Overview

Curriculum Intent

At Haydon Wick Primary, we have a topic-based knowledge and skills led curriculum.

Our children are able to explore topics in great depth, ensuring our children have a broad and balanced learning curriculum. We also use the arts to underpin what the children are learning and immerse themselves into the topic they are learning.

We use a maths mastery approach for our mathematics. This inclusive approach, and its emphasis on promoting multiple methods of solving a problem, builds self-confidence and resilience in pupils. Our children have opportunities to verbalise their learning and understanding.

We have themed days and weeks; after school clubs; educational and residential opportunities that also enhance our curriculum offer.

We offer a wide-ranging sports curriculum for our children so that our children will be healthy and happy individuals and teachers are supported by weekly CDP from Premier Sports.

As we are a values-based education school, we ensure that our values also thread through our curriculum area. This helps our broad and balanced curriculum that we offer, supports our children in their learning behaviours, and prepares them to become responsible citizens in the future with life -long learning skills.

The Early Years Foundation Stage (Reception)

The foundation stage makes a crucial contribution to children’s early development and learning.

We provide children with a rich variety of teaching and learning experiences that are appropriate to their needs. The foundation stage is about developing key learning skills, such as listening, speaking, concentrating, persistence, and how to work and co-operate with others.

The early learning goals that make up the foundation stage curriculum are:

The Prime Areas

• Communication and language
• Physical development
• Personal, social, and emotional development

The Specific Areas

• Literacy
• Mathematics
• Understanding the world
• Expressive arts and design

The outdoor environment is also a very special part of the foundation stage curriculum. As such, time spent utilising outdoor areas is carefully planned for and available each day. This includes utilising the specially equipped outdoor area available to our reception classes.

The teaching to achieve these early learning goals will be delivered through first-hand experience and structured play. The areas of experience are linked to the foundation stage curriculum.

Assessment of development and learning needs are ongoing throughout the school year, and the teacher will keep records of children’s experiences and attainments.

During term 1, the teacher will carry out a baseline assessment for every child. This will establish where they are in all aspects of their learning and development and help future planning. The results of this early assessment will be shared with parents at the parents’ evening in term 1. By the end of the year, the teacher will have built up an accurate profile of each child’s development.

Phonics

We use Letters and Sounds as our Phonics scheme at Haydon Wick Primary School.

Key Stages 1 & 2

The core curriculum at key stages 1 and 2 comprises:

• English
• Mathematics
• Science

Children also study the subjects below, called foundation subjects, as part of the national curriculum:

• Computing
• Art and design
• Design technology
• History
• Geography
• Music
• Physical education

In Key Stage 2, pupils are taught French as well as personal, social, health, citizenship, education, and British values.

English Appendixes

Religious Education

Religious education is provided for all children as part of the curriculum and in accordance with the local authority’s agreed religious education syllabus.

Assembly is an important part of the school day, during which we meet together as a community. It is a time when we place emphasis on the development of values and attitudes towards each other and the world around us. Assemblies are non-denominational, and although they are of a broadly Christian nature, due consideration is given to the multicultural society in which we live.