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
Curriculum Design
At our Federation, our mathematics curriculum is designed to ensure that all children develop a secure, deep and connected understanding of number, calculation and mathematical reasoning. Our curriculum is based on White Rose Maths, which carefully sequences the National Curriculum into small, coherent steps and supports progression across EYFS, KS1 and KS2. White Rose resources are used to support teaching, but these are adapted by teachers to meet the needs of their class and to ensure that all pupils make strong progress. In KS1 Children record their learning in maths folders, which provide a clear record of their mathematical journey over time. In KS2 Maths workbooks are used along with jotters to support the children’s mathematical thinking.
Our teaching places a strong emphasis on concrete, pictorial and abstract understanding. Children are encouraged to use practical resources to explore and secure concepts before moving towards more formal written methods of calculation. Carefully chosen representations are used to help children make connections, spot patterns and understand the structure of mathematics. This approach ensures that children build a secure foundation before progressing to more efficient and formal methods.
Fluency
Fluency is a high priority throughout our maths curriculum. This year, in Early Years and Key Stage 1, we are bringing in the Mastering Number programme to ensure children build foundational knowledge which strengthens number sense, subitising, composition of number and automatic recall. In Key Stage 2, children take part in daily White Rose Flashback 4 sessions to revisit previously taught knowledge, strengthen retrieval and maintain fluency over time.
Children also take part in regular multiplication sessions, to teach and consolidate multiplication concepts, as well as assess recall and automaticity. This ensures that children develop both conceptual understanding and secure rapid recall of key facts.
Reasoning and Problem Solving
Reasoning and problem solving are embedded throughout our mathematics curriculum. White Rose resources include regular opportunities for children to engage with reasoning and problem-solving tasks, and children are taught to recognise these through the symbols used on the worksheets.
In order to ensure children are developing as effective mathematicians, we also track their ability to reason and problem solve in line with their age-appropriate executive function. This helps us understand how children are developing not only in mathematics, but also in the thinking skills that underpin successful mathematical learning.
In the Early Years, reasoning is exclusively verbal and is developed through carefully planned adult interactions. In Key Stage 1, reasoning is often verbal during shared input and guided discussion, with children beginning to explain their thinking more independently. In Key Stage 2, children are expected to provide written reasoning as well as take part in verbal mathematical discussion, enabling them to communicate their ideas clearly and confidently using precise mathematical vocabulary. Our approach ensures that all children are supported to become fluent, resilient and thoughtful mathematicians who can reason effectively and apply their learning with confidence.
Impact
Our assessment information over recent years demonstrates the positive impact of our approach. Children make strong progress through the mathematics curriculum, with pupils increasingly able to apply their knowledge independently, select appropriate representations and explain their mathematical thinking. At the end of Key Stage 2, our outcomes in mathematics have generally been in line with or above national expectations, with pupils achieving strong average scaled scores and making positive progress.
Our impact is also reflected in how children talk about and engage with mathematics. Children report that they enjoy maths, feel confident tackling mathematical challenges and value the opportunity to explore different ways of solving problems. We aim to develop positive mathematical attitudes alongside knowledge and skills, so that children leave our schools seeing themselves as capable mathematicians.
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.
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 Warthill 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.
Click here to view the Warthill Infants Geography Long Term Plan
Geography coverage SH Class 2 KS2 2021 -2022
Geography coverage SH Class 1 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.
Click here to view the Warthill Infants History Long Term Plan
Click here to view the Progression of skills in History
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.
Click here to download the Progression of Skills in Music
Modern Foreign Languages
Personal ,Social, Health, & Education (PSHE)
Physical Education
PE and Sports at Sand Hutton and Warthill
Intent
At Sand Hutton and Warthill, we want all children to develop a lifelong love of being active. We aim for every child to become a confident, competent and enthusiastic participant in sport and physical activity, developing the skills, knowledge and positive attitudes they need to lead healthy and active lives.
We want children to understand how exercise and physical activity contribute not only to a healthy body, but also to positive mental health, wellbeing and happiness. We encourage children to recognise that being active can be fun, sociable and rewarding, and an important part of a full and healthy life.
Through PE and our wider opportunities for physical activity, we aim to develop children's physical competence, confidence, resilience, teamwork and sportsmanship. We want every child to find activities they enjoy and feel proud of what their bodies can achieve.
Implementation
Our PE curriculum is carefully planned and sequenced to build children's knowledge and physical skills progressively from Early Years through to the end of Key Stage 2.
In the Early Years, our provision is informed by the Early Years Foundation Stage Framework, Development Matters and Birth to 5 Matters, supporting children to develop their fundamental movement skills, coordination, balance, strength and confidence.
In Key Stages 1 and 2, PE is taught in accordance with the National Curriculum, with children developing skills across a broad range of physical activities, including gymnastics, dance, games and athletics. In Key Stage 2, children also experience outdoor and adventurous activities, developing their ability to work independently and collaboratively, take appropriate risks and overcome challenges.
Children receive two timetabled PE lessons each week, alongside additional opportunities to be physically active through extra-curricular clubs, outdoor learning and Forest School sessions throughout the year.
We provide opportunities for children to apply and develop their skills in different contexts. Children are given the opportunity to participate in competitive sport, both through inter-school competitions and tournaments within school. These experiences develop teamwork, resilience, determination, cooperation and positive attitudes towards winning and losing.
Children's progress and development in PE are monitored to ensure that they build upon prior learning and develop the skills and confidence needed to participate successfully in a wide range of physical activities.
Impact
PE is frequently identified by our children as one of their favourite subjects, reflecting the enjoyment and enthusiasm they have for being active and participating in sport.
Through our PE curriculum and wider opportunities, children develop increasing confidence, physical competence and independence in a broad range of activities. They learn to work with others, persevere when faced with challenges and demonstrate positive attitudes towards competition and teamwork.
Children are increasingly able to recognise the importance of being active and understand how physical activity can contribute to their physical health, mental wellbeing and overall happiness.
We see children developing a positive attitude towards sport and physical activity, with many choosing to take part in additional sporting opportunities such as clubs, competitions and outdoor learning. Our aim is that this enjoyment and confidence provides a strong foundation for children to continue being active and making healthy choices beyond their time at Sand Hutton and Warthill.