At Hatfield Academy, we aim to provide the children with a curriculum which is broad, well-balanced, cumulatively sequenced and above all, stimulates the children to learn. It is well-sequenced, rigorous and underpinned by principles of cognitive science. Each unit of learning builds cumulatively throughout the lessons. In some half-terms, in some subjects, all children from Year 1-6 study the same aspect of a subject, for example, the human body in science or spatial sense in geography. These units are built upon sequentially in each year group to ensure there is clear progression throughout the year groups. We want our children to develop a love of learning and to acquire rich, deep knowledge which means that when they go to secondary school, they can speak with confidence and understanding in a range of subjects. We want them to understand each subject that they learn in its own right and as its own discipline. In addition to acquiring a wide range of 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 a wide variety of academic, social and cultural activities. Our vision is that every child leaves Hatfield a life-long learner who makes a positive contribution to wider society.

What do the children study?

Our curriculum meets and exceeds the requirements of the National Curriculum and the Statutory Framework for the Early Years Foundation Stage.

The three ‘core’ subjects are English, mathematics and science.

The ‘foundation’ subjects are history, geography, design and technology, art and design, music, physical education (PE), computing, religious education (RE) and languages (we teach Spanish).

We also teach personal, social and health education which includes sex and relationships education. This is now mandatory.

At Hatfield, we have decided to make use of certain schemes if they fit with our curriculum ethos. For example, we have worked closely with the Knowledge Schools Trust and use the Primary Knowledge Curriculum for history, geography, art and science because we believe that these schemes compliment our aims and objectives. However, we do ensure that schemes are adapted and adjusted where appropriate and after a period of following them with fidelity to enable us to reflect upon what is right for our school. You can see this with, for example, our overviews for PSHE where we have decided to adjust when units are taught.

As we are part of the Astrea Trust, our curriculum is also underpinned by collaborative work done by subject leaders in school and through working with specialists in the central Astrea team.

We use the Literacy Tree to support our teaching of English and more specifically, writing.

Reading

Reading is a key priority at Hatfield. Our aim is to ensure that children develop the fluency they need as quickly as possible so that they can then work on their comprehension skills.

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

Reading at home- children are encouraged to read at home every day; this is given high priority and we are making best use of technology to support us with this (using the Seesaw app to interact with parents and to enable them to record their children reading and speaking about the book they have read)

Daily reading sessions

Phonics – daily Read Write Inc (RWI) sessions beginning in Foundation Stage Two

Reading interventions

Children only take home books which they can read – these will be RWI books until children are ready to de-code and therefore progress to a book appropriate to their age and interest

A school lending library

Trips to local libraries- our aim is to ensure that every child at Hatfield has a membership card for the local library so that they can borrow books

‘Core spine books’ – a selection of key texts which we believe all children should have exposure to

Writing

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

Spelling- children from Years Two to Six complete ‘Spelling Seeds’ investigations from the Literacy Tree scheme.

Phonics-daily Read Write Inc sessions in the Foundation Stage Two and Key stage One classes.

Emergent writing- in Foundation Stage Two and Year One, children are given daily opportunities to write freely across the curriculum. This gives them the opportunity to become emergent writers.

Shared Writing- this is a key part of each teaching sequence in the Literacy Tree units.

Guided and Independent Writing- each teaching sequence in the Literacy Tree units has opportunities for guided and independent writing. There are also frequent opportunities for independent writing throughout the other curriculum areas.

Extended writing-throughout each half-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 Read Write Inc and the Penpals scheme to teach handwriting. In Key Stage Two classes, children are given a pen licence when they are able to join fluently.

We use the Ark ‘Maths Mastery’ scheme of work to support our teaching of mathematics as well as documents and guidance from the Astrea Maths Team.

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 lesson 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’s 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.

In Key Stage One, 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.

In Key Stage Two, 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 the PKC to support our teaching of history.

We use the PKC to support our teaching of geography.

We use Kapow to support our teaching of design and technology.

We use PKC to support our teaching of art and design.

We use Kapow to support our teaching of music.

Please click here to see our long-term overview for PE from Foundation Stage Two-Year Six.

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.

We use the Kapow scheme of learning to support our teaching of computing. We aim to teach progressive knowledge that enables all children to become competent and confident users of ICT. We also ensure that the teaching of online safety and responsible digital citizenship is embedded throughout the curriculum. This means that not only do we teach stand-alone lessons around online safety but we also re-visit these areas in PSHE and also by participating in events such as Safer Internet Day. All members of our school community sign an Acceptable Use Policy which is addressed at an age-appropriate level and reinforced throughout the school year.

The teaching of Religious Education is statutory in all schools. We use the Discovery RE scheme of work to support our teaching in this subject.

We teach Spanish from Year 3 to Year 6, using La Jolie Ronde to support our teaching. Each half-term, children in Key Stage Two participate in a Spanish day with specific foci that are taught and, when appropriate, re-visited.

At Hatfield Academy we recognise the value of PSHE as it enable our children to develop knowledge, skills and attributes they need to manage their lives, both in the present and in the future. We use the scheme ‘Jigsaw’ to teach our PSHE curriculum which includes Relationships, Health and Sex Education. Please see the links below for more information.

To help children and parents navigate the difficult times that we are currently in, there are some video links and some websites in the links below to help you and your children manage any anxiety that you may be feeling.

The Jigsaw Scheme

At Hatfield Academy we use the Jigsaw scheme of work for the planning and delivery of PSHE. The programme of study is adapted to provide a relevant and age appropriate curriculum. Jigsaw is designed as a spiralling whole school approach, with all year groups working on the same theme (puzzle piece) at the same time.

There are six Puzzles in Jigsaw that are designed to progress in sequence from September to July. Each Puzzle has six Pieces (lessons) which work towards an ‘end product’.

Each Piece has two Learning Intentions: one is based on specific PSHE learning and one is based on emotional literacy and social skills development to enhance children’s emotional and mental health. Every Piece contributes to at least one of these aspects of children’s development. This is mapped on each Piece and balanced across each year group.

Mindfulness is at the heart of the Jigsaw scheme and each session starts with a mindfulness activity to ensure children are ready for learning.

Have a further look at the scheme by heading to their website for more information:

https://www.jigsawpshe.com

Each piece of the jigsaw (themes taught)

For a more detailed look at what will be taught within each year group click on the document below:

FS2 –  FS2 PSHE overview

Years 1 and2 – KS1 PSHE overview

Years 3, 4, 5 and 6 –  KS2 PSHE overview

If you have any queries or questions about what is taught, please speak to your child’s teacher who will be happy to help.

Please click  here for PSHE Policy and Relationships Policy

PSHE Events and Experiences.

At Hatfield Academy, we understand that PSHE goes beyond the content of the curriculum plans and we firmly believe in enhancing our children’s social, emotional, moral, spiritual and cultural development at every opportunity.

We greatly value enrichment opportunities to enable everyone in our school community to develop and experience life in all its fullness and realise their true potential. Enrichment opportunities are planned through themed weeks, visits and visitors and extra-curricular activities.

Examples of themed events:

World Kindness Day

Mental Health Day

Remembrance Day

Anti-Bullying Week

Children’s Mental Health Week

Black History Month

Diversity Week

Road Safety

Fundraising

We provide a variety of extra-curricular clubs that play a vital role in promoting healthy lifestyles, citizenship and promoting good mental health and wellbeing.

Useful PSHE Websites:

General PSHE:

Jigsaw PSHE https://www.jigsawpshe.com/

LGBQT+:

The BeYou Project https://thebeyouproject.co.uk/for-parents-carers-and-friends/

The Proud Trust https://www.theproudtrust.org/resources/parents/

Children First https://www.children1st.org.uk/help-for-families/parentline-scotland/guidance-advice/supporting-your-lgbt-child/

Just like us https://www.justlikeus.org/

Hidayah https://www.hidayahlgbt.com/

Stonewall https://www.stonewall.org.uk/

Resources for LGBT people of faith https://www.stonewall.org.uk/resources-lgbt-people-faith

Healthy Lifestyles:

Change for Life https://www.nhs.uk/change4life

Cosmic Yoga https://www.youtube.com/user/CosmicKidsYoga?safe=true

Go Noodle https://www.gonoodle.com/

Joe Wicks 5 Minute Workouts https://www.google.com/search?q=joe+wicks+5+minute+workout&rlz=1C1GCEA_enGB876GB879&oq=joe+wicks+5+mi&aqs=chrome.0.0j69i57j0l6.6146j0j7&sourceid=chrome&ie=UTF-8&safe=active&ssui=on

Get Kids Cooking! https://www.jamieoliver.com/features/category/get-kids-cooking/

Sex, Health and Relationships:

RSE Government Publications https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education

Sex Education Forum https://www.sexeducationforum.org.uk/

BBC Relationships https://www.bbc.co.uk/bitesize/topics/zfqqtfr

Brook https://www.brook.org.uk/resources/

NSPCC https://learning.nspcc.org.uk/research-resources/schools/love-life/

Emotional Wellbeing and Mental Health:

Mentally Healthy Schools https://www.mentallyhealthyschools.org.uk/

Young Minds https://youngminds.org.uk/

Mind https://www.mind.org.uk/

Financial Capability:

Natwest Money Sense https://natwest.mymoneysense.com/home/

Young Enterprise https://www.young-enterprise.org.uk/

Moneymatics https://www.young-enterprise.org.uk/wp-content/uploads/2018/11/YE20Money20Matics20MARCH201720web20ready.pdf

Lessons about keeping money safe https://www.iow.gov.uk/azservices/documents/2562-LessonsMoneySafe5-11webv4-1.pdf

Safety:

Think You Know https://www.thinkuknow.co.uk/

Parent Zone https://parentzone.org.uk/home

Google-Be Internet Legend https://beinternetlegends.withgoogle.com/en_uk

NSPCC https://www.nspcc.org.uk/

Think! https://www.think.gov.uk/

Brake http://www.brake.org.uk/educators

Anti-bullying:

Bullying Alliance https://www.anti-bullyingalliance.org.uk/anti-bullying-week

BBC Bullying Class Clips https://www.bbc.co.uk/bitesize/topics/zrhhvcw/resources/1

Bereavement:

Child Bereavement https://www.childbereavementuk.org/

Childhood Bereavement Network http://www.childhoodbereavementnetwork.org.uk/help-around-a-death/what-you-can-do/schools-professionals.aspx

Cruse Bereavement Care https://www.cruse.org.uk/get-help/for-parents/how-to-help-a-child-or-young-person

NHS https://www.nhs.uk/conditions/stress-anxiety-depression/coping-with-bereavement/

Kids Health https://kidshealth.org/en/parents/death.html

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

We have a range of after-school clubs, ranging from sporting activities like tag rugby through to art and photography. Opportunities are given to all year groups.