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 - Naomi Partridge
|Lower Key Stage 2 (LKS2)||
Children in Years 3 and 4
Unit Leader - Peter Gordon
|Upper Key Stage 2 (UKS2)||
Children in Years 5 and 6
Unit Leader - Joanna Truran
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
|YEAR A||A1: Me, Myself and I||A2: Animal Tales and Tails.||
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: Great to be Britain
|B2: Famous for more than five minutes
(Sir Francis Drake in Tudor Times)
B3a Going for Gold
B3b London's Burning
YEAR 3 and YEAR 4
A1: Stone Age and Farming
(Comparing farming in the Stone Age to the Iron Age to the Modern Day)
A2: Road to Success
(The Roman Empire and its impact on Britain and a Local History Study - Exeter)
A3a: Take One Picture
A3b: Britain’s Settlement by Anglo-Saxons and Scots
A3c: Journey North
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
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-it
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.
Reading and Spelling Schemes 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. All children in EYFS receive regular one to one reading support. As children move into year one, any child who is working below the expected level will receive one to one reading support from a team of trained teaching assistants across the school. This will continue into year 2 as required. We recognise the importance of children becoming skilled readers by the end of their time in Key Stage One.
We use Jolly Phonics - a multi-sensory approach to learning the letter sounds
Our books are organised initially into phonic phases. Once children are secure with Phase 5, they move on to the appropriate book band. We use a range of reading schemes within the Banded Reading books including:
Collins Big Cat
Oxford Reading Tree
If a child is working at or above lime level in Year 2, they will be accessing Accelerated Reader.
We also use Word Shark, an IT based package.
We teach synthetic phonics through a bespoke programme written by staff at Hayward's. The programme heavily links to Letters and Sounds but also includes other elements to make it best meet the needs of our children. We have an intensive support programme to support readers in Reception and Year 1, and promote a love of reading through our ‘reading adventure’ across Key Stage 1. During Key Stage 1, the children progress in their reading through books, which are linked to phonic phases before moving onto colour banded books, known as their ‘book bands.’ In Key Stage 2 the majority of children will be accessing the Accelerated Reader Programme which tracks a child's reading level, suggesting the most appropriate books for them to read.
Any children who fail to pass the phonic's screening test in Year 1 are monitored closely and are supported with regular booster work, helping to ensure the vast majority of children leave Key Stage One having achieved a phonic's screening pass.
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, ICT 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.