English and Phonics
Phonics is a key priority at our school. We have chosen to use the Bug Club Phonics programme to help our children learn to read. The fully-approved programme follows an approach of learning to read by blending the sounds associated with the letters a child sees. We also use the Rapid Phonics programme for pupils in Key Stage 2 who may have gaps in their phonics knowledge. More information on the Phonics Bug Club programme can be found below.
Our programme of study follows the systematic planning of Bug Club Phonics and is implemented to individual year groups which means classes are split into individual year cohorts for the teaching of phonics. If children need further support to address any gaps in their learning, they may be grouped for specific intervention sessions, and these are in addition to their daily cohort phonics session. We plan for daily phonics sessions which vary in length but broadly aim to be 30 minutes to an hour.
The reading books your child brings home are designed to support them in practising and consolidating the learning they have done at school. They also enable children to experience the pleasure and pride of reading their own books.
The English national curriculum (2014) states that: ‘The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment.’
Our English curriculum is planned around using high-quality texts that offer opportunities for empathy and can aid spiritual development: children see a range of cultures, families and relationships reflected in these texts. Teachers plan units of work that ensure objectives for reading and writing, including those for grammar can have purpose. We will always aim for our writing opportunities to be meaningful and to feel authentic and build on the children's knowledge of grammar and spelling.
We believe that for pupils to be confident mathematicians, they need firm foundations and a concrete understanding of number and the number system and so, across the school, we use the Concrete Pictorial Abstract (CPA) approach to teaching mathematics. This allows children to explore mathematical concepts in lots of different ways, using a range of visual representations and it helps children to see the links between different concepts in this subject. We use the White Rose Scheme to help us plan and structure our teaching of mathematics. More information about how we teach mathematics can be found in the long-term planning document below.
At Hanwood, we aim to develop the following threshold concepts in Science: working scientifically, biology, chemistry and physics. This will enable the children to:
- The ability to think independently and raise questions about working scientifically and the knowledge and skills that it brings.
- Confidence and competence in the full range of practical skills, taking the initiative in, for example, planning and carrying out scientific investigations.
- Excellent scientific knowledge and understanding which is demonstrated in written and verbal explanations, solving challenging problems and reporting scientific findings.
- High levels of originality, imagination or innovation in the application of skills.
- The ability to undertake practical work in a variety of contexts, including fieldwork.
- A passion for science and its application in past, present and future technologies.
Art and Design
Our Art and Design curriculum has been shaped around these concepts:
- Develop ideas -This concept involves understanding how ideas develop through an artistic process.
- Master techniques - This concept involves developing a skill set so that ideas may be communicated.
- Take inspiration from the greats- This concept involves learning from both the artistic process and techniques of great artists and artisans throughout history
The curriculum has been planned so that the children revisit these concepts in a range of contexts and whilst learning about different artists. More information about our Art curriculum can be found in the document below.
Our computing curriculum has been shaped by four main concepts:
- Code -this concept involves developing an understanding of instructions, logic and sequences.
- Connect - this concept involves developing an understanding of how to safely connect with others.
- Communicate - this concept involves using apps to communicate one’s ideas.
- Collect -this concept involves developing an understanding of databases and their uses
More information about our computing curriculum can be found in our long-term planning document.
Our planning for DT is supported by the resource ‘Project on a Page’ which is structured to address the six D&T principles:
User - Purpose - Functionality - Design Decisions - Innovation and Authenticity
The curriculum has been further shaped by concepts, that the children revisit frequently, to develop a good understanding of the knowledge associated with each concept.
DT Threshold Concepts:
Master practical skills (MPS)
This concept involves developing the skills needed to make high-quality products.
Design, make, evaluate and improve (DMEI)
This concept involves developing the process of design thinking and seeing design as a process.
Take inspiration from design throughout history (TI)
This concept involves appreciating the design process that has influenced the products we use in everyday life.
Modern Languages - French
When learning French, we have sequenced the children's learning around four main concepts that the children revisit in every unit:
This concept involves recognising key vocabulary and phrases.
This concept involves using key vocabulary and phrases to write ideas.
This concept involves using key vocabulary and phrases to verbally communicate ideas.
Understand the culture of the countries in which the language is spoken
This concept involves the background knowledge and cultural capital needed to infer meaning from interactions.
Our threshold concepts (key areas of learning that the children revisit) for geography are:
This concept involves understanding the geographical location of places and their physical and human features.
This concept involves understanding the relationships between the physical features of places and the human activity within them, and the appreciation of how the world’s natural resources are used and transported.
This concept involves understanding geographical representations, vocabulary and techniques
In History, we are committed to developing a greater understanding of the historical events and significant individuals we feel are important to our pupils. Through a range of history topics, our children learn to:
• Investigate and interpret the past – recognising that our understanding of the past comes from an interpretation of the available evidence.
• Build an overview of world history – this concept involves an appreciation of the characteristic features of the past and that these features are similar and different across time periods and an understanding that life is different for different sections of society.
• Understand chronology – this involves an understanding of how to chart the passing of time and how some aspects of history happened at similar times in different places.
• Communicate historically – this concept involves using historical vocabulary and techniques to convey information about the past.
At Hanwood, we aim to develop the four threshold concepts in Music: performing, composing, transcribing and describing music across a wide variety of historical periods, styles, traditions, and musical genres. This will enable the children to:
- A rapidly widening repertoire which they use to create original, imaginative, fluent and distinctive composing and performance work.
- A musical understanding underpinned by high levels of aural perception, internalisation and knowledge of music, including high or rapidly developing levels of technical expertise.
- Very good awareness and appreciation of different musical traditions and genres.
- An excellent understanding of how musical provenance - the historical, social and cultural origins of music - contributes to the diversity of musical styles.
- The ability to give precise written and verbal explanations, using musical terminology effectively, accurately and appropriately.
- A passion for and commitment to a diverse range of musical activities.
Our focus for PE is on developing practical skills through sports and games. More information about our PE curriculum can be found in our long-term planning document.
Through a planned programme of learning, we aim to provide our pupils with the knowledge, understanding and skills that they need to manage their lives both now and in the future. As part of a whole school approach, we aim to develop the attributes our pupils need to thrive as individuals, as part of a family and as confident members of the wider community.
To support planning and teaching we use the SCARF programme. This divides the year into 6 themed units which the children follow each year and enables us to build on the children’s previous learning:
1. Me and My Relationships: includes content on feelings, emotions, conflict resolution and friendships;
2. Valuing Difference: a focus on respectful relationships and British values;
3. Keeping Myself Safe: looking at keeping ourselves healthy and safe
4. Rights and Responsibilities: learning about money, living in the wider world and the environment;
5. Being My Best: developing skills in keeping healthy, developing a growth mindset (resilience), goal-setting and achievement;
6. Growing and Changing: finding out about the human body, the changes that take place from birth to old age and being safe. For RSE (growing and changing) we also use the materials from Shropshire Council's Respect Yourself Relationship and Sex Education programme. Some of this content is taught in Year Group specific groups to ensure the content is age appropriate.
RE explores big questions about life. It enables us to find out what people believe and the difference it makes to how they live. RE helps pupils to make sense of religion and belief, reflecting on their ideas and ways of living. RE is about knowledge of world religions and their practices. Our curriculum is planned carefully to help pupils develop these concepts:
- Making sense of a range of beliefs
- Understanding the impact
- Making connections