Writing

Subject Intent for Writing

At Hollinswood Primary School & Nursery, we aim to develop every child’s skills, knowledge and attitudes in order for them to become responsibleresilientresourceful and respectful learners.

Writing is an essential tool in effective communication. In order for children to develop into articulate, resilient and imaginative communicators, they need to be well-equipped with the basic skills to become life-long resourceful learners.

At Hollinswood, all children develop a genuine love and respect of language and the written word, through using a range of interesting and exciting contexts to motivate and inspire our children.

Children develop an understanding of how widely writing is used in everyday life and, therefore, how important and useful the skills are that they are learning. Our intentions in writing are for children to write for a purpose, see themselves as real writers, take ownership and responsibility of their writing, and see writing as an interesting and enjoyable process.

Subject Intent for Handwriting

At Hollinswood Primary School and Nursery, we believe that handwriting is an extremely important and resourceful life skill. When taught well, it aids the learning of spelling, the pace of a child’s work, improves their self-esteem and their overall resilience with writing. Children must be able to write with ease, speed and legibility. If they have difficulty, this will limit fluency and inhibit the quality and quantity of their work. By developing handwriting skills, children can produce written work that they can be proud of and take responsibility for.

Writing

At Hollinswood Primary School, writing is taught to ensure a progression of skills across the school. Throughout their learning journey at Hollinswood, our pupils develop a clear understanding of the structural and language features associated with different genres of writing. We also endeavour to ensure children are provided with an abundance of opportunities to apply their skills to a range of different genres and contexts.

At Hollinswood, we believe children should understand the purpose to their writing and we have adopted an approach where children are taught and recognise the four main different purposes for writing:

Across both Key Stage 1 and 2:

Across Key Stage 2:

Year 5 and Year 6:

Embedded within the teaching of writing, is clear reference to the vocabulary and grammatical concepts outlined in the national curriculum Primary Curriculum 2014 and children are encouraged to make an informed choice on the  appropriate grammar and vocabulary that is suitable for the purpose of their writing.

Our progression grids for each purpose of writing reflect our ethos that learning should build on prior knowledge and skills:

Writing to Discuss progression grid

Writing to Entertain progression grid

Writing to Inform progression grid

Writing to Persuade progression grid

Our long term plan ensures children have the opportunity to embed new knowledge and skills by focusing on a purpose for writing for a whole half term.

We strongly believe that this approach enables children to choose the appropriate form and content to suit the purpose and audience. This prepares them for the wider world.

 

 

 

Spelling and Phonics

Subject Intent for Spelling and Phonics

At Hollinswood Primary School & Nursery, we aim to develop every child’s skills, knowledge and attitudes in order for them to become responsibleresilientresourceful and respectful learners.

Spelling is an integral part of the writing process. Pupils who spell with ease are able to concentrate on the content of their writing and write with meaning. Whilst it is important to remember that spelling is not the most important aspect of writing, confidence in spelling often has a profound effect on the writer’s confidence and resilience to write at a higher level. Confident and resourceful spellers are able to focus on the skills of composition, sentence structure and precise word choice within their writing. By teaching key spelling rules and patterns, children are equipped with the skills and knowledge to take responsibility for their spelling and write to the best of their ability.

Phonics

At Hollinswood Primary School, we follow the Active Learn Bug Club phonics programme. Children are taught at a stage appropriate to them and this allows them to understand how the sound of each letter (phoneme) links to the way in which that letter is written (grapheme).

In the Foundation stage (Nursery and Reception) and Key Stage One, all pupils take part in a daily phonics session, building on and extending their knowledge.  They are taught to distinguish between every day sounds, segment and blend words together and read/spell tricky words - which are the ones we cannot sound out . See list of tricky words taught at each phase below.

Tricky word list

Children are tracked carefully through the phases to ensure they are making good progress.    The link to the video below can be used to help with the way we articulate each phoneme (letter sound).

Articulation of phonemes

All children in Key Stage One and Foundation have access to the Bug Club website through Active Learn which they can use both in school and at home.  Teachers will allocate books to children according to their phonetic ability. Reception classes use the resources from Active Learn to plan and deliver their lessons.  

Here are useful guides giving you more information about our teaching of phonics:

YR Parent/Carer phonics guide

KS1 Parent/Carer phonics guide

Here is the link to access Bug Club at home: https://www.activelearnprimary.co.uk/

Please ask your child’s teacher if you cannot remember the log on details.

The majority of children in Key Stage Two will receive daily grammar and spelling lessons.  Children in Key Stage Two who need further support with phonics will also follow the Active Learn programme.

Reading

Subject Intent for Reading

At Hollinswood Primary School & Nursery, we aim to develop every child’s skills, knowledge and attitudes in order for them to become responsibleresilientresourceful and respectful learners.

As reading is a complex skill with many components, Hollinswood Primary School has adopted a comprehensive and consistent approach to the teaching of these skills throughout the school to ensure our children have the resilience to tackle increasingly demanding texts.

Reading is a valuable and rewarding experience and children are encouraged to respect books and develop a love for reading and the written word. Children are encouraged to be responsible readers and adopt a love for reading beyond the realms of the classroom.

Laying a firm foundation in reading will allow access to all areas of the curriculum successfully; therefore, developing our children’s ability to be resourceful when learning new concepts. We believe that success in reading opens doors to a world of knowledge.

At Hollinswood Primary School we recognise the importance of children learning to read using decodable texts.

Guided Reading

Children are provided with reading books that match their current phonic ability. This allows them to practise and apply their developing phonic knowledge. We have a range of phonically decodable books from a variety of publishers including: Oxford Reading tree, Rigby Star and Pearson Bug Club. These books follow the phonics scheme that we use to reinforce the learning through Guided reading. The books are book banded to support children when choosing books to take home.

Across the school Guided Reading takes place daily. Teachers plan and deliver sessions which focus on key questions to challenge their ideas about a text and develop their abilities to deduce, infer and predict what may happen next.

From Year 2 (when appropriate) and onwards, teachers deliver whole class guided reading sessions where children access age-appropriate texts through differentiated tasks. This ensures that all children can access the same text at a level that matches their reading ability.

Children engage in whole class discussions and debate linked to the text which we believe fosters a whole class reading community to encourage children to develop a love for reading. We ensure a range of genres/authors are used in whole class reading sessions, so children are exposed to a range of writing styles. See long term plan

Assessment

To assess children in reading, our reading response questions are linked to the reading assessment skills (see links below). These skills are consistently used by teachers to assess the comprehension level of each pupil and to assess areas that need targeting.  

KS1 Reading Skills

KS2 Reading Skills

In Foundation and Year 1 children will read a text with their teacher which matches the phonemes they have been learning that week and matched to their phonic ability.

Independent Reading

To encourage independence and to foster a love for reading, all children will take home a book to read matched to their reading level. In Key Stage One and the Foundation Stage a book closely matched to their phonetic ability is chosen by the class teacher. In addition to this, they will take home a book to read for enjoyment. This book will be chosen by the children and changed weekly.  In KS2, books are banded according to reading age, and the complexity in themes. Children are regularly assessed to determine their reading age and are encouraged to choose an independent reader within that colour band. The colour band used in KS2 progresses from KS1 therefore ensuring continuity and clear progression in the complexity of texts across the school.

To promote reading independence and to encourage a love for reading, all classes are equipped with an abundance of books for the children to take home. Each class library consists of fiction, non-fiction, and a range of genres eg adventure, mystery, science fiction etc. Staff at Hollinswood regularly replenish the class libraries to ensure a breadth of books are available to cater for a range of interests.

Parents are encouraged to support their child become a fluent reader in a range of ways:

  • We provide information about phonics to support parents at home.
  • Reading workshops for parents during the Autumn term
  • Parents are invited into school across the year to observe the teaching of phonics and reading.
  • Engage with whole school initiatives such as reading challenges.
  • Access additional reading support such as Bug Club through Active Learn:
  • https://www.activelearnprimary.co.uk/
  • Ensure that reading at home is recorded in their reading diaries.

Recommended Family Reads

Does you struggle to choose a story to read at home with your child?
If so, click on this link for a list of suggested stories for Nursery, Reception, Year One and Year Two children.
These are stories that the children are not expected to be able to read themselves but for you to share with your child, that have age appropriate content.
Does your children like to read the same book over and over?
This is okay! Research suggests that on each rereading, familiarity with a story deepens and, with that, comes a greater emotional engagement. When children ask for a story to be re-read, in effect they are asking for another chance to explore the language, the characters and their feelings, and to relive the emotions they felt on the first reading. They hear the same words read in the same way and gain a sense of comfort in knowing what follows. They wait for their favourite bits, ready to join in or ready to be scared, even when they already know what happens. Their attachment to the story equips them to retell it and, when they have learnt to read, encourages them to read it for themselves.

Happy reading 📚😁📚

Mathematics

Subject Intent for Maths  

Mathematics is the in depth understanding of number, shape and space and measures. Mathematicians seek out patterns, problem solve and reason by applying the skills that have been embedded since the foundation stage. Mathematics is essential to everyday life and is integrated into all aspects of the curriculum. It provides foundations for understanding of the world and the ability to reason.  

At Hollinswood Primary School & Nursery, we aim to develop every child’s skills, knowledge and attitudes in order for them to become responsible, resilient, resourceful and respectful learners. 

In Maths, pupils demonstrate resilience, by having high expectations of themselves. They tackle problems with increasing difficulty by using their prior knowledge. All pupils are encouraged to have a go and challenge themselves through the use of chilli challenges. Pupils are supported with visual models and practical equipment.  

Pupils are encouraged to be responsible for the resources and equipment they use to support their learning by independently selecting what will support them best. They are respectful of equipment, other pupils and answers that are given during a session.  

Building on prior learning through sequential teaching allows pupils to be resourceful by knowing which equipment and strategies will best support them. Through self and peer assessment pupils are responsible for their own learning by seeing any errors they have made and how to correct them.  

At Hollinswood Primary School, we follow the White Rose approach to mastery mathematics. This approach breaks the steps outlined in the national curriculum into small steps; with each step building and developing on the previous step. Furthermore, children firstly develop a strong foundation in their fluency with mathematics which is about secure arithmetic and place value understanding. Once this is mastered and secured the children are encouraged to apply this understanding within linked reasoning and problem solving tasks.

How do we teach mathematics?

Throughout the foundation stage, we provide children with opportunities to develop and improve their skills in counting, understand and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measure. This is all completed with children being given access to practical resources to develop their fluency skills and secure a clear understanding of the value of numbers. Reasoning is developed through the children describing what they see and discussing problems within a variety of different real contexts.

In Key Stage One, we ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This involves working with numerals, words and the four operations. In each area of the four operations children secure their understanding through the use of practical equipment and resources. Pupils are also encouraged to develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. They are also taught about using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. By the end of year 2, pupils are expected to know the number bonds to 20 and be precise in using and understanding place value. Fluency and a secure understanding of number is placed into a variety of problem solving contexts in order to further reinforce their mathematical understanding.

In lower key stage 2 is pupils are given the learning opportunities and teaching to become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. They are also taught and develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. Pupils also develop their ability to solve a range of problems, including with simple fractions and decimal place value. They are also taught to draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. Pupils are taught to and have the opportunity to use measuring instruments with accuracy and make connections between measure and number. By the end of year 4, pupils are expected to have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.

Our focus in mathematics in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. They are taught to develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. Pupils develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.

Fluency

Fluency within each step in the national curriculum is the cornerstone to our approach at Hollinswood Primary School. Each lesson is built around a secure understanding of arithmetic and number place value before the children are then encouraged to apply this knowledge to more challenging contexts. The calculation policy which is attached outlines methods we use to teach fluency and arithmetical skills.

Reasoning

We see a five-step progression in reasoning: a spectrum that shows us whether children are moving on in their reasoning from novice to expert. Every child is given the opportunity to deepen their reasoning and problem solving skills. This is how we develop pupils reasoning and mathematics skills.

Step one:  Describing- simply tells what they did or what they can see.
Step two: Explaining- offers some reasons for what they did. These may or may not be correct.  The argument may yet not hang together coherently.
Step three: Convincing- confident that their chain of reasoning is right and may use words such as, ‘I reckon’ or ‘without doubt’. The underlying mathematical argument may or may not be accurate yet is likely to have more coherence and completeness than the explaining stage.
Step four: Justifying- a correct logical argument that has a complete chain of reasoning to it and uses words such as ‘because’, ‘therefore’, ‘and so’, ‘that leads to’ ... (Specialising - is about starting with something general and seeing what it tells us about a specific case. Generalising - is about starting with specific cases and becoming less specific.)
Step five:  Proving- a watertight argument that is mathematically sound, often based on generalisations and underlying structure.

Progression grids, relevant polices and documents: 

The White Rose Website has schemes of learning that are followed in school. These indicate the approach to breaking the curriculum objective into small steps.

https://whiterosemaths.com/resources/primary-resources/primary-sols/

Follow the links below for:
Progression in reasoning document 
Calculation policy
Mathematics policy
National Curriculum Programmes of Study

 

 

 

 

 

 

 

Science

Subject Intent for Science 

At Hollinswood Primary School & Nursery, we aim to develop every child’s skills, knowledge and attitudes in order for them to become responsible, resilient, resourceful and respectful learners. 

In Science, pupils are encouraged to be responsible members of the school, the local and the wider community. They are taught about the environment and how to be responsible in caring for the environment. 

Through a context rich curriculum that goes beyond the school walls, pupils are encouraged to have high expectations for themselves and are given the confidence to aim high.  When faced with a problem, pupils are encouraged to be resilient and resourceful, to be passionate in overcoming obstacles and alive for a challenge. 

We see excellence in teaching and a love of learning as a key to succeeding in life. In a supportive, positive and caring environment, pupils are encouraged to develop self-respect and be respectful of the ideas, attitudes, values and feelings of others regardless of race and culture. 

What is Science?

Science allows pupils to develop an understanding of the nature, processes and methods of Science through different types of Scientific enquiries that helps them to answer scientific questions about the world around them.

Science is understanding the world through the specific disciplines of biology, chemistry and physics.  Science can be used to explain what is occurring, predict how things will behave and analyse causes.

What are pupils taught in Science?

In EYFS Children make observations of animals and plants and explain why some things occur and talk about changes. They make observations of animals and plants and explain why some things occur and talk about changes. Children know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently. Children know about similarities and differences in relation to places, objects, materials and living things.

In Key Stage 1 pupils experience and observe phenomena, looking more closely at the natural and humanly constructed world around them. They are encouraged to be curious and ask questions about what they notice. They are helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information. Pupils use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways.

In Key Stage 2 pupils are taught to broaden their scientific view of the world around them. They do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. In upper key stage 2 pupils develop a deeper understanding of a wide range of scientific ideas.

Science Knowledge Progression grid

Science Skills Progression grid

Geography

Subject Intent for Geography 

Geography is about developing the knowledge of diverse places, people, resources, and natural and human environments. This equips us to gain a deeper understanding of the Earth’s physical and human processes. 

Through the teaching of Geography, we aim to promote our four key values, supporting each child to become more respectful, resourceful, resilient and responsible. 

In Geography, we learn about those who come from a wealth of different cultures and we acquire knowledge and understanding of different people and environments. In Geography, we encourage our pupils to have an increased knowledge of other communities, with respect and understanding of what it means to be a citizen in a multi-cultural society. 

We encourage resourcefulness in Geography by using a wide variety of sources, including maps, the internet and photos to establish the location of countries, counties, cities, coasts, rivers, sea and oceans.  

Resilience is promoted in Geography through the geographical and map skills needed to investigate places around the world. Fieldwork is used to encourage enquiry and allow for deeper learning of geographical concepts. These skills will set pupils up for future education and will be used throughout life. 

In Geography, we teach children the importance of our world and how to keep it safe. Children are encouraged to appreciate nature and to take responsibility for environmental issues. 

What is Geography?

Geography is about developing the knowledge of diverse places, people, resources, and natural and human environments. This equips us to gain a deeper understanding of the Earth’s physical and human processes.

What are pupils taught in Geography?

In EYFS pupils explore the similarities and differences in relation to places, objects, materials and living things. Pupils learn about different communities and traditions and compare themselves to others in their local environment.

In Key Stage 1 pupils develop knowledge about the world, the United Kingdom and their locality. Pupils also use subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

In Key Stage 2 pupils extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. Pupils develop their use of geographical knowledge, understanding and skills (including fieldwork) to enhance their locational and place knowledge.

Progression grids:

Click here for the progression grids which show how knowledge and skills progress across the whole school.

History

Subject Intent for History

At Hollinswood Primary School & Nursery, we aim to develop every child’s skills, knowledge and attitudes in order for them to become responsibleresilientresourceful and respectful learners.

The teachers plan from the national curriculum and this is referred to when planning pupil outcomes. Assessment is based upon the national curriculum and referred to regarding what the children should know and the skills and vocabulary they should develop. We refer to this when planning and teaching and we looked at this when devising our progression grids. Both the national curriculum and skills grids are used to ensure that we give pupils a full and comprehensive understanding of history as a subject. By broadening the pupils knowledge and skills we build their ability to face challenges, which ultimately makes them resilient learners and people.

At Hollinswood Primary School & Nursery we aim to develop every child’s skills, knowledge and attitudes for them to become effective learners. History is taught to develop the pupils with the confidence, competence and curiosity to face uncertainties, exercise their own initiative, develop personal responsibility for their learning and develop skills applicable in their lives outside the classroom. Furthermore, history is a subject with which pupils can develop critical thinking and analytical skills. We expect pupils to challenge evidence and use the skills from this subject across other areas of the curriculum. The makes them resourceful learners and enables them to see challenges as a positive thing. Ultimately building resilience both inside and outside of the classroom.

Knowledge is a key element of our curriculum offer and this is balanced alongside the skills needed to be effective historians. Pupils are given opportunities to think about how skills learnt in this subject can be applied across their learning. In essence, this subject is offered in such a way as to broaden pupils understanding of the past and present. Furthermore, diversity is embedded in the learning for pupils at Hollinswood Primary School, which teaches them to be accepting of difference and embrace how different cultures have shape and still shape the society they live in. The pupils are taught to be respectful of others and that their voices are important by studying a broad and diverse range of people from the past.

History is a subject within which pupils leave Hollinswood Primary School and Nursery with a sense of belonging to a community. Being part of the community and responsible for shaping it’s future comes from this sense of belonging that is enriched by the curriculum offer in history. The overall intent is for pupils to leave our school with the confidence and skills to self-evaluate, challenge ideas appropriately, make choices and become effective learners. As a result of the broad curriculum offer, offered through our teaching of history, and tied to other subjects, our children will have the mental agility and emotional stamina needed to thrive in an ever-changing society. This helps children develop into responsible, resourceful, resilient, and respectful learners.

What is history?

History is the teaching and learning of past events, showing an understanding of why and how things occurred, being able to think critically about the past and challenge ideas using evidence. At Hollinswood Primary School, we develop pupil’s knowledge and skills in order to ensure they grasp the fundamental aspects of history as a subject. We encourage the children to develop skills and the relevant vocabulary linked to these skills, which you will see outlined in the history knowledge and skills documents attached to this page.

What are pupils taught in history?

In EYFS elements of that are linked to the national curriculum in history. These fall under the Understanding the World and more broadly encouraging the children rich opportunities to develop their Communication and language skills through a variety of learning opportunities linked to history. These statements can be found in the EYFS statutory framework and are defined in the skills and knowledge progression grid.

In Nursery the children begin to link this subject to significant events in their own experience and to recognise and describe special times or events for family or friends. In reception, children are given the learning opportunities to: talk about past and present events in their own lives and in the lives of family members, know that other children don’t always enjoy the same things, and are sensitive to this, know about similarities and differences between themselves and others, and among families, communities and traditions.

In Key Stage One, pupils are given opportunities to develop an awareness of the past, using common words and phrases relating to the passing of time. They are also taught to know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. Further to this, they are encouraged and expected to use a wide vocabulary of everyday historical terms. Their enquiry skills are at the heart of the learning process and they ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They are also taught to understand some of the ways in which we find out about the past and identify different ways in which it is represented.

In Key Stage Two, pupils are given learning opportunities to continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. Furthermore, they are taught and encouraged to note connections, contrasts and trends over time and develop an appropriate use of historical terms. Again enquiry skills are fundamental and are used regularly to address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. Built into learning sequences is the opportunity to construct informed responses that involve thoughtful selection and organisation of relevant historical information. They do this by being taught to use and understand how our knowledge of the past is constructed from a range of sources. Overall the narrative and link of events is encouraged by ensuring that progression is made in pupils chronological understanding across the whole school and that by year six pupils can connect events across a longer time period.

Progression grids: 

The above statements are broken down and defined into five elements within the progression documents and the vocabulary across each area is progressed. They are Knowledge and understanding of events, causation and change (the what and why of the past); historical interpretation (uncovering the past); historical enquiry (investigating and developing questioning skills) and Chronological Understanding (when things happen). See the skills grid attached here and examples of these skills in the pictures below.

 

 

 

 

 

 

 

Subject Intent for Design & Technology

At Hollinswood Primary School & Nursery, we aim to develop every child’s skills, knowledge and attitudes in order for them to become responsible, resilient, resourceful and respectful learners. 

In D&T, pupils are encouraged to be responsible members of the school, the local and the wider community. They are taught methods of innovation that could be used to support their local and wider community through a hands-on, creative and imaginative curriculum. 

Through a context rich curriculum that goes beyond the school walls, pupils are encouraged to have high expectations for themselves and are given the confidence to aim high and to be the very best that they can be. When faced with a problem, pupils are encouraged to be resilient and resourceful, to be passionate in overcoming obstacles and alive for a challenge. 

We see excellence in teaching and a love of learning as a key to succeeding in life. In a supportive, positive and caring environment, pupils are encouraged to develop self-respect and be respectful of the ideas, attitudes, values and feelings of others regardless of race and culture. 

We encourage the children to have high expectations and to contribute towards, reflect on and shape their role as learners - in addition to being responsible members of the school, the local and the wider community. 

What is Design and technology?

Design and Technology is an inspiring, hands-on and unique subject. Using their creativity and imagination, pupils can design and make the most innovative products for a variety of different purposes. Through Design and Technology, pupils can listen to and adopt the ideas of others and create something fantastic that could support their community.

What are pupils taught in Design and Technology?

In EYFS pupils use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

In Key Stage 1 pupils explore and build structures and mechanisms such as levers, sliders, wheels and axles. The pupils also explore joining and finishing techniques in textiles.

In Key Stage 2 pupils explore more complex structures and mechanical systems such as gears, pulleys, cams, levers and linkages.  They also use electrical systems in their products and apply their understanding of computing to program, monitor and control their products.

Pupils in both key stages are also taught how to cook and apply the principles of nutrition and healthy eating.

Pupils follow a simple process when making a product:

Design                   Make                Evaluate

Progression grids

See below for the progression grids which show how knowledge and skills progress across the whole school:

Progression grid

Photos of products

See below for examples of products that children make:


 

Computing

Subject Intent for Computing 

At Hollinswood Primary School & Nursery, we aim to develop every child’s skills, knowledge and attitudes in order for them to become responsible, resilient,resourceful andrespectfullearners. 

In Computing, pupils are taught to be responsible with the IT equipment, carrying it, using it and putting it away in a respectful way. 

Resilienceand resourcefulness are shown in Computing when children need to persevere when logging on, fixing code, solving problems and helping each other by passing on their computing knowledge and skills.  Our children demonstrate these values from a young age. 

Pupils are taught and show respect when listening to each other’s views on how to keep safe online and evaluating the work of their peers.  From a young age, pupils learn that their behaviour online towards their peers should show the same level of respect as offline. 

What is Computing?

Computing has links with mathematics, science and design and technology. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

What are pupils taught in Computing?

In EYFS pupils learn about cause and effect through programmable toys such as Beebots and robot mice.  They will also use simple programs on the computer.

In Key Stage 1 children continue to learn through programmable toys and will start to create their own simple programs. They will begin to learn to code and be introduced to algorithms. They will create, edit and save content in programs such as Word or Purple Mash. Pupils also begin to learn about keeping safe online.

In Key Stage 2 pupils will continue their coding journey using a variety of apps and programs such as 2Code and Scratch.  They will collect, analyse and present data in a variety of ways and discover how to use search engines effectively.  Pupils will learn how to keep themselves safe online, on social media and in computer games.

Web links:

Here are some of the sites the children regularly use in their Computing lessons –

https://www.ilearn2.co.uk/

https://www.thinkuknow.co.uk/

http://code-it.co.uk/

https://hourofcode.com/uk/learn

Progression grids:

Follow the link for the progression grids which show how Computing knowledge and skills progress across the whole school:

Computing Progression Grid

Below is a useful video from code.org which explains the importance of teaching coding.

 

 

                                                     Music

Subject Intent for Music  

At Hollinswood Primary School & Nursery, we aim to develop every child’s skills, knowledge and attitudes for them to become responsible, resilient, resourceful and respectful learners.  

Children are taught about instruments and how to be responsible in caring for their instruments. Through performing and composing together, children acquire a sense of group identity and togetherness, developing respectful relationships with their peers.  

The teaching of Music develops children’s ability to listen and appreciate a wide variety of music and to make respectful judgements about musical quality. Pupils are encouraged to be resilient and resourceful when composing and performing their own music, increasing their self-discipline and creativity.  

As an integral part of culture, past and present, music can help children to understand themselves and relate to others in a respectful way. In a supportive, positive and caring environment, pupils are encouraged to develop self-respect and be respectful of the ideas, attitudes, values and feelings of others regardless of race and culture.  

What is music?

Music is an art form that puts sounds together in a way that people like or find interesting. Most music includes people singing with their voices or playing musical instruments. It can be used to express a range of experiences, environments and emotions.

What are pupils taught in music?

EYFS

Children sing songs, make music and dance. Children experiment with different sounds and ways of changing them. They experience music from around the world.

Key Stage 1

Children are taught to, use their voices expressively and creatively by singing songs and speaking chants and rhymes. They play tuned and un tuned instruments musically. The children have the opportunity to, experiment with, create, select and combine sounds using the different dimensions of music.

Key Stage 2

Children are taught to play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression. Children will improvise and compose music for a range of purposes using the different dimensions of music. Children will use and understand staff and other musical notations.

In Harmony

In Harmony is a national programme that aims to inspire and transform the lives of children, using the power and disciplines of ensemble music making. The children are taught to read music and play instruments by professional musicians. Year groups learn different instruments, so that orchestras can be formed where the children play together.

These are the instruments currently being taught:

Year group

Instrument

Two

Percussion (glockenspiels)

Three

Violin and cello

Four

Violin and cello

Five

Flute and clarinet

Six

Trumpet, trombone and French horn

 

Progression grids:

Click here for the progression grids which show how knowledge and skills progress across the whole school.

Photos of music:

Children at Hollinswood have the opportunity to be part of a choir. The choir have take part in lots of different events throughout the year.

 

 

 

 

 

Art

Subject Intent for Art

At Hollinswood Primary School & Nursery we aim to develop every child’s skills, knowledge and attitudes in order for them to become confident, independent and inspired learners. Through the Four R’s (respect, responsible, resourceful and resilience) we encourage the children to have high expectations and to contribute towards, reflect on and shape their role as learners - in addition to being responsible members of the school, the local and the wider community. Through a context rich curriculum that goes beyond the school walls, children are given the confidence to aim high and to be the very best that they can be, being resourceful and respectful artists and humans. We see excellence in teaching and a love of learning as the key to succeeding in life. In a supportive, positive and caring environment our teachers and our learners are fully committed, focused on the task ahead, passionate in overcoming obstacles and alive for a challenge.

What is art?

Art at Hollinswood gives our pupils the opportunity to develop art as a means of communication, being able to convey their own ideas and feelings. It also supports them in seeing and understanding the world and developing their own perspectives.
We want out children to foster an enjoyment and appreciation of the visual arts, and a knowledge of artists, craftspeople and designers.

What are pupils taught in Art?

In EYFS children develop expressive arts and design as well as developing being imaginative.

In Key Stage 1 children should be taught to use a range of materials creatively to design and make products and to drawing, painting and sculpture to develop and share their ideas, experiences and imagination.

In Key Stage 2 Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

Progression grids:

Here is a link to the Art progression grid.

 

PE

What is PE?

In physical education we provide an exciting, balanced and varied programme of activities and a range of sports that will contribute to each child's physical and emotional development. We strive to create a positive attitude towards P.E with correct teaching. It is hoped that the children will gain enjoyment from physical education and pursue sporting activities in their private lives, thus promoting a healthy lifestyle.  All pupils from Years 1 – 6 participate in two weekly PE lessons lead by a specialist sports coach or their class teacher.

 

What are pupils taught in PE?

In EYFS pupils focus on developing the FUNdamentals of movement (FOM), with particular focus on exploring a variety of ways on how to move your body in a controlled manner.

In Key Stage 1 pupils focus on FUNdamental movements skills (FMS) to hone in on coordination skills such as throwing, catching, running, jumping, balancing and performing sequences of movement.

In Key Stage 2 pupils develop and refine their FOM & FMS and apply them to a variety of games/sports such as football, hockey, rounders, gymnastics etc. The competition element of sport also starts to be introduced so pupils begin to develop tactical and teamwork skills.

All pupils will follow a simple process for each session:

Warm up             Skill activity                Game activity             Cool down

 

We provide a number of ‘extra-curricular' sport sessions as we feel physical potential can be enhanced by including children in teams for internal and external competitive events.

Progression grids:

Here is a link to the PE progression grid.

PSHE

Subject Intent for PSHE

At Hollinswood Primary School & Nursery, we aim to develop every child’s skills, knowledge and attitudes in order for them to become responsible, resilient, resourceful and respectful learners. 

In PSHE, pupils are encouraged to be responsible members of the school, the local and the wider community. They are taught about celebrating differences, understanding their self-worth and how important it is to develop positive relationships. The children demonstrate responsible behaviour in sessions through productive debate and adherence of an agreed class charter.  

Through a context rich curriculum that goes beyond the school walls, pupils are encouraged to have high expectations for themselves and are given the confidence to aim high. When faced with a problem, pupils are encouraged to be resilient and resourceful and to be passionate in overcoming obstacles.  

We see excellence in teaching and a love of learning as a key to succeeding in life. In a supportive, positive and caring environment, pupils are encouraged to develop self-respect and be respectful of the ideas, attitudes, values and feelings of others regardless of race and culture. This is particularly evident in each class agreed charter.  

What is PSHE?

PSHE education is a subject through which pupils develop the knowledge, skills and attributes they need to keep themselves healthy, safe and prepared for life and work. At Hollinswood Primary School, we follow the ‘Jigsaw’ programme. Jigsaw is a unique, progressive and effective scheme of work, aiming to prepare young people for life, helping them really know and value who they are and understand how they relate to other people in this ever -changing world.

What are pupils taught in PSHE?

In EYFS, the children begin working on recognising and managing their feelings and look at how to face challenges. They begin to learn about how similarities and differences are celebrated and are introduced to the key relationships in their lives.

In Key Stage 1, children talk about rights and responsibilities; how to work collaboratively, how to listen to each other and how to make their classroom a safe and fair place. They learn about similarities and differences and that it is OK for friends to have differences without it affecting their friendship. Children discuss perseverance when they find things difficult as well as recognising their strengths as a learner. They talk about making healthy choices and learn about how family relationships widens to include roles and responsibilities in a family and the importance of co-operation, appreciation and trust.

In Key Stage 2, children talk about their own behaviour and how their choices can result in rewards and consequences. They learn about differences and similarities and that for some people, being different is hard. The children talk about their own strengths, further stretching themselves by setting challenging and realistic goals and they discuss the learning steps they’ll need to take as well as talking about how to stay motivated. They discuss taking responsibility for their own physical and emotional health and the choices linked to this and learn about the importance of self-esteem and ways this can be boosted.

RSE 

We include the statutory Relationships and Health Education within our whole-school PSHE Programme. 

To ensure progression and a spiral curriculum, we use Jigsaw, the mindful approach to PSHE, as our chosen teaching and learning programme and tailor it to your children’s needs. The mapping document: Jigsaw 3-11 and statutory Relationships and Health Education, shows exactly how Jigsaw and therefore our school, meets the statutory Relationships and Health Education requirements.

Progression grids

See below for the skills and knowledge progression grids for the PSHE Jigsaw programme. 

Progression grid

Jigsaw Curriculum overview

Modern Foreign Languages – Spanish

Subject Intent for Spanish 

Spanish equips pupils with the knowledge, skills and confidence to understand and communicate with different communities and cultures from around the world. 

At Hollinswood Primary School & Nursery, we aim to develop every child’s skills, knowledge and attitudes in order for them to become responsible, resilient, resourceful and respectful learners. 

In Spanish, pupils show they are responsible learners by having high expectations of their own work and extending their learning by accessing questions that embed this learning. 

To be resourceful, children are encouraged to use resources that are in their classroom environment to support them with their learning. These include Learning walls, Class Spanish Dictionary and their floor book to access previous lessons learning. 

Being resilient is an important part of learning a foreign language. Pupils are encouraged to bring a ‘Have a go’ attitude to every lesson by exploring pronunciation and intonation of new and unfamiliar words and phrases. This supports EAL pupils by removing any language barrier and creating a level playing field for all pupils. 

Spanish naturally lends itself to allowing children to become respectful learners. Within lessons, pupils are exposed to different cultures and beliefs that are different to their own. They are encouraged to be inquisitive and ask appropriate questions to develop and deepen their understanding of these cultures and beliefs. 

What is Language Learning?

Language Learning is developing the ability to communicate with others. Learning a foreign language provides an opening to other cultures. It is the expression of ideas and thoughts in another language. It consists of four key skills: reading, writing, speaking, and listening.

At Hollinswood, Language Learning is vibrant and lively. We aim to offer students a series of valuable experiences that cover the different aspects of learning a new language.

What are pupils taught in Spanish?

We are part of the ‘Primary Languages Network’. This scheme has supported us to ensure Language Learning at Hollinswood is engaging, effective and that children excel and enjoy learning Spanish. The teaching and learning of Spanish is new this academic year, therefore all Key Stage Children have begun at ‘Stage 1’ which means that in 4 years time, we will be ‘caught up’ with year groups working at the correct stage.

Year Three

Stage One

Year Four

Stage Two

Year Five

Stage Three

Year Six

Stage Four

In EYFS children become aware that there are other languages spoken in the world and have an awareness of Spain as a country and Spanish as a language. EYFS children will listen to songs in other languages, say single words in other languages and recognise books in other languages.

In Key Stage 1 children begin to recognise Spanish as a spoken language when hear and they learn that Spanish is spoken in a different accent. The numbers 1-5 are practised and learnt. Children in Key Stage 1 will understand conversations such as taking turns to speak and they will begin to join in with simple songs and rhymes in Spanish.

In Key Stage 2 Spanish begins to be taught formally. Children learn greetings, numbers, colours, days of the week, months of the year, fruit and vegetables and time phrases. Children develop the ability to have a conversation in Spanish including asking and answering questions and expressing opinions. The four skills of Spanish (Speaking, Listening, Reading, Writing) will develop greatly during Key Stage 2 including taking part in conversations, recognising and reading familiar words and phrases, writing using nouns, adjectives and verbs and understand the main points from a series of spoken sentences.

Progression grids:

Click here for the progression grids which show how knowledge and skills progress across the whole school:

Evidence of Spanish Teaching and Learning:

At Hollinswood, Spanish is evidenced on classroom displays, photos, videos and in class ‘floorbooks’. This is so we can capture the speaking, listening, reading and writing skills being developed.

See below for examples of how Spanish is shared across the school.

 

Religious Education

Subject Intent for RE

At Hollinswood Primary School & Nursery, we teach Religious Education following the Telford & Wrekin locally agreed syllabus. 

Through the teaching of RE we aim to instill our four values enabling children to become responsible, resilient, resourceful and respectful learners. 

Our RE syllabus encompasses the major faiths reflected in Britain today especially those that reflect the demographic of our local community.   

We aim to give every child a deep understanding of Religion to help them become respectful of the religious beliefs of others in a diverse society.  

We teach our children how to be resourceful learners by learning about religion in different ways: from visits to places of worship, first-hand experiences from visitors to school during assemblies and in class, by studying artefacts and research from religious texts and multisensory research opportunities. 

Learning from religion can help each child become responsible citizens.  By studying religious stories and experiences, we can help children learn how faith teaches us to be resilient in the face of adversity. 

Above all we aim to make Religious Education meaningful for all children and equip them with the knowledge and skills that to become informed, respectful members of society who celebrate diversity and strive to understand others. 

What is Religious Education

‘All children need to acquire core knowledge and understanding of the beliefs and practices of the religions and worldviews which not only shape their history and culture but which guide their own development. The modern world needs young people who are sufficiently confident in their own beliefs and values that they can respect the religious and cultural differences of others and contribute to a cohesive and compassionate society.’

from NATRE (National Association of Teachers of Religious Education)

All schools have a duty to provide Religious Education and collective worship.  RE is an academic subject area and part of the school curriculum.

What are Pupils taught in RE?

At Hollinswood Primary School, we teach RE to all classes using the Telford and Wrekin SACRE curriculum, providing opportunities for the pupils to develop concepts, knowledge, skills and attitudes through questioning and active learning.

‘We are proud to teach inclusive and plural RE, following the local Agreed Syllabus, to all our pupils, and to respect and affirm all the religions and worldviews represented in our community. We are happy to talk to parents about RE. We do not support selective withdrawals from RE’. (T&W Agreed Syllabus 2021).

As the children move through year groups, their learning about Religion and learning from Religion follow a set progression of skills and knowledge.  Click here to view our RE Progression Grid.

Our scheme of work and agreed syllabus is found on the Telford and Wrekin SACRE website.

Aims of Religious Education:

  • To stimulate interest and enjoyment in Religious Education.
  • To prepare pupils to be informed, respectful members of society who celebrate diversity and strive to understand others.
  • To encourage students to develop knowledge of the beliefs and practices of religions and worldviews, to develop informed opinions and an awareness of the implications of religion and worldviews for the individual, the community and the environment.
  • To enable pupils to consider their own responses to questions about the meaning and purpose of life.

At Hollinswood we endeavour to make Religious Education engaging and with a real – life context through visits, workshops, artefacts and assemblies. 

Collective Worship

Collective worship (assemblies) represents a powerful way to develop and establish a school’s ethos and values.  Schools have a duty to provide collective worship to promote Spritual, Moral and Cultural development.   Our assemblies combine opportunities to explore RE, PHSE and other curriculum areas, as well as share news and updates from School groups such as Eco Club, Internet Explorers and the School Council. 

Our assembly rota can be seen here: Autumn Term 2021 assemblies

Photos of Teaching and Learning

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