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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.


We deliver programmes of study that meet the National Curriculum requirements issued by the DfE. This National Curriculum comprises of three core subjects:

English, Mathematics, Science

And foundation subjects:

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. Through out the Key Stages pupils should be physically active for sustained periods of time – all pupils receive 2 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 program.

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 3 focused outcomes over a matter of weeks. The focused outcomes: STEM, Humanities and The Arts are all directly linked to the text driver. The planning of the curriculum is based around long term plans for each year group ensuring coverage.

This programme is regularly reviewed to ensure compatibility with new directives or to make necessary improvements to the existing programme of work, particularly focusing on what children at Hatfield Academy need.

Computing is now part of the curriculum for KS1 this is threaded through their wider curriculum topic planning. For KS2 this is explicitly taught by JuniorJam. 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 are also developing the range of after school clubs.

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.

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 the 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 sequences 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.
  • Best Write Books: Children keep samples of their best written work in their own Best Write Book. Each term two pieces of work are put in the book. This book shows progress throughout their time at Hatfield Academy.
  • Handwriting: We follow the Sheffield Handwriting 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 are given lists of spellings each week to learn at home.


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

Maths is taught in four strands: Data Handling, Shape Space and Measure, Number and Using and Applying.

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.

Teaching and learning

All lessons have clear learning intentions, which are shared and reviewed with the children effectively.

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, STEM 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