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Curriculum - Key stages 1 - 2

Curriculum Design Key Principles


  • We want a curriculum that excites and inspires learning, engages and fully involves pupils, where pupils are motivated and able to persist with learning even if something seems too hard or uninteresting, and where pupils are successful learners who know how to learn and want to achieve.
  • We want a curriculum that will raise standards in English, maths and science by developing an interest and enthusiasm for learning.
  • We want to raise standards in the basic key skills of Communication, Application of Number and ICT, by developing these in all areas of learning.
  • We want a curriculum that takes into account the most recent research. In the past fifteen years the results of brain research, in particular, has begun to impact on teaching and learning. We want a curriculum that takes account of that work.
  • We want a primary curriculum that develops a rigorous interdisciplinary approach. We know that topic and thematic work is the way to interest young children but wanted to replace the weaknesses of earlier thematic work with rigour and structure.
  • We want a curriculum that develops pupil’s creative approaches to learning whilst raising standards. E.g. Imagination is developed, pupils are encouraged to come up with their own ‘original’ way of doing something, pupils evaluate their work in relation to success criteria, and think of next steps to improve their work.
  • We want to develop learning in different ways ; Out of doors, through play, in small groups, through art music and sport, by listening, watching and doing.

 See the document below showing how school hours are allocated each week.


  • Time is allocated to subjects depending on our analysis of children’s needs and also on the aims, priorities and character of the school.
  • There are no statutory time allocations for national curriculum subjects. Schools can choose how long to spend on each subject and in how much depth.
  • HHP has allocated teaching time according to our judgement of what is best for our children.
  • Our curriculum is flexible in that we teach some subjects in some weeks, or terms, and not in other weeks, or terms, however there are some basic principles which are outlined below.
  • English and maths can be taught in the mornings or afternoons although more often they are taught in the mornings. However by timetabling three lessons in the morning it gives us more flexibility in deciding when subjects are taught and to enable us to use our mornings more productively. In particular this helps to vary the timetable of the foundation subjects and reinforces the message that these subjects are important.

The Curriculum

English (4x 60 minutes)

Teachers at HHP develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. However English is also taught as a subject in its own right.

Wherever possible English lessons are linked to our Creative Thematic Curriculum (CTC) and to a key text each half term.

English lessons include the teaching of the correct use of grammar, transcription (spelling and handwriting), opportunities for the acquisition and command of vocabulary and composition (articulating ideas and structuring them in speech and writing).

Using these skills pupils are expected to develop stamina and skills in order to complete at least one piece of extended writing per week.

Drama, other speaking and listening activities and meaningful classroom dialogue are built into lessons as this is crucial to enable pupils to clarify their thinking as well as organise their ideas for writing.

Phonics/Spelling (3 or 4 x 15 minutes)

The school follows the Read/ Write Inc programme across the school. This is a comprehensive structured and systematic approach to teaching phonics and spelling.

Read Aloud (4 x 15 minutes)

At the end of most days the teacher shares a novel or fascinating non-fiction text with the class. When the teacher reads aloud, it makes literary language accessible and also provides a model of expressive reading.

Guided Reading (3 or 4x 20 minutes)

In Guided Reading, pupils work in a small groups with the teacher. It is a powerful way of supporting children to make progress in reading and encounter engaging text. Whilst this is happening the other pupils work independently on reading based tasks.

In some half terms Guided Reading is replaced by Book Study. Here the whole class study a quality text together.

Reading for Pleasure (3 x 15 minutes)

Independent reading enables all children to enjoy a book and sustain their concentration. During this time the teacher is supporting children to choose new books, answering questions about the texts and engaging children in discussion.

The library has a large range of fiction and non-fiction books which pupils can take home to read.

Read/Write Inc books form the basis of our reading scheme but this is supplemented with book banded books from other publishers.

Maths (4/5 x 60 minutes)

At HHP we want all pupils to become fluent in the fundamentals of maths, be able to reason mathematically and to solve mathematical problems.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace.

Maths Aloud (4 x 15 minutes)

Maths aloud is an additional maths session focusing upon number bonds, counting, times tables, and place value. These are short sharp whole class activities which involve chanting, singing and playing maths games.

IT/ computing (60 minutes)

HH allocates a minimum of 60 minutes per week to each class in a dedicated IT suite for the development of computing skills. These lessons are linked wherever possible to the theme. In addition pupils are encouraged use IT purposefully across the curriculum to create, organise, store, manipulate and retrieve digital content. Lap tops and I-pads are available to facilitate this.

E-safety has a very high profile at Hinde House. It is taught on PSHE days and integrated into the computing units and themes.

Science (2 x 45–60 minutes)

Science where possible is taught in half termly units that link to the theme. Within each unit pupils are taught the essential aspects of the knowledge, methods, processes and uses of science. Each unit also focus on the key features of scientific enquiry so that pupils learn to use a variety of approaches to answer relevant scientific questions.

Design & Technology (D & T) (4 hours per half term)

D & T is taught on a specific theme day each half term linked to each year groups theme.

Where appropriate pupils are given opportunities to use numeracy and mathematical reasoning in D & T so that they understand and appreciate the importance of mathematics.

There is a specific D & T project linked to all themes. There is also a specific D & T project for homework each half term.

All children in years 5 and 6 are also given the opportunity to bake and apply maths skills in context. These are then sold to parents every week as an enterprise activity.

History & Geography (90 – 120 minutes per week)

The majority of themes have a humanities subject as their focus. Equal time each year is allocated to either history or geography. The theme ‘prime learning challenge’ (a key question) drives the learning and the majority of the curriculum in other subjects is linked to these themes.

Music (120 minutes per half term)

Music skills are taught within theme lessons and are linked to the theme wherever possible.

Singing - Research has suggested that Singing in school can make children feel more positive about themselves and build a sense of community. Pupils sing regularly in the classroom as part of their learning of curriculum subjects, at assemblies and other events.

There is a school choir which performs at events such as prize giving.

Physical Education (PE) (2 x 60 minutes)

Pupils have one PE lesson inside and one outside each week.

Games, athletics, gymnastics, health education and outdoor education are taught to all year groups.

Dance is also linked to the CTC. Other areas like Health Education are linked where appropriate.

Swimming is taught in Year 4 and it replaces one of the other PE lessons.

School also has 15 bicycles that are used in both curricular and extra-curricular activities.

In FS through to Year 6 pupils also take part in 10 minutes of additional physical activity very day. The Hinde House Kilometre and 5-a-day TV are examples. These activities are designed to help pupils become fitter, more agile, better balanced, better coordinated, better controlled and more precise in their movements.

Beyond the 4 Walls (B4W)

There are additional opportunities to work outside the classroom to complement and enhance established planned trips and visits.

Aims :

  • Extend and provide real experiences for the pupils
  • To improve pupil’s local knowledge
  • To develop physical skills in challenging situations
  • For pupils to touch and smell the ecology they learn about in the classroom.
  • To make learning vivid and memorable by providing first hand experiences for language development

Activities include : maths trails, ecology walks, orienteering, environmental discovery trails, farm working, country walks, strenuous hill walking, forest education.

All these activities link to the theme/ key skills where possible.

There is also a guarantee of life experiences plan for the 8 years of primary education.

However all subjects look for outside learning opportunities wherever and whenever possible and once a week as a minimum.

Personal, Social and Health Education (PSHE) (4 hours per half term)

A PSHE days starts each half term. Lessons on these theme days are linked to SEAL themes (Social, Emotional Aspects of Learning). The day is also a chance to reiterate our school values and our behaviour expectations and to emphasise the importance of E-safety.

A class council is held on these days too.

Spiritual, Moral, Social, Cultural Development (SMSCD)

SMSCD pervades all that we teach and learn at HHP. Our core values illustrate our beliefs in what it takes to be an effective, productive valued member in British society today. The core values are discussed, encouraged and celebrated each and every day in school.

Philosophy for Children (P4C) (60 minutes)

Philosophy for Children (enquiry based learning) offers a way to open up children’s learning through enquiry and the exploration of ideas. Children learn that their ideas have value, and that the ideas of other children have value too. Through Philosophy for Children they realise that they don’t always have to be right, but they gain the confidence to ask questions and learn through discussion.

All teachers are trained to SAPERE Level 1 in P4C and a P4C enquiry is conducted in each class every week.

Religious Education (RE) (5 hours per half term)

RE is taught via a theme day every half term plus additional coverage a specific points in the year i.e. Easter, Christmas.

Each theme day is followed up by a P4C lesson in which the stimulus is linked to RE focus studied the previous week.

The curriculum taught is in line with the Standing Advisory Council for Religious Education (SACRE’s) Agreed Syllabus for RE in Sheffield, 2014 – 2019 – “Enquiring Minds and Open Hearts: Religious Education for All”.

Christianity and Islam are studied throughout each key stage (as this corresponds with the demographics of school and the local community); and the other principal religions represented in Great Britain (here regarded as Buddhism, Hinduism, Judaism and Sikhism) are studied across the Key Stages.

Reflection time (10 minutes)

During the day all children reflect on what they have been learning and how they have been learning. Pupils use the 4R’s – to revisit, reflect, review and respond.

TASC (Thinking Actively in a Social Context) (4 hours per half term)

At the end of each half term one day is allocated to TASC. This is a framework for independent or small group learning. Learners can take the topic, investigation or research project into as much the depth and breadth as they choose.

Parents are invited to attend part of the TASC day every half term and to work alongside their children.