Please see class pages for additional information.

Curriculum

Intent

At Hazlemere Church of England our vision is to create a primary school that encourages its children to excel in all areas of the curriculum. We want to equip each child with the skills and knowledge to become a caring, confident and knowledgeable young person who has a passion for learning and achieving. We will do this by supporting, guiding and inspiring our children through excellent teaching practices. By working with our families we will create an aspirational school community in which everyone is valued and successes are celebrated. Our book based Curriculum instils a love of reading and supports pupils knowing more and remembering more.

Intention 1: Develop our Pupils knowledge and skills 

To develop the appropriate subject specific knowledge, skills, vocabulary and understanding as set out in the Primary Curriculum, so that children can flourish, reach and exceed their potential academically, physically and artistically.

Intention 2: Develop the character and values of our pupils  

To develop, pupils to have a holistic set of values that prepares them for life in the modern world in a diverse and ever changing community.

                Our Values:

  Perseverance                        Respect

  Generosity                             Kindness

  Responsibility                       Honesty

  Courage                                Forgiveness

Intention 3: Develop behaviours and habits to become effective learners 

To develop the behaviours pupils need to fully access their learning potential such as: concentration, perseverance, imagination, co-operation, the enjoyment of learning, self-improvement and curiosity.

Intention 4: Develop well rounded pupils

To understand spirituality in themselves and others. To develop social skills and to understand society. To build a firm set of personal values, and to engage in the culture/environment they live in and to understand the cultures of others.

‘To grow in Wisdom and Stature and in favour with God and People.’

Implementation

At Hazlemere we embrace good pedagogy, which expects all children to work towards reaching or exceeding national expectations, to fulfil and develop their potential. High expectations of progress apply equally to children working above, at, or below age-related expectations, including those who have been identified as having special educational needs. There is an expectation of participation, fulfilment and success; and teaching and learning is characterised by ambitious expectations and outcomes, challenging personal targets and early intervention to keep pupils on track. We use accurate assessment to check and maintain pupil progress. There are also clear plans to support those who are struggling to maintain progress.

Our curriculum will be implemented with our intentions as the focus behind our actions.  By ensuring we think about the content of learning, pupils learning styles when they are learning and how they act when they learn. We build happy, resilient, successful and good citizens. Our implementation plan ensures our curriculum keeps us focused on these areas.

Intention 1: Develop our pupils’ knowledge and skills 

Over and above any of our national curriculum learning, we will deliver holistic childhood experiences throughout their journey at Hazlemere. We have progression of skills in all subjects.

Maths – we use the HFL mastery schemes of work, supported by White Rose for progression. We assess using teacher assessment and more formal assessments throughout the year. We plan maths skills each morning.

Writing – we use a Book based curriculum. This means each half term we study a new book in each class, and our teachers generate writing opportunities out of this. We look at comprehension skills, grammar skills, writing planning and extended writing frequently, to give us a regular routine that helps us build up competency. We assess using Writing assessment grids that we frequently moderate ensuring standards across the school are high. We work hard on handwriting and presentation, and edit our work carefully to improve it.

Reading – pupils read with our teachers in groups, using a progressive reading scheme covering all genres and the chosen book for cross curricular study. Our teachers regularly update our in- class reading areas with topic themed books. Pupils visit our school library each week and choose a book to read for pleasure, as well as accessing a progressive reading scheme for our families to help us with reading at home. Pupils need the space and time to make choices about books, and to discover authors and texts they might not get chance to look at outside of school. Our teachers check pupils are reading books that will challenge and create exciting reading areas around the school.

Foundation subjects – Our teachers plan foundation subjects using progressive skills, which show what pupils should be learning in each year group in each subject. They check the learning against these, and subject leaders check that they are doing this correctly. They keep a record of how each pupil is doing in each subject, including who is secure in the areas and who is working at age related expectations, at greater depth or towards age expected standards. Our teachers plan a wide variety of educational visits, including residential, visitors into school such as Authors, Local Church Groups, the police, and organise exciting focus weeks and events like Science week and Art fortnight. Where they can they try to link maths and English learning into our topic work.

Intention 2: Develop the character and values of our pupils  

We have embedded a Values Based Learning environment, which explores values that are critical for us to understand in modern Britain and beyond. Each month, our teachers teach pupils about a value that we need to demonstrate in order to become good citizens of the world. We think carefully about the value, explore it in learning and demonstrate this whenever we can. The values are integrated into the Christian ethos of our school and permeate through everything we do.

Intention 3: Develop behaviours and habits to become effective learners 

When our teachers design the learning opportunities, they look for ways to develop good learning behaviours. At Hazlemere we understand that learning about learning helps pupils to be better learners. In our curriculum, we look for ways to develop concentration, perseverance, imagination, co-operation, the enjoyment of learning, self-improvement and curiosity.

Intention 4: Develop well rounded pupils

When our teachers plan the curriculum, they think not just about what pupils should learn and how they should learn it, but also how they can bring in an understanding of morality and the wider world. They do this through teaching pupils Social and Emotional Aspects of the curriculum. Pupils learn about health and well-being, social skills, keeping safe and understanding social media. This helps our pupils understand their emotions and expected life skills.  Our pupils visit places of worship, to get a good understanding of the beliefs of others. We work with local community groups such as visiting the local residential home, working with local charities, collecting and raising money for charities, working with other schools in Masanga and beyond. We aim to increase our learner’s engagement with activities that benefit other members of the community and beyond.

Impact

What do we hope will be the impact of our curriculum and how do we measure it?

Intention 1: Develop our pupils’ knowledge and skills 

We strive to ensure that our children’s attainment in core and foundation subjects is in line with or exceeding their potential when we consider the varied starting points of children, as recorded in national tests. We measure this carefully using a range of materials, but always considering Age Related Expectations. We intend that the impact is that children will be academically and physically prepared for life in secondary school and in Modern Britain and the World.

Intention 2: Develop the character and values of our pupils  

The impact will be that our pupils will have fully rounded characters with a clear understanding of complex values like equality, friendship, trust and many others. Only by really learning what these mean will our pupils be able to develop a character that prepares them for living in the community demonstrating tolerance and equality. We measure this not just by the work our children produce, but in the behaviours we see each and every day in all pupils, on the playground, in corridors, and in the many roles we give them. The impact of this intention is seen in the daily interaction of all members of our community, including staff and children.

Intention 3: Develop behaviours and habits to become effective learners 

The impact we intend to achieve by developing this intention is seen by how the children approach challenges every day. This could be on the playground, in a game or disagreement, or in class in a complex learning challenge. The impact should be that children don’t give up, are highly motivated to succeed and achieve and are equipped with all the personal skills to do this.

Intention 4: Develop well rounded pupils

Our pupils will be motivated by a strong personal sense of morality. They will make decisions for the right reasons and in the best interests of their community. They will be able to decide what is right and what is wrong, and will be resilient to the influence of others. They will go out into the world and make a difference in their own life and to others. Our learners will be the owners of their own destinies.

Our Curriculum

EYFS Curriculum

In Reception, we follow the Early Years Statutory Framework for the Early Years Foundation Stage. The Framework specifies the requirement for learning and development in the Early Years and provides specific areas of learning we must cover in our curriculum. These areas are:

Personal, Social and Emotional Development

Physical Development

Communication and Language development

Literacy

Mathematics

Understanding the World

Expressive Arts and Design

A vital aspect in the development of essential knowledge and skills is the use of continuous provision. This means that children are using and developing certain skills throughout the year on a daily/weekly basis. Continuous Provision practice and principles begin in Early Years Foundation Stage and support children to develop key life skills such as independence; innovation; creativity, enquiry; analysis and problem solving.

English

Our English lessons develop pupils’ spoken language, reading, writing and grammar and vocabulary. English is taught in a cross-curricular way, linking up with other areas of the curriculum. We teach our pupils to speak clearly, to convey their ideas fluently and confidently and to ask questions. Their vocabulary is developed systematically. Our pupils are encouraged to read for pleasure and to read widely. We use Letters and Sounds for our phonics programme. Phonic awareness helps the development of reading by segmenting and blending sounds. The children will be heard reading individually and in groups. The guided reading sessions cover both fiction and non-fiction books. Guided reading also develops the children’s comprehension skills. Parents are given clear expectations about reading at home.

We develop writing skills so that our pupils have the stamina and ability to write at the age expected standard. To support children in moving towards independent writing we provide a wide range of activities including use of film and imagery, modelled, shared and guided writing, peer editing and discussion. We use talk for writing to encourage pupils to express their ideas, exchange ideas and to develop more sophisticated vocabulary. We provide opportunities for writing for purpose and we encourage pupils to see themselves as authors.

Handwriting sessions are incorporated into the English lessons. A range of extra activities are used to promote literacy within the school including an annual focus week, World Book Day and author visits.

Mathematics

At Hazlemere Church of England we embrace the Mastery approach to teaching mathematics. Our teachers will ensure that mathematical skills are taught every day following the HFL mastery approach programme. They also use cross curricular opportunities to develop pupils’ mathematical fluency. Our pupils understand the importance of mathematics, are encouraged to be confident in numeracy and to apply the skills that they learn to simple problem solving. The activities cover a wide range of mathematical knowledge, many with an emphasis on practical work. In each lesson there is a short and simple mental maths session. We build on skills and understanding in a step by step and progressive way and continue to develop place value, the four number operations and the understanding of fractional parts. We are part of the Wycombe Maths Hub and we continue to develop our practice in line with theirs. There are extra activities throughout the year to promote mathematical skills and thinking.

Science

Science will be taught as a separate lesson but will be linked to our book focus where appropriate. We will encourage our pupils to be curious about natural phenomena and to be excited by the process of understanding the world around them. Key scientific terminology will be introduced each lesson and knowledge will be built upon throughout the school. Pupils will be encouraged to work scientifically and will able to carry out simple tests and experiments using equipment and to gather and record data. Whilst at Hazlemere, children will learn about plants, animals including humans, materials, seasonal change, habitats, rocks, light, forces, states of matter, sound, electricity, earth and space and evolution and inheritance.  

Art and Design

Art has a very important place in our curriculum. We see art as a vehicle for creativity and individual expression and it provides opportunities for collaborative work. It is an important form of cultural expression and, therefore, has significance and meaning for all our children. Our teaching provides an understanding of all the diverse art forms so that the children experience drawing, painting, collage, textiles, 3D designs, printmaking and digital media.

We have Art Days/weeks with a whole school focus on one artist or painting and we include art in our themed weeks.

Our design and technology lessons encourage the designing and making of products to solve real and relevant problems. Our pupils learn to select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.

Drama

Drama is used as a key tool in developing oral skills, vocabulary development, building confidence and self- esteem, and as an essential tool in developing imaginative, expressive, and persuasive spoken and written language. ‘Hot seating’, and ‘response in role’ drama techniques are used in literacy lessons aid the development of speaking and listening, reading and writing skills. Imaginative role play is fundamental to developing the whole child, not just in Early Years and KS1 education, but also as they children develop, and our curriculum provides opportunities to perform to wider audiences through assemblies and events around key festivals. There are increasing opportunities for our pupils to perform as they progress through the school.

Computing

We do have discreet timetable time for the development of ICT skills but our approach is to integrate ICT into all lessons: the use of laptops and other hardware such as cameras and iPads is as much part of our learning tools as pencils and pens. Subject specific software, from one-off programmes to learning platforms, support teaching and learning across all years. The children develop their skills, starting in reception with mouse control, keyboard skills, saving and printing work. They draw pictures, write and use the internet to carry out research. They then progress to more complex skills such as data analysis and coding. Pupils will use technology safely and identify where to go for help and support when they have concerns.

Modern Foreign Language

From Year 3 to Year 6 we teach French to all children. Our approach is to make learning a new language fun! Young pupils are very receptive to learning a new language; they like to mimic pronunciation and they can easily pick up and duplicate new sounds. They feel a real sense of accomplishment when they learn to say something new. We will have discreet lessons on the timetable but we will also integrate the foreign language into the everyday routine.

Music

The Charanga Musical School provides teachers with week-by-week lesson support for each year group in the school. The scheme also contains a substantial Song Centre with nursery rhymes, chants and action songs for younger children, and classical repertoire and well known favourites by Abba, Bon Jovi and Adele for older children. The songs are complemented by progressive interactive resources plus some very useful vocal warm-up activities.

Physical Education (PE)

Our PE sessions will be both indoor and outdoor for Reception and Key Stage 1/2. They focus on mastering movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination. Pupils are encouraged to participate in team games and to develop simple tactics for being an effective team member.

PSHE

PSHE, or personal, social, health and education, Jigsaw, is a planned programme of learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives. As part of a whole school approach, PSHE develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. It prepares them to manage many of the most critical opportunities, challenges and responsibilities they will face growing up in such rapidly changing and challenging times. It also helps them to connect and apply the knowledge and understanding they learn in all subjects to practical, real-life situations while helping them to feel safe and secure enough to fulfil their academic potential. In our programmes we actively promote British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs to prepare our pupils for life in modern day Britain. 

All our year groups have timetabled PSHE time but we encourage a cross-curricular approach to the development of PSHE skills and understanding. Circle time is used to listen to others and to be heard with the help of class friends. Pupils learn about similarities and differences between people and cultures.

Religious Education

We follow the Agreed Syllabus for Religious Education (SACRE) produced by The Educational Framework for Religious Education in Oxfordshire. Religious Education (RE) is taught to all children except those who are taken out by their parents. Our teaching promotes the spiritual, moral, social and cultural development of our pupils. It reflects the fact that the religious traditions in Great Britain are in the main Christian whilst taking account of the teaching and practices of other principal religions represented in Great Britain. Our teaching enables pupils to acquire knowledge and understanding of religious beliefs, attitudes, practices and rituals. They will also develop their own beliefs and values. We will not convert or steer pupils towards a particular religious belief. They will also be aware that some people have no attachment to religious beliefs and follow secular philosophies.

Enrichment

We are committed to the broadest educational offering, and that means looking beyond the National Curriculum. A very successful enrichment programme that draws upon a wide range of skills is offered through school trips, visiting specialists and themed days and weeks. The programme is planned throughout the year.

Trips and Visits (Covid dependent)

We plan a series of trips throughout the year for each year group and these are communicated to parents at the start of the academic year. The trips are directly linked to our topic work for example an Out of Africa topic may include a trip to Woburn Safari Park in order to allow children to see African animals in an environment replicating their true habitat. We organise residential trips for our Year 4, 5 and 6 pupils.

The Role of Governors

Our Governors are critical friends to the school. Governors monitor practice in the following ways:

Reports and presentations received at Governors meetings, ie: Book Scrutiny;

School visits to observe behaviour ; attainment and progress data

Teaching and Learning is a standing item on every agenda

The Role of Parents

We believe that parents have a crucial role in helping their child to learn. We do all that we can to inform parents about the progress of their child by:

Producing Termly Newsletters which detail curriculum information.

A fortnightly newsletter entitled ‘Herald’;

Holding regular Parent’s Evenings;

Class assemblies;

Inviting parents in to share in their child’s learning; (book looks)

Home school agreement;

Informal conversations and updates throughout the school year.

Written in consultation with:

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Individual class information about the particular curriculum areas can be found on the class pages section of our website. Below are year group objectives which will be covered over the course of one academic year.

Safeguarding in the Curriculum

We plan to constantly challenge children to think deeply about safeguarding matters and their own personal physical and mental wellbeing. We value pupils’ questions and give them space for their own thoughts, ideas and concerns. We give them opportunities across the curriculum to explore values, personal rights, responsibilities and equal opportunities that develop moral concepts that impact positively on safeguarding, promote British values and prevent radicalisation and extremism. 
There are many opportunities throughout our Learning in school to explore safeguarding issues.

• Practical safeguarding opportunities are planned into the curriculum. For example: 
• Road and rail safety (including out of school visits, bikeability, work with police officers in the community)
• Poolside and water safety through swimming lessons
• Fire awareness (including visits from the local fire service)
• Visits to school from medical staff
• Visitors from charities such as Barnados, NSPCC, the dogs trust to do focused projects
• Work from local voluntary sector services particularly around safe transition to Secondary school
• Online safety quizzes and training
• The use of ICT mentors and house Captains as  leaders in school
• What to do if you are separated from your group (in relation to school visits)
• Safe use of technology including password security and privacy settings

• We have developed an open and safe learning environment in which pupils express their views, seek help and help others, they make use of our Worry and Wish Box to share concerns with staff. The promotion of equality of opportunity and diversity, for pupils and staff, helps prevent any form of direct or indirect discriminatory behaviour. Our children learn to not tolerate any prejudiced behaviour. Our behaviour policy promotes making good choices and exhibiting good learning behaviours.

• Class times are time for sharing ideas, addressing concerns and promoting important values. Assembly time and circle times are used to promote personal safeguarding matters and explore themes. For example, we talk about anti- bullying including cyber bullying and British values including how these values are promoted in our multi – faith society. Staff and children are quick to challenge stereotypes and the use of derogatory language in lessons and around school. Our school reflects the diversity of pupils’ experiences and provides pupils with a comprehensive understanding of people and communities beyond their immediate experience including the role of women in society and different family groups including same sex couples. Throughout the curriculum there are planned opportunities to promote all forms of equality and foster greater understanding of and respect for people off all faiths (and those with no faith), races, genders, ages, disability and sexual orientations, through their words, actions and in their influence. Opportunities are created in a variety of subjects to address areas of safeguarding, for example, themes are highlighted through novels in English lessons.

Time is taken at the beginning of every new school year to reaffirm school values, expectations and rules for living and learning at Hazlemere CofE School. This good start to the year, with everyone clear about their roles and responsibilities, sets the tone for the rest of the year and leads to excellent safeguarding outcomes.

Exceeding, High Potential

At Hazlemere Church of England School we aim to provide the best possible education for all our children including the exceeding expectations and high potential pupils. We firmly believe that recognition and support for our exceeding pupils is a factor in raising achievement for all pupils. We aim to provide opportunities for each pupil to be stretched and challenged in order to fulfil their potential and to excel. This provision is an integral part of the teaching and learning at Hazlemere Cof E. All teachers have very high expectations of all pupils and we strive to provide a secure yet challenging environment which will stimulate the development of all pupils to maximise their potential.

Definition of Exceeding, High Potential
Exceeding, high potential children are those that will exceed the expectations for their age group in one or more subjects.
“Exceeding” is used for those capable of excelling in subjects, such as English, Mathematics, Science, History, Geography, Computing and Religious Education.
'High Potential' may be linked to those pupils demonstrating great ability in music, arts or sports

Identification
Identification of pupils is an on-going, whole-school process. Identifying these children is important in order to ensure they receive planned, personalised teaching and learning opportunities within and beyond the classroom that will challenge, support and stretch them to the full extent of their individual potential.

There is a wide range of identification strategies and it is important that no single process is used in isolation. Identification is usually made by:

Subject criteria set by the subject leaders
Teacher observation and assessment
Observation and discussion with other members of staff
Discussions with parents/carers and with specialist teachers / outside coaches

The teacher ensures that every child achieves as highly as they can, creating a culture of high expectations and aspirations within the school.