the complexities of people’s lives, process of change, diversity of societies and the relationships between different groups, comparing these from different periods of time including the present day. Our pupils also gain an understanding of how the past influences the present and the future, that Britain is part of the wider European culture and they begin to develop an understanding of historical development in the wider world, understanding how world history can differ from British history.
Implementation
Historical knowledge, skills and understanding are taught in units throughout the year. By the end of year 6, children will have a chronological understanding of Britain from the Stone Age to the present day. The children can make links between different time periods and their own lives. Through investigations, targeted questioning and exploration of artefacts, children strengthen their learning by deconstructing concepts and using facts and their own point of view to inform a deeper understanding. As a school, we ensure we immerse ourselves in the time periods we study by having specific ‘themed’ days. Within these days we dress up, role play and take part in activities that are relevant to the time being studied. Careful consideration is given to how we can enhance understanding of historical topics in each lesson, as well as how learners can be supported as part as the school’s commitment to inclusion. History is regularly monitored across the school to ensure progress is being made within the subject and the children are building upon their knowledge year after year.
Impact
The impact and measure of this is to makes sure the children have the relevant historical skills and knowledge that will allow them to be ready to learn within each key stage, into adulthood and within the wider world.
Allowing the children to learn in a hands-on, enquiring way will enable the children to have a love for learning about events from the past and how they shape our world today.
Assessment
Geography
Intent
At Hawes Down Primary School we are proud geographers and are pleased to have been rewarded with the Primary Geography Quality Mark. We take a mastery approach to teaching geography, having high aspirations for all children and each lesson has the same learning target for all. We seek to build on the experiences our pupils bring to each lesson and to enrich their cultural capital by demonstrating the relevance of their geographical skills in everyday life. The children are encouraged to ask questions and think outside the box and recognise where their geographical skills can be used in everyday life. As they progress, children are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it. The link between geography and the environment is vital, therefore as the children will gain knowledge of the Earth’s natural features, they will learn about the impact that humans have on the natural world. To enhance this learning, we have a school Eco day to encourage everyone to be more eco-friendly. Through progressive and engaging lessons from EYFS through to Year 6, the children are learning the importance of geography in their everyday lives.
Implementation
In EYFS, Geography is taught as a part of the Understanding of the World area of the curriculum. Children are exposed to practical opportunities to investigate the world around them and ask and answer questions. These skills will prepare the children for Geography in KS1.
At Hawes Down Primary School, the Geography curriculum is based upon the National Curriculum in England and is delivered through engaging and exciting lessons. The geography curriculum ensures progression across the school. Geography is taught discretely through topics covering the four key areas: Locational knowledge, Place knowledge, Human and Physical Geography and Geographical skills and fieldwork. Each topic identifies key vocabulary and knowledge, equipping the children with geographical language and knowledge. The progression allows children to retain and retrieve knowledge from previous learning and take it with them as they become confident geographers. Geography lessons develop a range of geographical skills and a variety of learning styles to engage all learners. Targeted questioning and children’s curiosity plays a vital role in geography – lessons often start with a curiosity question to encourage deeper thinking. At Hawes Down Primary School we recognise the importance that fieldwork in educational visits plays in developing the children as geographers and learners. We utilise the local area as well as residential visits in KS2 to provide with first hand and practical experiences.
The schools Eco-team aim to raise awareness and understanding of environmental issues both local and global. They act to enhance the school site through litter picking, tree planting and the allotment areas.
Impact
We want to equip our children with the knowledge of how their actions impact the world, leaving Hawes Down Primary School as geographers with skills to navigate the modern world. The children will have a breadth and depth of knowledge that will equip them as they progress into KS3.
Assessment
MFL
A different language is a different vision of life.’
-Federico Fellini-
‘Learning a language is not a destination, but a journey.’
-Jean Brunet-
Intent
At Hawes Down Primary School we believe that a high quality languages education will foster children’s curiosity and deepen their understanding of the world. Teaching and modelling will enable children to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It will also provide opportunities for them to explore for practical purposes and apply new ways of thinking. The learning of French provides a valuable educational, social and cultura experience for all children. Children develop communication and literacy skills that lay the foundation for future language learning in KS3 and beyond. Learning another language raises awareness of the multilingual and multicultural world and introduces an international dimension to children’s learning, giving them an insight into their own culture and those of others.
Implementation
At Hawes Down, French is taught by KS2 class teachers, supported by a specialist language learning programme. Lessons are engaging and interactive, which fosters a positive attitude towards languages. Throughout the year, students will focus on the four key skills of listening, speaking, reading and writing, with a special focus on phonics. Lessons always start with retrieval practice to ensure that knowledge is fully embedded. Confidence and self-esteem are built through positive reinforcement and rewarding creativity and risk taking in the language.
Through the teaching of French at Hawes Down Primary School we:
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Ensure every child has the opportunity to study French as a foreign language, developing their interest in the culture of other nations, communities and beliefs.
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Ensure children have access to high-quality teaching and learning opportunities.
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Ensure children have exposure to high frequency vocabulary and structures in the target language, that will allow them to communicate in a wide variety of situations.
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Ensure children develop an increased wider cultural understanding through our explorative and varied curriculum to which languages contribute.
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Ensure all children enjoy and have varied experiences where they are passionate about the language they are learning and are also finding out about the cultural practices of that country through independent and whole class research.
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Prepare students for Languages at Secondary School by equipping them with key knowledge of transferrable structures, terminology and phonics.
Impact
Our MFL curriculum is engaging and enjoyed by all learners, well-resourced and planned to build progression. In addition, we measure the impact of our curriculum through:
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Children articulating their thoughts about their own French learning weekly, identifying their own strengths.
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Monitoring and reflection against subject-specific skills defined in each year of study.
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Children applying their knowledge in a variety of different contexts and situations.
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Children applying their cultural understanding and tolerance across society and cultures.
Computing
Intent
At Hawes Down Primary, we aim to prepare our learners for their future by giving them the opportunities to gain knowledge and develop skills that will prepare them for an ever-changing digital world. We want to model and educate our pupils on how to use technology positively, responsibly and safely, using our high-quality resources. Knowledge and understanding of Information Communication Technology is of increasing importance for children’s future both at home and for employment. Our computing curriculum serves to build cultural capital by ensuring all children have access to and experience a range of activities, programmes, creative tools and games. We offer rich opportunities, inspiring children to draw upon skills learnt to reach future goals.
Our computing curriculum is ambitious because it is fast paced, rich in challenging vocabulary, and introduces difficult concepts such as algorithms from a young age. We then build on this knowledge and increase the challenge as children move through the school to really deepen and build on understanding.
Our broad and balanced computing curriculum focuses on a progression of skills in digital literacy, computer science, information technology and online safety to ensure that all children become competent in safely using and understanding a range of technology. Our intention is for computing to support children’s creativity and cross-curricular learning.
Online safety is a priority and children access this in all year groups by following a progressional online safety scheme of work. Alongside this direct teaching, opportunities to discuss online safety are taken regularly throughout the year with events such as ‘Safer Internet Day’, online safety assemblies and talks from outside agencies (The Breck Foundation). Children all have the SMART online safety rules as their desktop background, to refer to whenever they are using computers in school. In addition, documents are uploaded to our online safety tab throughout the year to help and advise our parents, to improve online safety at home.
All year groups have a weekly computing lesson; however, we encourage staff to try and embed computing across the whole curriculum to make learning creative and accessible. The intent is to foster a deep understanding of technology and its applications, preparing pupils to become responsible, competent, and confident users of digital tools.
Implementation
Our whole curriculum aims to enable all children to succeed. We teach the National Curriculum, supported by a clear skills and knowledge progression. This ensures that children’s skills and knowledge are built on and sequenced appropriately during their time at Hawes Down Primary School to maximise learning for all children. To ensure a broad range of skills and understanding, Computing is taught across three main strands: Digital Literacy, Computer Science and Information Technology.
Within Digital Literacy, children develop practical skills in the safe use of ICT and the ability to apply these skills to solving relevant, relatable and real-life problems: for example, understanding safe use of internet, networks and email. In Computer Science, children are taught to understand and apply the fundamental principles and concepts of computer science through practical experience creating programs, allowing them to analyse and solve problems. As part of Information Technology, children learn to save, retrieve, create and organise data. Children can express themselves and develop their ideas through ICT by designing and creating a variety of digital content: for example, writing and presenting as well as exploring art and design using multimedia. Computing vocabulary is an integral part of supporting children in their understanding of the subject and our curriculum is designed to ensure that all children develop confidence when using complex technical language in their Computing lessons. At the end of each unit, teachers assess attainment for each child. This allows teachers and leaders to see progress throughout the year.
Online safety is taught as a unit in the first term in each year group, yet is referred to throughout the Computing curriculum as teachers model safe internet use at all opportunities e.g. when teaching internet searching, blogging or email. The ‘Online Safety and Behaviour Policy’ will be reviewed annually by the Computing lead in the Spring Term.
IMPACT
Our curriculum aims to make sure that the children of Hawes Down Primary School head into their secondary education and subsequent endeavours as competent, positive and safe users of ICT. We aim to provide every child with excellent skills and knowledge but also endeavour to make all learning meaningful and will always ask the WHY behind their learning and not just the HOW. We want learners to discuss, reflect and appreciate the impact computing has on their learning, development and wellbeing. At Hawes Down, pupils will have developed a range of skills to express themselves creatively using digital media and be equipped to apply their computing skills moving forward.
The way pupils showcase, share, celebrate and publish their work will best show the impact of our curriculum. However the subject is monitored by the Computing leader via observing teaching, use of vocabulary, reviewing evidence of learning, speaking to learners and monitoring assessment, to ensure the intent and implementation in the subject lead to good impact and outcomes for all.
We are striving in the subject to increase the use a Computing within other subjects. A subscription to CPD training in this area has been provided for all teaching staff and an upcoming cross-curricular training session is being provided for further support teachers in this.
Art
“Art has the role in education of helping children to become like themselves instead of more like everyone else”
Sydney Gurewwitz Clemens
Intent
At Hawes Down Primary School, we have a progressive and aspirational Art and Design curriculum which provides a wide range of cultural capital.
Our aims are to provide a dynamic and rewarding creative education for all children to inspire and challenge.
Through creative teaching and a broad and global art curriculum, children will experience different art forms, from mark making, colour mixing, collage, printing, painting, sculpture and mixed media our children will be uninhibited in the way they explore art and express their creative ideas.
The children will be able to explore the language of art and have excellent knowledge of the artists and designers they study. From this our children will be able to create individual art; communicating in visual and tactile form.
They will be able to draw confidently and explore perceptively and powerfully in 2D or 3D. This will allow the children to think and act like creative practitioners.
By the time our children leave Hawes Down Primary School we believe that they will have a life-long passion about the arts.
Implementation
At Hawes Down our Art and Design curriculum is based on the National Curriculum and this is delivered and progression is ensured by following the Hawes Down Art and Design Curriculum progression of skills map for each year group. Our children show enthusiasm because they are challenged by our curriculum. The children will be resilient learners who overcome barriers and understand their own strengths and areas for development. They will be able to critique their own work as an artist because they know how to be successful. All children will be safe and happy in art lessons; these lessons will give them opportunities to research and experiment with their own creative development. They will be encouraged and nurtured to overcome any barriers to their learning or self-confidence because feedback is positive and focuses on artistic skills and knowledge. They will be able to talk about a variety of famous artists over time and develop artistic skills and confidence.
Impact
Our Art and Design curriculum successes will be measured by the children having a developed understanding of the names, key works, styles and techniques of major artists at an age appropriate level. A secure understanding of the key techniques and methods for each key area of the art curriculum: colour, form, line, tone, texture and shape. A progression of understanding, with appropriate vocabulary which supports and extends understanding. Confidence in discussing artists, art, their own work and identifying their own strengths and areas for development.
Design and Technology
“Design and Technology should be the subject where mathematical brainboxes and science whizzkids turn their bright ideas into useful products”
James Dyson
Intent
At Hawes Down Primary School, our Design and Technology curriculum incorporates a truly cross curricula approach. It is taught in an inspiring and creative way using the Design and Technology Association’s Projects on a Page scheme.
Our progressive and dynamic curriculum ensures that our children will have the skills to design and make high quality prototypes for a wide range of users. The curriculum ensures that all children have the ability to evaluate and test, ensuring that originality and creative risks are allowed and encouraged.
One of the most important aspects of our Design and Technology curriculum is how it allows children of all abilities to work independently, carrying out research testing, making mistakes and knowing it is ok if something does not work first time; that they have the power and ability to change their designs as they explore. This method of teaching Design and Technology allows all the children to feel passionate about their learning.
At Hawes Down, we ensure that Food Technology is taught in every year group, ensuring that the children are taught the knowledge about sustainability of food and how to create a balanced menu - skills that are lifelong, embedded at an early age.
Implementation
Design and Technology learners are committed because they are challenged by the curriculum which they are provided with. They are resilient learners who overcome barriers and understand their own strengths and areas for development. They can critique their own work as a design technician because they know how to be successful. Children will be encouraged and nurtured to overcome any barriers to their learning or self-confidence because feedback is positive and focuses on design and technology skills and knowledge. Through a wide and varied curriculum, they will be able to talk about a variety of famous design technicians over time. From fantastic hands on learning our children will develop design technology skills and confidence over time because of careful planning, focused delivery and time to practice and hone skills
Impact
The successes in Design and Technology are measured by the ability of the children to remember and to have developed an understanding of the names, key works, styles and techniques of design technicians at an age appropriate level. The children will have a secure understanding of the key techniques and methods for each key area of the curriculum: design, plan, make, evaluate. Our children will also have the confidence in discussing design technicians, their own work and identifying their own strengths and areas for development.
Music
Intent
‘Music is all around us. It is the soundtrack to our lives. Music connects us through people and places in our ever-changing world. It is creative, collaborative, celebratory and challenging. In our schools, music can bring communities together through the shared endeavour of whole-school singing, ensemble playing, experimenting with the creative process and, through the love of listening to friends and fellow pupils, performing. The sheer joy of music making can feed the soul of a school community, enriching each student while strengthening the shared bonds of support and trust which make a great school.’
- New Model Music Curriculum–
Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they will develop an engagement with music, allowing them to compose, and to listen to all genres of music.
At Hawes Down Primary School,we believe in the power of music and its nurturing effects on the creative, academic and social development of our pupils. By the time our pupils have completed their primary education, they will have experienced music in its many shapes and forms, and they will have learned to perform, compose, listen and analyse, and understand its history.
We endeavour to challenge our pupils with an ambitious curriculum from learning a new instrument to composing and performing their own pieces of work. Our Music Express curriculum ensures that we provide the opportunity to not only learn a variety of musical skills, but to create a deep understanding of them. This enables our students to build on these as they move through the school and eventually use them to be creative in making their own music and to develop a passion for it.
Implementation
At Hawes Down, our music curriculum is based on the National Curriculum and we ensure progression throughout the school by following the Music Express scheme of work. We have created a curriculum plan based on Music Express which provides a clear line of progression from EYFS to Year 6, allowing teachers and children to build on prior learning and ensure full coverage of all areas of music, across all year groups. All year groups have a weekly music lesson as well as weekly singing assemblies.
Music Express builds on cultural capital and explores a range of genres from world music, jazz, blues to classical. The scheme explores music from different global composers and allows children to be able to identify the differences and similarities between these composers. Our music provision also allows children to gain inspiration from local, national and global music past and present.
Impact
Every child will acquire the appropriate age-related knowledge and skills linked to the music curriculum to support their transition into their next phase of the music journey (progression). Pupils will have an awareness of a range of musical genres and traditions and gain the ability to evaluate and develop their own views about these. They become confident singers and performers. Progress and monitoring of this is done through regular review of planning, teaching and pupil’s understanding of the subject (i.e. pupil voice).
ENRICHMENT
INSTRUMENTAL TUITION
We are proud of the strong instrumental music tradition at Hawes Down Primary School and we encourage each new intake to continue this tradition. We are very fortunate to be able to work in partnership with peripatetic staff from Bromley Youth Music Trust [BYMT] who visit the school each week to give instrumental tuition. We are able to offer the following at Hawes Down:
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Brass instruments
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Percussion
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Guitar
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Piano
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Violin
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Flute
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Recorder
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Singing/Choirs
All children are given the opportunity learn an instrument throughout the school year as part of their music lessons. These instruments include untuned percussion, glockenspiels, recorders and djembes. Year 4 also take part in a BYMT run programme called ‘Band on the Run’ which allows them to learn a brass instrument and become part of an ensemble. This is further supported by a huge number of musical performances which include two annual school concerts, music/singing assemblies and productions, and further concerts in collaboration with other schools in our trust. In addition to this, every year our HDPS choir takes part in the Young Voices concert at the London O2 arena, providing a fantastic opportunity to perform on to a huge audience in a well-known establishment.
PSHE
Intent
PSHE (Personal, Social, Health and Economic) Education is an essential part of a child’s education and personal development. At Hawes Down Primary School, we have tailored our PSHE curriculum to meet the specific needs of our pupils.
The aims of our PSHE Curriculum:
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Acquire and promote knowledge,
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Explore values held within our local, national and global communities,
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Encourage respect,
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Understand our rights,
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Develop independence, self-esteem, and resilience,
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Foster positive relationships with others,
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Develop character skills such as self-regulation, decision making and communication,
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Know how to make healthy choices.
During their time here, pupils are encouraged to play a positive role within the school community and beyond through a range of opportunities.
At Hawes Down Primary School, we aim to prepare pupils for a prosperous future by providing them with the knowledge and skills to navigate their adult lives as healthy and responsible members of society and contribute meaningfully to the world around them.
Implementation
PSHE lessons are delivered weekly by class teachers from EYFS to Year 6 in discrete lessons. As well as this, some PSHE topics may be taught within other subjects (such as Online Safety and Digital Wellbeing which are taught in Computing lessons).
Our tailored PSHE Curriculum is informed by the National Curriculum and utilises the PSHE Association’s Programme of Study to ensure that we deliver content in a sequenced programme building on prior learning as our pupils progress through the school.
The curriculum is split into three core themes:
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Living in the Wider World (Autumn Term)
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Health and Wellbeing (Spring Term)
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Relationships, including RSE (Summer Term).
These themes and their topics are revisited in each year group to consolidate learning and deepen understanding.
PSHE Education is provided to all pupils at Hawes Down Primary and teachers use the school’s adaptative teaching and learning model to ensure that all pupils have access to the curriculum through quality-first teaching. Teachers of Mainstream pupils and within our ARP setting also follow the guidance of the SEND Code of Practice and will differentiate and personalise the learning when required.
Impact
At Hawes Down Primary School, we foster holistic personal development and prepare our pupils for adult life.
Through pupil voice and PSHE Journals, we observe the pupil’s individual experience of PSHE Education. As well as this, we witness the impact of PSHE Education on their ability to engage in respectful and constructive communication with highly developed oracy skills through class discussions in all subjects. In all areas of the school, when interacting with others, we see pupils demonstrating empathy and respect with an understanding of the rights of the individual. When tackling new challenges, we observe our pupils demonstrating resilience and self-regulation with an understanding of their own personal health and wellbeing.
These skills are displayed in different areas of the curriculum and within the school community and these will stay with the children throughout Hawes Down Primary School and beyond.
Religious Education
Intent
At Hawes Down, our lessons follow a progression allowing children to explore and learn about a variety of religious practices, beliefs and traditions in the six major religions (Christianity, Sikhism, Islam, Buddhism, Judaism and Hinduism).
As they journey through the school, each child develops their knowledge though a range of experiences with a focus on oracy particularly discussing a focus question each lesson. We teach a diverse curriculum covering many different festivals and celebrations to include all families within the school community.
To raise the profile of religion, culture and knowledge we have guest speakers visit our assemblies sharing a variety of faiths.
Implementation
To ensure that RE is a creative and engaging subject, it is taught using a variety of teaching methods such as stories, music, drama and discussion, as well as looking at artefacts. Through these different mediums, children gain a holistic approach to RE and world views. Where possible our pupils have the opportunity to express their own personal view through answering each lesson’s ‘Big Question’ allowing every pupils’ opinion to be included and respected by everyone. Each lesson includes targeted questioning to assess the children’s knowledge and understanding.
Impact
RE gives the children a solid moral base and sets them up to be responsible, confident and caring people. Alongside the school’s moral code and Champion Choices, RE equips children with the skills and knowledge they need to be understanding, tolerant and explorative learners, now and in the future.
RE at Hawes Down is an ambitious subject which allows children to explore and investigate the beliefs of others and encourages children to deepen their knowledge, curiosity and awareness of the world around them and the culture rich country that we live in today which prepares them for their secondary school journey.
Assessment
PE
Intent
At Hawes Down Primary School, our intent is to provide a Physical Education (PE) curriculum that engages all our pupils. We deliver PE lessons which are designed to be enjoyable and challenging, and enable every pupil to achieve to the best of their ability within a supportive, safe, and stimulating environment. The emphasis of our PE curriculum is inclusion for all pupils regardless of ability, we provide learning opportunities for all pupils, including those with Special Educational Needs and Disabilities (SEND).
Our curriculum is designed for all pupils to develop their practical skills and techniques, acquire knowledge and understanding of PE concepts and principles; provide opportunities that enable all pupils to succeed, enjoy their learning, and achieve their potential and personal best.
We believe that PE can help children to learn how to cooperate and collaborate effectively as part of a team and compete appropriately against others, adhering to the principles of fairness, sportsmanship, and respect, values that we hope to embed for future life.
We understand the importance of physical activity for our pupil's health, fitness, and mental wellbeing. We provide opportunities for all our pupils to be physically active for sustained periods of time and teach them the importance of leading healthy, active lives and making informed and appropriate lifestyle choices.
Implementation
- Pupils participate in a games lesson each week, covering one sporting activity every half term. Children also participate in a weekly PE lesson which is dance, gymnastics or athletics focused.
- The PE units ensure that the requirements of the National Curriculum are fully met and a broad and balanced curriculum is being taught.
- PE at Hawes Down Primary School provides challenging and enjoyable learning through a range of sporting activities, including Invasion Games, Net & Wall Games, Strike and Field Games, Gymnastics, Dance, Outdoor & Adventure Activities, and Swimming.
- Pupils in Year 4 attend swimming lessons in line with the government guidelines.
- We promote both participation and competition. We ensure all children experience competition at some level, either individually, in a team or within lessons: Children have opportunities to participate in the local Inter School sports competitions; we have an annual inclusive House Sports Day, and Swimming Gala with the emphasis on participation and achievement for al
- All children in KS1 and KS2 have the opportunity to participate in extra-curricular sports activities throughout the year.
- We offer a residential Outdoor and Adventurous Activity (OAA) experience for children in Years 5, and 6 each year.
Impact
Our PE curriculum ensures all pupils are physically active and develop knowledge, understanding, skills, and techniques, which can be applied to a wide variety of sports and activities.
Our pupils enjoy PE and develop a love of sport and physical activity that continues throughout their lives beyond primary school. Furthermore, by offering extracurricular sports activities for our pupils students and enabling them to compete in inter school sports events, our pupils take pride in representing their school.
Our pupils understand how to lead a healthy lifestyle, emphasising the importance of regular exercise and activity for their physical and mental wellbeing.
To measure the impact of our PE curriculum, we use various methods, including regular learning walks, pupil questionnaires and analysis of participation in after-school clubs and competitions.
