CURRENTLY UPDATING CURRICULUM PLANNING
Curriculum
Our schools teach a creative, broad balanced curriculum that engages children and aims to develop a lifelong love of learning.
We believe in presenting the children with lively, first hand experiences through visits and visitors in school to bring learning alive to demonstrate how learning prepares us for life in the world in which we live. Our curriculum encourages excellence and enjoyment whilst providing opportunities for the children to be ‘the best they can be’.
Children’s progress is carefully tracked and monitored to ensure each child fulfils their potential in all areas of learning. Accurate assessment ensures each child is appropriately guided and supported to develop and succeed in their learning. Children’s successes are recognised and celebrated.
Our curriculum is based around the National Curriculum 2014.
Curriculum of Intent
Please click here to view our EYFS Curriculum of Intent
Overview
The national curriculum is a set of subjects and standards used by primary and secondary schools so children learn the same things. It covers what subjects are taught and the standards children should reach in each subject.
Follow this link to the Department of Education website.
Please use the links below to find out what our children will be taught.
This is the North Yorkshire Agreed Syllabus 2019-2024
Our Curriculum
Early Years
English
Maths
Maths at Sand Hutton and Warthill Federation
Intent
At Sand Hutton and Warthill it is important to us that our children develop into confident and fluent mathematicians. Our Maths curriculum and teaching allows children to reason mathematically, solve problems and develop fluency in their understanding of number. All children cover age related objectives with tailored resources and support to ensure the curriculum is accessible to all. We believe Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas; therefore teaching builds upon models and representations that are familiar to the children from previous teaching. Children are also exposed to unfamiliar problems allowing for deeper conceptual understanding and mastery of each objective.
We aim to nurture a whole school environment which enables children to use a range of resources and encourages independent reasoning and problem solving.
We aspire for children to leave primary school with a skill set that enables them to reason and problem solve in a technologically evolving world, ensuring they are confident to tackle any mathematical challenges they may face.
Implementation
We build on the Early Years Framework.
The National Curriculum:
The National Curriculum for Mathematics (2014) aims to ensure that all pupils:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Use of Practical and Pictorial Resources
All children (from Reception to Year 6) are encouraged to use concrete and pictorial representations to show, prove and explain their abstract thoughts and mathematical working. This also develops a conceptual understanding that enables children to transfer their mathematical skills into real life contexts.
Our Calculation Policy
Our Calculation Policy focuses on the four operations of addition, subtraction, multiplication and division. Each operation begins with the practical methods that support conceptual understanding moving through to methods that allow children to demonstrate efficiency in procedural approaches. It is important to emphasise that alternative methods may be more appropriate for certain calculations and that informal methods currently used successfully in schools may continue to be used as they support the raised expectations in calculation outlined in this policy.
Our Planning Process
Our planning is based on the White Rose Framework, however the organisation of units within the long term plan differs from White Rose and has been designed with our mixed age class context in mind. In addition to White Rose, our teachers use and adapt resources from a range of platforms, such as The Maths Hub and NCETM, to plan differentiated lessons that meet the developmental needs of each child.
The teaching of times tables is supported by Times Table Rock stars which pupils have access to at home. Their progress is tracked through the site and formally assessed through regular times table tests.
Homework
Children in KS2 complete regular maths homework tasks linked to their class work. Homework is pitched at a level that children can complete independently but is designed to be shared with an adult.
Impact
A raised profile of maths across the federation is beginning to reflect in children’s enjoyment of the subject as well as their progress throughout the year.
Maths books show a wide range of contexts used to develop fluency and understanding of mathematical concepts. Marking and feedback are used to consolidate understanding and challenge pupils.
Maths displays support and celebrate the work produced by children as well as providing consistency of representations, methods and vocabulary across each age group.
Progression of Skills
Science
Religious Education
The principal aim of the Religious Education at Sand Hutton and Warthill Federated Primary Schools is to explore big questions about life, in order to find out what people believe and what difference this makes to how they live, so that pupils can make sense of religion and worldviews, reflecting on their own ideas and ways of living.
As a Church school, we consider Religious Education as a core subject in our curriculum. Children of all faiths and non explore the similarities and differences of worldviews and religions, asking questions, making links and drawing comparisons from the content they learn or investigate.
At Sand Hutton and Warthill Federated Primary Schools, Religious Education is taught following the North Yorkshire Agreed Syllabus (2019), which combines resources from ‘Understanding Christianity’ materials.
The full syllabus can be downloaded here: North Yorkshire Agreed Syllabus 2019-2024
Statement of Religious Intent
The children at Sand Hutton and Warthill Federated Primary Schools will be provided with a Religious Education curriculum offer designed to teach pupils to:
- Know about and understand a range of religions and worldviews, so that they can:
- Describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals
- Identify, investigate and respond to questions posed, and responses, offered by some of the sources of wisdom found in religions and worldviews
- Appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.
- Express ideas and insights and nature, significance and impact of religions and worldviews, so that they can:
- Explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities.
- Express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and valuing, including ethical issues.
- Appreciate and appraise varied dimensions of religion.
- Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can:
- Find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively
- Enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all
- Articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people’s lives.
Statement of Religious Implementation
- Religious Education will be taught as a discrete subject and will allow children to comment, question or explore the viewpoints and ideas of others.
- Religious Education will be taught using practical, hands on tasks, as well as discussions, resources, debates and visits, or visitors.
- Religious Education outcomes will be recorded through photographs, discussions, written evidence etc. across individual pieces of work and class ‘Big Books’.
Click here to view the RE North Yorkshire Agreed Syllabus 2024-2029
Click here to view the Religious Education Progression of Skills
Click here to view the RE Statement of intent
Click here to view the WH RE Long Term Plan
Click here to view the SH RE Long Term Plan
Computing
Art
Art Statement of Intent
Intent
Sand Hutton and Warthill schools believe that art is a vital part of children’s education and has a significant and valuable role in the taught curriculum, as well as the enrichment opportunities we offer our pupils. The art curriculum will develop children’s critical abilities and understanding of their own and others’ cultural heritages through studying a diverse range of artists.
Children will develop their understanding of the visual language of art with effective teaching and considered sequences of lessons and experiences. Key skills in drawing, painting, sculpture, textiles and printing will be developed in a curriculum designed to enable children to reach their full potential.
Implementation
The school’s art curriculum is supported through the availability of a wide range of quality resources, which are used to support children’s confidence in the use of different media.
At Sand Hutton and Warthill schools, we are guided by the National Curriculum for Art and Design which aims to ensure that all pupils:
KS1
- Use a range of materials creatively to design and make products
- Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
- Develop a wide range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.
- Learn about the work of a range of artists, craft makers and designers and are able to describe the
differences and similarities between different practices and disciplines, and make links to their own work.
KS2
- Create sketchbooks to record their observations and use them to review and revisit ideas
- Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials
- Learn about great artists, architects and designers in history
Impact
Classroom displays reflect the children’s sense of pride in their artwork and this is also demonstrated by creative outcomes across the wider curriculum. In addition, children’s sketch books celebrate their achievements in art and demonstrates the subject’s high status in the school.
The Art curriculum at Sand Hutton and Warthill contributes to children’s personal development in creativity, independence, judgement and self-reflection
Design and Technology
DT Statement of Intent
Intent
Design and Technology is an inspiring, rigorous and practical subject. Design and Technology encourages children to learn to think and intervene creatively to solve problems both as individuals and as members of a team. At Sand Hutton and Warthill schools, we encourage children to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. We aim to, wherever possible, link work to other disciplines such as mathematics, science, engineering, computing and art. The children are also given opportunities to reflect upon and evaluate past and present design technology, its uses and its effectiveness and are encouraged to become innovators and risk-takers.
Implementation
Through a variety of creative and practical activities, we teach the knowledge, understanding and skills needed to engage in an iterative process of designing and making. The children work in a range of relevant contexts (for example home, school, leisure, culture, enterprise, industry and the wider environment).
When designing and making, the children are taught to:
Design
• use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
• generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional diagrams, prototypes, pattern pieces and computer-aided design
Make
• select from and use a wider range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing) accurately
• select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Evaluate
• investigate and analyse a range of existing products
• evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
• understand how key events and individuals in design and technology have helped shape the world
Technical knowledge
• apply their understanding of how to strengthen, stiffen and reinforce more complex structures
• understand and use mechanical systems in their products
• understand and use electrical systems in their products
• apply their understanding of computing to program, monitor and control their products
Impact
We ensure the children
• develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
• build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users and critique, evaluate and test their ideas and products and the work of others
• understand and apply the principles of nutrition and learn how to cook. Children will design and make a range of products. A good quality finish will be expected in all design and activities made appropriate to the age and ability of the child
Geography
Statement of Intent
At Sand Hutton and Warthill Federated Schools we are guided by the National Curriculum for Geography (2014). The National Curriculum for Geography aims to ensure that all pupils:
- develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
- understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
- are competent in the geographical skills needed to:
-collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
-interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs, and Geographical Information Systems
-communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
Children study Geography during lessons and as part of their termly topic work.
Implementation
Our intent is that our teaching of Geography will inspire pupils’ curiosity, fascination and appreciation about the world and its people and that these will remain with them for the rest of their lives. It is important that children develop the skills of a geographer by fully immersing them in all areas of the subject.
Our teaching should equip children with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As children progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.
Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
Impact
Geography lessons focus on developing geographical skills and children working as geographers. Children develop knowledge and skills that are progressive, as well as transferable, throughout their time here and into their futures.
We intend for our children to have real life experiences and learn about geography in an active and creative way. Links to History, Science and other subject areas are also explored. The planning of learning always begins with the skills and knowledge that needs to be taught and enrichment opportunities and opportunities to apply learning are carefully mapped.
Geography coverage SH Class 2 KS2 2021 -2022
Geography coverage SH Class 1 2021-2022
Geography coverage WH Juniors 2021-2022
Geography coverage WH Infants 2021-2022
Geography coverage SH Class2 KS1 2021-2022
Geography coverage SH Class 3 2021-22
Geography NC, Skills and Vocab KS1
Geography NC, Skills and Vocab KS2
Why Geography Is Important to us
History
At Sand Hutton and Warthill Federated schools we are guided by the National Curriculum for History(2014). The National Curriculum for history aims to ensure that all pupils:
- know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
- know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
- gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
- understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
- understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
Intent
Our intent is that our teaching of History will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We aim for it to inspire pupils’ curiosity about the past and to know more about the past. We aim to enable children to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Through the teaching of History we endeavour to teach children to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
Implementation
History Lessons focus on developing Knowledge and Knowhow, Historical skills and understanding how to work as Historians. Children have real life experiences and learn about History in an active and creative way, making connections with prior historical learning and other subject areas such as Geography and Science.
Our mixed age classes mean that children learn about certain historical aspects in different year groups at different times. While we can’t affect this, we do ensure that children are challenged to work at the age related level and are assessed against the objectives for their year groups.
Music
Music at Sand Hutton and Warthill Church of England Federation
Intent
The National Curriculum for music aims to ensure that all pupils:
• Perform, listen to, review and evaluate music
• Be taught to sing, create and compose music
• Understand and explore how music is created, produced and communicated.
At Sand Hutton and Warthill the intention is that children gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres. Our objective is to develop a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music, and an unbiased respect for the role that music may wish to be expressed in any person’s life. We are committed to ensuring children understand the value and importance of music in the wider community, and are able to use their musical skills, knowledge, and experiences to involve themselves in music, in a variety of different contexts.
Implementation
The music curriculum ensures students sing, listen, play, perform and evaluate. This is embedded in the class learning activities as well as during collective worship, various concerts and performances and the learning of instruments. The elements of music are taught in the class lessons so that children are able to use some of the language of music to dissect it, and understand how it is made, played, appreciated and analysed. In the classroom students learn how to play tuned and untuned percussion instruments and explore other types of instruments (strings, wind, brass and keyboards. In doing so understand the different principle of each method of creating notes, as well as how to read basic music notation. They also learn how to compose focusing on different dimensions of music, which in turn feeds their understanding when listening, playing, or analysing music. Composing or performing using body percussion and vocal sounds is also part of the curriculum, which develops the understanding of musical elements without the added complexity of an instrument.
Impact
Whilst in school, children have access to a varied programme, which allows students to discover areas of strength, as well as areas they might like to improve upon. The integral nature of music and the learner creates an enormously rich palette from which a student may access fundamental abilities such as: achievement, self-confidence, interaction with and awareness of others, and self-reflection. Music will also develop an understanding of culture and history, both in relation to students individually, as well as ethnicities from across the world. Children are able to enjoy music, in as many ways as they choose- either as listener, creator or performer. They can dissect music and comprehend its parts. They can sing and feel a pulse. They have an understanding of how to further develop skills less known to them, should they ever develop an interest in their lives.
Children who are interested in music can choose various extra-curricular activities, such as learning a musical instrument through the North Yorkshire music service, singing at Young Voices (every other year) and (at Sand Hutton) joining the Steel band.
Modern Foreign Languages
Personal ,Social, Health, & Education (PSHE)
Physical Education
PE and Sports at Sand Hutton and Warthill
Statement of Intent
Children and staff at Sand Hutton and Warthill promote healthy lifestyles and being active. Our children are to be provided with many opportunities to be active and participate in PE within school. In addition, we will take part in further active pursuits through competitive sport within an extremely comprehensive Inter School competitions calendar organised through the York School Partnership.
We teach sport and PE in accordance with the National Curriculum which aims to ensure that all pupils:
- develop competence to excel in a broad range of physical activities
- are physically active for sustained periods of time
- engage in competitive sports and activities
- lead healthy, active lives.
Implementation
Our children have access to at least two hours of physical activity a week. This is delivered through 2 PE lessons, extra-curricular after school clubs, morning clubs and Outdoor Learning sessions.
All children at our school from KS1 up to KS2 are taught PE in accordance with the Curriculum objectives and are tracked in their progress. We teach all of our children a vast range of gymnastics, dance, games, athletics and all Junior School children (plus Year 2 in Sand Hutton) take part in yearly swimming lessons. Also within KS2 our children take part in outdoor and adventurous activities which challenge children both individually and as a team.
Impact
For current impact refer to the most recent Sports Premium breakdown and our School Sports Awards where both school were awarded Silver in 2018/19.