Our Curriculum

The curriculum we offer our children is varied, rich and relevant.  It consists of all the learning activities, experiences and interactions which promote our school values, meets the requirements of the National Curriculum and also includes what we believe is important for our children’s all-round development.

Early Years

Our Early Years Foundation Stage

We have developed a child-centred, well rounded curriculum that is innovative, exciting and challenging. It enables children to use their imaginations, engage their minds and encourage endless creativity. We develop the children’s individual abilities,  interests and potential. We take note of what interests and motivates children and adapt our lessons and curriculum to accommodate this.

The EYFS Curriculum is made up of 7 different areas. These include 3 Prime areas:

Communication & Language

Physical Development

Personal, Social & Emotional Development

National research and our own experiences teaches us that children have to make progress in these Prime areas before they can comfortably operate and learn within the other four areas. For example, a child first has to develop their communication and language before they can read and write.

Then 4 Specific areas:

Literacy

Maths

Understanding the World

Expressive Art & Design

We report progress and next steps to parents three times a year and offer an ‘open door policy’ to discuss next steps throughout each term.

How we teach Phonics

We start by teaching phonics in the Early Years and this continues throughout Key Stage One. Children learn how to ‘read’ the sounds in words and how those sounds can be written down. This is essential for reading, but it also helps children learn to spell well. Once children can blend sounds together to read words, they read books that match the phonics and the high frequency common exception words they know (words that cannot be decoded phonetically). We combine discrete teaching of phonics with guided reading (small groups), shared reading (whole class) and class story time. Teachers regularly read to the children too, so the children get to know and love all sorts of stories, poetry and information books. We have a team of willing parent and grandparent volunteers who visit our school weekly and listen to our children read. This helps to extend children’s vocabulary and comprehension, as well as supporting their writing.

At Chapel Haddlesey C of E Primary School we deliver a high quality phonics programme from the Early Years through to Key Stage One following the government-approved Letters and Sounds programme (https://www.gov.uk/government/publications/letters-and-sounds). Phonics is taught in discrete daily sessions in order to ensure that the children acquire secure word recognition skills and become fluent readers by the end of Key Stage One.

We follow the Letters and Sounds scheme, Phases 1-6, which ensures that each child makes the necessary progress in their reading and writing before Key Stage 2. The children learn to hear, read and write the sounds each day in class and then progress to read by blending sounds to create words, leading to writing words by segmenting and saying the sounds.  To support this further, the school offers adult workshops each year to support parents to embed their child’s phonics knowledge further at home.

Once the children can read and blend all Phase 2,3,4 and 5 sounds into words, they then apply their phonic knowledge to read ditties, questions, sentences, story books and a range of other texts. The children also apply their phonic knowledge to write simple sentences containing words with new and already learnt sounds on whiteboards within Phonics sessions and in their writing books during English lessons.

Core curriculum

English within School

The skills, knowledge and understanding that children develop in English are linked to, and applied in, every subject of our curriculum. The children’s skills in reading, writing, speaking and listening enable them to communicate and to express themselves in all areas of their work in school. Work is shared and celebrated regularly and children are encouraged to see themselves as readers and writers every day.

Extra Opportunities

Children are encouraged to write for a variety of purposes and where possible, children write for a purpose and for a real audience. It may be writing a thank you letter following a school trip; we believe children flourish in writing when the work is meaningful.

Our school supports children entering writing competitions, such as BBC Radio Two’s ‘500 Word’ competition or writing for the school website.  Support can come in a variety of ways: from extra-curricular clubs to in-class activities.  Currently, work by the children is regularly shared within Celebration Assembly.

We want our children to develop a life-long love of reading. World Book Day is celebrated in school and the children are encouraged to borrow a non-fiction library book weekly using the Junior Librarian online programme, allowing the the children access to a diverse range of books. We hold an annual Book Fair and Book Buddies (where the Year 6 children support younger pupils in the summer term) which gives children extra practice at becoming proficient readers.

In order to encourage confident speakers, children are given lots of opportunities to perform and speak to an audience. All classes have their own opportunity to share their learning during Celebration Assembly and individual children’s achievements are also celebrated. Seasonal shows and Church services allow the children to speak in different roles and settings. Each year, we enter the Selby area schools’ Debating Competition for Year 5 & 6 giving the children a taste of preparing and delivering an argument in front of an audience.

Planning and Coverage

From EYFS to Year 2 pupils follow the Read, Write Inc scheme to develop reading and writing skills. Pupils in each Key Stage cover the aims and subject content as set out in the National Curriculum 2014. From Year 2 – Year 6 the children learn key skills in Reading, Writing and Spoken Language. Through learning a full range of skills, children will be able to analyse, evaluate and criticise a range of uses of language in order to draw out meaning, purpose and effect.

Reading: Read fluently, listen and respond critically to texts of all kinds, on paper and on screen, in order to access ideas and information.

Writing:  Write, present and broadcast a range of ideas, in a wide variety of forms and with awareness of different audiences and purposes; communicate these ideas with accuracy on paper, on screen and through multi-modal texts.

Spoken Language: Talk clearly and confidently about their thoughts, opinions and ideas, listening carefully to others so that they can refine their thinking and express themselves effectively.

Phonics

Our daily phonics sessions in Reception and KS1 are fun, involving lots of speaking, listening and games. The emphasis is on children’s active participation. They learn to use their phonic knowledge for reading and writing activities and in their independent play.

Children in Reception and Key Stage 1 follow the synthetic phonics approach, using the ‘Letters and Sounds’ programme. It’s an approach to teaching phonics in which individual letters or letter sounds are blended to form groups of letters or sounds, and those groups are then blended to form complete words. Children in Reception also use ‘Jolly Phonics’ actions to go with the sounds.

Letters and Sounds is divided into six phases, with each phase building on the skills and knowledge of previous learning. There are no big leaps in learning. Children have time to practice and rapidly expand their ability to read and spell words. They are also taught to read and spell ‘tricky words’ – words with spellings that are unusual or that children have not yet been taught. These include the words ‘to’, ‘was’, ‘said’ and ‘the’ – you can’t really break the sounds down for such words so it’s better to just ‘recognise’ them.

We have recently invested in the Bug Club reading scheme, which we use alongside a range of reading books, focusing on the blending of phonemes (sounds) to make a word. Reading books are sent home regularly and we ensure that the books are matched to the phonics stage that the children are at, therefore consolidating classroom learning.  The school also has a school library and the children are invited to take a library book home each week, to read independently, or to read with an adult.

Maths within School

A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. At Chapel Haddlesey we use the Mathletics website to provide enjoyable practise activities for class lessons and to set homework. We encourage children to participate in Mathletics activities every day for ten minutes at home to develop their maths skills.

Work is marked and children are shown how to improve their work and/or given a next step. Children are given the opportunity to respond to marking and improve their work. Teachers use Focus assessment cards to monitor children’s progress. Children needing extra support are identified and support provided by teachers, teaching assistants and volunteers.  Gifted and talented children are also given the opportunity to extend their skills and knowledge in small group settings. We also aim to provide the children with a range of opportunities to use and apply mathematics. This includes the chance to make choices about the mathematics they use to solve a problem, to present their work in their own way and to make connections between different areas of the curriculum.

We follow our own scheme of Space Mission Instant Recall Facts (SMIRFs) based on the National Curriculum and children are given SMIRFs to learn by heart. These are updated each half term. The children are set a short mathematical task based on the KIRFs each day, to be completed as soon as they enter the classroom.

Children have individual targets based on the SMIRFs to show them the progress they are making. The teacher, together with the child, will review the target regularly and set a new one as appropriate.

Extra Opportunities

Each year we hold a maths week within school to celebrate maths across the whole school. The children take part in activities within mixed age and ability groups which encourage them to apply their maths skills across different subjects. They then present their work to parents during a celebration assembly during the week.

Planning and Coverage

At Chapel Haddlesey we follow the National Curriculum for Mathematics and teach a daily mathematics lesson. Work is differentiated to suit the needs of every child in the class. Teachers plan lessons in accordance with the National Curriculum 2014 document. They use their own ideas and resources along with a variety of planning tools including nrich resources, Mathletics and the NCETM planning tool https://www.ncetm.org.uk/resources/41211. Bexley grids are used to differentiate work.
Teachers follow the general lesson structure of a mental and oral starter, a directed teaching activity and a plenary. A counting activity is included in every lesson.  Mathematics lessons at Chapel Haddlesey aim to be enjoyable through the use of practical activities which enable all children to participate in activities. For example:

  • Games, including those involving IT and Mathletics activities
  • Songs and actions e.g. to learn multiplication tables
  • The use of physical aids, such as number squares or digit cards
  • The use of mini whiteboards

Space Mission Instant Recall Facts – SMIRFs

An important part of maths tuition has always been rote learning of certain numeracy facts. For many years this has included practising times tables.

We have recently added more structure to this throughout school, as well as adding several other elements of instant recall maths.

Every child from reception upwards has a SMIRF target sheet in their planner.  This contains key mental maths skills for your child to practise at home. To help you support your child, we have devised a SMIRF practise sheet for each ‘planet’ in the scheme.   The activities on the sheet should improve your child’s mathematical fluency and hopefully be fun as well as challenging.  We try to ensure that your child has a secure grasp of each of the skills before we move them onto the next planet.  It is anticipated that most children will ‘visit’ two planets each year. We would welcome any feedback on the sheets and please feel free to discuss them further with your child’s teacher if you are unsure about any aspect of the scheme.
Happy space travelling!
Mathletics
All our children have access to Mathletics, an online Maths tool which follows the National Curriculum.  Homework is set on here and children are rewarded with certificates as their knowledge builds.

If you would like to know more, please contact your child’s class teacher.

Foundation subjects

Art and Design within School

At Chapel Haddlesey Church of England Primary School we believe that art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. We encourage our children to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Extra Opportunities

We use cross curricular teaching to improve art and design experiences across the school. We develop creative work through visits by local artists on Tuesday afternoons, focussing on exploring their ideas and recording their experiences.

Planning and Coverage

Pupils in each key stage cover the aims and subject content as set out in the National Curriculum 2014. We plan using the Key Skills document for Art and Design focusing on the five key skills of:

Generate ideas: Explore, investigate and experiment from a range of stimuli and starting points, roles, techniques, approaches, materials and media.

Investigate, observe and record:  Create, design, devise, compose and choreograph individual and collective work.

Design, make and improve:  Improvise, rehearse and refine in order to improve their capability and the quality of their artworks.

Explain:  Present, display and perform for a range of audiences, to develop and communicate their ideas and evoke responses.

Evaluate:  Use arts-specific vocabulary to respond to, evaluate, explain, analyse, question and critique their own and other people’s artistic works.

Design & Technology within School

D.T. is celebrated across the school within whole school topics and events. As part of our cross-curricular approach to teaching and learning, opportunities for D.T. are explored. Pupils are encouraged to develop and plan ideas for making products, use tools and equipment to make products and to evaluate. Through their process of learning pupils begin to refine skills, techniques and knowledge.

Extra Opportunities

We believe that D.T enriches the lives of people so we wish to involve as many children as possible in D.T opportunities. These may include working alongside parents e.g. cooking, sewing, or making Christmas crafts at an after-school club. As part of Recycling Week, we made junk sculptures out of rubbish and at Easter, children are invited to create a themed egg at home to be judged by Rev. Anna in school.

Planning and Coverage

Pupils in each key stage cover the aims and subject content as set out in the National Curriculum 2014. We plan using the Key Skills document for D.T, focusing on the five key skills of:
Generate ideas: Observe and explore to generate ideas, define problems and pose questions in order to develop investigations and products.

Investigate, observe and record:  Engage safely in practical investigations and experiments and gather and record evidence by observation and measurement

Design, make and improve:  Apply practical skills to design, make and improve products safely, taking account of users and purposes.

Explain:  Communicate and model in order to explain and develop ideas, share findings and conclusions.

Evaluate:  To continually make systematic evaluations when designing and making, to bring about improvements in processes and outcomes.

Computing within School

Through teaching computing we enhance learning and bring the world into the classroom by equipping children to participate in a technologically advancing world. Our core focus is computer science, focussing on the principles of information and computation, how digital systems work and how to put this knowledge to use through programming.  We also focus on developing the skills necessary for children to be able to use information in a discriminating and effective way. Computing motivates and enthuses the children to learn new skills which are a major factor in enabling children to be confident, creative and independent learners.

 

Extra Opportunities

We believe that computing equips children to think logically and use creativity to understand and change the world. To develop this further we have run an after school ‘Robots’ club to develop core elements of the computing curriculum further, using raspberry pi’s to aid learning.

Planning and Coverage

Pupils in each Key Stage cover the aims and subject content as set out in the National Curriculum 2014.  The scheme of work focuses on developing skills in the following areas:

  • Computer Science
  • Data Handling
  • Digital Literacy
  • E-Safety
  • Multimedia – combining text, data, graphics, video and sound
  • Music and Sound
  • Visual Media – creating and manipulating digital images, animation and video.

Geography within School

Geography is challenging, motivating, topical and fun. In our diverse society our children need, more than ever before, to understand other people and cultures. Geographical knowledge, concepts and skills are essential components of a broad and balanced curriculum. Geography makes a major contribution to children’s physical, intellectual, social and emotional development. In short, geography matters! At Chapel Haddlesey Church of England Primary School  a high-quality geography education will inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching will equip our pupils 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 pupils progress, their growing knowledge about the world will 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.

 

Extra Opportunities

We give children the opportunity to visit sites of geographical significance, take part in field studies, encourage visitors to come into the school and talk about their knowledge and experience of geographical interest and arrange workshop visits from outside specialists.

 

Planning and Coverage

Pupils in each Key Stage cover the aims and subject content as set out in the National Curriculum 2014. Using a cross- curricular approach we plan using the Key Skills document for Geography focusing on the four Key Skills:

Investigate: Undertake investigations and enquiries, using various methods, media and sources.

Analyse: Compare, interpret and analyse different types of evidence from a range of sources.

Communicate: Present and communicate findings in a range of ways and develop arguments and explanations using appropriate specialist vocabulary and techniques.

Consider and respond: Consider, respond to and debate alternative viewpoints in order to take informed and responsible action.

History within School

At Chapel Haddlesey Church of England Primary School, we make history an enjoyable and thought-provoking learning experience which stimulates curiosity and fosters understanding.  Teaching focuses on enabling children to think as historians and history plays a significant part on our cross-curricular creative curriculum.  We place an emphasis on examining historical artefacts and primary sources. We recognise and value the importance of stories in history teaching and we regard this as an important way of stimulating interest in the past. We focus on helping children understand that historical events can be interpreted in different ways and that they should always ask searching questions, such as ‘How do we know?’ about information they are given.

Extra Opportunities

We give children the opportunity to visit sites of historical significance, encourage visitors to come into the school and talk about their knowledge and experience of events in the past and arrange workshop visits from outside specialists.

Planning and Coverage

Pupils in each Key Stage cover the aims and subject content as set out in the National Curriculum 2014.  We plan using the Key Skills document for History, focusing on the five Key skills of:

Investigate: Undertake investigations and enquiries, using various methods, media and sources.

Analyse:  Present and communicate findings in a range of ways and develop arguments and explanations using appropriate specialist vocabulary and techniques.

Communicate: Present and communicate findings in a range of ways and develop     arguments and explanations using appropriate specialist vocabulary and techniques.

Consider and Respond:  Consider, respond to and debate alternative viewpoints in order to take informed and responsible action.

Music within School

Music is celebrated across the school through whole school topics and performances. Alongside discrete lessons, pupils take part in singing and listening to music each day through Collective Worship. This ensures that they cover the key aspects of singing such as using their voices creatively with accuracy, fluency, control and expression and also recalling sounds from aural memory. They listen and respond to a wide range of music from different traditions and from great composers and musicians, helping to improve their understanding of the different genres within music.

Extra Opportunities

We believe that music enriches the lives of people, and so we wish to involve as many children as possible in musical activities and performances. These might include whole school productions at Christmas or other times, Harvest Services in Church and Christmas Carol Services. Every two years, the KS2 children have the opportunity to take part in Young Voices, a singing event with 5000 other children at Sheffield Arena.

There are opportunities for the children to study a musical instrument with peripatetic teachers. Peripatetic music teaching is organised by the Local Education Authority’s Music Service and we currently run two groups of guitar lessons each week.

In Autumn 2016 we introduced a Performing Arts hour for the KS2 children with Cathy Nash, a singing and performance teacher.  All the pupils also have the opportunity to take part in the Performing Arts after-school club which takes place every Monday.

Planning and Coverage

Pupils in each Key Stage cover the aims and subject content as set out in the National Curriculum 2014. We plan using the Key Skills document for music, focusing on the five Key Skills of:

 

Explore:  Explore, investigate and experiment from a range of stimuli and starting points, roles, techniques, approaches, materials and media.

Create:  Create, design, devise, compose and choreograph individual and collective work.

Improvise: Improvise, rehearse and refine in order to improve their capability and the quality of their work.

Present: Present, display and perform for a range of audiences, to develop and communicate their ideas and evoke responses.

Evaluate: Use arts-specific vocabulary to respond to, evaluate, explain, analyse, question and critique their own and other people’s work.

P.E. within School

P.E. is highly regarded across the school and we are members of the Holy Family School Sports Partnership. This enables the children to participate in a wide range of sporting opportunities and competitions.  All pupils have access to two hours of high quality P.E. per week through carefully planned lessons. Once a year all children take part in Sports Week and Healthy Schools week. Coaches and outside agencies are invited in to school to promote sport and health. In addition we enhance our learning by planning P.E. events that support the wider curriculum.

Year 5 & 6 children attend a residential outdoor and adventurous themed visit bi-annually and complete Bikeability Training. The school has access to a community hall with gymnastic apparatus, a large playing field, playground and an adventure playground. Pupils also participate in P.E. at playtimes through the Playground leaders’ scheme.

Extra Opportunities

We believe that P.E. is important for the health and wellbeing of all children in school. We seek to involve all children in physical activity. This may include access to sporting clubs held by staff or outside coaching agencies. Children, in all year groups, have the opportunity to take part in sports festivals and competitions against our cluster schools. These cover a wide range of sports; cross country running, netball, football, tri-golf, tag rugby, rounders, cricket and hockey.

Planning and Coverage

Pupils in each key stage cover the aims and subject content as set out in the National Curriculum 2014. We plan using the Key Skills Document for P.E., focussing on the key skills of:

Key Stage 1;  Dance, Games, Gym

Key Stage 2; Dance, Games, Gym, Swimming & Water Safety, Athletics, Outdoor & Adventurous

Every two years, our children in years 2 to 6 attend a ten week block of swimming lessons at Selby Leisure Centre.

P.S.H.C.E within School

P.S.H.C.E. education equips pupils with the knowledge, understanding, skills and strategies required to live healthy, safe, productive, capable, responsible and balanced lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices and in achieving economic wellbeing. A critical component of P.S.H.C.E. education is providing opportunities for children and young people to reflect on and clarify their own values and attitudes and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future.

 

PSHE education contributes to personal development by helping pupils to build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions. It enables them to recognise, accept and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively in a variety of settings. Developing an understanding of themselves, empathy and the ability to work with others will help pupils to form and maintain good relationships, develop the essential skills for future employability and better enjoy and manage their lives.

Extra Opportunities

At Chapel Haddlesey Church of England Primary School we believe P.S.H.C.E. education can help schools to reduce or remove many of the barriers to learning experienced by pupils, significantly improving their capacity to learn and achieve. There are many opportunities that the children have which help to develop their experiences further such as:

  • KS2 Playground Leader training
  • School Council, Worship Group & Sports Forum meetings
  • ELSA (Emotional Literacy Support Assistant) sessions
  • Team Star Awards
Planning and Coverage

We teach P.S.H.C.E using the Social and Emotional Aspect of Learning (S.E.A.L.) materials which are designed to provide a whole-school approach to promoting social, emotional and behavioural skills. The materials provide a range of resources that can be used across the whole primary school. The themes that are studied are:

Theme 1: New beginnings Theme 2: Getting on and falling out Theme 3: Say no to bullying
Theme 4: Going for goals! Theme 5: Good to be me Theme 6: Relationships
Theme 7: Changes

 

We use the scheme as discreet lesson plans which we annotate on to edit and assess progress.

R.E within School

R.E. lessons at Chapel Haddlesey aim to encourage and enable each child to explore their own beliefs, values and traditions and those of others in meaningful and engaging ways. R.E. will encourage children to share their diverse range of experiences and grow individually and together with sensitivity and respect towards people of all faiths and beliefs. Periods of reflection are regularly carried out during lessons enabling children to talk about their feelings and ideas in response to their experience of religious ceremonies, stories and beliefs.

A variety of approaches are used in the teaching of R.E including discussion, storytelling, role play, research, the use of ICT, visits, visitors and the handling of artefacts. R.E. has many natural cross-curricular links and these are used to extend learning and creative opportunities, for example, the use of poetry and creative writing to explore spirituality or the study of religious paintings in art. Children have a separate R.E. book or folder for recording their work and R.E. work is on display in every classroom.

Our school is a Church of England Voluntary Controlled Primary School and we give the children opportunities to become familiar with a range of Anglican tradition and practice. We have good links with the local church.  As part of our teaching, children write prayers for use in collective worship and at lunchtime.

Through a rich range of activities we provide all children with opportunities to reflect on big questions e.g. about love, identity, beliefs, encouraging them to respond with enthusiasm and eagerness to spiritual questions and ideas.

Extra Opportunities

We believe that R.E enriches the lives of people so we wish to involve as many children as possible in R.E. opportunities. These may include welcoming guests in to school who join us to talk about their faith, or visiting places of worship in England. We attend Church at least once a term to celebrate the Harvest, Christmas, Easter festivals which are led by the local vicar.

Planning and Coverage

We follow the locally agreed North Yorkshire RE syllabus. The religions studied are:

3-5 year olds Christianity

Religions and beliefs represented in the local area

5-7 year olds Christianity for approximately 2/3rds of study time and Islam for the remaining 1/3..  

Pupils may also learn from other religions and non-religious life stances in thematic units

7-11 year olds Christianity for approximately 2/3rds of study time and two from either Islam, Judaism or Hinduism.

Pupils may also learn from other religions and non-religious life stances in thematic units

We use the scheme as discreet lesson plans which we annotate on to edit and assess progress.

Science within School

At Chapel Haddlesey Church of England Primary School a high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils are taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, our pupils are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They are encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. The world in 2030 will be very different to that of today. Major changes in population numbers, the environment and new technologies are likely. As we depend on science and technology more and more, our pupils will increasingly need a scientific understanding in order to take part in democratic decision-making and our shared culture. Our aim is to equip and inspire all our children to face the future with confidence and skill to lead happy, useful lives.

Extra Opportunities

We give children the opportunity to visit sites of scientific interest and significance, encourage visitors to come into the school and talk about their knowledge and experience of scientific events and arrange workshop visits from outside specialists.  We also hold a weekly science club for pupils from Year 2-6 throughout the year.

Planning and Coverage

Pupils in each Key Stage cover the aims and subject content as set out in the National Curriculum 2014. Using a cross – curricular approach we plan using the Key Skills document for Science focusing on the four Key Skills:

Generate ideas: Observe and explore to generate ideas, define problems and pose questions in order to develop investigations and products.

Investigate, observe and record: Engage safely in practical investigations and experiments and gather and record evidence by observation and measurement.

Explain: Communicate and model in order to explain and develop ideas, share findings and conclusions.

Evaluate: To continually make systematic evaluations when designing and making, to bring about improvements in processes and outcomes.

Wider curriculum

We are proud to be able to offer all our children regular opportunities to learn how to cook.  Mrs Smith, who cooks school lunches on a Friday, helps our KS1 children bake or cook new foods each week.  The children are encouraged to prepare all the ingredients themselves, using child-friendly equipment and tools.  Learning includes the origin of ingredients, their French translation (with her French hat on!) and what it tastes like.  Children are encouraged to try new foods during the session and parents are often invited to sample dishes at the end of school. 

Not to be outdone, KS2 are invited to take part in a Cookery Club which is run for 8 sessions after school each year.  They have made healthy fruit kebabs, lemon cheesecake, mushroom risotto and sweet and sour chicken with noodles!

We are fortunate to have Mrs Smith, a Teaching Assistant in school, who spends a lot of time in France in the holidays and enjoys sharing her knowledge with the children. She teaches the KS2 children French each week and uses other opportunities as they arise to encourage the children to share their knowledge in French.   A French Day is planned in the summer where the children will be able to have a traditional French breakfast at Breakfast Club and try a special themed French lunch as well as learning about ‘la belle France’ in other workshops throughout the day.

Our children enjoy gardening with Mrs Hall in the school garden.  In 2014, we built an eco greenhouse by recycling 2 litre fizzy drinks bottles.  In here we have potting benches for the children to prepare our planters.

 Each year we enter the Yorkshire Show School’s Planter competition.  The children design, plant up and nurture a large planter and make a diary of their work.  The diaries are judged and if selected, the shortlisted schools have their planter collected for display at the Yorkshire Show.  We have had great success in 2014 and 2015 received 3rd and 6th for our entries out of over 90 schools.

 Mrs Hall plants vegetables in the garden and these are harvested and used for school lunch or during Mrs Smith’s Cookery sessions in school.

 

In January 2016, twenty of our Class 2 pupils joined an 8000 strong choir at Sheffield Arena to take part in the Young Voices concert. ‘Young Voices’ is now in its 20th year and tours the country inviting schools to join them for an evening of music and dancing.  Parents are invited to attend the concert and take part in the action too.

Our children absolutely loved every minute of it and are already talking about next year’s show.  We have had some fantastic feedback from parents:

“A very exciting and emotional night at Sheffield Arena last night. Brings a tear to my eye just thinking about it! Memories in the making! ”

“So very proud of the children, they were a credit to the school and a very special thank you to Mrs Macdonald, Mrs Lindley and the rest of the staff for making it happen.”

“Just a note to say what a FANTASTIC night last night was at the Young Voices Concert at Sheffield Arena.

We feel very proud to have been able to attend and watch our child taking part and pleased that the school were able to take part in such an incredible event.  The atmosphere was electric with everyone even the parents all getting up and dancing.  It was wonderful to see all the children dancing and singing especially when they were linking arms whilst dancing…. what memories to take away…. one of the song titles was ‘Everything is Awesome’ and it surely was!  Great memories, a great school event and the organisation of which was excellent.

Thank you and we’re already looking forward to the next!!”

“Well done Chapel Haddlesey Primary School and Mrs McDonald / Mrs Lindley and Mrs Dunnigan for making it happen and looking after our children so well at such a big event…!”

We are already looking forward to 2018 when we will be joining in again!

Every two years, we invite all our children in years 2 to 6 to take part in a ten week block of swimming lessons at Selby Leisure Centre.  The children are grouped according to ability and enjoy thirty minute’s instruction from two qualified coaches.  This programme ensues that by the end of the primary school education, they can swim at least 25 metres unaided.

Promoting British Values

In 2011, the government defined British Values as democracy, the rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs. We promote these values through our own school values, the curriculum and enrichment activities. At Chapel Haddlesey Primary School we meet these values through our collective worship, strong school ethos, activities beyond the classroom and our social, moral, spiritual and cultural curriculum.

 

Value How We Promote It
 

 

 

 

Democracy

 

Agreed Class Charter in September.

EYFS teaching which involves self-selection within free flow to encourage greater independence and self-selection of resources, not just in EYFS but across all key stages.

School Council, Sports Council and Collective Worship group elected by peers, science council.

Children’s opinions are sought – pupil interviews, lesson studies and questionnaires.

Children take responsibility

Reflection Area and Worry Box – to voice any concerns in any aspect of school life.

Friday celebration assembly, children nominate peers who they believe deserve whole school recognition.

Children are involved in the staff recruitment process.

Speaking and listening – children are encouraged to listen to the views of others and to think carefully, giving their opinions, they take responsibility for their school and maintain its order. This includes cloakrooms and lunchtime jobs.

 

 

 

The Rule of Law

 

 School rules are consistently reinforced throughout the school day.

Children understand the need for rules, e.g. to keep us safe, through our collective worship, PSHCE, RE and SEAL sessions.

Children understand the consequences of breaking rules as supported in our behaviour policy

Class rules and playground rules developed by the children, using Team Stars to reward those who follow them. The winning team gets extra curriculum enrichment time at the end of each half term.

Headteacher reward certificates and the celebration book are used each week to showcase children who have adhered to the school rules, impacting upon their learning.

The school adopts a policy of positive behaviour and identify children who follow the rules.

We have links with the local Police Community Support Officer.

The curriculum supports anti-bullying and E-safety.

Wherever possible, links are made to the laws of the land

 

 

 

 

 

Individual Liberty

 

We provide a safe, inclusive and supportive environment where all children are encouraged to make choices, express and justify their opinions.

We welcome visitors and look after new arrivals to our school.

We have a variety of extra-curricular activities ranging from arts, sport and cooking providing a wide choice.

Children are offered opportunities to participate in the community, e.g. sporting events and parish events.

The school has run empathy workshops where children have learnt about the travelling community.

Children take on extra responsibilities, e.g. School Council, Playground Leader Council, Debating Team leaders and Junior Road Safety Officers.

As a Church School we promote Christian values, e.g. forgiveness, respect and truthfulness.

We encourage participation at charitable events e.g. Children in Need, Comic Relief, MacMillan, NSPCC, Shoe Box Appeal, Cancer Research and understand the impact of what we do.

 School Vision  Loving life, Loving learning, Loving God All members of the school community treat each other with respect. We work together and we make an effort to understand each other.

The importance of respect is promoted through SEAL themes, class rules/school rules, collective worship and circle times.

Christian values are at the heart of our curriculum but we also develop an understanding of other world religions, respecting similarities and differences. The School Council have recently updated our playground code with the thought of others in mind. The new system includes playground rules, buddy benches and zones.

We promote participation in sport and encourage competition but within the context of fair play and an inclusive ethos.

 

 

 

Tolerance of different faiths and beliefs

 

We give children opportunities to experience diversity through religious education, collective worship, PHSE and SEAL.

We invite members of different faiths to visit our school to share the beliefs and values of their faith.

Our displays include people and words from other cultures.

School helps new children to settle within our school through systems such as a child buddy system, asking children to share aspects of their life.

Our local vicar comes into school regularly and we visit the Church for key Christian celebrations.

In RE we teach all the main world religions and their key celebrations throughout the year.

The Archbishop of York recently visited our school, celebrating his pilgrimage across Yorkshire. We learnt a lot about his views and impact upon the communities that he visited.

Educate Against Hate

The government have launched this great new website with lots of useful advice and information to help us work towards a cohesive society and minimise risk of extremism:
http://www.educateagainsthate.com/

 

Prevent Strategy

Prevent is a government strategy designed to stop people becoming terrorists or supporting terrorist or extremist causes.

The Prevent strategy covers all types of terrorism and extremism, including the extreme right wing, violent groups and other causes.

Further information is available to download from the DfE website.