Our Curriculum at Hayward's
The Hayward’s curriculum is the planned and unplanned things that take place in our school. It is designed to best meet the needs of our children. We believe this is important because we want our children to experience a curriculum which is relevant to their time and place and responds to local/national/worldwide issues. We want our children to experience a vibrant, exciting and relevant curriculum which makes them excited about coming to school. We have carefully considered five key principles to our curriculum:
- Skills that we want our children to develop (Objectives)
- Knowledge that we want our children to learn
- Hayward’s Heroes and our Learning Behaviour
- Language and Vocabulary
- Mental Health and Well-being
Our Curriculum Introduction explains our principles and beliefs in more depth.
The school follows the Primary National Curriculum which sets out the expectations for learning for each child at each stage of their schooling. Please click this for more information - Parental Guide to the National Curriculum.
Our school operates in ‘units’ where staff work together to plan exciting, engaging and motivational experiences for the children around the National Curriculum expectations.
The units are as follows –
Children who first join the school in Reception year
Unit Leader - Emma Hockin
|Key Stage 1 (KS1)||
Children in Years 1 and 2
Unit Leader - Lynda Saunders
|Lower Key Stage 2 (LKS2)||
Children in Years 3 and 4
Unit Leader - Jo Truran
|Upper Key Stage 2 (UKS2)||
Children in Years 5 and 6
Unit Leader - Peter Gordon
Our Curriculum Jigsaws highlight the experiences for children as they move through the different units at Hayward's;
Each unit plans the curriculum around a common theme called a 'Challenge Curriculum Block'. Different subjects are taught through this, with clear links in order to make the learning meaningful and relevant. We plan in two year blocks, enabling teachers to build on learning as the children move through a unit. Each term there is opportunity for parents/carers to be part of the learning, whether that be through our popular learning cafes, coming to sharing assemblies or learning together through take home tasks, etc.
Within each of these 'Challenge Curriculum' blocks knowledge and skills/objectives are mapped on to ensure that appropriate content is taught. On occasions the whole school will work on the same challenge based outcome, with the skills and knowledge being taught appropriate for the age of the children. We have agreed on some key principles as part of a Challenge Curriculum Block.
1. Curriculum themes should have real, purposeful outcomes and be of benefit to the pupils, school or wider community
2. Curriculum planning will start with a "challenge" (eg: Can we turn our school into an art gallery? Can we be a healthier school?) and pupils will be actively engaged in breaking down that challenge into manageable steps
3. The curriculum will be flexible enough to respond to the schools needs and major events in local community and the wider world
4. It will enable to the systematic teaching of skills, taken from our Skills Progression grids. It will enable knowledge to be taught in an informed manner.
5. It will be engaging and accessible to all children
6. Curriculum themes will draw on expertise, resources and locations beyond the school gates
7. Where appropriate English (reading and writing) will be planned into the topic to enable children to read and write for a real purpose and across curriculum areas.
Challenge Curriculum Topics at Hayward's (Two year rolling programme)
n.b. These topics are subject to change based on local, national and worldwide opportunities
Only One Me!
Wriggle, Crawl, Fly
Ticket to Ride
In the EYFS it is impossible to plan more than a term, as the themes, topics and learning opportunities differ from cohort to cohort depending on the interests of the children.
YEAR 1 and YEAR 2
|YEAR A||A1: Toy Stories||A2: Where in the World is Paddington Bear?||
A3a: Take One Picture
A3b: Ticket to Ride
B1: We are United!
|B2: Famous for more than five minutes
(including Sir Francis Drake in Tudor Times)
B3a Going for Gold!
B3b London's Burning
YEAR 3 and YEAR 4
A1: Farming through the Ages
(Comparing farming in the Stone Age to the Iron Age to the Modern Day)
A2: What have the Romans ever done for us?
The Roman Empire and its impact on Britain
(a Local History Study - Exeter)
A3a: Take One Picture
A3b: Journey North (including the Anglo- Saxons)
B1: Journey to the Jurassic Coast
B2: It's all Greek to Me
(Ancient Greece – a study of Greek Life and achievements and their influence on the western world)
B3a Water, Water Everywhere
B3b Field Work
YEAR 5 and YEAR 6
A1: Storms, Shipwrecks and Sailors
(With a particular focus on the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor)
A2: Voyage to a new World
A3a: Take One Picture
A3b: Field Work
Bringin' it all home
B1: Who do you think you are kidding Mr Hitler?
(A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066)
B2: Explorers : Discovery of a Continent
B3 Hidden Worlds
(Mayan ‘A non-European society that provides a contrast with British history’ and Ancient Egypt ‘The achievements of the earliest civilizations’)
English and Maths
These subjects are taught daily as we aim to make every child effective communicators and confident with number. We also plan in opportunities for children to apply their English and Maths skills across their Challenge based learning experiences. As the children move into Key Stage 2, and in some cases earlier in Year 2, the children access Times Table Rock Stars and Accelerated Reader to aid their key skill development and their ability to build on their established Reading skills from EYFS and Key Stage 1.
The programmes of study for Mathematics and English are set out year-by-year for key stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage.
Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study.
Maths Curriculum at Hayward's:
At Hayward's we teach the following objectives in each of the individual year groups. The order that these will be taught will depend on the needs of the children. This decisions will be made by the teacher in discussion with the Maths lead.
English Curriculum at Hayward's:
Teachers and the English subject leader have identified the objectives that are taught in individual terms. This can adapt and change based on the needs of individual cohorts of children:
Reading, Phonics and Spelling in Key Stage One
We aim for every child to be a confident reader by the age of seven as we believe this is key to successful learning.
RWI (Read Write Inc.)
This academic year (2020/2021), we have introduced a new Systematic Synthetic Phonics Programme (SSPP) called 'Read Write Inc.' or 'RWI', which has been produced by Ruth Miskin. RWI is an approach to learning centred around letter sounds and phonics; blending sounds together to read and write words, and using these learnt sounds to support with reading, spelling and writing. It ties our teaching of phonics, reading and spelling together.
We are receiving support from the Ilsham Hub, which includes 6 visits from a Literacy Specialist across the academic year, ensuring RWI is implemented and embedded fully at Hayward's.
Spelling practice is embedded within daily RWI sessions. Children are encouraged to use 'Fred Fingers' to sound out each part of a word and to carefully consider how each phoneme is spelt.
The National Curriculum spelling rules are broken down into half-termly sections in Year 2.
Home Learning Spelling Lists are sent home each half term for children to practise and secure the spelling of High Frequency Words.
The objectives and skills developed in the EYFS are crucial for the children to cement if they are to build on these foundations and make good progress as they move through the rest of the school. Our EYFS co-ordinator has put these documents together to ensure that subject leaders build from this as objectives and skills are planned across the school.
KEY STAGE ONE and KEY STAGE TWO
These objectives and skills are what we expect children to achieve as they move through the school. If children achieve these objectives, and move through the key milestones, we would expect them to confidently transfer into secondary school and achieve well.
We are lucky enough to be able to support children with specialist teaching in PE and Music. The children benefit hugely from this and it enhances the curriculum. We also invest heavily in human resources as we believe adult to pupil ratio and having small groups/classes is an effective way of ensuring the children make the very best progress. We have a team of very skilled support staff who work closely with the children either in class alongside the teacher, or by providing intervention programmes, conferencing children to help them understand next steps in their learning, supporting specific 1:1 needs and providing pastoral support to help nurture and grow children’s confidence and self-esteem.
The school is well-equipped with excellent resources for learning including ‘Tanglewood’ our outdoor classroom, an art area for practical work, a pottery studio, DT/Cooking facilities, a specialist music room, an animal area designed and built by our Y5 and Y6 children, covered play areas for outdoor learning and continuous provision, a well-stocked and well-used library with dedicated librarian, Computing facilities and interactive whiteboards in every classroom and a large field with adventure playground equipment, to name but a few. With the support of the ‘Friends of Hayward’s’, we have recently invested in a number of ‘Learn Pad’ tablets to support learning across the curriculum. New parents often comment on the wide and varied facilities that we are able to provide.
The children’s learning is assessed continually through day-to-day teaching, and tasks and activities are shaped to help children move on and make good progress.
In Maths - Teachers maintain a list of the key objectives taught to children throughout the year. Children are assessed on whether objectives have been successfully learnt and can be applied in learning. These objectives sheets are used to identify gaps in learning, which are targetted in class and shared with parents where necessary, and to provide a termly assessment of the child's ability in the subject. This judgement is supported by termly assessments in Maths and arithmetic.
In Writing - Children are continually assessed in their writing on a day to day basis and the teacher plans sequences of work to build on children's learning. In addition to lots of practising, across a term, a child will complete a minimum of four independent pieces of writing. These independent pieces are assessed against year group objectives and aid the teacher in forming an overall judgement of the child's writing attainment at the end of each term.
In Reading - Guided Reading session and one to one reading sessions are used to assess a child's ability. Accelerated Reader assessments are used to produce a reading age. Reading tests are used to support the overall judgement of a child's reading ability.
In our Challenge Curriculum - Teachers assess the children against the objectives/skills for each subject. Knowledge is assessed through children developing concept maps of their learning from a challenge curriculum unit and in informal quizzing of the key knowledge taught.
Governors - Our governors have been involved in the curriculum design process and are aware of the thinking behind the approach and the key needs of our children.
The governors monitor the curriculum through:
- Updates provided by the Headteacher.
- Key updates provided by subject leaders at Governors Meetings.
- Through portfolios held by individual governors - where the governor visits school, meets with the subject leaders, discussed with children (where relevant), observes practice and challenges the subject leader to prove that their work is having the necessary impact.
Reporting to Parents
We provide a termly report in the Autumn and Spring term which reflects on learning behaviour, effort and attainment. A key target is also set which will have the biggest impact on your child's development. A full written report on your child’s achievement is provided at the end of the year in the Summer Term.
Communication takes place regularly throughout the year via parent evenings and more generally through informal conversations. We operate an ‘open door’ policy and welcome your comments, queries and feedback – we want to work together to ensure your child is making the best possible progress and feels happy and safe in school.