Curriculum Subjects

Intent

The 2014 National Curriculum for maths aims to ensure that all children:

• become fluent in the fundamentals of mathematics;
• are able to reason mathematically;
• can solve problems by applying their mathematics.

At Havelock these skills are embedded within our maths lessons and developed consistently over time. We are committed to ensuring that children are able to use their mathematical skills and knowledge confidently in a range of different contexts. We want to raise standards across the school and provide more opportunity to revisit fluency skills and reasoning tasks. We intend to use a variety of teaching methods and resources that allow all pupils equal access to mathematics. Children will be appropriately challenged and supported through varied fluency, reasoning and problem-solving activities. Irrespective of personal starting points, children will explore maths in depth, and use a range of mathematical vocabulary to reason and explain their methods and make links.

We want all children to enjoy mathematics, to recognise the importance of maths in the wider world and to experience success. We are committed to developing the children’s curiosity and resilience for the subject, as well as their ability to reason and problem-solve.

Implementation

At Havelock, we teach mathematics based on the aims and objectives from the 2014 National Curriculum. We implement our approach through high quality teaching and by embedding a mastery approach across the school. The delivery of appropriately pitched work for all groups of learners is supported by the materials from the White Rose Maths scheme of learning, as well as other high-quality resources.

Mathematical concepts are introduced and built upon through a series of direct teaching sessions. These lessons are planned and delivered in accordance with the White Rose Maths small steps progression. Mathematical topics are taught in blocks, to enable the achievement of mastery over time. We challenge pupils by asking them to explore mathematical concepts in more depth. This focus on depth eventually leads to greater progress because it gives all learners the chance to become secure in their understanding.

In lessons, we use concrete apparatus and visual representations to help children visualise and internalise mathematical concepts. Through the use of apparatus and representations, our pupils gain confidence as independent learners to use resources and solve problems. This is known as the CPA (concrete<pictorial<abstract) approach. A variety of manipulatives or apparatus can be used whenever needed, including place value counters, ten frames, number lines, Numicon and Diennes.

As part of the CPA approach, new concepts are introduced through the use of physical objects or practical equipment. These can be physically handled, enabling children to explore different mathematical concepts. These are sometimes referred to as maths manipulatives and can include ordinary household items such as straws or dice, or specific mathematical resources such as dienes or numicon.

Once children are confident with a concept using concrete resources, they progress to drawing pictorial representations or quick sketches of the objects. By doing this, they are no longer manipulating the physical resources, but still benefit from the visual support the resources provide.

Some teachers choose to leave this stage out, but pictorial recording is key to ensuring that children can make the link between a concrete resource and abstract notation. Without it, children can find actually visualising a problem difficult.

Once children have a secure understanding of the concept through the use of concrete resources and visual images, they are then able to move on to the abstract stage. Here, children are using abstract symbols to model problems – usually numerals. To be able to access this stage effectively, children need access to the previous two stages alongside it.

For the most effective learning to take place, children need to constantly go back and forth between each of the stages. This ensures concepts are reinforced and understood.

Whilst the large majority of children progress through the curriculum content at the same pace, varied starting points and timely teacher interventions are utilised to help move children on. Some children with SEND will receive personalised learning. Independent work provides the means for all children to develop their fluency further, before progressing to problem-solving and reasoning which is modelled by the class teacher. Each lesson provides the means to achieve greater depth, with more able children being offered rich and sophisticated problems, as well as exploratory and investigative tasks.

Practice and consolidation play a central role in helping to commit learning to long-term memory. In addition to daily maths lessons, children will practise their mental and arithmetic knowledge in order to reinforce and consolidate previous learning; increase fluency, speed and accuracy; and improve confidence. Regular use of Times Tables Rock Stars, Numbots, MyMaths and Flashback 4 will enable children to practise and retain the number skills and strategies needed to be successful in their learning.

Impact

Ongoing assessment takes place within each maths lesson, including effective marking and feedback. Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention. These are fed into subsequent planning to ensure the gaps in the children’s learning are diminishing.

End of block White Rose assessments, as well as other assessments, are used to identify gaps in knowledge. These ensure precise teaching and targeted focus for all children in whole class teaching sessions and smaller intervention groups. Regular monitoring of the children’s learning will take place.

We recognise that quality first teaching and a consistent practice in maths are essential in improving outcomes for all children. The school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills.

At Havelock, we want all children to experience challenge and success in mathematics by developing a growth mindset and learning to take a risk. Children can underperform in maths because they think they can’t do it or are not naturally good at it. Teachers reinforce an expectation that all children are capable of achieving high standards in maths. Engaging activities help to promote the enjoyment of maths. Regular and ongoing assessment informs teaching to support and enable the success of each child with carefully scaffolded and challenging activities. These factors ensure that we are able to maintain the high standards we strive for as a school and the children experience achievement and a secure understanding of the fundamental skills needed in maths throughout primary school and to prepare them for the next stage of their education.

Times Tables

Being fluent with times tables facts is extremely important if children are to be successful mathematicians. The national expectation is that children should know all the times tables facts to 12×12 by the end of Year 4.

The programmes of study from the National Curriculum state the year group expectations as follows:

Year 2
Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables.

Year 3
Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.

Year 4
Recall and use multiplication and division facts for multiplication tables up to 12×12.

Please click on the logos below to access Timetable Rockstars and My Maths

Intent:

At Havelock Schools we believe that knowledge, understanding and the successful application of the English language is a fundamental life skill; it develops children’s ability to communicate their experiences, desires and knowledge effectively and successfully. Throughout our schools, we aim to nurture and develop independent writers through purposeful, engaging and developmental lessons which link to our rich and stimulating creative curriculum work.

We know that writing underpins all curriculum areas and is an essential skill for children. When children enter our school, we encourage a love of writing and provide as many opportunities for children to write as possible. We ensure that our English units allow for children to experience and then develop their writing in a wide range of genres. The development of writing is at the heart of our curriculum and we strive to give children ambitious and varied writing opportunities to enhance their writing skills as they move through our school. We expect high standards of writing in all subjects.

We refer to the Talk for Writing Toolkit Progression documents to ensure that children revisit and build upon skills previously taught. Our aim is to enable our children to be confident, ambitious and creative writers by the time that they leave our school.

Implementation:

We are a Talk for Writing School. During our Talk for Writing lessons, we support our children to express themselves creatively and imaginatively, as they become enthusiastic and critical readers of stories, poetry and drama; as well as non-fiction and media texts. Our children also gain an understanding of how language works by looking at its patterns, structures and origins and use their knowledge, skills and understanding across a range of different situations. The daily talk for writing lessons are linked to the current national curriculum objectives. The units of work begin with a cold write which is an independent piece of writing to assess previous understanding and knowledge. The children then repeat this task at the end of the unit as a hot write. This showcases the progress and learning that have taken place across the unit. Havelock also follow the Spelling Shed spelling programme to ensure that our children become competent and confident spellers building on prior knowledge of spelling rules. We also teach printed and then joined handwriting using the LetterJoin scheme.

Pedagogy:

• In lessons, the content delivered is coherently sequenced and chunked into three core stages to ensure that learning is progressive. Within each unit there are a set of tightly linked reference points (grammatical skills to revisit and new skills being taught in a new context), secure in long-term memory, which will build and secure over time.
• Talk for Writing is an inclusive approach to the teaching of writing. The model texts shared are aspirational and challenging. Effective scaffolds and extensions (based on the needs of individual learners) are essential in lessons to ensure that all learners are able to access the content of lessons.
• Diagnostic tasks (the cold writes) are completed in advance of the start of the unit. This is where children will complete a piece of writing independently before the next new unit. These identified areas should then inform planning for the unit ahead.
• Vocabulary is systematically built across the curriculum. Teachers use whole class chorusing, stem sentences and repetition of key words and sentences to ensure pupils develop a clear understanding. Use of fast paced questioning ensures that all pupils are secure in the vocabulary that they need
• Systemic retrieval practice ensures that all pupils retain new learning
• Pupils work in mixed attainment classes and in mixed attainment learning partners and pupil work is not differentiated by task.
• Teaching is underpinned by methodical, coherent, curriculum design and supported by carefully crafted lessons to develop and secure children’s understanding of grammatical and features of text types.

Feedback:

Where possible, feedback is completed within the lesson, unless children have completed an independent writing piece when a more in-depth analysis will be completed.  All feedback is given in line with the Pathfinder marking and feedback policy. Children should be clear on what they can do well and what they need to improve within their writing.

Assessment:

We use a multi-faceted approach to assessment within writing

• Cold writes begin every unit and these are used to ascertain any missing skills that need to be taught
• Retrieval practice takes place at the beginning of every lesson
• Assessment for learning is used within each lesson through skilful use of questioning and live feedback
• Amber and hot writes during each unit provide opportunities for continuous assessment over the year

Staff writing moderation is carried out three times a year at the same time as the data drop which ensures staff are assessing the children correctly and shares good practice

Leadership of Writing

Leaders monitor the provision of writing through learning walks in English, book looks and pupil voice. They regularly monitor and evaluate the impact of this provision through the analysis of (i) end of year cohort data and (ii) individual pupil progress throughout the year (on going assessments).

We develop strong subject knowledge amongst all staff which is achieved through comprehensive middle leadership development and a focus on developing all teachers’ subject knowledge.

 All staff benefit from implementing the high-quality planning resources provided by the Trust yet amended to meet the needs of all pupils.

Below is a summary of the CPD activities bespoke to Writing:

• Staff meetings to aid teachers with knowledge and In-house CPD sessions on Talk for Writing
• Drop-ins, team teaching and coaching available for staff from the writing leads
• Clear and progressive planning ensures that teachers are given the subject knowledge needed
• external training given by experts from Talk for Writing both for subject leads and staff

Impact

We are ambitious for all our children and strive to ensure that we provide all children with the skills needed for them to become successful writers, no matter what their starting point, background or additional needs. We expect our children to become writers who:

• Enjoy writing and view themselves as effective, competent writers;
• Have a good understanding of the purpose of writing and can write effectively for a range of purposes and audiences.
• Have a wide vocabulary that they use within their writing.
• Leave primary school being able to effectively apply spelling rules and patterns they have been taught.

We aim to meet the expectations of the Early Learning Goals and the National Curriculum and when possible, exceed these and ensure that children make good progress in Writing during their time at Havelock Schools.

Therefore, we aim to achieve:

• Outcomes at the end of KS1 in writing that are at least in line with or above national averages for attainment at both standards.
• Outcomes at the end of KS2 in writing that are at least in line with or above national averages for attainment at both standards and progress.
• The % of pupils working at Age Related Expectations in writing within each year group will be at least in line with national averages.
• The % of pupils working at Greater Depth in writing within each year group will be at least in line with national averages.

Intent

• Reading is a key life skill and at Havelock we are dedicated to enabling our children to become successful lifelong readers who can access literature in many forms.
• We recognise that mastery in phonics is fundamental to children being able to access a broad range of fiction and non-fiction texts across the curriculum. We aim to achieve this through focused, systematic teaching of synthetic phonics.
• It is essential to us that the children’s experience of reading and literature is positive throughout the school. We strive to enrich their relationship with books and create happy and positive associations around reading for the children to take on into the next stage of the lives.
• We are committed to having a wealth of quality texts in the classrooms and library for children to read and enjoy at school and borrow to take home in addition to the reading scheme books.

Implementation

Phonics

Progression in phonics skills and knowledge are taught following the “Read Write Inc” (RWI) programme. RWI is a complete literacy programme which helps all children learn to read fluently and at speed so they can focus on developing their skills in comprehension, vocabulary and spelling. It teaches synthetic phonics, sight vocabulary, decoding and encoding words as well as spelling and accurate letter formation supported with regular handwriting sessions. The programme is designed for children aged 4-7. However, at Havelock, we will continue teaching RWI to children beyond the age of 7 if they still need support in their reading.

Children in our Early Years Foundation Stage (EYFS) and KS1 will receive daily RWI lessons based on their phonic knowledge. This ensures that all children are taught the skills they require in order to become fluent readers. Lessons include a Speed Sound lesson, word reading time, story book time (guided reading) and an element of writing. Regular assessment takes place to ensure that children are grouped correctly and given sufficient challenge and support.

Reading Books

Children who are working on the RWI programme read a decodable reading book linked to the sounds they have been taught. Alongside this, children also bring home a story book that they have chosen which is a book they can share with an adult or older sibling.

In addition to creating a love of reading and giving a broader reading experience, we operate a nationally recognised book banding system in Key Stage 1 for those pupils who have completed RWI. This incorporates well-known children’s literature as well as books from the Oxford Reading Tree, Rigby and Collins. The bands allow for growth in progress and periods of consolidation. The children are aware of the book banding system and are very enthusiastic about moving through the colour bands. 

Children use the school library which is well resourced and accessible to all. Children are encouraged to take a book home to share with their parents/carers and family on a regular basis.

In Key Stage 2, we use Accelerated Reader which is online tool that helps teachers manage and monitor children's independent reading practice. Every child picks a book at his/her own level and reads it at his/her own pace. When finished, children take a short quiz on the computer. (Passing the quiz is an indication that the child understood what was read.) Accelerated Reader gives both children and teachers feedback based on the quiz results, which the teacher then uses to help set targets for each child and direct ongoing reading practice.

As children move through Key Stage Two, children continue to develop their fluency in reading by being immersed in whole class reads, guided reading, broader independent reading of a variety of texts e.g. Fiction and Non-Fiction and the use of more complex reading comprehension activities. Through whole class reads, vocabulary and thematic activities are extended and embedded. The school ensures children are exposed to and experience high quality texts and vocabulary, which are also linked to other curriculum areas.

Impact

• The children enjoy stories, being read to and reading themselves – fostering a lifetime love of reading.
• They develop and maintain enthusiasm and interest in books and reading and are familiar with a range of different genres and authors.
• They have experience of reading non-fiction books for pleasure and for learning and can use them effectively.
• They know how a library functions and treat the library, and class book corners, with respect
• The children can confidently decode and phonically sound out and blend words by the end of Year 1 with increasingly sophistication and fluency by the end of Year 2.
• They develop inference and retrieval skills in their reading comprehension in increasing complexity from Reception up.

·           Children achieve expected or above expected standard in their reading assessments in Year 2 and Year 6 SATs.

Intent 

Our vision at Havelock Schools is to instil a lifelong love of Science within our pupils.  We want our children to be curious, inquisitive and enthusiastic learners.   We aim to enable them to suggest and use different lines of enquiry in order to answer their own questions. We offer a broad and progressive Science curriculum that covers all areas of the national curriculum.   We make cross curricular links through our Cornerstones topics and the implementation of additional Science units.  We want to equip our learners to understand the importance of Science from the past, which has given us the society we have today, and use of Science both currently and in the future.   

Implementation 

We collect evidence of Science in many ways at Havelock Schools.  Our books show recording and photographs of Science investigations and alongside this we also conduct practical assessments at the end of every unit to ensure that we are meeting the working scientifically goals as well as assessing the pupils understanding of the current Science topic.  We are a well-equipped school with each year group having their own practical resources to complete each unit. The Science coordinator regularly checks the resources with the staff.  We cover a Science topic in every half term and these are often linked to our Cornerstones topic. 

EYFS 

The teaching of Science is practical, playful and inclusive with support and challenge from adults in class sessions, small groups and working with individuals. There is a combination of adult-led, teacher taught sessions as well as a wealth of stimulating continuous provision opportunities when adults scaffold learning through skilful interactions and questioning. Throughout all of these areas of learning and at the heart of our EYFS are the “Characteristics of Effective Learning”.    Our foundation stage team make links to the Year 1 and 2 Science curriculum as we believe that Science should be introduced to children at an early age.  Examples of the foundation stage’s wide variety of learning include: Forest School sessions, role play linked to various settings, small world play (bugs and materials), cooking opportunities and a selection of observational experiments . 

Teaching Style 

 Teachers use assessment for learning to tailor their lessons and to cater for the abilities of their current class.  We also introduce Scientific vocabulary for every topic and spend time explaining the meaning of these words so children can use them in their own work. Science is monitored regularly and feedback and next steps are given to teachers.  Working Scientifically is at the core of our teaching of Science. Children are provided with opportunities to develop their questioning, predicting/hypothesising, recording and explanation skills. 

Our outdoor environment plays a key role in our science teaching and is used for many of our topics including habitats, classification and forces. Additional opportunities are provided to develop scientific skills and knowledge, such as science weeks and educational visits linked to the science curriculum. 

 Cross Curricular 

Our Science curriculum is heavily cross curricular.  If possible, we try to link it to the term’s topic and we frequently use our data handling skills to help us to record and analyse results.    Other subject links include:  Literacy, Music, History, DT, PE, PSHE, Geography and Outdoor learning. 

Impact 

By the end of the curriculum most pupils will have a coherent knowledge and understanding of the three science disciplines: biology, chemistry and physics. This knowledge, alongside scientific skills, will able them to ask perceptive questions, think critically and gather evidence, drawing relevant conclusions. This will be assessed through practical assessments (half term) alongside written outcomes.  Evidence of this learning will be recorded within the pupil’s books.  

Intent

Our aim for History at Havelock Schools is to offer high quality education in order to inspire children’s curiosity about the past and enable them to ‘develop coherent knowledge and understanding of Britain and the wider world.’  Through developing enquiry skills, we aim to equip children to become critical thinkers and perceptive learners.

History is delivered through subject specific teaching organised within an overarching topic theme. Meaningful links are then made with other subjects in order to strengthen connections and understandings for pupils.

At Havelock Schools, we have designed our history curriculum with the intent that our children will:

• Develop an understanding of chronology.
• Learn about significant events in British history, European history and the wider world.
• Discover links and connections between the history they learn and the wider community and locality.
• Further their knowledge and understanding of change and continuity over time.
• Analyse and differentiate between source types and how interpretations in history may vary.
• Develop the skills of enquiry, investigation, analysis, evaluation, debate, problem solving and presentation.

Implementation

The Havelock History curriculum is based upon the 2014 Primary National Curriculum in England, which provides a broad framework and outlines the knowledge and skills taught progressively in each Key Stage.

To ensure high standards of teaching and learning in history we implement a progressive curriculum through the school. History is taught as part of a termly overarching topic using ‘Cornerstones maestro’ to help us to design, deliver and manage our primary history curriculum through creative, exciting and engaging projects, e.g. ‘Magnificent Monarchs’ (year 2) and ‘Ground-breaking Greeks’ (year 5.) This online system also helps us to ensure broad coverage of the history curriculum’s key objectives and enquiry skills.

At Havelock, we provide a variety of learning experiences both inside and outside of the classroom in order to create memorable learning opportunities and to further support and develop their understanding, including educational visits to museums and other historical sites.

History assessment is ongoing each term in order to inform teachers’ planning, lesson activities and differentiation throughout the school year, as well as regularly monitoring and evaluating the effective use of resources and good teaching practice around the school.

Impact

At Havelock, children are encouraged to show that they are confident and enjoy talking about their learning in history using subject specific vocabulary. The impact of history learning is monitored through a variety of ways such as pupil interviews and book looks. Work in books also evidences developing skills being acquired in an appropriate sequence.

Through dedicating time to an abundance of historical topic-based learning and out of school historical trips and experiences, children at Havelock will be able to gain a thorough knowledge and appreciation of important historical people and events in our locality, our country, and other parts of the world, and how this has affected and has influenced our lives today.   

Intent   

Our Geography curriculum is designed to fulfil the requirements of the National Curriculum for Geography; providing a broad, balanced and differentiated curriculum; ensuring the progressive development of geographical concepts, knowledge and skills. Our teaching aims to inspire children’s curiosity and interest to explore the world that we live in and its people, and for the children to develop a love for geography. We equip children with geographical skills to develop their knowledge through studying a range of places, people and natural and human environments – both in Britain and abroad. This seeks to deepen the understanding of the Earth’s human and physical forms and processes. Through our teaching, we intend to provoke thought and to encourage children to discover answers to their own questions through exploration and research to enable them to gain a greater understanding and knowledge of the world and their place in it. 

Implementation 

Havelock School’s geography curriculum is built around essential knowledge, understanding and key skills.  These are broken into year group expectations and show clear continuity and progress. At Havelock Schools, Geography is taught through the Cornerstone curriculum as part of their termly project work. In accordance with the National Curriculum’s expectations, the aims of teaching geography in our school are: 

• To inspire pupils’ curiosity to discover more about the world. 
• To enable children to know about the location of the world’s continents, countries, cities, seas and oceans. 
• To develop in children the skills of interpreting a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS). 
• To help children understand how the human and physical features of a place shapes it location and can change over time. 
• To provide opportunities to collect, analyse and communicate data gathered through experiences of fieldwork that deepen their understanding of geographical processes. 

In order to foster children’s curiosity about the world, interest and creativity, we are enthusiastic about Geography and encourage children to explore and ask questions. Teachers are encouraged to consider opportunities to use the school grounds and the local area for fieldwork to enable children to base learning on first hand experiences and develop a real sense of who they are, their heritage and what makes our local area unique and special. 

Progression of skills across the school 

Early Years Foundation Stage 

We teach Geography in the Foundation Stage as an integral part of the topic work covered during the year. As the Foundation Stage is part of the Early Years Curriculum, we relate the children’s work to the objectives set out in the Early Learning Goals (ELGs) that underpin the curriculum planning. Geography makes a significant contribution to the ELG objectives of developing a child’s knowledge and understanding of the world. Pupils have opportunities to: 

• To know about similarities and differences between themselves and others, and among families, communities and traditions. 

• To know about similarities and differences in relation to places, objects, materials and living things. 
• They talk about the features of their own immediate environment and how environments might vary from one another. 

Key stage 1 

Pupils develop knowledge about the world, the United Kingdom and their locality. They are taught basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness. 

Key stage 2 

Pupils extend their knowledge and understanding beyond our local area to include the United Kingdom and Europe, North and South America. This includes the location and characteristics of a range of the world’s most significant human and physical features. They develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge. 

Impact   

Children will have developed the geographical knowledge and skills to help them explore, navigate and understand the world around them and their place in it. Children’s knowledge and skills will develop progressively as they move through the school, not only to enable them to meet the requirements of the National Curriculum but to prepare them to become competent geographers in secondary education. The impact of our geography curriculum can be seen in our children’s topic books and we measure the impact of our curriculum through the following methods: 

• Discussions with pupils about their learning (pupil voice). 
• Pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work. 

Intent

Music is an important part of the curriculum at Havelock Schools.  Pupils will perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great classical composers and modern musicians. Pupils will also learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence. Pupils will understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

The Music Education aims to ensure that all children:

• Sing with a wide range and with a variety of expression
• Sing confidently in parts
• Read staff notation
• Experience playing an instrument in a class ensemble
• Hear a youth or professional orchestra or band live

In addition, there are opportunities (predominately in KS2) for those children showing musical aptitude to be able to develop their musicianship through singing in the school choir, receiving instrumental lessons through an outside peripatetic music tutors or performing as part of a concert. 

Implementation

At Havelock Schools, our music curriculum is delivered by both classroom teachers and music specialists, in conjunction with our local music hub (NMPAT).

Music is taught by classroom teachers using the Charanga scheme of learning. This allows all pupils to access a wide range of music from across all genre’s and time periods.

Charanga’s Primary scheme of work enables pupils to meet the end of key stage attainment targets outlined in the National Curriculum and the aims of the scheme align with those in the National Curriculum.

Charanga’s Primary music scheme allows teachers to take a holistic approach to music in which the following strands; performing, listening, composing, the history of music and the inter-related dimensions of music are woven together to create engaging and enriching learning experiences. Children are taught how to sing fluently and expressively, and play tuned and untuned instruments accurately and with control. They will begin to recognise and name the inter related dimensions of music – pitch, duration, tempo and timbre and use these in their improvisations and compositions.

At Havelock we follow a spiral curriculum whereby previous skills and knowledge are returned to and built upon. Children progress by tackling more complex tasks and doing more simple tasks better, as well as developing understanding and knowledge of the history of music, staff and other musical notations as well as the inter-related dimensions of music and more. Lessons incorporate independent tasks, paired and group work as well as improvisation and teacher led performances.

In addition, pupils in Year 4 will be taught to play an instrument, as a class, by specialist teachers from Northamptonshire Schools Music service throughout the Spring term.

EYFS

The teaching of Music is practical, playful and inclusive with support and challenge from adults in class sessions, small groups and working with individuals. There is a combination of adult-led, teacher taught sessions as well as a wealth of stimulating continuous provision opportunities when adults scaffold learning through skilful interactions and questioning. Throughout all of these areas of learning and at the heart of our EYFS are the “Characteristics of Effective Learning” 

Teaching Style

Excellent curriculum music teaching, within the Havelock Schools, is based upon the principles that; music should be taught from a young age, music should be taught in a logical and sequential manner, there should be pleasure in learning music, the voice is the most accessible universal instrument. Music lessons should be practical with all children and adults partaking in active musical activities – listening, singing and playing instruments.  

Enrichment Opportunities

Enrichment events are an essential part of the Music Curriculum which enhances the knowledge-rich curriculum. The enrichment events provide pupils with discrete time to focus and deepen their learning, they provide opportunities for new experiences as well as nurturing and developing a thirst for learning.  For example, whole school events, such as Harvest and Christmas services, nativities and productions, year group events such as visiting ensembles and larger events such as Young Voices.

Cross Curricular

Where appropriate, the Music Curriculum is used to enhance the learning in other subjects. E.g. counting songs in maths, putting music into historical contexts, and topic linked songs across the school. Music is also a very useful tool in PSHE subjects and assemblies. 

Impact

It will be evident over time that the progress, knowledge and skills of pupils will increase between EYFS and Year 6.

Impact will be assessed through a multi-faceted approach including performances, informal observations in lessons, opportunities through practical music-making, listening to children talking and playing, and watching children respond. These should show development of musical skills, particularly singing, and improvement in social skills such as cooperation and team-work.

Pupil voice is also important in the review of provision for music.

Evaluations of schools with a strong musical ethos have shown there can be positive impacts on pupil wellbeing, confidence and self-esteem, as well as improved attendance.

Music Leads monitor the quality and impact of the Music Curriculum and assess the extent to which pupils sing, play, compose and recognise various composers/musicians and their music.

Intent 

At Havelock Schools, our art and design curriculum is designed to engage, inspire and challenge children, equipping them with the knowledge and skills to participate in, experiment with, invent and create their own works of art, craft and design. Children will be empowered to think creatively and critically. They will investigate and evaluate a wide range of creative outcomes from the past and present to develop rigorous understanding of the many disciplines within art, craft and design and how they shape our past and future. 

Implementation 

Havelock School’s Art and Design curriculum is built around essential knowledge, understanding and key skills.  These are broken into year group expectations and show clear continuity and progress.  The children are taught Art as part of their termly topic work.  As a school and in accordance with the National Curriculum’s expectations, we aim to ensure that all pupils: 

• Produce creative work, exploring their ideas and recording their experiences. 
• Become proficient in drawing, painting, sculpture and other art, craft and design techniques. 
• Evaluate and analyse creative works using the language of art, craft and design. 
• Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms. 

Progression of skills across the school 

Early Years Foundation Stage 

Pupils explore and use a variety of media and materials through a combination of child initiated and adult directed activities. They have opportunities to learn to: 

• Explore the textures, movement, feel and look of different media and materials 
• Respond to a range of media and materials, develop their understanding of them in order to manipulate and create different effects. 

• Use different media and materials to express their own ideas 
• Explore colour and use for a particular purpose 
• Develop skills to use simple tools and techniques competently and appropriately 
• Select appropriate media and techniques and adapt their work where necessary 

 Key stage 1 

Pupils are taught: 

• To use a range of materials creatively to design and make products 
• To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination 
• To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space 
• About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. 

 Key stage 2 

Pupils are taught to further develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design: 

• To create sketch books to record their observations and use them to review and revisit ideas 

• To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] 
• About great artists, architects and designers in history. 

Impact 

The impact of our art and design curriculum can be seen not only in our children’s sketch books but also through classroom displays and the school environment.  We measure the impact of our curriculum through the following methods: 

• Images of the children’s practical learning. 
• Interviewing the pupils about their learning (pupil voice). 
• Pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work. 

Intent  

Our primary aim within RE is to engage pupil in systematic enquiry into significant human questions which religions and worldviews address, so that they can develop the understanding and skills needed to appreciate, evaluate and appraise varied responses to these questions, as well as develop responses of their own. Religious Education has a significant role for the development of pupils’ spiritual, moral, social and cultural development. It promotes respect and open-mindedness towards others with different faiths and beliefs and encourages pupils to develop their sense of identity and belonging through self-awareness and reflection. The principle aim of RE is to engage pupils in an enquiry approach where they can develop critical thinking skills as well as an understanding and appreciation for the expression of beliefs, cultural practices and influence of principle religions and worldviews in the local, national and wider global community. 

Implementation  

The religious education in our school will contribute dynamically to children and young people’s education in schools by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human and how this relates to their own experiences. We will do this by offering the following experiences and enrichment opportunities: 

Experiences and enrichment opportunities: 

• handling artefacts 
• exploring scared texts  
• using imaginative play or drama to express feelings and ideas  
• responding to images, games, stories, art, music and dance 

• meeting visitors from local religious communities 
• making visits to religious places of worship where possible, and where not, making use of videos and the internet  
• taking part in whole school events- (multi-faith days, Harvest Festival, school performances) 
• participating in moments of quiet reflection 

• comparing religions and worldviews through discussion 
• debating and communicating religious belief, worldviews and philosophical ideas and answering and asking ultimate questions posed by these  

Impact  

We envision our RE curriculum impacting the children in the following ways:  

• Know about and understand a range of religions and worldviews so that they can:  

• Describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals  
• Identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom found in religions and worldviews  
• Appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning. 

• Express ideas and insights about the nature, significance and impact of religions and worldviews so they can:  

• Explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities  
• Express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues. 
• Appreciate and appraise varied dimensions of religions. 

• Gain and deploy the skills needed to engage seriously with religions and worldviews so that they can:  

• Find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively  
• Enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all  
• Articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people’s lives.  

By the time our children leave primary school we want them to have the skills and knowledge to be able to not only express their views and beliefs but to be able to respect and understand the views of other people locally and worldwide. We want them to have an interest and desire to learn more about the religions and world beliefs in the local, national and wider global community. 

Intent 

With technology playing such a significant role in society today, the children at Havelock will have a rich, high-quality experience in computing so that they will be equipped with the skills required to think computationally and with the creativity to understand how technology, software and hardware is used in everyday life.  

At Havelock, we teach all three elements of the Computing curriculum: 

• Computer Science, where children will understand how computers work and how we work with them to complete everyday tasks 
• Information Technology, where children will be given the chance to explore a variety of programs to complete a range of tasks. 
• Digital Literacy, where children will explore how technology is used in everyday aspects of their daily life and how they can use technology to express themselves. 

At Havelock, we understand that technology is everchanging and becoming more and more prominent in our daily lives therefore we have 3 aims that will prepare the children for the challenges of the rapidly developing and changing digital world. 

• That the children become digitally literate and can use technology to express themselves confidently, safely and independently. 

• That the children become digital citizens and are responsible, competent, confident and creative users of information and communication technology. 
• That the children are taught the skills needed to apply the science behind computing to help with problem solving, organisation, analysing and planning etc  

Implementation 

In order to deliver a high-quality computing education the teachers at Havelock must lead by example. The Computing co-ordinators will complete training with all staff on relevant apps and programmes so that all staff are confident in their use of technology.  

As a school, we have chosen the Purple Mash Computing Scheme of Work from Y1to Year 6. The scheme of work supports our teachers in delivering fun and engaging lessons which help to raise standards progressively, allowing all pupils to build on skills sequentially.  

Technology has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. It can also enhance teaching and learning; we commit to using technology in a range of subjects fusing cross curricular links. This provides opportunities for the children to see the benefits of becoming digitally literate.  

Impact 

The computing curriculum will encourage creativity so children will enjoy and be enthusiastic about computing. They should feel confident in using technology creatively and should know how to keep themselves safe in the digital world. 

 Children will develop a sound knowledge of National Curriculum expectations and will leave Havelock ready for the challenges of the digital world in their future.  

Subject leaders will regularly monitor and evaluate the subject, identifying strengths and weaknesses in order to develop teaching and learning.  

Teachers will make judgements on children’s outcomes in relation to age-related expectations for each unit. This will be reported annually in line with our assessment policy.  

Intent 

It is our intention that every pupil, irrelevant of needs, develops such a passion for Design and Technology that they are thinking of creative, imaginative ideas that they want to develop and make in school and at home. We want all our pupils to experience a wide and varied Design Technology Curriculum, which leaves them able to actively participate in the changing technological world, as users, consumers, service makers, designers, innovators or observers. We wish for every pupil to develop their decision-making confidence, take risks and increase their sense of personal worth through the production of quality outcomes. Our intention is for Design technology to be taught in all year groups at least one topic per term, one topic will also relate to food, often our Design technology projects will be made cross curricular, linking to other subjects taught. 

Key objectives of intent within the Design Technology Curriculum based on the National Curriculum 2014 guidance: 

• Products are to be made for a purpose. 
• Individuality should be ensured in children’s design and construction of products. 
• Delivery of the two strands: Designing and Making and Cooking and Nutrition. 
• More emphasis to be given on creating ‘innovative’ products in KS2. 

• Teaching the importance of making on-going changes and improvements during making stages. 
• Looking into seasonality of ingredients and how they are grown, caught or reared. 
• The introduction of computing and coding of products in KS2. 
• Researching key events and individual designers in the History of Technology in KS2. 

Aims: 

The national curriculum for Design and Technology aims to ensure that all pupils: 

• develop the creative, technical and practical expertise need to perform everyday tasks confidently and to participate successfully in an increasingly technological world. 
• build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users 
• critique, evaluate and test their ideas and products and the work of others
• understand and apply the principles of nutrition and learn how to cook. 

Implementation 

We are dedicated to the teaching and delivery of an exciting Cornerstones Design and Technology curriculum where children may experience things for the very first time. This subject allows opportunities for children to learn practically and apply their imagination and creatively in a purposeful way.  Children learn to take risks and how to become reflective, resilient learners whilst learning how Design Technology impacts everyday life and the wider world. 

Early Years Foundation Stage:  

In the EYFS children are encouraged to explore and use a variety of media and materials during a combination of adult directed and child-initiated activities. Children are given opportunities to: 

• Use different media and materials to express their own ideas. 
• Begin to make plans and construct with a purpose in mind, using a variety of resources. 
• Use what they know about different media and materials in original ways, not being afraid to explore and try new things. 
• Learn how to use simple tools and techniques appropriately, effectively and safely 
• Identify foods that are good or not good for them and learn how to prepare some foods hygienically. 

Key Stage 1: 

Children should be taught through creative and practical activities the knowledge, understanding and skills needed to engage in the designing and making process. They should work in a range of relevant contexts that inspire and interest them. 

When designing and making, pupils should be taught to: 

Design: 

• Design purposeful, functional, appealing products for themselves and others based on design criteria. 
• Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology. 

Make: 

• Select from and use a range of tools and equipment to perform practical tasks, (or example, cutting shaping, joining and finishing). 
• Select from and use a wide range of materials and components, including construction materials, textiles and ingredients 

Evaluate: 

• Explore and evaluate a range of existing products. 

• Evaluate their ideas and products against design criteria. 

Technical Knowledge: 

• Builds structures, exploring how they can be made stronger, stiffer, and more stable. 
• Explore and use mechanisms, (for example levers, sliders, wheels and axles), in their products. 

KS1 – Food and Nutrition: 

As part of their work with food, pupils should be taught how to apply the principles of nutrition and healthy eating. 

Children should be taught to: 

• Use the basic principles of a healthy and varied diet to prepare dishes. 
• Understand where food comes from. 

Key Stage 2: 

Within KS2, key events and individuals that have influenced the world of Design and Technology are teaching focuses that are to be covered. Introducing and using computer programmes and applications are also a key focus to be utilised by children in their design of their products. 

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process and designing and making. They should work in a range of relevant contexts. 

When designing and making, pupils should be taught to: 

Design: 

• Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. 
• Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototype and pattern pieces. 

 Make: 

• Select from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, accurately. 
• Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities. 

Evaluate: 

• Investigate and analyse a range of existing products. 
• Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work. 
• Understand how key events and individuals in design and technology have helped shape the world. 

 Technical Knowledge: 

• Apply their understanding of how to strengthen, stiffen and reinforce more complex structures. 
• Understand and use mechanical systems in their products, (for example gears, pulleys, cams, levers and linkages). 
• Understand and use electrical systems in their products, (for example series circuits incorporating switches, bulbs, buzzers and motors). 
• To apply their understanding of computing to programme, monitor and control their products. 

KS2 – Food and Nutrition: 

Pupils should be taught to: 

• Understand and apply the principles of a healthy and varied diet. 
• Prepare a variety of predominately savoury dishes using a range of cooking techniques – finishing cooking off at home where necessary. 
• To understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. 

Impact 

Assessment of children’s learning in Design Technology is an ongoing monitoring of children’s understanding, knowledge and skills by the class teacher, throughout lessons. This assessment is then used to inform differentiation, support and challenge required by the children. 

Design Technology will also be monitored by the subject leader throughout the year in the form of book monitoring, looking at outcomes and pupil interviews to discuss their learning and understanding and establishing the impact of the teaching taking place. 

EYFS pupils’ progress and attainment is tracked using Development Matters , telling us whether each individual child is below expected, at expected or above expected attainment for their age. 

To follow.

At Havelock Schools we believe that every child should have the opportunity to take part in physical activity on a regular basis and become more physically confident and competent, and that Physical Education (P.E), experienced in a safe and challenging way, is essential to children’s wellbeing, physical development and can be essential in developing the ‘whole child’. 

 We hope that, through all the sporting opportunities and physical activity we offer, the children will potentially develop a love and passion for sport and continue this into their later lives. 

In PE lessons, our aim is to make physical activity inclusive and enjoyable for all children. Lessons are differentiated through different challenges and support to suit the needs of all pupils. We aim to develop fundamental skills in our PE lessons and then apply these in a variety of different situations. 

We offer sports festivals as well as competitive opportunities outside of lessons and aim to gain success at external competitions, as we feel it is important to give children the opportunity to compete. We regularly field teams in a variety of sports and often gain successes in local competitions. 

Intent 

At the Havelock Schools, the intent of teaching Physical Education is to allow children to work on the three pillars of progression;  

• Motor competence  
• Rules, strategies and tactics  
• Healthy participation 

 We will provide opportunities for children to accumulate knowledge which is defined as: 

• Declarative – the ‘know what’ 
• Procedural – the ‘know how’ 

Both are connected and will be taught explicitly. 

We aim to give children the tools and understanding required to make a positive impact in their own physical health and well-being.  

PE can challenge and promote self-esteem through the development of physical confidence and problem solving. It can teach children to cope with both success and failure in competitive, individual and team based physical activities.  We strive to create a culture which aims to inspire an active generation to enjoy PE, encourage each other and achieve. We provide a safe and supportive environment for children to flourish in a range of different physical activities which is essential in supporting their physical, emotional, spiritual, social and moral development. 

Implementation 

At Havelock Schools, Physical Education is taught through the Real PE scheme and supported by the Cambridge scheme of work, both of which offer a coherently planned sequence of lessons to help teachers ensure they have progressively covered the requirements of the PE National Curriculum.  

REAL PE is based on the idea that there are six aspects of learning that a child needs in order to progress: physical, cognitive, health and fitness, creative, social, and personal. REAL PE addresses all these aspects throughout the year through games, challenges, and reflection. A more formal summative assessment spreadsheet is included to help monitor the impact against National Curriculum aims.  

Each unit is mapped against the progression documents to ensure that learners develop detailed knowledge and skills across the full breadth of the PE curriculum through engaging and age-appropriate curriculum content. 

In KS1, the focus of the PE curriculum is on the development of the fundamental skills that will be built upon in KS2 when they are starting to be applied in specific sports and taught using the Cambridgeshire PE scheme alongside Real PE.   

Lessons provide opportunities for physical actions to be modelled, practised and developed.  The structured lesson plans allow time for the children to reflect, review and refine, thus supporting them to improve their skills. 

Physical Activity at Havelock is taught by a combination of class teachers, PE specialists and qualified sports coaches. Children have equal opportunities to take part in a range of sports and physical activities within a supportive environment where effort as well as success is recognised. Children are encouraged to participate in exercise throughout the day during PE lessons, outdoor learning, lunchtime activities (organised by our dedicated Year 6 Sports Crew) and games specific lunchtime supervisors and a full range of before and after school clubs. 

 Impact   

To fulfil our vision by inspiring a generation, at Havelock Schools we motivate children to participate in a variety of sports which are engaging and fun. We inspire children to instinctively utilise skills and knowledge acquired during PE lessons, encouraging them to take responsibility for their own health and fitness thus developing a love of sport leading to a happy and healthy life.  Through PE lessons and physical opportunities children will develop... 

• The ability to acquire new knowledge and skills exceptionally well and develop an in-depth understanding of PE. 
• The willingness to practise skills in a wide range of different activities and situations, alone, in small groups and in teams and to apply these skills in chosen activities to achieve exceptionally high levels of performance. 
• High levels of physical fitness. 
• A healthy lifestyle, achieved by eating sensibly, avoiding smoking, drugs and alcohol and exercising regularly.  
• The ability to remain physically active for sustained periods of time and an understanding of the importance of this in promoting long-term health and well-being.   

• The ability to take the initiative and become excellent young leaders, organising and officiating, and evaluating what needs to be done to improve, and motivating and instilling excellent sporting attitudes in others.  
• Exceptional levels of originality, imagination and creativity in their techniques, tactics and choreography, knowledge of how to improve their own and others’ performance and the ability to work independently for extended periods of time without the need of guidance or support.  
• A keen interest in PE. A willingness to participate eagerly in every lesson, highly positive attitudes and the ability to make informed choices about engaging fully in extra-curricular sport.  
• The ability to swim at least 25 metres before the end of Year 6 and knowledge of how to remain safe in and around water.   

 Curriculum EYFS  

Physical Development is vital in children, enabling them to pursue happy, healthy, active lives. We encourage the physical development of our children in Reception classes, as an integral part of their learning through sensory explorations, focussing on strength, co-ordination and positional awareness. We provide opportunities for play both indoors and outdoors, which supports our children in building core strength, stability, balance, spatial awareness, co-ordination and agility. 

We relate the physical development of the children to the objectives set out in the Early Learning Goals, which underpin the curriculum planning for children aged three to five years of age. Real PE and the Cambridge PE scheme also play a part in the children’s development in PE specific lessons. 

Intent

At Havelock, our well-planned PSHE curriculum is designed to equip all of our pupils for the real world and to meet all of our pupils’ needs. We want our children to have high aspirations; a strong belief in themselves and to realise that anything is possible if they put their mind to it:

What do we want for our pupils?

• To develop a confidence in sharing their own thoughts and opinions with others
• To show tolerance of others’ beliefs and life choices
• To develop skills and attributes to keep themselves healthy and safe
• To develop an attitude of a responsible citizen
• To build positive, respectful relationships with other people

Implementation

Our PSHE curriculum builds on prior learning by following the progressive frameworks outlined in the Jigsaw PSHE scheme of work. The scheme of work covers the following strands:

• Being Me in My World
• Celebrating Difference
• Dreams and Goals
• Healthy Me
• Relationships
• Changing Me

This scheme of work has been amended and adapted to ensure that it meets the needs of all of our pupils at Havelock. It has been timetabled carefully, so that it links to events such as Anti-Bullying week, World Mental Health day and Internet Safety Week. Time has been taken to ensure that all areas of the curriculum are being covered across both key stages and that they are being taught at an age-appropriate level.

Although regular time-tabled sessions will be a necessity, PSHE must also be taught incidentally and teachers must be flexible and respond to pupils’ needs and current world affairs.  Our School values and Celebration Assemblies which promote our values will also support the teaching of PSHE across the school.

It is also important that PSHE is taught in other areas of the curriculum, not just as a discrete lesson. At Havelock Schools we aim to promote and reflect British Values in all that we do. We pride ourselves on a whole school approach to promoting the spiritual, moral, cultural and social development of our pupils.

Links with SMSC and Fundamental British Values

Our Cornerstones Curriculum puts SMSC and Fundamental British Values at the heart of everything our pupils do. Many of our Imaginative Learning Projects promote aspects of SMSC and FBV. For example, in Year 1 children learn about how to listen others and work cooperatively in the ‘School Days’ project. Whilst in Year 6 pupils learn about discrimination and how to challenge in ‘Maafa’ project.

Impact

The impact of our curriculum will not only be seen in pupils’ work but by looking at the type of people our pupils become. Our pupils will become confident, tolerant, independent and well-rounded individuals who are prepared for life and for their next steps. We want our children to be able to approach a range of real -life situations with confidence and to apply their skills when navigating themselves through modern life.

The impact of PSHE lessons will be measured by:

• Looking at evidence of pupils’ work
• Pupil voice
• Self-assessment
• Looking at achievements of pupils both in and outside of school
• Celebration assemblies – how has the children’s behaviour/learning behaviour improved? What have they achieved this year that they have struggled with before?
• How children apply their PSHE skills in other subjects and situations they are faced with.