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Subjects

English

Intent

At Hawes Down Primary School, we believe that all children are entitled to an enriching, exciting and ambitious English curriculum which engages children and develops their speaking and listening, writing, spelling and reading. This is delivered in a way which recognises the varied needs of our children and equips all learners to maximise their learning potential and is accessible to all children. Our ambition 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.
The global aim of our English curriculum at Hawes Down Primary School, is for children to develop a love of reading, writing and discussion, which equips them to be lifelong learners. We aim to inspire an appreciation of rich and varied language through the immersion of high-quality age-appropriate texts and a confidence to use their imagination through our book-inspired curriculum. We ensure that the texts chosen are diverse and build the children’s cultural capital as well as broadening their understanding of the world. We strive for these creative ideas and experiences to be applied to their writing within a variety of genres (fiction, non-fiction and poetry) and to be discussed effectively and with confidence. We provide an English Curriculum that is sequenced progressively and cumulatively to develop the acquisition of knowledge and skills. Teachers understand the importance of consistently revisiting previously acquired skills in order for them to be securely embedded. 
We believe that children need to develop a secure knowledge-base in English, which follows a carefully planned pathway of progressive knowledge and skills 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

Reading:
Reading is a high priority across Hawes Down Primary School. At Hawes Down Primary School, our ambition is that all children will read confidently, fluently and with good comprehension. Children develop the habit of reading widely and often, for both pleasure and information. The teaching of early reading begins with high-quality phonics teaching from the beginning of EYFS following the Little Wandle Letters and Sounds Revised programme (see phonics intent statement). We carefully monitor the children’s reading at home and encourage parents to be fully active and engaged with us in order to support their child’s ongoing development. In EYFS and Year 1, reading takes place three times a week in a group with a teacher or teaching assistant. Some children also receive individualised support on a 1:1 basis. During these weekly sessions, children access fully decodable books which match their phonic knowledge. During the three reading sessions, the children develop their reading skills of decoding, prosody and comprehension skills. As the children become more confident and fluent readers and when they are secure with Phase 5 phonics, they move from phonics lessons to whole class reading lessons which based on the philosophy of Solomon Kingsnorth. These lessons are taught daily from Year 2 to Year 6. During whole class reading lessons, children develop the VIPERS skills (Vocabulary, Inference, Prediction, Explain, Retrieval, Sequence/Summarise).

Writing:
At Hawes Down, we treat every child as a writer. We aim to inspire children to broaden their understanding of the world through writing for a range of purposes and audiences. Our texts inspire ideas for writing and have a significant effect on children’s vocabulary and story comprehension that they can use to enrich their own writing. Writing is taught in a progressive sequence of lessons focusing on a specific genre in a meaningful context and for a particular audience. This gives them a clear distinct goal, a strong sense of a real reader and take pleasure and pride in their own writing. At the start of the writing journey, children are encouraged to talk about their personal ideas through discussion which equips them to write about their experiences. At every stage of the writing journey, teachers challenge children through questioning, discussing, explaining, and demonstrating high quality writing. They provide support and scaffolds where needed so that all children can achieve. By the end of the writing journey, the children’s final piece of writing will showcase the grammatical skills and linguistic conventions they have been equipped with as well as their knowledge of that writing genre. They are encouraged to share the knowledge they have acquired through wider curriculum lessons in a real context (for example, writing scientific instructions or a historical biography). As writers, they learn to evaluate the effectiveness of their writing by editing and redrafting.

Oracy:
Teachers are role models of oracy and demonstrate high expectations to pupils. As a result of this, children become competent in speaking and listening, making formal presentations, demonstrating to others and participating in debates. They also develop empathy with characters through drama activities to give children experiences and build their connections. Children are encouraged to talk about the content of their writing and writing processes. Talk is important at all stages of the writing process.

Impact

The impact of our English curriculum is to nurture children who are enthusiastic, confident and independent readers, writers and speakers who take pride in and enjoy showcasing the development and progression of their English knowledge and skills.
At the end of their Hawes Down journey, our children are able to articulate 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 and become global citizens.

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

Intent

At Hawes Down Primary School, our ambition is for every child to read and write with confidence. We achieve this through a systematic synthetic and consistent 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. Our ambition is that through high-quality phonics lessons, children will be equipped with the skills to decode new words and to read books fluently, with pace and expression.

We teach reading through the Little Wandle Letters and Sounds Revised programme, which is a systematic and synthetic phonics programme. We ensure that there is full fidelity to our programme across the school. Phonics is taught in a progressive programme of engaging daily lessons across EYFS and Year 1. We ensure that lessons are consistent across classes and key stages so that children are exposed to the same vocabulary, structure and approach during phonics teaching. Lessons are carefully planned and sequenced so that children build on their prior knowledge and skills and can apply what they have learnt to the rest of the curriculum. This begins in EYFS and continues throughout Year 1.

Our phonics lessons are accessible to all children to ensure that children make progress and any children who are falling behind are identified quickly and relevant interventions are put into place. During phonics lessons, children are exposed to a wide range of vocabulary. This enables them to develop their understanding and build connections about the world around them.

Implementation

At Hawes Down Primary School, children are taught to read using phonics following the Little Wandle Letters and Sounds Revised programme. This enables them to build fluency when reading aloud. 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. In each session, the children revisit their previous session, are taught new skills, and practise and apply what they have learned through reading and writing.

Phonics lessons are accessible to all children and teachers provide support, scaffolding and challenge as required to enable all children to achieve. Some children will also receive additional targeted phonics support to secure their learning. All adults model correct pronunciation to support blending and segmenting.

At the start of EYFS, children continue to build upon listening activities as they begin the Little Wandle Letters and Sounds Revised programme and are introduced to grapheme-phoneme correspondence. Children are taught how to decode and blend to enable them to read new words. They are taught how to form letters correctly and learn to spell through the process of segmenting whole words and by selecting letters to represent those phonemes. Pupils are also taught a range of ‘tricky words’ which cannot be decoded using phonics.

Throughout Year 1, we continue to teach the Little Wandle Letters and Sounds Revised programme working systematically through the different phases. Children will be introduced to alternate spellings of phonemes they have learnt previously and embed their knowledge of decoding two and three syllable words. The spelling of tricky words is 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. All children in EYFS and Year 1 read as part of an adult-led group three times a week. During these sessions, the children develop the skills of decoding, prosody and comprehension. The books are closely matched to the children’s phonic knowledge.

Impact

Our children will make rapid progress from their start point in reading and writing. They will leave EYFS equipped with some of the fundamental skills of learning to read and write and will build on this knowledge throughout Year 1 and Year 2. By the end of Year 1, they should have a secure understanding of the phonic sounds to enable them to achieve highly in their Year 1 Phonics Screening Check. They will be able to decode new words and to read fluently, with pace and expression.

Ultimately, as children become more secure in their phonic knowledge, reading evolves from learning to read, to reading to learn. 

USEFUL LINKS

Please click on the following link for information about how to say the sounds and how we teach phonics:

https://www.littlewandlelettersandsounds.org.uk/resources/for-parents/

Phase 2 sounds taught in Reception Autumn 1: https://www.youtube.com/watch?v=shlSQrleibs

Phase 2 sounds taught in Reception Autumn 2: https://www.youtube.com/watch?v=tKUEQFXXfYY

Phase 3 sounds taught in Reception Spring 1: https://www.youtube.com/watch?v=wxRMoHynvy0

Year 1 Phonics Screening Check - Information for ParentsPhonics Screening Check

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 have invested in raising the profile of science alongside core subjects, by signing up to the Primary Science Quality Mark. We’ve introduced an annual Science Day, which involves living and breathing science for the day with the support of external Scientists. We have extended the length of science lessons so children have more time to learn and explore and have introduced a termly science assembly. We have also invited parents in to talk about science based professions to support our collaboration with home and school. We want the children to be inspired by science and to develop their curiosity by encouraging them to think big. Children learn that science is not just in their local level (Cultural Capital), but also understanding how it affects everyone around the world. We understand that exploration and discovery is vital to children’s learning and this is done through a broad, balanced and engaging curriculum encompassing the school’s 5Es (Enriching, Exciting, Engaging, Equipping and Experience). The progressive knowledge throughout the school from EYFS to Year 6 creates an exciting opportunity to learn a rich diet of knowledge, which helps to provide connections between concepts and other curriculum subjects. The inclusion of science skills, knowledge and enquiry, combines to create ambitious lessons for all children to thrive and become scientists in each science lesson, supported by well-matched and high quality resources across the school. Science is truly on the map at Hawes Down Primary School.

Implementation

In EYFS Science is taught as a part of the Understanding of the World area of the curriculum. Children are provided with hands on opportunities to investigate, observe and to ask and answer questions. All of these skills help to prepare them for Science in KS1.

At Hawes Down 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 2021-22Science curriculum Overview

Science ProgressionSCIENCE PROGRESSION PATHWAY

Science work across the school 2021/2022

science newsletters

Science Newsletter Autumn 2

Science Newsletter SPRING 1

Science Newsletter SPRING 2

Science newsletter Summer 1

-2.pdf

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 take a mastery approach to teaching geography.  We have high aspirations for all children and each lesson has the same learning target for all.  We seek to build on the experiences our pupils bring to each lesson and to enrich their cultural capital by demonstrating the relevance of their geographical skills in everyday life.  

Our curriculum enriches their knowledge of how the Earth’s features at different scales are shaped, interconnected and changed over time. They deepen their understanding of the physical and human processes that form our landscapes and environments through engaging lessons.  

Through exploring the world together at Hawes Down Primary School, pupils become geographers. 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 as a discrete subject throughout the year, so that children understand the nature of geographical study and learn as geographers in lessons.  They 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

The study of geography links closely with the school’s Eco group.  The Eco committee meet twice termly, present assemblies and organise an annual Eco Day to raise awareness and understanding of environmental issues both local and global. They act to enhance the school site through litter picking, tree planting and the allotment areas

Impact

We want to equip our children with the knowledge of how their actions impact the world, leaving Hawes Down Primary School as geographers with skills to navigate the modern world. The children will have a breadth and depth of knowledge that will equip them as they progress into KS3.   

Geography Curriculum Overview 

Geography Progression
GEOGRAPHY PROGRESSION PATHWAY

MFL

A different language is a different vision of life.’

-Federico Fellini-

 

Learning a language is not a destination, but a journey.’

-Jean Brunet-

Intent

At Hawes Down Primary School we believe that a high-quality 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 continue to study language in KS3 and beyond. 

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 to explore the 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

The teaching of Modern Foreign Languages is statutory in the KS2 curriculum. We at Hawes Down Primary School believe that this a vital life skill and ensure all children engage in the rich cultural and language experiences throughout each lesson.

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 using 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.
  • Ensure all children enjoy and have varied engaging, exciting experiences where they are passionate about the language they are learning and are also finding out about the cultural practices of that country through independent and whole class research.
  • 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 teacher trained in MFL and continued 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:

  • Children articulating their thoughts about their own French          learning weekly, identifying their own strengths.
  • 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, identifying cross-curricular links.
  • 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, using our high quality resources. Knowledge and understanding of Information Communication Technology is of increasing importance for children’s future both at home and for employment.  Our computing curriculum serves to build cultural capital by ensuring all children have access to and experience a range of activities, programmes, creative tools and games. We offer rich opportunities, both equipping and inspiring children to draw upon skills learnt to reach future goals.

Our computing curriculum is ambitious because it is fast paced, rich in challenging vocabulary, and introduces difficult concepts such as algorithms from a young age. We then build on this knowledge and increase the challenge as children move through the school to really deepen and build on understanding. 

Our broad and balanced computing curriculum focuses on a progression of skills in digital literacy, computer science, information technology and online safety to ensure that all children become competent in safely using and understanding a range of technology. Our intention is for computing to support children’s creativity and cross-curricular learning too, engaging children and enriching their experiences in school. 

Online safety is a priority and children access this in all year groups by following a progressional online safety scheme of work. Alongside this direct teaching, opportunities to discuss online safety are taken regularly throughout the year with events such as ‘Safer Internet Day’, online safety assemblies and talks from outside agencies (The Breck Foundation). Children all have the SMART online safety rules as their desktop background, to refer to whenever they are using computers in school. In addition, documents are uploaded to our online safety tab throughout the year to help and advise our parents, to improve online safety at home.

All year groups have a weekly computing lesson, however we encourage staff to try and embed computing across the whole curriculum to make learning creative and accessible. We have high expectations of our pupils; our curriculum is ambitious and challenging, as we want them to be fluent with a range of tools and hope that 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

“Art has the role in education of helping children to become like themselves instead of more like everyone else”

Sydney Gurewwitz Clemens

 

Intent

At Hawes Down Primary School, we have an exciting and aspirational Art and Design curriculum which provides a wide range of cultural capital. 

Our aims are to provide a dynamic and rewarding creative education for all children to engage inspire and challenge. 

Through creative teaching and a broad and global art curriculum, children will experience different art forms, from mark making, colour mixing, collage, printing, painting, sculpture and mixed media our children will be uninhibited in the way they explore art and express their creative ideas.  

The children will be able to explore the language of art and have excellent knowledge of the artists and designers they study.  From this our children will be able to create individual art; communicating in visual and tactile form. 

They will be able to draw confidently and explore perceptively and powerfully in 2D or 3D. This will equip the children to think and act like creative practitioners, using their knowledge to excite, engage and enrich

By the time our children leave Hawes Down Primary School we believe that they will have a life-long passion about the arts. 

Implementation

At Hawes Down our Art and Design curriculum is based on the National Curriculum and this is delivered and progression is ensured by following the Hawes Down Art and Design Curriculum progression of skills map for each year group. Our children show 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 ProgressionART PROGRESSION PATHWAY

Design and Technology

“Design and Technology should be the subject where mathematical brainboxes and science whizzkids turn their bright ideas into useful products”

James Dyson

Intent

At Hawes Down Primary School, our Design and Technology curriculum incorporates a truly cross curricula approach. It is taught in an exciting and engaging way using the Design and Technology Association’s Projects on a Page scheme. 

Our progressive and dynamic curriculum ensures that our children will have the skills to design and make high quality prototypes for a wide range of users. The curriculum ensures that all children have the ability to evaluate and test, ensuring that originality and creative risks are allowed and encouraged. 

One of the most important aspects of our Design and Technology curriculum is how it allows children of all abilities to work independently, carrying out research testing, making mistakes and knowing it is ok if something does not work first time; that they have the power and ability to change their designs as they explore. This method of teaching Design and Technology allows all the children to feel passionate about their learning. 

At Hawes Down, we ensure that Food Technology is taught in every year group, ensuring that the children are equipped with knowledge about sustainability of food and how to create a balanced menu - skills that are lifelong, embedded at an early age.

Implementation

Design and Technology learners are 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 ProgressionDESIGN & 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.

We endeavour to challenge our pupils with an ambitious curriculum from learning a new instrument to composing and performing their own pieces of work. Our Music Express curriculum ensures that we provide the opportunity to not only learn a variety of musical skills, but to create a deep understanding of them to enable our students to build on these as they move through the school and eventually using them to be creative and make their own music.  

Music Express builds on cultural capital and explores a range of genres from world music, jazz, blues to classical. The scheme explores music from different global composers and allows children to be able to identify the differences and similarities between these composers. To add to this, Year 6 pupils have the opportunity to learn the Djembe drum, exploring African rhythm and beat. This exposes children to a variety of music that they might not have heard before and helps them to develop their own love of different styles of music as well as develop their musical skills. 

Our music provision includes children gaining inspiration from local, national and global music past and present. For example, in Year 5, the children explore the song ‘Jerusalem’ which provides the basis for looking at changes through time. The children are given opportunities to compose and perform music inspired by their local community, both past and present. 

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. We also have a Glee club which consists of Year 5 and 6 pupils learning, singing and dancing to create performance pieces. 

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 genre of music every Friday morning as the children enter the classroom as well as during our singing assemblies. The children then have a brief discussion about the music, sharing their opinions and thoughts about different styles of music. This exposes 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”. ARPS use EYFS planning to ensure all children are included within the subject.

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 at Hawes Down is an ambitious subject which allows children to explore and investigate the beliefs of others and encourages children to deeper their knowledge, curiosity and awareness of the world around them and the culture rich country that we live in today.

RE Curriculum Overview

RE Progression
RE PROGRESSION PATHWAY

PE

Intent

Hawes Down Primary School’s PE curriculum has been organised in a progressive way so that children are taught, and have access to, every skill they will need going into secondary school. This equips the children with the engaging experiences that they require for a successful transition.  PE is instructed in every year for a minimum of 2 hours a week.  The time is divided into an hour of games and an hour of PE.  For PE, each term focus on specific target areas i.e. athletics, dance and gymnastics.  For games, external sports coaches teach hockey, rugby, cricket, handball, dodgeball and many more.  Further tuition is also available in extra-curricular clubs in these sports, as well as netball, lacrosse and cross-country.

Our PE curriculum is an engaging and exciting curriculum that equips the children with the skills that they need for later life e.g. teamwork and communication. Cross-curricular teaching of PE is implemented when possible e.g., maths relays. These are exciting experiences as it is inclusive of all children, regardless of ability in other subjects.

Cultural capital is the accumulation of knowledge, behaviours, and skills that a student can draw upon and which demonstrates their cultural awareness, knowledge and competence.  This is incredibly important when teaching PE as when the children leave HDPS, we ensure that they leave with the knowledge, behaviour and skills needed to make a successful transition into secondary school and be competent when they arrive.

At HDPS, we are focused on inspiring the next generation of sporting children.  This is achieved by instilling a love for PE and games within the children from a young age, whilst ensuring that the National Curriculum (2014) requirements are met.  We do this by revising each aspect of the curriculum and ensuring that children have achieved this. 

For children with disabilities, scaffolding and careful planning ensures that all children are able to access the whole curriculum. 

The sports taught at HDPS are closely monitored and are based on the sports that secondary schools in the area play.  Hockey and rugby are taught throughout KS1/2, therefore giving children the best possible transition into secondary school.

We ensure that all of our PE lessons, whether they are instructed by external providers or teachers within the school, follow our 5 E’s.  We make sure the lessons are engaging and exciting by ensuring that a wide variety of sport is available.  This also provides equipping and enriching experiences as well as cultural capital as it gives the children the best possible start to their sporting journey.

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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