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Subjects

English

Intent

At Hawes Down Primary School, we believe that all children are entitled to an enriching and exciting English curriculum which is used to engage them and develop their abilities in speaking and listening, writing, spelling and reading. This is delivered in a way which recognises the varied needs of our children and equips each individual to maximise their learning potential. Our aim is for all children to become confident and competent in communicating their ideas through a range of different experiences and for a variety of purposes.

At Hawes Down Primary, it is our intention that children should develop a love of reading, writing and discussion, which equips them to be lifelong learners. We aim to inspire an appreciation of our rich and varied language through the immersion of high-quality texts and a confidence to use their imagination through our book-inspired curriculum. We strive for these creative ideas and experiences to be applied to their writing within a variety of genres and to be discussed effectively and with confidence.

We believe that children need to develop a secure knowledge-base in Literacy, which follows a clear pathway of progression as they advance through the primary curriculum. We believe that a secure basis in literacy skills is crucial to a high-quality education and will give our children the tools they need to engage fully as a member of society.

Implementation

At Hawes Down Primary School we aim to ensure that all children can:

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

These aims are embedded across our English lessons and the wider curriculum. Learning is enriched through a sequence of high-quality age-appropriate texts which include fiction, non-fiction and poetry. We use each text to create opportunities to:

  • engage the children into exciting storylines 
  • develop speaking and listening skills as well as empathy with characters through drama activities
  • discuss ideas and themes and, from this, develop curiosity beyond the text 
  • draw inspiration from stories and poetry to create their own poetic forms
  • write descriptively and succinctly for different purposes
  • develop reading fluency and comprehension with a focus on key reading strategies and skills
  • develop grammar and punctuation knowledge and understanding to use and apply across the wider curriculum
  • explore the writing structure and features of different genres
  • identify the purpose and audience
  • plan and write an initial piece of writing with a clear context and purpose before evaluating the effectiveness of writing by editing and redrafting. 

Impact

The intended impact of our English curriculum will be 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 are able to debate their ideas, take risks in their reading and writing and have the skills to think creatively as well as being equipped to take on future challenges. 

English progression

ENGLISH PROGRESSION PATHWAY - WRITING - GRAMMAR AND PUNCTUATION

ENGLISH PROGRESSION PATHWAY - WRITING - CREATING AND ORGANISING

ENGLISH PROGRESSION PATHWAY - READING - COMPREHENSION

ENGLISH PROGRESSION PATHWAY - READING - WORD READING

Phonics

OVERVIEW

At Hawes Down Primary School, we strive for every child to read and write with confidence. This is achieved through a systematic synthetic approach to phonics with regular engaging, enriching lessons. The phonic and early-reading skills that the children learn from the beginning of EYFS will equip them for the rest of their lives.

Intent

At Hawes Down, we teach reading through the Little Wandle Letters and Sounds Revised programme, which is a systematic and synthetic phonics programme. Phonics is taught in a structured programme of engaging daily lessons across EYFS and KS1. This begins in EYFS and continues throughout Year 1. In each session, children revisit their previous learning, are taught new skills, and practise and apply what they have learned.

Implementation

At Hawes Down Primary School, children are taught to read using phonics. Other reading strategies, such as using picture cues and reading for meaning, are also introduced. Pupils are also taught a range of ‘tricky words’ which cannot be decoded using phonics. In this way they gradually develop a bank of vocabulary they know by sight. Children are also exposed to a wide range of engaging, enriching reading material to develop their vocabulary, widen their experiences and excite and inspire our children to become life-long readers.

Phonics lessons are taught every day in Reception and Year 1 and each day the children learn or revise a new sound. Some children will also receive additional targeted phonics support to secure their learning. At the start of EYFS, children continue to build upon listening activities and are introduced to the start of systematic phonic work. Grapheme-phoneme correspondence is introduced. 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. We continue to use the Little Wandle Letters and Sounds Revised programme throughout Year 1, working systematically through the different phases. Children will be introduced to alternate spellings of phonemes they have learnt previously and learn strategies to decode two and three syllable words. The spelling of tricky words are taught continuously throughout the phases.

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.

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.

Impact

Our children make rapid progress from their start point in reading and writing. They leave EYFS equipped with the fundamental skills of learning to read and write and 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.

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

 

Phase 2 sounds Reception Autumn 1 2021-22Phase 2 sounds Reception Autumn 2 2021-22Phase 3 sounds Reception Spring 1 2021-22Programme Overview Reception and Year-1 2021-22Reception Progression Overview 2021-22Year 1 Progression Overview 2021-22Reception Grapheme Mat 2021-22Year 1 Grapheme Mat 2021-22Phonics Glossary 2021-22

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. This is to ensure all pupils can master the Maths Curriculum and gain the important mathematical skills that equip them for the wider world. 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 within the learning block, through reasoning and problem solving, rather than accelerated to different content. We believe this is a more engaging, enriching and equipping way to learn Maths. 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/

 

Implementation

Children will receive daily hour-long Maths lessons where they will engage their Maths brains by taking part in an exciting, fast-paced warm-up activity. This may consist of times tables (and inverse) rapid recall or simple mathematical skills practice, and in upper KS2 may transition to more reasoning-based questions. After a pacey warm-up, the children will be enthusiastically guided and challenged through the sequence of the lesson. 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). Our lessons aim to follow these three strands of Maths, allowing all children to access Fluency on a daily basis and Reasoning and Problem Solving twice or more weekly.

 

Impact

As a result of our Maths teaching at Hawes Down Primary School you will see:

  • Enriched children who get the opportunity to make good progress during their time with us. 
  • Excited children who can recognise and use a wide range of different representations of mathematical concepts.
  • Engaged children who are all challenged appropriately.
  • Experienced children who can use a variety of resources to support (and explain) their Maths learning.
  • Equipped children who can articulate their Maths learning and the links between mathematical concepts and how these will be used in their lives beyond the education setting.

Maths curriculum Overview

MATHS progression

MATHS CPA CALCULATION POLICY

PROGRESSION PATHWAY - MATHS - ADDITION AND SUBTRACTION

PROGRESSION PATHWAY - MATHS - MULTIPLICATION AND DIVISION

PROGRESSION PATHWAY - MATHS - FRACTIONS

PROGRESSION PATHWAY - MATHS - MEASUREMENT

PROGRESSION PATHWAY - MATHS - PLACE VALUEPROGRESSION PATHWAY - MATHS - GEOMETRY       PROGRESSION PATHWAY - MATHS - STATISTICS AND ALGEBRA

Science

Intent

At Hawes Down Primary School we want to inspire curiosity in all children, while also enabling children to make connections between previous knowledge. We recognise that exploration and discovery are vital characteristics of children’s learning and the teaching and learning of Science should be done through practical experiences wherever possible.  We will create an enriching, progressive and diverse curriculum to engage and inspire all learners in all areas of science. We will create exciting opportunities for children to work scientifically, developing their application of skills.  We will equip our children with the knowledge and skills they need to become future scientists. These rich experiences will enable our children to know more, understand more and remember more.

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 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.  

At Hawes Down 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.  

Children asking and answering questions is a key part of their learning and Science lessons at Hawes Down often start with a question and are followed up with key learning questions. Sequential lessons are planned to support answering these questions.  Working scientifically, skills are embedded into lessons 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 remember and build on them.

Science is enriched through school visits, trips and experiences.  We will ensure that the Science curriculum we provide will equipchildren the confidence and motivation to continue to further develop their skills into the next stage of their education and life experiences.  

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:

  • A greater scientific knowledge and understanding

  • A wider range of scientific enquiry skills

  • A richer scientific vocabulary

  • An enjoyment and enthusiasm about Science in our school and as future scientists

  • Standards in Science at the end of Key Stages are good or better than National and Bromley

Science Vision 2021-22

Science curriculum Overview

Science ProgressionSCIENCE PROGRESSION PATHWAY

science newsletters

Science Newsletter Autumn 2

Science Newsletter SPRING 1

Science Newsletter SPRING 2

History

Intent

At Hawes Down Primary School, history periods are informed by the National Curriculum and are relevant to 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: 

  • Develop knowledge of how significant events and people fit into a chronological framework.
  • Develop a greater understanding of our world and its people, of Britain’s past and that of the wider world which helps to engage children’s curiosity and prompts them to ask questions and seek the answers. 
  • Learn the skills of research, selecting and evaluating evidence, drawing conclusions and arguing their point of view.
  • Begin to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.  
  • Understand how the past influences the present and future.
  • Understand how Britain is part of a wider European culture.
  • Have some knowledge and understanding of historical development in the wider world.

Implementation

Historical knowledge, skills and understanding are taught in units throughout the year, so that children are excited to achieve depth in their learning. By the end of Year 6, children will have a chronological understanding of British history from the Stone Age to Roman Britain to the present day. They are able to draw comparisons and make connections between different time periods and their own lives. As a school, consideration is given to how we can enrich children’s understanding of the historical topics within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion. Outcomes of work are regularly monitored to ensure progress of historical knowledge, skills and understanding. 

Impact

The impact and measure of this is to ensure that children at Hawes Down are equipped with historical skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world.

We want the children to have thoroughly enjoyed learning about history, therefore encouraging them to undertake new life experiences now and in the future.

History Curriculum Overview 

History Progression
HISTORY PROGRESSION PATHWAY

Hawes Down History Timeline

Geography

Intent

At Hawes Down Primary School, we aim to provide our children with geographical experiences to deepen their knowledge and understanding of the world around them. Building on the childrens’ experiences we will enrich their knowledge of how the Earth’s features at different scales are shaped, interconnected and changed over time. They will deepen their understanding of the physical and human processes that form our landscapes and environments.

Through exploring the world together at Hawes Down Primary School, we aim to equip our children with awareness, curiosity and the ability to ask questions about our planet and its inhabitants. As they progress, children are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it. Through enriching experiences the children will gain knowledge of the physical side of the Earth’s natural features such as mountains, deserts, rivers and oceans. They will learn about human geography including the impact that humans have had on the world and how the natural world has affected them. Introducing awareness of environmental issues will equip the children to understand and formulate their own ideas regarding sustainable development. A range of localities will be studied from the local area to contrast with localities both in our own country and abroad.  

Implementation

The geography curriculum at Hawes Down Primary School is based upon the 2014 Primary National Curriculum in England and is delivered through engaging and exciting lessons appropriate to each Key Stage. Geography is taught throughout the year, so that children can experience continuity and depth in their learning. Vocabulary and prior learning will be revisited at the start of each lesson equipping our children with geographical language and knowledge. Geography lessons develop a range of geographical skills and a variety of learning styles to engage all learners, including those with SEND. 

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 children with exciting and engaging first hand and practical experiences.

Impact

We want to equip our children with the knowledge of how their actions impact the world. The children will have a breadth and depth of knowledge that will equip them as they progress into KS3.  

Geography Curriculum Overview 

Geography Progression
GEOGRAPHY PROGRESSION PATHWAY

MFL

Intent

At Hawes Down Primary School we believe that a high-quality enriching languages education will foster children’s curiosity and deepen their understanding of the world. The teaching 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 exciting opportunities for them to engage for practical purposes and learn new ways of thinking. Language teaching will provide the foundation for learning further languages, equipping children to study and work in other countries.

The learning of French provides a valuable educational, social and cultural experience for all children. Children develop communication and literacy skills that lay the foundation for future language learning. They develop linguistic competence, extend their knowledge of how language works and explore differences and similarities between French and English.

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. The learning of French provides a medium for cross-curricular links and the reinforcement of knowledge, skills and understanding developed in other subjects.

Implementation

Although the teaching of Modern Foreign Languages is only statutory in the KS2 curriculum, we at Hawes Down Primary School believe that preparing the children in KS1 will have a positive effect on their willingness to engage and become successful linguists.

Through the teaching of French at Hawes Down Primary School we:

  • 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.
  • Ensure children have access to high-quality engaging teaching and learning opportunities.
  • Ensure children have exposure to simple commands including day-to-day French language, including days, months, numbers and classroom instructions.
  • Ensure children develop an increased wider cultural understanding through our enriched and varied curriculum to which languages contribute.
  • Provide language informed by the National Curriculum and the skills expressed in this: Listening, Speaking, Reading, Writing and Cultural Understanding.

At Hawes Down French is taught by a specialist native French teacher and supported by class teachers using phrases and vocabulary within class. A multi-sensory and kinaesthetic approach to teaching is used, with a physical element introduced wherever possible as an aid to understanding and retention. Lessons are enjoyable, non-threatening with success built in at every level, in order that the children develop a positive attitude to the learning of a foreign language. Confidence and self-esteem are built through positive reinforcement for any contribution they make, however tentative. 

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:

  • Pupil discussions about their learning;
  • Monitoring and reflection against subject-specific skills defined in each year of study;
  • Children applying their knowledge of language to other areas of the curriculum;
  • Children applying their cultural understanding and tolerance across society and cultures.

French curriculum OverviewFrench Progression
FRENCH PROGRESSION PATHWAY

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 equip them for an ever-changing digital world. We want to model and educate our pupils on how to use technology positively, responsibly and safely.  Knowledge and understanding of Information Communication Technology is of increasing importance for children’s future both at home and for employment. 

Our Computing curriculum focuses on a progression of skills in digital literacy, computer science, information technology and online safety to ensure that 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 too, engaging children and enriching their experiences in school.

We encourage staff to try and embed Computing across the whole curriculum to make learning creative and accessible. We want our pupils to be fluent with a range of tools and hope by Upper Key Stage 2, we have equipped the children to have the independence and confidence to choose the best tool to fulfil the task and challenge set by teachers.

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 in order 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 exciting programs, allowing them to analyse and solve problems. As part of Information Technology, children learn to save, retrieve, create and organise data. Children are able to 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.

Computing Progression of Skills DocumentsComputing Yearly Overview Map
COMPUTING PROGRESSION PATHWAY

Art

Intent

At Hawes Down Primary School, Art and Design teaching is used to engage, inspire and challenge pupils. Our Art and Design curriculum equips children with the knowledge and skills needed to experiment and be creative. We want children to learn from the process of working creatively and to become more confident in creating their own works. Our Art and Design curriculum seeks to give pupils an understanding of how art impacts and enriches our world and so the work of artists and designers is an integral part of the curriculum. At Hawes Down, children learn how being creative is part of being human.  As pupils progress, they should be able to think critically and develop a more informed understanding of Art and Design. 

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 engagement 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 explore and experience 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.

ART and design Curriculum OverviewArt Progression December 2021

ART PROGRESSION PATHWAY

Design and Technology

Intent

At Hawes Down Primary School, Design and Technology is taught in an exciting and engaging way using the Design and Technology Association’s Projects on a Page scheme. This ensures that there is an appropriate progression of knowledge which supports pupils in knowing more and remembering more as design technicians. It ensures that there is an appropriate progression of design and technology skills which are taught over time through different experiences so that pupils are supported to be the best design technicians they can be, and challenge teachers to support struggling design technicians and extend more competent ones. The scheme equips children to learn the most about design and technology and identifies designers who underpin specific areas of the curriculum and raise aspirations for pupils. 

Implementation

Design and Technology learners are engaged 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 are able to 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 an enriched curriculum they will be able to talk about a variety of famous design technicians over time. From fantastic experiences 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.

DESIGN & TECHNOLOGY Curriculum OverviewDesign & technology Progression
DESIGN & TECHNOLOGY PROGRESSION PATHWAY

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 2021 -

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 a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.

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.

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 yearly 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.

Every child is entitled to have one hour of music each week and this is achieved by weekly music lessons in class (via class teacher or specialists from BYMT) as well as our weekly singing assemblies.

We offer each year group instrumental lessons provided by visiting specialist from the Bromley Youth Music Trust, including singing, drumming, recorders and ‘music makers’ for our Year 1 and EYFS classes. This is further supported by a huge number of musical performances which include two annual school concerts, music/singing assemblies and services, productions, and further concerts such as Infant Song Festival throughout the Langley Park Learning Trust, all of which provide our children with enriching and exciting experiences to remember.

We host an array of extra-curricular musical activities such as our chamber choir formed of Years 4 and 5 pupils, which is conducted by a specialist music teacher from LPSB and offer individual instrumental tuition in piano, guitar, saxophone, clarinet, drums, flute, violin and singing to children in Years 1 to 6.

Impact

The measure of our intent is to ensure children not only acquire the appropriate age related knowledge linked to the Music curriculum, but that they also have the skills needed to move their learning forward. This is evaluated by monitoring the progress the children make through regular assessment and review of teaching, learning and planning (using the Music Express scheme of work).

Music lends itself to many cross curricular links, especially with RE, as we celebrate many Christian festivals including Harvest, Christmas and Easter through performances, services and song.

In light of the New Model Music Curriculum, we have been granted a budget of £4,325 via our school’s PTA to fund music provision for each class supplied by Bromley Youth Music Trust, such as singing lessons and instrumental lessons (drums, recorders, etc). This ensures that every child has the opportunity to learn an instrument throughout their schooling. This is something we hope to continue each year. We also have a range of peripatetic lessons including piano, guitar, saxophone, clarinet, drums, flute, violin and singing; these individual tuitions are offered to all children from Years 1 to 6.

CPD training for all staff took place in January 2022. This outlined the end of phase expectations from the National Curriculum. It also introduced the key outcomes from the New Model Music Curriculum and looked in detail at our planning directly linked to Music Express. This enables staff to fully understand the expectations for music for their year group and to deliver high quality music lessons. Staff received a brief training clip of how to effectively use the scheme of work to its fullest. I also introduced the provision from BYMT to each year group which will enable all children to learn an instrument from EYFS to Year 6. Following on from this staff meeting, I have requested that Music is taught once a week for 30-40 minutes following the Music Express Scheme. I have also asked staff to display vocabulary in their classrooms to help with ‘remembering’ what they have learnt, as well as recording video clips of performances and lessons as a way of assessing the outcomes of the music lessons. Finally, to promote cultural capital within music, all staff will play a variety of music every Friday morning as the children enter the classroom along with a brief discussion about the music. This will expose children to a variety of different genres (classical, jazz, blues, etc) that children do not always have the opportunity to hear in everyday life.

Music Curriculum Overview 2021-22

Music Progression
MUSIC PROGRESSION PATHWAY

PSHE

Intent

At Hawes Down Primary School personal, social and health education (PSHE) equips our children to become healthy, independent and responsible members of a society. We feel it is an important part of children’s education to help them to understand how they are developing personally and socially. Our intention is for our PSHE curriculum to shape children’s learning through engaging and enriching experiences in school and to equip them to live a healthy, safe, fulfilling, responsible and balanced life. We provide our children with enriching experiences for them to learn about rights and responsibilities and appreciate what it means to be a member of the diverse society in which we live.

We encourage our children to play a positive role in contributing to school and the wider community through a wide range of exciting opportunities.

Implementation

At Hawes Down we deliver the PSHE curriculum by building where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on:  drug education, financial education, citizenship, personal safety, sex and relationship education (RSE) and the importance of physical activity and diet for a healthy lifestyle. Teachers utilise P4C (Philosophy for Kids) to create exciting and stimulating lessons that question and challenge children’s perceptions.  

PSHE plays a vital part of Hawes Down School and, as well as discrete focused lessons, it is also embedded throughout the curriculum. This enables staff to ensure a full coverage of PSHE is taught in their year group.

Impact

Our school values and inclusion of safeguarding within our curriculum is vital as first and foremost, we want our children to be safe and happy so they can excel in all aspects of school life. Our PSHE curriculum provides them with a chance to reflect and learn about these crucial elements and this is shown throughout their time at Hawes Down through their personal learning journeys and memory books.

Our children and staff value well-being, mental health and good citizenship. Through our curriculum, we believe that we equip children for the next stage in their education with the skills to become positive and successful members of society who have the ability to aim high and achieve the best they can be.

PSHE Curriculum Overview

pshe Curriculum topic overview final

PSHE PROGRESSION PATHWAY

RSE

Religious Education

Intent

At Hawes Down Primary School, RE is an enriching part of our broad and balanced curriculum. RE aims to give children an insight into other people’s religions and views. RE nurtures the spiritual, moral, social, cultural, mental and physical development of pupils and of society, and prepares pupils for the opportunities, responsibilities and experiences of later life. 

At HDPS, we plan our RE lesson in accordance with the 2020 Bromley Agreed Syllabus. The curriculum aims to give children the opportunity to learn about and develop respect for their own beliefs as well as others.  Through encouraging children to learn from religions, they will develop a willingness to ask questions and to explore things in greater depth. All children will gain careful consideration of the views of others. In EYFS, children learn about different celebrations through “Understanding the World”.

Implementation

In order to ensure that RE is a fun and engaging subject, it is taught using a variety of engaging teaching methods such as stories, music, and discussion, as well as looking artefacts. Through these different mediums, children gain a holistic approach to RE and are excited to learn. Where possible we want our pupils to have opportunities to encounter and have experiences with local faith communities through visits to local places of worship or visits from members of local faith communities.

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 Curriculum Overview

RE Progression
RE PROGRESSION PATHWAY

PE

Intent

At Hawes Down Primary School, we aim to encourage a lifetime love of sport and keeping fit. Within our PE and sport curriculum we aim to deliver a unique set of engaging, exciting experiences within a sporting context that serve to create an enriching experience which will equip them for their future lives.  We also aspire to build determination, passion, respect, honesty, self-belief and teamwork through this.

These values will:

  • Help children to understand the importance of health and well-being.
  • Equip our children with the knowledge and understanding of how to develop and live healthy lifestyles.
  • Provide a broad range of high-quality exciting experiences,opportunities and outcomes for all.
  • Develop links with other schools and organisations in the community.
  • Promote active participation and competition at all levels.
  • Encourage children to continue their interest in fitness and sport into secondary and beyond.

Implementation

Pupils in both KS1 and KS2 will engage in lessons of high-quality PE each week. In KS1 the curriculum focuses on fundamental movement skills to develop agility, balance and co-ordination. Curriculum content includes ball skills and team games, gymnastic and dance activities. At KS2 pupils will continue to apply and develop a range of skills and units of work which include a range of invasion, net/wall, and fielding and striking games, gymnastics, dance, athletics and swimming. 

Children’s experiences will also be enriched through opportunities for outdoor and adventurous activities. A range of resources will be used to support progression across the curriculum including specialist coaching sessions for different sports. Children will become equipped with knowledge on how to have a fit and healthy lifestyle.

The School uses the principle of STEP for adjusting lesson activities for differentiation. Some children with particular needs may require different activities, for example, with a particular focus on fine motor skills if hand to eye coordination is a challenge.

S = change the space available

T = change the time allowed

E = change the equipment, e.g. softer or larger balls, different sized bats, etc…

P = change the people, e.g. size of the groups 

Impact

Developing a positive attitude generally is not simply about celebrating sporting success and learning to lose well; but also encouraging children always to do their very best regardless of their ability; praising progress and achievement in a way that does not cause fear or upset for lack of performance or failure; and treating team mates, coaches, teachers, opponents and referees with respect. Essentially, using every opportunity to maintain and raise self-esteem all round.

PE curriculum OverviewPE Progression
PE - GAMES PROGRESSION PATHWAY

PE - GYMNASTICS PROGRESSION PATHWAY

PE - DANCE PROGRESSION PATHWAY

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