Curriculum Detail

To deliver a curriculum which:

• Imparts children with the knowledge of risks online and how to remain safe enabling pupils to believe they can use technology in a safe and responsible way independently.
• Develops children’s confidence and competence of engaging with a variety of technology to encourage them to belong to a world shaped by technology allowing them to gain skills that will equip them for life.
• Seeks to engage and enrich children’s experiences in school through digital literacy, information technology and computer science giving them skills to become confident digital learners who use computational thinking in an ever-changing digital world.

Teaching and Learning, Content and Sequence

• For the teaching of computing the school follows the KAPOW Primary scheme of work.
• All pupils have access to the curriculum.
• The Wider Curriculum Map disseminates knowledge and skills across Years 1 to 6: teachers are equally accountable for the content, progress and attainment of children and their development of knowledge and skills.
• The Kapow computing progression document plots out the progression of skills and knowledge in each area of computing to ensure progression across the school from Y1 to Y6.
• The KAPOW primary national curriculum mapping document shows which of our units cover each of the national curriculum attainment targets as well as the three computing strands.
• The school is on its second year of completing a 2 year ‘catch up’ curriculum to fill knowledge and skills gaps in the curriculum.
• The computing curriculum is separated into four strands: computing science, Information technology, online safety and digital literacy.
• The scheme is organised into five key areas to develop children’s computing knowledge and skills by revisiting and building on previous learning. The five areas are: Computer systems and networks, programming, creating media, data handling and online safety.
• The school uses laptops, Ipads and a computing suite to implement the teaching of computing, as well as using ‘unplugged’ activities to secure an understanding of computing concepts.

Leadership, Assessment and Feedback

• Computing is led by a class based subject leader.
• Assessment of computing is based on the progression document and teacher assessment.
• Assessment will be carried out during the Autumn and Summer term on Bromcom. Children are assessed as to whether or not they meet the standard.
• Teachers provide children with frequent opportunities to revisit knowledge and concepts through the use of memory maps.
• We assess whether the curriculum has been learned through regular low-stake quizzing. End of unit quizzes are used to assess what knowledge children have remembered and their depth of understanding.
• Misconceptions are addressed throughout lessons and through assessment week, where time is given to address any gaps in knowledge with the children. 

• The school is beginning to use a curriculum which shows progression through the year groups.
• Ipads and laptops are used regularly as part of cross curricular lessons.
• Pupil voice questionnaires show that most pupils feel safe online and know who to go to if they are concerned about online behaviour or content.
• Pupil voice questionnaires show that pupils enjoy computing lessons, with many stating that it’s one of their favourite subjects.
• Staff surveys show that most staff feel confident with their subject knowledge to the level that they teach.
• Staff surveys show that teachers are satisfied with the scheme of work, and feel that the resources provided are engaging for the pupils.

To deliver a curriculum which:

• Develops a range of practical skills needed to design, make and evaluate products in order to solve a range of problems.
• Teaches a range of key knowledge needed to design, make and evaluate products.
• Instils a passion for creating functional, appealing, innovative products using a variety of materials, tools and equipment.
• Supports children to know how to feed themselves on healthy and balanced foods, as well as cook a range of simple dishes.
• Encourages children to believe in themselves as the designers and creators of tomorrow.
• Conveys to children that they belong to a generation of learners who may, as adults, be tasked with finding solutions to problems that do not exist yet. Creative thinking and problem-solving skills are therefore key to their, and our, future success.
• Demonstrates to our children that they can become engineers, designers by showing them careers open to them in this area.
• Develops a sense of resilience in our learners, through trial and error, planning, doing and evaluating.
• Challenges our learners to explore and perform tasks that they may have never come across before.

Teaching and learning, Content and Sequence

• Children are taught knowledge and skills that are at least in line with national expectations.
• The unit plans and progression document disseminates knowledge and skills across EYFS to Year 6; teachers are equally accountable for the content, progress and attainment of children and their development of knowledge and skills.
• The DT progression document plots out the progression of skills and knowledge in each area of Design Technology to ensure progression across the school from EYFS to Y6.
• Knowledge and skills are grouped into three main strands: designing; making and evaluating. These are linked to Wider Curriculum topics and each year group will complete at least two Design Technology projects in the year, as well as one cooking and nutrition unit.
• All pupils have access to the curriculum.
• Each unit has been carefully planned and resourced so that children can be fully immersed and engaged in the project.
• Teachers are supported by the subject leader to plan and deliver engaging, challenging lessons.

Leadership, Assessment and Feedback

• Assessment of Design Technology is based on the end points found on each unit plan.
• Children will complete a pre unit assessment at the start of each new DT unit. They will also complete a post unit assessment to assess the new knowledge taught. These quizzes are formulated to assess curriculum related expectations. The low stakes assessments will test children's knowledge in DT. Skills will be assessed by class teachers in a number of ways. This may include observations of children performing practical tasks, video recordings of children explaining how to perform practical tasks, children teaching other children how to perform practical tasks, or children presenting their learning to others and ‘showing off’ what they can do.
• Teachers will address any gaps in knowledge or skills, every 9 weeks, during whole school assessment weeks.
• Data will be inputted onto EAZMAG for each child, at each assessment point. Children will either be working towards the year group expectations or will be at age related expectation for Design Technology.
• Feedback is given to children in line with the school’s feedback and marking policy.
• Subject leader has untaken training in Cooking in classrooms and provided wider staff training in school for cooking.

• For the academic year 2024-2025, an average of 86% of pupils in school from years 2-6 achieved the age-related expectation in DT.
• Equipment has been purchased to facilitate the teaching and learning of quality cooking sessions, teachers feel confident to lead cooking in the classroom and allow children to use kitchen equipment safely.
• Children are enjoying cooking and nutrition lessons, and are learning how to create healthy and balanced dishes for themselves.
• Children say that enjoy DT learning, and it gives them opportunities for innovative and imaginative thinking and creating.
• Children are remembering more knowledge from across the year groups and can perform a wider range of practical tasks such as sewing, sawing, chopping, dicing and reinforcing structures.
• Most children can name key influential designers and talk about their impact upon the design world.

To deliver a curriculum which:

• Develops children’s Belief in themselves as learners by instilling a love of reading.
• Fosters a love of reading and instils a reading culture that emphasises that we all Belong to a reading community and this provides different opportunities to engage with others in reading both in school, at home, in the wider community and online.
• Ensures no child leaves school without the basic skill of reading in order to further their life chances and Become successful in their future learning.
• Values the emphasis on both the mechanical and comprehension elements of reading and ensures that both are taught as effectively as each other.
• Is progressive and challenging for all children. ✓ With careful design and planning, means that we build in many opportunities for repetition, practise and application of essential knowledge and skills in reading across the curriculum.

Teaching and Learning, Content and Sequence

• Children are taught knowledge and skills that are in line with national expectations.
• The Reading objectives and learning agreement shares the teaching of reading knowledge and skills across Years 1 to 6: teachers are equally accountable for the content, progress and attainment of children and their development in reading.
• In Y1, there is a greater emphasis on the mechanical teaching of reading with phonics being the central way this is developed. In the Autumn term, phonics takes place daily and children are supported in their reading on a 1:1 basis. Children are taught the skills of comprehension through morning work activities, topic lessons and during English lessons. Reading also forms a central part of continuous provision so that children are given many opportunities to apply their reading skills. As the year progresses, children move towards the whole school model of 3 x 30-minute reading sessions per week, as well as continuing the daily phonics.
• Phonics is taught daily from FS through to Y2. We use the Little Wandle scheme to ensure progressive teaching. Further reading support is provided from Y3 – Y6 for those children who leave Y2 without meeting the phonics standard to ensure they are not disadvantaged in anyway. • Reading in KS1 is planned and taught using the Little Wandle approach. In Y2 the children have 3 x reading sessions per week based and are grouped according to their phonic ability. There is a decoding session, prosody and comprehension session. Target readers are read with on a 1 to 1 basis. Reading books are carefully linked to familiar phonic sounds, previously taught in phonic sessions.
• In Y1 and 2 the child have a weekly ‘book study’ type lesson that exposes them to vocabulary and themes they may not encounter in phonic led books. The focus for this learning is the class book that is read at the end of each day. Objectives for the lesson are taken from the school progression document.
• From Y3 – Y6, the focus of teaching is on developing comprehension skills which are taught through 3 x 30minute sessions per week focussed on clear, reading objectives linked to the content domains. Children are exposed to a range of different text types which get progressively more challenging through the week whilst focussed on one particular objective. They also receive one ‘book study’ type lesson per week which supports children’s ability to ‘read and respond’ using a range of skills and ensuring children develop their higher order thinking skills.
• Children are exposed to texts which allow them to read independently but that are challenging, show the objective skill clearly and ensure they develop a wide range of vocabulary that they may not have met.
• The reading model is used to sequence the learning in a given week. Children move through defined components of learning (Acquire, Apply, Deepen) to develop skills in each objective.
• More vulnerable children are taught alongside the class within the reading model and will work on similar objectives where possible. Texts will be selected to ensure they can work independently and further their mechanical reading skills.
• Dedicated reading time will take place in the classroom - ERIC (Everyone Reading In Class) for 15 minutes a day to support the development of a love of reading and provide an opportunity for them to read widely.
• Shared reading, where an adult reads to children with minimum disruption, is encouraged every day to ensure children’s vocabulary and love for reading is developed. • We encourage parental involvement in children’s learning through home reading activities.
• Teachers use the school’s planning documents to plan the week’s objective lessons, ensuring progress is evident.
• Reading resources are selected to enhance the wider curriculum subjects and provide opportunities for application of reading skills.

Leadership, Assessment and Feedback

• The leadership of reading is the responsibility of the Reading leader and the Headteacher. The Reading lead has a clear role and has the responsibility of overseeing the progress of all children in reading and phonics.
• Feedback is given on children’s learning in line with our feedback policy. Formative assessment within every lesson helps teachers to identify the children who need more support to achieve the intended outcome and who is ready for greater stretch and challenge through planned questioning or additional activities.
• Summative assessments are made of children’s learning periodically. Using the 5-point scale, children are assessed on their level of understanding of the reading objectives and a summative judgment of the child is made towards the end of the year in order to feed into the next academic year’s learning. These assessments are fed back to parents in the end of year report.

• There is now a scheme of work in place which supports progression in the teaching of reading. A school-based research project is underway to check that this model improves children’s quality of education and is sufficiently better than what is in place already. Ensuring a positive impact on children’s outcomes must be continually evaluated alongside the changes being made to pedagogy to confirm that the learning journey approach allows children to acquire the skills of reading at a more proficient level than they currently are.
• Pupils’ love of reading is an area that school is developing so that it becomes a culture in school, driven by the children. At the end of each day, every class shares a class book and this has helped to stimulate the children’s enjoyment of reading. The school library is being developed and resourced so that each glass has a designated time to enjoy our facilities.

To deliver a curriculum which:

Develops children’s Belief in themselves as learners by instilling a love of writing, giving the children the opportunity to access a learning journey where they can take control of their own learning and cognitive development.

Creates opportunities, for children to engage in meaningful and purposeful lessons that will help to instil a love of writing and instils a writing culture that emphasises that we all Belong to a community of writers. Also, allows children to have a clear and consistent approach to writing with emphasis of the learning journey from Y1-Y6

Children have a depth of knowledge to be able to apply to their writing and to transfer their skills across the curriculum and helps them to Become successful in their future learning.

Places an equal value on each part of the children’s learning journey. Values the emphasis on all areas.

Is progressive, challenging and exciting and for all children.

With careful design and planning, means that we build in many opportunities for repetition, practise and application of essential knowledge and skills in writing across the curriculum.

Creates a consistent approach, so that all children and staff understand what the expectations are.

Gives flexibility to enable creativity and flare.

Teaches grammar at the heart so that children can apply this within their writing. This can be taught discretely as well as part of the writing process. Children have knowledge and understanding of grammar so that it can be used as a tool for constructing writing.

Exposes children to a depth and breadth of vocabulary in order to close the vocabulary gap some children present with.

Allows the gap between boys writing progression and girls to be narrowed

Teaching and Learning, Content and Sequence

• Children are taught knowledge and skills that are in line with national expectations.
• The writing objectives and learning journey agreement shares the teaching of writing knowledge and skills across Years 1 to 6: teachers are equally accountable for the content, progress and attainment of children and their development of the learning journey
• The English Learning Journey approach is cross curricular with links made with the Wider Curriculum and key texts used as a particular focus. Children are exposed to rich high-quality texts within this approach
• The mapped out learning objectives from Years 1 to 6 ensure that skills and knowledge are being covered throughout the year.
• All Children work through the learning journey process by being exposed to immersive lessons from the outset. This follows the opportunity to read and respond to a model either through real life examples or teacher written. This approach will allow for toolkit lessons to be taught with objectives taken from the coverage maps, which will link it with the overall outcome. Launch points will give the opportunity for children to be creative and respond to lessons they have been exposed to. Children will continue through the journey with emphasis being on the editing process, until they reach the publishing point.
• The writing model is used to sequence the learning in a given week. Children move through defined components of learning (Acquire, Apply, and Deepen) to develop skills in each objective.
• In Y 1 the children do not follow the writing model in the Autumn term. We give time to consolidate early learning skills and mainly work at word and sentence level during the Autumn Term. Children are given opportunities to apply their learning in provision during independent learning and through extension tasks in teacher led groups. From Spring 1 the children begin to follow more of a writing journey, they experience and immerse, WAGOLL and toolkit lessons, leading to more purposeful writing across a variety of contexts.
• More vulnerable children are taught alongside the class within the writing model and will work on similar objectives where possible. Appropriate levels of work will be selected to ensure they can work independently and further their writing skills.
• We encourage parental involvement in children’s learning through home learning activities that can be linked through writing lessons or pre- learning tasks
• Teachers use the school’s planning documents to plan the week’s objective lessons, ensuring progress is evident and key objectives are being covered.

Leadership, Assessment and Feedback

• The leadership of writing is the responsibility of the Writing leader and the Headteacher. The Writing lead has a clear role and has the responsibility of overseeing the progress of all children in writing.
• Feedback is given on children’s learning in line with our feedback policy. Formative assessment within every lesson helps teachers to identify the children who need more support to achieve the intended outcome and who is ready for greater stretch and challenge through planned questioning or additional activities.
• Summative assessments are made of children’s learning periodically. Using the 5 point scale, children are assessed on their level of understanding of the writing objectives and a summative judgment of the child is made towards the end of the year in order to feed into the next academic year’s learning. These assessments are fed back to parents in the end of year report.

There is a scheme of work in place which supports progression in the teaching of writing. Children have a developing understanding of the terminology attached to the writing journey and by having the key words written on their LO’s this further embeds this. Ensuring a positive impact on children’s outcomes must be continually evaluated to confirm that the writing journey approach is working. Furthermore, it is allows children to acquire the skills of writing in a more clear and consistent approach that can be seen throughout the school and allows them to see the progression of skills from when they have started this journey to the time they have finished.

To deliver a curriculum which:

• Inspires a curiosity and fascination about the world, its people and the communities to which they belong.
• Places a particular emphasis on environmental learning and developing climate literacy, empowering students to consider the impact of human actions on the planet and developing the belief that their actions can make a difference.
• Emphasises an enquiry-based approach, thereby equipping children with the skills they need to become geographers that are able to explore complex interactions between humans and the world in which we live.

Teaching and Learning, Content and Sequence

• Children will study two geography units each year which have been carefully sequenced to develop children’s learning of geographical skills and concepts.
• An enquiry-based approach will be used whereby each unit poses a question that the children will research around in order to answer.
• Each individual lesson will make use of high-quality resources to answer a specific question that will help address the broader enquiry.
• Each unit will include at least two lessons that pose environmental questions.
• A dialogic approach will facilitate discussion and exploration of a wide-range of resources.
• Up-to-date events, such as current environmental issues and global climate news, will be integrated into lessons to make learning relevant and encourage pupils to connect classroom knowledge with the world outside school.
• The geography progression document plots out the progression of skills and knowledge in each area of geography to ensure progression across the school from EYFS to Y6.
• Outdoor learning will play a key role in the curriculum, with regular field trips and exploration of local environments providing practical opportunities for students to observe, collect data, and apply their skills first hand.
• Central to the emphasis on outdoor learning and geographic-enquiry will be teaching around maps and the application of map-skills.
• Children will produce a final piece of work that allows them to present their learning and address the overarching enquiry question.

Leadership, Assessment and Feedback

• Geography is led by a class-based subject leader.
• Assessment of geography is based on teacher assessment. 
• Each unit of work has a pre-unit and post-unit quiz: the pre-unit quiz is based on previous knowledge that is linked to the upcoming unit.  The results of this will inform any gap-filling sessions and memory maps to be used at the start of each lesson; the post-unit quiz will assess children’s knowledge of the unit based on the end-of-unit outcomes.  The results of these assessments over the year will inform the data entered onto the school’s tracker.

• Children enjoy geography and develop a curiosity about the world.
• All children will be able to answer the enquiries they have researched during the unit, and will have developed the knowledge and skills that have been defined in the end-points for each unit.
• Children will develop a strong awareness of environmental issues.
• As children progress through school, they will become more independent in their ability to select and use resources to address geographic enquiries.
• As children progress through school, they will show increasing familiarity with a range of maps, and with their ability to use maps in context.
• Children understand the relevance and importance of their learning. 
• The school is using a curriculum which shows progression through the year groups
• The progression document and schemes of work have been shared with staff and are being used by everyone
• Work is celebrated in whole school displays

To deliver a curriculum which:

• will develop children’s natural curiosity whilst encouraging them to believe in themselves to ask critical questions
• gives our children a better understanding of the society in which they belong to and that of the wider world
• provides children with the opportunities and experiences to improve their cultural and social capital whilst having a clear understanding of their own heritage.
• Values the importance of history in the curriculum to support how children can Become more confident in understanding world and British history and how this has contributed to the world in which we live in today.
• Encourages children to question the reliability of different sources whilst conducting their own lines of enquiry
• Will provide our children with a progressive historical vocabulary that enables them to communicate their ideas and opinions
• Revisits prior historical knowledge that will help them to remember more and recall important dates, people and events.
• Explore key concepts in history at Hillsborough: chronology, change and continuity, cause and consequence, similarities and differences, knowledge and interpretation, significance and enquiry.
• Revisits golden threads throughout the primary curriculum: change, power & rule, invasion & conflict and civilisation.

Teaching and Learning, Content and Sequence

• Children are taught knowledge and skills that are at least in line with national expectations.
• The Wider Curriculum Map disseminates knowledge and skills across Years 1 to 6: teachers are equally accountable for the content, progress and attainment of children and their development of knowledge and skills.
• The history progression of skills document is set out to build on and develop chronological understanding, knowledge and interpretation and historical enquiry from EYFS to y6
• The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in foundation stage 2 to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.
• Memory maps are used at the start of each lesson to revisit prior historical learning.
• Key concepts are introduced throughout the unit e.g. chronology, enquiry, cause and consequence
• Golden threads are used throughout the curriculum from EYFS to Y6 with a focus on change, power and rule, invasion and conflict and civilisation.

Leadership, Assessment and Feedback

• History is led by a class based subject leader.
• Detailed curriculum unit plans have been created for each unit with sequence of learning and end points indicated.
• Staff have access to resources made available by the Historical association.
• Assessment of history is based on the progression document and end points for each unit.
• A pre and post quiz will take place within each unit to assess.
• Assessments will be completed twice a year and inputted onto the Tracker. Code 2 – working towards ARE and code 3 – working at ARE

• The impact of quality first teaching in history will foster a love and enthusiasm for the subject
• Curriculum plans are now in place for each unit and a clear sequence of learning indicated
• Deep dive indicated that all year groups are using the progression of skills document
• Pupils will be able to remember more and make links to prior historical learning
• Staff are using learning questions to develop thinking
• Progression document and golden threads have been shared with staff
• Key historical concepts are shared with the children.

At Hillsborough Primary School we believe mathematics is an important part of children’s development throughout school, right from an early age. We intend on delivering a curriculum which:

• Gives each pupil a chance to Believe in themselves as mathematicians and develop the power of resilience and perseverance when faced with mathematical challenges.
• Recognises that mathematics underpins much of our daily lives and therefore is of paramount importance in order that children Become successful in the next stages of their learning.
• Engages all children and entitles them to the same quality of teaching and learning opportunities as they BELONG to our school community.
• Allows children to be a part of a creative and engaging lesson that will give them a range of opportunities to be mathematicians following a mastery curriculum approach.
• Makes rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
• Provides equal opportunities for children to apply their mathematical knowledge to other subjects (cross curricular links).
• Is in line with the expectations in the National Curriculum 2014.

Our mastery approach to the curriculum is designed to develop children's knowledge and understanding of mathematical concepts from the Early Years through to the end of Y6. Teaching and Learning, Content and Sequence

• In school, we follow the Hillsborough Primary Maths Policy, which is inline with the National curriculum, to support teachers with their planning.
• The Maths policy is used within school to ensure a consistent approach to teaching the four operations and other maths strands over time.
• All lessons begin with Fluency to support retrieval practice of skills taught over time, which aids in developing long term memory.
• Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts using the most appropriate mathematical language/terminology. The mastery approach incorporates using objects, pictures, words and numbers to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels.
• Children work on the objective at whatever entrance stage they are assessed as being at. Children can ACQUIRE the skill, APPLY the skill or DEEPEN the skill within the lesson.
• Children move through the different stages of their learning at their own pace.
• Children who have shown their understanding at a deep level within the unit, will have opportunities to apply these skills in a GREATER DEPTH activity. This should be challenging and ensure that children are using more than just one skill to be able to answer the mathematical problems.
• Reasoning and problem solving are integral to the activities children are given to develop their mathematical thinking.
• Resources are readily available to assist demonstration of securing a conceptual understanding of the different skills appropriate for each year group. FS year s1 to 6.
• Children are encouraged to explore, apply and evaluate their mathematical approach during investigations to develop a deeper understanding when solving different problems/puzzles.
• Maths is promoted through school through whole school focus days and through links in others subjects where children can independently apply their maths skills.
• Children with additional needs are included in whole class lessons and teachers provide scaffolding or support where necessary. For those children who are working outside of the year group, individual learning activities are provided to ensure their progress.

Leadership, Assessment and Feedback

• A pre-assessment activity is done to inform any pre-teaching that takes place prior to the start of the unit. After, a diagnostics assessment is given to selected children to identify gap and misconceptions in their learning. This is followed by a pre-intervention and is not part of the maths lesson. Also, after a lesson a fluid intervention is done to support targeted children.
• Feedback is given on children’s learning in line with our feedback policy. Formative assessment within every lesson helps teachers to identify the children who need more support to achieve the intended outcome and who is ready for greater stretch and challenge through planned questioning or additional activities.
• In order to support teacher judgments, children may be assessed using current and reliable tests once per term in line with the national curriculum for maths. Gap analysis of any tests that the children complete is undertaken and fed into future planning.
• Summative assessments are completed at the end of the academic year and reported to parents in the end of year report.
• The maths leader has a clear role and overall responsibility for the progress of all children in maths throughout school. Summary reports are provided to the Headteacher and Governors on a termly basis and key data is analysed and used to inform future actions.

Children demonstrate a quick recall of facts and procedures-Fluency. This includes the recollection of the times table.

• Children show confidence in Believing that they will achieve.
• Each child achieves objectives (expected standard) for year group.
• The flexibility and fluidity to move between different contexts and representations of maths.
• The chance to develop the ability to recognise relationships and make connections in maths lessons.
• Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.
• Children show a high level of pride in the presentation and understanding of the work.

At Hillsborough Primary School, we value Modern Foreign Languages as an important part of the children’s entitlement to a rich and balanced curriculum. We intend to use the Language Angels scheme of work and resources to ensure we offer a relevant, broad and ambitious foreign languages curriculum that will inspire and excite our pupils using a wide variety of topics and themes. All pupils will be expected to achieve their full potential by encouraging high expectations and excellent standards in their foreign language learning - the ultimate aim being that pupils will feel willing and able to continue studying languages beyond key stage 2. We want to ensure that the foreign language knowledge of our pupils progresses within each academic year and is extended year upon year throughout the primary phase and, in so doing, will always be relevant and in line with meeting or exceeding national DfE requirements. 

The four key language learning skills; listening, speaking, reading and writing will be taught and all necessary grammar will be covered in an age-appropriate way across the primary phase. This will enable pupils to use and apply their learning in a variety of contexts, laying down solid foundations for future language learning and also helping the children improve overall attainment in other subject areas.

The intent is that all pupils will develop a genuine interest and positive curiosity about foreign languages, finding them enjoyable and stimulating. Learning a second language will also offer pupils the opportunity to explore relationships between language and identity, develop a deeper understanding of other cultures and the world around them with a better awareness of self, others and cultural differences. The intention is that they will be working towards becoming life-long language learners.

Children will progressively acquire, use and apply a growing bank of vocabulary, language skills and grammatical knowledge organised around age-appropriate topics and themes - building blocks of language into more complex, fluent and authentic language.

The planning of different levels of challenge and which units to teach at each stage of the academic year will be addressed dynamically and will be reviewed in detail annually as units are updated and added to the scheme. Lessons offering appropriate levels of challenge and stretch will be taught to ensure pupils learn effectively, continuously building their knowledge of and enthusiasm for Spanish

 Children will be taught how to listen and read longer pieces of text gradually and they will have ample opportunities to speak, listen to, read and write in Spanish with and without scaffolds, frames and varying levels of support.

Children will build on previous knowledge gradually as their foreign language lessons continue to recycle, revise and consolidate previously learnt language whilst building on all four language skills: listening, speaking, reading and writing. Knowledge and awareness of required and appropriate grammar concepts will be taught throughout all units at all levels of challenge.

 Grammar rules and patterns will be taught by level of challenge:
 

• We start with nouns and articles and 1st person singular of high frequency verbs in Early Learning units.
• We move on to the use of the possessive, the concept of adjectives, use of the negative form, conjunctions/connectives and introduce the concept of whole regular verb conjugation in Intermediate units.
• We end with opinions and introduce the concept of whole high frequency irregular verb conjugation in Progressive units. 

The school has a unit planner in place which will serve as an overall ‘teaching map’ outlining for all teachers within the school what each class in each year group will be taught and when it will be taught.

The impact of MFL is clear when:

• children show curiosity about different languages and cultures and enquiring minds, asking questions about why  words and sentences are structured the way they are, and how this differs from their own language
• children demonstrate an increased cultural awareness, and empathy towards those with beliefs, traditions and languages that differ from their own
• children are able to formulate whole sentences both orally and within their written work. They are ready for the challenges at secondary school level, requiring them to write at greater length within their target language.
• children begin to develop an awareness of spelling patterns within their target language. The impact of MFL is monitored and measured in a variety of ways. Pupils voice shows us that pupils are developing the vocabulary and understand the grammar our modern foreign language, Spanish. Work sampling shows that pupils have had the opportunities for practising the skills of MFL learning.

To deliver a curriculum which:

• Instils a love of music and children's belief in their own ability to discuss, make and perform music.
• develops a curiosity for the subject, as well as an understanding and acceptance of all types of music. Children can appreciate how music has a value in the community they belong to and to grow their cultural capital.
• Values the importance of music in the curriculum to support how children can Become more confident in elements of music that can be transferred to all the child's learning, like performance, confidence, working alongside others and listening skills
• Values creative and immersive leaning opportunities where musicians visit school and make links with other music providers.

Teaching and Learning, Content and Sequence

• Teachers teach from the Kapow scheme of learning and we are working at embedding this further into the curriculum.
• Children are taught knowledge and skills that are at least in line with national expectations and the music mark curriculum.
• The Wider Curriculum Map disseminates knowledge and skills across Years 1 to 6: teachers are equally accountable for the content, progress and attainment of children and their development of knowledge and skills.
• The music progression document plots out the progression of skills and knowledge in each area of music to ensure progression across the school from EYFS to Y6.
• The Learning Journey model is used to sequence the learning in a given theme and work towards a musical outcome that includes performance.
• Children sing in assemblies. 
• Additional opportunities for singing are offered in choir. They perform in the community during the run up to Christmas.

Leadership, Assessment and Feedback

• Music is led by a class based subject leader following the three year development plan.
• Kapow will become more imbedded into the curriculum.
• Assessment of music is based on the progression document and teacher assessment
• We ensure regular assessment and monitoring of explicit skills.  Pre and post assessments are completed for each unit.

• Pupil voice indicates that music is used in lessons like writing and art
• Music is being taught in each year group at regular times.
• Children enjoy structured singing assemblies
• We have an established school choir who sing in the community.  This enables performances in the community to showcase taught skills.

To deliver a curriculum which:

• Develops children’s healthy lifestyles by ensuring that they have opportunities to develop activity levels and skills over a range of sports on a weekly basis.
• Develop an understanding of competition and being exposed to Intra School and outside opportunities. 
• Believing in themselves to achieve throughout all areas in the PE curriculum and reflect on self-progress.
• Develops children’s understanding of etiquette and sportsmanship. Becoming respectful of others before, during and after competition. Learning to accept differences failure and remaining determined to achieve.
• Ensures all children leave school with an experience of a variety of sports studied and skill sets required that can link to becoming positive role models to others in the community.
• With well-resourced lessons and teachers prepared, ensures all children have a greater knowledge about their own personal development in skill sets that can be used in everyday life. Developing patience, resilience, respect and teamwork to determine the understanding of belonging.

Teaching and Learning, Content and Sequence

• Children are taught from the Hillsborough Primary School PE Curriculum on a weekly basis.
• Objectives are grouped under main areas with objectives set: Invasion games, dance, gymnastics, striking and fielding, athletics and racket sports.
• Children are taught knowledge and skills from statutory national curriculum guidance coinciding with school progression of skills and objectives.
• Links are made to wider curriculum subjects where possible to ensure a holistic approach to learning of fundamental skills is evident across all of children’s teaching and learning.
• The PE curriculum maps skills and objectives from EYFS to Y6. Progressive objectives are provided and teachers are responsible for planning high-quality, engaging lessons which allow children to be active learners.
• Opportunities of extra-curricular activities are offered throughout the year offering a variety of opportunities.
• Each half term, children across all year groups will be taught from the same “sporting area”, allowing for the progression to be seen easier when monitoring and for final performance routines (dance and gymnastics).
• Floor books will be shared between year group teachers following the ‘’expected’’ journey and sequence of lessons in the journey. Children will reflect after lessons discussing skills and progress gained.
• Inviting in outside opportunities from the community will encourage activity engagement and interest outside of school opportunities.  
• Curriculum resources are selected with intent to support children to gain the best quality outcome from each lesson, alongside helping support teachers deliver their lessons to the highest quality.

Leadership, Assessment and Feedback.

1. 95% of teachers use the PE curriculum effectively.
2. 86% of children enjoy participating in PE lessons.  
3. 100% of children are accessing a more progressive PE curriculum.
4. 75% of children feel more equipped to be able to deal losing in competitive sports.
5. 90% of children are able to talk positively about the enjoyment of participating In PE.

• There is an emerging impact on the improvement of behaviour regulation amongst children as they progress through school. Mutual respect, etiquette, teamwork beginning to show signs of improvement throughout PE lessons and activity opportunities. 
• Children will have a better understanding of a healthy and active lifestyle and the importance of participating to maintain this.
• Teachers will be able to recognise the impact of PE teaching around school as children begin to show signs of progress throughout the sequence of lessons and the skills taught.
• There is an increased acceptance of everybody belonging to the same community regardless of their ability, activity levels as well as body shape.
• Across the wider school community, there is higher active engagement levels showing higher numbers of participation in extracurricular and out of school opportunities.  
• Pupil voice questionnaires will show that they feel there has been an improvement on their physical, health and fitness levels, as well as an enjoyment in participating in PE.
• Children leave school at the end of Y6 with the skills to be able to use in further activities, as well as use skills to become role models in the wider community. 

To deliver a curriculum in which children:

Believe in Themselves

• Our curriculum encourages children to develop self-confidence and self-esteem by promoting a growth mindset. Through activities that celebrate achievements, encourage goal-setting, and foster resilience, students learn to embrace challenges and view setbacks as opportunities for growth. Regular self-reflection sessions help students identify their personal strengths and areas for improvement, instilling a belief in their ability to succeed.

Become Better Citizens

• To help students become better individuals and citizens, we integrate lessons that focus on empathy, kindness, and social responsibility. We encourage students to engage in community service projects, such as organizing food drives or participating in local environmental initiatives. These experiences teach students the importance of giving back and foster a sense of pride in contributing positively to society.

Belong to Their Community and School

• We emphasize the importance of belonging by creating a welcoming and inclusive school environment. Through team-building activities, collaborative projects, and the establishment of a student council, children learn to value diverse perspectives and work together towards common goals. These experiences help them build friendships, appreciate each other’s differences, and understand that everyone has a role to play in making the school and community a better place.

British Values Integration

• Our PSHE curriculum explicitly incorporates British Values—democracy, the rule of law, individual liberty, mutual respect, and tolerance. We teach students about their rights and responsibilities as citizens, encouraging them to actively participate in school governance and community decisions. By promoting respect for others, we help students appreciate diverse cultures, beliefs, and lifestyles, fostering a sense of belonging within the wider community.
• By fostering a sense of belief, community, and personal growth, our PSHE curriculum empowers students to navigate their relationships and responsibilities, ensuring they become confident, compassionate individuals ready to contribute meaningfully to society.

Adaptative:

Our curriculum acknowledges the pace of the ever-changing world our children live in and our curriculum is constantly adapting and responding to new risks our children may face or information they may need to help them to feel safe, seen and supported in a diverse world.

Teaching and Learning, Content and Sequence

• Children are taught from the Hillsborough Primary School PSHE Curriculum on a weekly basis, on a Monday.
• Our curriculum is divided into these units: Rights and responsibilities, Mental Health, Relationships and Health, Physical Health, Identity, Society and equality and Keeping Safe.
• Links are made to wider curriculum subjects where possible to ensure a holistic approach to learning of fundamental skills is evident across all of children’s teaching and learning.
• The PSHE curriculum maps skills and objectives from EYFS to Y6. Progressive objectives are provided and teachers are responsible for planning high-quality, engaging lessons which allow children to be active learners
• Teachers have the flexibility to make efficient decisions on how PSHE is evidenced. It does not have to follow a “learning journey” format as seen in the wider curriculum however links to previous objectives need to be clear and obvious so children can build on their learning throughout the year (and eventually across year groups).
• Inviting in members of the community and parental engagement will be encouraged across PSHE and wider curriculum subjects to support children’s belief in opportunities that are available to them in their community.

Curriculum resources are selected with intent to support children to be active learners and ensure the best quality outcome from each lesson. Our PSHE curriculum is implemented through a progressive and age-appropriate framework that encompasses the following key areas:

1. Health and Wellbeing: Students learn about physical health, emotional wellbeing, and mental health. We provide age-appropriate lessons on nutrition, exercise, emotional literacy, and coping strategies.
2. Relationships: Lessons focus on developing healthy relationships, understanding boundaries, and respecting differences. We emphasise the importance of communication, empathy, and conflict resolution. We focus on teaching children to be tolerant and offer mutual respect to their classmates, and those they see in wider society, no matter their age, gender, sex, religion, sexuality, ethnicity or disability.
3. Living in the Wider World: This area teaches students about their roles and responsibilities in the community. We cover topics such as rights and responsibilities, financial literacy, and environmental awareness.
4. Wider Personal Development: Our curriculum supports broader personal development through initiatives that enhance leadership skills, teamwork, and critical thinking. Students engage in activities such as participating in school clubs, and leading community projects, which help them build confidence and leadership abilities. We also incorporate workshops on resilience, goal-setting, and time management, equipping students with essential life skills for their future.
5. Integration of British Values and Protected Characteristics: Throughout our PSHE lessons, we explicitly teach about the protected characteristics, helping students appreciate diversity and promote inclusivity. We encourage discussions on tolerance, respect, and acceptance of different cultures, beliefs, and lifestyles.
6. RSHE Implementation: In alignment with the new curriculum, we include lessons that cover the changes in their bodies, the nature of relationships, consent, and the importance of respect and safety in relationships. Parents are engaged through workshops and resources to support learning at home.
7. Active Participation: We encourage student participation through group activities, discussions, and projects. Our student council allows students to voice their opinions, fostering a sense of belonging and community engagement.

Leadership, Assessment and Feedback

1. 100% of teachers use the PSHE curriculum effectively.
2. 100% of children access at least 1 session of PSHE learning per week.
3. 100% of children are accessing a more progressive RSHE curriculum.
4. 90% of children feel more equipped to be able to deal with their own emotions and can explain a strategy they use
5. 90% of children are able to talk positively about the impact of their PSHE learning on their physical and mental health 
6. Assessment is tracked by teacher by using the assessment statement document to assess what a child should be able to do/know by the end of each year.

The impact of our PSHE curriculum is measured through:

1. Student Wellbeing: We assess student wellbeing through surveys and feedback mechanisms. A positive shift in mental health awareness and emotional literacy among students is expected.
2. Social Skills Development: Improved relationships and conflict resolution skills among peers will be evident through observations and peer feedback.
3. Community Engagement: Students demonstrate a greater understanding of their roles in the community, leading to increased participation in community service and school events that promote diversity and inclusivity.
4. Wider Personal Development: We expect to see growth in leadership and teamwork skills, as well as enhanced critical thinking abilities, through student involvement in projects and initiatives.
5. Positive Impact on Behaviour: A significant reduction in incidents of discrimination, including racial and sexist behaviour, is anticipated as students become more aware of the importance of respect, tolerance, and inclusivity. We will track these incidents to monitor progress and effectiveness.
6. Academic Achievement: A positive impact on overall academic performance is anticipated, as students who are emotionally and socially equipped are better prepared to engage in their learning.
7. Parental Feedback: We seek feedback from parents and guardians regarding the effectiveness of our PSHE and RSHE curriculum, ensuring that it meets the needs of our school community.

In conclusion, our PSHE curriculum at Hillsborough Primary School is committed to fostering a safe, inclusive, and supportive environment where students can "Believe, Become, and Belong." Children leave school at the end of Y6 with the skills to be able to be able to make positive decisions about their actions within their wider community, they are the regulation skills to be responsible, respectful and active citizens and they have the belief in themselves to keep an open mind about future career decisions.  Through a comprehensive approach that incorporates the new RSHE curriculum and British Values, we empower our students with the skills and knowledge to thrive in an ever-changing world.

At Hillsborough Primary School we follow ‘Jigsaw RE’ from Nursery - Y6 which is compliant with the Sheffield Agreed Syllabus (updated 2024). This means we deliver a broad and balanced curriculum of Religious Education (RE) for all of our children. The aim of RE is that pupils will know about and understand a range of religions and worldviews and will express ideas and insights of their own into the significant human questions which religions address.

Jigsaw RE is an enquiry-based approach for the teaching of RE. Each unit of work follows a theme which poses a key question to be explored by children (covering a key religious concept e.g. salvation). Children investigate, evaluate and express their own learning throughout the key theme. Religious education contributes dynamically to children and young people’s education in schools, provoking challenging questions about human life, beliefs, communities and ideas.

In RE, pupils learn from religions and world views about different ways of life in local, national and global contexts. They discover, explore and consider many different answers to questions about human identity, meaning and value. They learn to weigh up for themselves the value of wisdom from different communities, to disagree respectfully, to be reasonable in their responses to religions and world views and to respond by express insights into their own and others’ lives. They are encouraged to develop enquiring minds, and to think rigorously, creatively, imaginatively and respectfully about their ideas in relation to religions and world views.

The Sheffield Agreed Syllabus requires that over half of the RE curriculum relates to Christianity. In addition, pupils will learn from the principal religions represented in the UK, in line with the law. These are Islam, Hinduism, Sikhism, and Judaism. Furthermore, children from families where non-religious worldviews are held are represented in almost all of our classrooms. These worldviews, including Humanism, will also be the focus for study.

The planning, resources and curriculum design are found on the Jigsaw RE online portal. All staff have accessed training from Jigsaw RE. Teachers are expected to adjust the online materials to meet the needs of their class.

Jigsaw RE utilises a four-step learning model. The four steps are:

Step 1: Engagement: the children’s own human experience is explored to act as bridge from their world (which may or may not include religion) into the world of the religion being studied.

Step 2: Investigation: over approximately the next 3 lessons, the teacher will guide the children to explore and investigate appropriate subject knowledge relevant to that question of enquiry.

Step 3: Evaluation: An assessment ac1vity enables each child to show their thinking and the depth of critical evaluation.

Step 4: Expression: This refers the children back to the star1ng point of their own experience and allows them to reflect on whether their findings have influenced their own thinking.

Religions are to be studied in depth as follows:

3-5 (Nursery and Reception) Developing a growing sense of the child’s awareness of self, their own community and their place within this, children will encounter Christianity and other faiths found in their own classroom through stories. Christianity, Judaism, Hinduism, Sikhism and Islam 5-7s Key Stage 1 7-11s Key Stage 2 A minimum of two religions are to be studied. Christianity and at least one other religion. A minimum of three religions are to be studied. Christianity and at least two other religions (two from Buddhism, Hinduism, Judaism or Islam are recommended). Pupils in Y4 and Y6 will also be taught Humanism. Christianity, Judaism (in Y1), Islam Humanism will be introduced in Y2 (in alternate yearly cycles

Jigsaw RE ensures we are able to teach this breadth of Religious Education. Christianity, Hinduism, Judaism, Islam Humanism will also be taught in Y4 and Y6

Each year group learns Christianity alongside at least one other religion:

• EYFS: Christianity and a mix of religions
• Year 1: Christianity and Judaism
• Year 2: Christianity and Islam and Humanism
• Year 3: Christianity and Hinduism
• Year 4: Christianity and Islam and Humanism
• Year 5: Christianity and Judaism
• Year 6: Christianity and Islam and Humanism

Please note, this is the standard curriculum coverage, mixed year groups will follow an adjusted curriculum.

In order to deliver the aims and expected standards of the syllabus, SACRE and the Agreed Syllabus strongly recommends a minimum allocation of curriculum time for RE based upon the law and DfE guidance. A minimum 5% of curriculum time is allocated for the teaching RE at Hillsborough Primary School. All year groups study RE for 1 hour per week on Friday afternoon. Other Religious Education study is also covered during the academic year through assembly, drop days (marking specific religious festivals) and collective worship.

Reception and Key Stage 1: 36 hours of tuition per year (e.g. 50 minutes a week or some short sessions implemented through continuous provision)

Key Stage 2: 45 hours of tuition per year (e.g. an hour a week, or less than an hour a week plus a series of RE days). RE learning is recorded in a collective class floor book containing photos, quotes from the children, posters and samples of work. Jigsaw RE lessons provide opportunities for discussion, group learning and practical tasks. Children may also experience elements of the religion, for example, tasting foods or hearing prayers and readings.

The yearly map for RE is adapted each year to reflect the curriculum cycle for mixed year groups. This ensures coverage and provides all pupils with exposure to a range of religions.

The RE lead carries out a continuous monitoring cycle to evaluate, review and celebrate good practice across the school. This contributes to the ongoing commitment to evolve and improve our Religious Education curriculum. RE assessment is ongoing to inform teachers with their planning, lesson activities and differentiation. RE is monitored throughout all year groups using a variety of strategies such as floor book scrutiny, lesson observations and pupil voice discussions. Opportunities are also provided for teachers to moderate learning across year groups and within year groups. There are opportunities across the primary Trust for networking and a yearly RE deep dive takes place.

To deliver a curriculum which:

• Develops children’s Belief in themselves as scientists, by instilling excitement, curiosity and the confidence to question and explore the world around them.
• Gives children opportunities and experiences to develop their critical thinking and understanding of the physical world that they Belong to. Have opportunity to understand how key scientists have changed our lives and how science is vital to the world’s future.
• Ensures children can develop scientific knowledge, conceptual understanding and the skills needed to Become successful and passionate scientists.
• Encourages a love of science by delivering an engaging and inspiring curriculum that sparks curiosity and fosters a sense of wonder. Through hands-on experiences, varied topics, and opportunities for exploration, we aim to ignite a passion for science in all our students, motivating them to pursue further learning and discovery.
• With careful design and planning, we build in many opportunities for repetition, practise and application of essential knowledge and skills ensuring children are able to gradually develop a deeper understanding in their learning and not just merely covering content.

Teaching and Learning, Content and Sequence

• Science is taught on a weekly basis.  Science units have been carefully sequenced and have been created in line with our school’s progression documents. Learning objectives within each unit of science are taken directly from the National Curriculum.
• The sequence of knowledge is mapped out across EYFS-Y6 and ‘working scientifically’ skills are also embedded within each unit.  The ‘Working Scientifically Progression Document’, maps out and ensures progression of science skills across EYFS-Y6.
• Our science curriculum is designed to foster an understanding of British Values by encouraging respect, tolerance, and critical thinking. Through the exploration of scientific concepts, students are given the opportunity to engage with themes such as democracy, individual liberty, and mutual respect, helping them to recognise the relevance of these values in both scientific inquiry and everyday life.
• Opportunities like Science Week encourage children to explore and engage with science, fostering their curiosity. These events highlight the significance and impact of science in everyday life, aiming to inspire and engage students while raising their aspirations.
• Through links with the Inova Trust, staff can draw upon specialist knowledge and resources to enhance learning for all.
• Each science unit includes a key scientist whose work exemplifies the evolution of scientific knowledge over time. Learning about these influential figures not only deepens children's understanding but also sparks their enjoyment of science, allowing them to see the relevance of scientific discoveries to their own lives and the world around them.
• Children's understanding of core scientific concepts is progressively developed throughout their school journey, as learning is revisited and built upon, ensuring a deeper and more comprehensive understanding over time.
• Lessons are carefully planned and sequenced to provide all children with opportunities to apply their knowledge in practical ways, supporting the achievement of pupils from all backgrounds. This approach helps children not only acquire essential scientific knowledge but also develop the practical skills needed to strengthen their critical thinking abilities, motivating them to explore science more deeply.
• Science teaching empowers all pupils, regardless of their background, to engage fully with science learning, equipping them with the knowledge and skills they need to access opportunities later in life.

Leadership, Assessment and Feedback

• The Science leader has a clear role and the responsibility of overseeing the progress of all children in all areas of Science.
• Feedback is given on children’s learning in line with our feedback policy. Formative assessment within every lesson helps teachers to identify the children who need more support to achieve the intended learning outcome and who are ready for greater stretch and challenge through planned questioning or additional activities.
• Data input for science is carried out at three points throughout the year to evaluate what children have learned. These assessments provide valuable insights into student progress in science, helping teachers and leaders identify areas where further support is needed to foster development.

• The school uses a curriculum that ensures progression in both knowledge and scientific skills across year groups. As a result, children develop a strong understanding, retain key concepts, and are able to apply their learning effectively.
• We check the impact of our science curriculum through assessment at the end of each journey. We have defined end points in both knowledge and skills (what children will know, and the skills they need to demonstrate this understanding) for each unit of science.
• Children enjoy science and are curious about science. This is shown through their enthusiasm and engagement in science lessons.
• Children understand the relevance and importance of their learning.
• Progression documents and schemes of work has been shared with staff and are being used by everyone.
• Work is celebrated in whole school displays and through opportunities for children to present their learning.