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What is our curriculum all about?

Community means everything at Hatfield. The teachers have designed a curriculum for 5-11 year olds which encompasses community and ensures that children are working at age-related expectations.  Our school joins together three times a year to have an over-arching whole-school theme which is studied in the wider curriculum. In Autumn 1, every year group has an over-arching theme of community. In Spring 2, the over-arching theme is explorers and in Summer 2, it is environment. To see our curriculum design overview for the year, please click here.

At Hatfield Academy, we aim to provide the children with a curriculum which is broad, well-balanced and above all, stimulates the children to learn. We want our children to develop a love of learning underpinned by quality texts that inspire reading for pleasure. In addition to acquiring skills and knowledge, we aim to help the children to grow in confidence and develop strategies that help them become socially and emotionally mature so that they can enter secondary school, and later, adulthood with the ability to pursue wholeheartedly, academic social and cultural activities.

How do we sequence our learning?

Transferable knowledge and vocabulary play a key part in our curriculum offer. Our teachers have created a transferable knowledge grid and a vocabulary grid which enables them to check the knowledge and vocabulary which are taught in each year group. Please click here to see our Autumn 1 transferable knowledge grid and click here for our Autumn 1 vocabulary grid. This means that children will be re-visiting key language, knowledge and skills each year to ensure that they can use the previous acquired knowledge, language and skills to enable them to build new learning and to help them make sense of new learning that they  encounter. We also ensure each outcome has a clear sequence.

What do the children study?


We deliver programmes of study that meet the National Curriculum requirements issued by the Department for Education. The National Curriculum comprises of three core subjects:

English, Mathematics, Science

The foundation subjects are:

History, Geography, Design and Technology, Art, Music, Physical Education (PE), Computing, Religious Education and MFL (Modern Foreign Languages).

We have a high quality PE curriculum which inspires all children to succeed and excel in physical activity. It provides opportunities to become physically confident in a way which supports their health and well-being. Throughout the Key Stages, pupils should be physically active for sustained periods of time – all pupils receive two lessons of high quality PE every week.

Pupils are encouraged to engage in personal challenges and competitive sport.

Pupils are given the skills to be active and healthy through PE, active play times, cross-curricular active lessons and a broad extra-curricular programme.

The teaching of Religious Education is statutory in all schools. It is taught as a subject outside the National Curriculum but following the Sheffield Agreed Syllabus 2013.

At Hatfield Academy, we place great emphasis on children developing both mathematical and English skills as these skills underpin many of the other aspects of the taught curriculum.

Whilst the core subjects are taught on a regular basis. the foundation subjects will be taught as blocks of work with three focused outcomes over a half-term. The focused outcomes are design and technology, humanities and arts based and they directly link to the text driver, an exciting, engaging and thought-provoking book which is used to hook children’s interests. The planning of the curriculum is based around long term plans for each year group which ensures full coverage.

Computing is taught through computing days which allows teachers to cover objectives in detail. Certain computing skills are also taught through the wider curriculum. Through the subject of ‘Computing’, we aim to teach a progressive set of skills that enable all the children to become competent and confident users of ICT. We also ensure that the teaching of e-safety is embedded through the curriculum and not just taught as a one-off learning experience.

At Hatfield Academy we seek to create opportunities for children to experience and excel in a range of activities that enhance and extend National Curriculum. The introduction of the Astrea Promise ensures that children have opportunities both inside and outside the classroom eg residential trips, community visits, workshops, a variety of sporting events, visiting theatre companies and art projects. We also have a wide range of after school clubs on offer.

We also value the role of modern foreign languages in the curriculum and Spanish is taught throughout the school from Year 3 to Year 6. Each half-term, children in Key Stage Two participate in a Spanish day.

When children leave Hatfield Academy at the end of Year 6, they should be equipped with the full range of skills that enable them to become lifelong learners who contribute positively to wider society.


The English Curriculum is delivered using the National Curriculum guidance 2014, and the Foundation Stage is followed to ensure continuity and progression.


The opportunities, organisation and provision for the teaching and learning of reading are as follows:

  • Shared reading
  • Guided reading
  • Independent reading
  • Phonics – Read Write Inc.
  • The ‘Accelerated Reader Scheme’ is used in Y4, Y5 and Y6 as a reading intervention programme.
  • Resources – A book banded reading scheme operates across the school which comprises of a range of different schemes. Children work their way through the Key Stage One and Two schemes and then become free readers.
  • Links to parents – Each child has a reading record book which logs books they have read and comments about their reading. Parents and teaching staff write in this book.
  • Library- We are in the process of developing a lending library.
  • Class Libraries: stories are read to the children on a daily basis throughout the school, with children having the opportunity to access the class library.
  • Reading at home: children are encouraged to read at home every day; this is given high priority.


Opportunities, organisation and provision for the teaching and learning of writing are as follows:

  • Phonics: daily Read Write Inc sessions in the Foundation Stage and Key stage 1 classes.
  • Emergent writing: In Reception and Y1, children are given daily opportunities to write freely within a particular genre and across the curriculum. This gives them the opportunity to become emergent writers.
  • Shared Writing: Within each teaching sequence, shared writing is a key part.
  • Guided Writing/Independent Writing: each teaching sequence ends with an opportunity for guided and independent writing. There are also frequent opportunities for independent writing throughout the other curriculum areas.
  • Extended writing: throughout the term, there are opportunities for extended writing. On a termly basis, samples of these extended writing outcomes are used for assessment purposes.
  • Handwriting: we follow the Penpals scheme to teach handwriting. In Key Stage Two classes, children are given a pen licence when they are able to join fluently.
  • Spelling : children from Years 2 to 6 complete ‘Spelling Seeds’ investigations from the Literacy Tree scheme.


The maths curriculum is delivered using the National Curriculum guidance 2014, the White Rose scheme of work and the Foundation Stage is followed to ensure continuity and progression.

You can see our Calculation Policy by clicking here

We aim to provide all children with some direct teaching every day, which is oral, interactive and stimulating. Teaching styles and lesson structure provide opportunities for children to consolidate their previous learning, use and apply their knowledge, understanding and skills, pose and ask questions, investigate mathematical ideas, reflect on their own learning and make links with other work.

Our approach to teaching is based on some key principles:

  • a dedicated mathematics lessons every day;
  • direct teaching and interactive oral work;
  • activities differentiated in a manageable way so that all children are engaged in mathematics related to a common theme


Science stimulates and excites children’ curiosity about phenomena and events in the world around them. It also satisfies their curiosity with knowledge. Because science links direct practical experience with ideas, it can engage learners at many levels. Scientific method is about developing and evaluating explanations through experimental evidence and modelling. This is a spur to critical and creative thought. Through science, children understand how major scientific ideas contribute to technological change – impacting on industry, business and medicine and improving the quality of life. Children recognise the cultural significance of science and trace its world-wide development. They learn to question and discuss science-based issues that may affect their own lives, the direction of society and the future of the world.

At Key Stage 1 children observe, explore and ask questions about living things, materials and physical phenomena. They begin to work together to collect evidence to help them answer questions and to link this to simple scientific ideas. They begin to evaluate evidence and consider whether tests or comparisons are fair. They use reference materials to find out more about scientific ideas. They share ideas and communicate them using scientific language, drawings, charts and tables with the help of ICT if it is appropriate.

At Key Stage 2 children learn about a wider range of living things, materials and physical phenomena. They make links between ideas and explain things using simple models and theories. They apply their knowledge and understanding of scientific ideas to familiar phenomena, everyday things and their personal health. They think about the effects of scientific and technological developments on the environment and in other contexts. They carry out more systematic investigations, working on their own and with others. They use a range of reference sources in their work. They talk about their work and its significance, using a wide range of scientific language, conventional diagrams, charts, graphs and ICT to communicate their ideas.

We  use Snap Science to support the teaching of science.

Teaching and learning

All lessons have a clear focus which is shared and reviewed with the children.

A variety of strategies, including questioning, discussion, concept mapping and marking, are used to assess progress. The information is used to identify what is taught next.

Activities inspire the children to experiment and investigate the world around them and to help them raise their own questions such as “Why…?”, “How…?” and “What happens if…?”

Children have frequent opportunities to develop their skills in, and take responsibility for, planning investigative work, selecting relevant resources, making decisions about sources of information, carry out activities safely and decide on the best form of communicating their findings.

Wider Curriculum

The wider curriculum is directly linked to our text drivers. Within each half term children have three learning outcomes with a focus on humanities, design and technology and the arts.

By using a book as stimulus for our wider curriculum, we provide a purposeful context for learning. We plan to ensure that our curriculum is broad and balanced and enables children to acquire knowledge, understanding and skills in all aspects of their education. Our curriculum is enhanced by visits out, visitors and workshop in, residential visits, music and sporting events to mention a few!

Please feel free to speak to class teachers for further information on the curriculum or contact the school office.

Thank you to the employers who have supported us with STEM this year