The Curriculum

Curriculum Goals

Our goal is to offer a curriculum which is balanced and broadly based and which:

  • promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and
  • prepares pupils at the school for the opportunities, responsibilities and experiences of later life

The school curriculum comprises all learning and other experiences that Hogarth staff plan for our pupils. We make provision for a daily act of collective worship and teach religious education as well as PSHE across the school. Staff have worked together to design a curriculum which is intended to engage all pupils.

The Curriculum Structure

The children in Nursery and Reception class are in the Early Years Foundation Stage. The skills the children learn here, from taking turns and listening to others to phonics, counting and reading, form the foundations of all subsequent learning.

The children in Reception follow the same topics as the children in Years One and Two. This is to ensure that the children are able to feel as though they are part of the main school and to ease transition when they are ready to move into Year One.

Once children start in Year One they have become part of Key Stage One. Key Stage One is made up of Years One and Two.

Key Stage Two starts when the children are in Year Three. The children in Years Three, Four, Five and Six have the same topics to follow. Our goal for the children once they leave Key Stage Two is that they have all the skills in place to excel at Secondary School.

Long Term Planning Overview

Please Click Here to view the latest Long Term Plan for the Curriculum 2016.

Curriculum

  • Topics

    We teach our children through a topic based approach.

    Each term is a new topic.

    Our topics are planned to ensure we teach the relevant skills across a term for a range of subjects. By the end of an academic year all children will have been taught in all areas of the curriculum.

    The Curriculum comprises of:

    • English
    • Mathematics
    • Science
    • Computing
    • History
    • Geography
    • Art
    • Design Technology
    • Music
    • Physical Education
    • Religious Education

    Each topic will have a topic title, a main and subsidiary subject which are the focus subjects and then links to other areas of the curriculum including Reading, Writing and Maths and Visits.

    The children are encouraged to think of questions they would like to find out about related to their topic and are then given time during topic sessions to undertake research.

    Each topic should include an element of teaching the children about Healthy Lifestyles, about the wider world and the globe, about the environment and about a creative aspect.

    Please see the topic web below to give you an example of what the topic looks like for a KS2 class.

    Teachers plan topic webs before the start of each term. They plan potential activities and visits and then cover many of them across the term. Not everything on a topic web will be covered.

    See below for a list of topics based on Curriculum Level.

    Nursery

    Click Here to read the Nursery Topic - Autumn Term

    Click Here to read the Nursery Topic - Seasons and Celebrations

    Click Here to read the Nursery Topic - Toys

    Click Here to read the Nursery Topic - Wonderful Me

    KS1

    Click Here to read the KS1 Topic - Spring Term

    Click Here to read the KS1 Topic - Autumn Term

    KS2

    Click Here to read the KS2 Topic - Spring Term

    Click Here to read the KS2 Topic - Summer Term

    Click Here to read the KS2 Topic - Autumn Term

  • SEND

    SEN - A child has SEN if he/she has a difficulty that calls for additional support to be made.

    The School considers the following four areas:

    1. Cognition and Learning
    2. Social, Emotional and Mental Health
    3. Sensory and Physical Needs
    4. Communication and Interaction Needs

    We have in place a comprehensive Special Needs and Disability Policy which is designed to support all children through a variety of learning difficulties in mainstream education, right from Nursery through to Year 6. If additional provision is required in order to support a Special Educational Need, then children are placed on the SEN support register. Progress and attainment are carefully monitored

    Mr Stewart is our Special Educational Needs Coordinator. Should you have any questions about your child that you wish to discuss with Mr Stewar contact the school office to make an appointment to see him. Mr Stewart also holds half termly drop in sessions where any parent with concerns can make an appointment to see him.

    SEND Local Offer

    SEND Whole School Provision

  • Mathematics

    In Mathematics we have developed end of year expectations, or non negotiables, for the children in year group. These expectations are seen as being the aspects of maths which must be learnt in that year groups for your child to be working at the level expected nationally.

    All the objectives will be worked on throughout the year and will be the focus of direct teaching. Any extra support you can provide in helping your children to achieve these is greatly valued.

    The End of Year Expectations for a Child in Nursery are:

  • Count reliably to 10 forwards and backwards.
  • Order numbers 1-10 forwards and backwards.
  • Can find 1 more and one less practically with objects.
  • Count in 2s.
  • Use number bonds to 5 in practical contexts.
  • Knows that numbers 1-9 are unit numbers.
  • Can say how many altogether or how many are left in a group (single digits).
  • Create and describe patterns using at least 2 objects.
  • Talk about shapes of everyday objects.
  • Make simple comparison with objects/quantity and say which is bigger/smaller, longer/shorter etc.
  • Recognise the coins 1p-10p.
  • The End of Year Expectations for a Child in Reception are:

  • Count reliably to 20 forwards and backwards.
  • Order numbers 1 – 20 forwards and backwards.
  • Say 1 more/1 less to 20.
  • Count in multiples of 2 and 10.
  • Know number bonds to 5.
  • Use number bonds to 10.
  • Knows tens and units for teen numbers, making amounts with 10p coins and 1p coins.
  • Add & subtract two single digit numbers by counting on or back.
  • Solve practical problems involving doubling and halving (knows doubling as x2 and halving as ÷2).
  • Can share objects into two equal groups.
  • Recognises and finds half of an object or shape.
  • Tell the time to o’clock and half past.
  • Sequence the days of the week.
  • Knows the four seasons of the year.
  • Uses terms morning and afternoon correctly.
  • Create, recognise and describe simple patterns.
  • Use mathematical language to describe shapes and everyday objects.
  • Recognises and names common 2D and 3D shapes.
  • Recognises the coins 1p-20p.
  • Can talk about the size, weight, capacity, position and distance to compare quantities and objects and to solve problems. (for example, long/short, longer/shorter, tall/short, heavier than/lighter than).
  • The End of Year Expectations for a Child in Year 1 are:

  • Count to & across 100, forwards & backwards from any number.
  • Read & write numbers to 20 in digits & words.
  • Read & write numbers to 100 in digits.
  • Say 1 more/1 less to 100.
  • Count in multiples of 1, 2, 5 & 10.
  • Know bonds to 10 by heart.
  • Recognise tens and units in any 2 digit number.
  • Use bonds & subtraction facts to 20.
  • Add & subtract:
    • 1 digit & 2 digit numbers to 20, including zero.
  • Add any three 1-digit numbers with a total up to 20.
  • Solve simple multiplication & division with apparatus & arrays.
  • Recognise half and quarter of object, shape or quantity.
  • Sequence events in order.
  • Use language of day, week, month and year.
  • Tell time to hour & half past.
  • Describe properties of 2D and 3D shapes.
  • Compare and sort 2D and 3D shapes.
  • Measure and record the following:
    • Length and Heights
    • Mass and Weights
    • Capacity and Volumes
    • Time (Hour, Minutes, Seconds)
  • Recognise and know the value of 1p -£1 coins.
  • Find the next number in the sequence which increases/decreases at the same rate.
  • The End of Year Expectations for a Child in Year 2 are:

  • Compare & order numbers up to 100.
  • Read & write all numbers to 100 in digits & words.
  • Say 10 more/less than any number to 100.
  • Count in multiples of 2, 3 & 5 & 10 from any number up to 100.
  • Recall & use multiplication & division facts for 2, 5 & 10 tables.
  • Recall & use +/- facts to 20.
  • Derive & use related facts to 100.
  • Consolidate tens and units in 2 digit numbers and 3 digit numbers.
  • Add & subtract:
    • 2-digit numbers & ones
    • 2-digit numbers & tens
    • Two 2-digit numbers
    • Three 1-digit numbers
  • Recognise & use inverse (+/-).
  • Calculate & write multiplication & division calculations using multiplication tables.
  • Recognise & use inverse (x/÷).
  • Recognise, find, name & write 1/3; 1/4; 2/4; ¾ of a set of objects or quantity.
  • Recognise equivalence of simple fractions.
  • Tell time to five minutes, including quarter past/to.
  • Describe properties of 3D and 2D shapes including lines of symmetry and right angles.
  • Recognise right angles in the environment and within 2D shapes.
  • Understand regular and irregular shapes.
  • Choose and use appropriate standard units to estimate and measure:
    • Length/height in any direction (m/cm)
    • Mass (kg/g)
    • Temperature
    • Capacity (litres/ml)
  • Recognise and use symbols for pounds (£) and pence (p) and combine amounts to make particular values.
  • Recognise and describe simple number sequences. Solve and explain their solution to find the next number.
  • The End of Year Expectations for a Child in Year 3 are:

  • Compare & order numbers up to 1000.
  • Read & write all numbers to 1000 in digits & words.
  • Find 10 or 100 more/less than a given number.
  • Count from 0 in multiples of 4, 8, 50 & 100.
  • Recall & use multiplication & division facts for 3, 4, 8 tables.
  • Knows number bonds to 100 using any 2 digit number.
  • Recognise place value of any 3-digit number.
  • Round any 2 or 3 digit number to the nearest 10.
  • Add & subtract:
    • 3-digit numbers & ones
    • 3-digit numbers & tens
    • 3-digit numbers & hundreds
  • Add & subtract:
    • Numbers with up to 3-digits using efficient written method (column).
  • Use inverse to check answers.
  • Multiply:
    • 2-digit by 1-digit
  • Count up/down in tenths.
  • Compare & order fractions with same denominator.
  • +/- fractions with same denominator with whole.
  • Know pairs of fractions that total 1.
  • Tell time using 12 and 24 hour clocks; and using roman numerals.
  • Tell time to nearest minute.
  • Know number of days in each month.
  • Draw 2D shapes and make 3D shapes using modelling materials.
  • Make 3D shapes from nets.
  • Recognise 3D shapes in different orientations.
  • Identify right angles and whether angles are greater than or less than a right angle.
  • Identify parallel and perpendicular lines.
  • Describe position on a co-ordinates grid.
  • Measure the perimeter of simple 2D shapes.
  • Measure, compare, add and subtract:
    • lengths (m/cm/mm)
    • mass (kg/g)
    • volume/capacity (l/ml)
  • Use formulae given to work out an unknown value.
  • The End of Year Expectations for a Child in Year 4 are:

  • Count backwards through zero to include negative numbers.
  • Compare & order numbers beyond 1000.
  • Compare & order numbers with 2 decimal places.
  • Read Roman numerals to 100.
  • Read and write any 4 digit number.
  • Find 1000 more/less than a given number.
  • Count in multiples of 6, 7, 9, 25 & 1000.
  • Recall & use multiplication & division facts all tables to 12x12.
  • Know what factors of numbers are and square numbers up to 36.
  • Recognise PV of any 4-digit number.
  • Round any number to the nearest 100 or 1000.
  • Round decimals with 1dp to nearest whole number.
  • Add & subtract:
    • Numbers with up to 4-digits using efficient written method (column).
    • Numbers with up to 1dp.
  • Multiply:
    • 2-digit by 1-digit
    • 3-digit by 1-digit
  • Divide:
    • 3-digit by 1-digit
  • Count up/down in hundredths.
  • Write equivalent fractions
  • +/- fractions with same denominator.
  • Read, write & convert time between analogue & digital 12 & 24 hour clocks.
  • Compare and group shapes, including quadrilaterals and triangles based on their properties.
  • Identify acute and obtuse angles and order angles by size.
  • Identify 1 or more lines of symmetry in 2D shapes in different orientations.
  • Plot an object on a co-ordinates grid (two quadrants).
  • Measure the perimeter of a rectilinear figure (including squares) in centimetres and metres.
  • Convert between different units of measure.
  • Find the area of rectilinear shapes by counting squares.
  • Use formulae given to work out unknown values and begin to understand how formulae is generated.
  • The End of Year Expectations for a Child in Year 5 are:

  • Count forwards & backward with positive & negative numbers through zero.
  • Count forwards/backwards in steps of powers of 10 for any given number up to 1000000.
  • Read and write any 5 digit number.
  • Compare & order numbers with 3 decimal places.
  • Read Roman numerals to 1000.
  • Identify all multiples & factors, including finding all factor pairs.
  • Use known tables to derive other number facts.
  • Recall prime numbers up to 19.
  • Recognise PV of any number up to 1000000.
  • Round any number up to 1000000 to the nearest 10, 100, 1000, 10000 or 100000.
  • Round decimals with 2dp to nearest whole number & 1dp.
  • Add & subtract:
    • Numbers with more than 4-digits using efficient written method (column).
    • Numbers with up to 2dp.
  • Multiply:
    • 4-digits by 1-digit/ 2-digit
  • Divide:
    • 4-digits by 1-digit
  • Multiply & divide
    • Whole numbers & decimals by 10, 100 & 1000
  • Count up/down in thousandths.
  • Recognise mixed numbers & fractions & convert from one to another.
  • Multiply proper fractions by whole numbers.
  • Solve time problems using timetables and converting between different units of time.
  • Identify 3D shapes from 2D representations.
  • Recognise and estimate acute, obtuse and reflex angles.
  • Draw angles and measure them in degress.
  • Draw objects in the correct position on a co-ordinate grid.
  • Covert between different units of metric measures.
  • Measure and calculate the perimeter of compound shapes, including using standard units, square centimetres and square metres and estimate the area of irregular shapes.
  • Find the percentages of amounts. E.g. 20% of 42.
  • Use simple formulae to find unknown and generate formulae for a sequence with only a number times the unknown (e.g. 4n).
  • The End of Year Expectations for a Child in Year 6 are:

  • Compare & order numbers up to 10000000.
  • Read and write any number up to 10 000 000.
  • Order decimals with the same amount of decimal places.
  • Identify common factors, common multiples & prime numbers.
  • Recall prime numbers up to 50.
  • Round any whole number to a required degree of accuracy.
  • Recognize place value of any number including decimals.
  • Round decimals with 3 decimal places to the nearest degree of accuracy.
  • Consolidate column addition for whole numbers and apply to problem solving.
  • Multiply:
    • 4-digit by 2-digit
  • Divide:
    • 4-digit by 2-digit
  • Add & subtract fractions with different denominators & mixed numbers.
  • Multiply simple pairs of proper fractions, writing the answer in the simplest form.
  • Divide proper fractions by whole numbers.
  • Calculate % of whole number.
  • Consolidate solving time problems using timetables and converting between different units of time.
  • Draw 2D shapes using given dimensions and angles.
  • Build 3D shapes, including making nets.
  • Find unknown angles in triangles, quadrilaterals and regular shapes, on a straight line and within a circle.
  • Describe position on a full co-ordinates grid (all four quadrants).
  • Solve problems involving the calculation and conversion of measure, using decimal notation up three decimal places where appropriate.
  • Convert between miles and kilometres.
  • Calculate the area and perimeter of compound shapes and triangles.
  • Solve problems involving the calculation of percentages and the use of percentages for comparison.
  • Say ratio and proportion of a given set of objects.
  • Use simple formulae.
  • Generate and describe linear number sequences.
  • Express missing number problems algebraically.
  • Children are formally assessed at the end of Year Two and the end of Year Six. Please have a look on the Parent Zone to see the exemplar tests for these year groups.

  • Communication

    At Hogarth Academy all pupils are taught to develop their competence in spoken language and listening to enhance the effectiveness with which they are able to communicate across a range of contexts and to a range of audiences. We believe that spoken language is important in pupils’ development across the whole curriculum – cognitively, socially and linguistically.

    Within each year group the children have opportunities to work in groups of different sizes – in pairs, small groups, large groups and as a whole class. Our aim is that all children should understand when and how to participate constructively in conversations and debates.

    Across each year group we work with the children on increasing their vocabulary, ranging from describing their immediate world and feelings to developing a broader, deeper and richer vocabulary to discuss abstract concepts and a wider range of topics, and to enhancing their knowledge about language as a whole.

    All pupils receive constructive feedback on their spoken language and listening, not only to improve their knowledge and skills but also to establish secure foundations for effective spoken language in their studies at primary school and beyond.

    Across each year group at a level that is appropriate we work with all pupils on the following ensuring that the oral language skills build on what has been taught in preceding years:

    • How to listen and respond appropriately to adults and their peers.
    • How to ask relevant questions to extend their understanding and knowledge.
    • Using relevant strategies to build their vocabulary.
    • Articulating and justifying answers, arguments and opinions.
    • Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
    • How to maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.
    • Using spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.
    • Speaking audibly and fluently with an increasing command of Standard English
    • Participating in discussions, presentations, performances, role play, improvisations and debates.
    • Gaining, maintaining and monitoring the interest of the listeners.
    • Considering and evaluating different viewpoints, attending to and building on the contributions of others.
    • Selecting and using appropriate registers for effective communication.

  • Writing

    This year we will spend the whole year developing children’s skills in writing.

    This will include work undertaken in staff meetings to improve how teachers plan to deliver writing sessions. We will improve assessment systems to fit in with the 2014 curriculum. We will share the assessment criteria with parents so that they can know what we are looking for in different year groups. We will improve the curriculum to look for opportunities for cross curricular writing which will make writing make sense to our children.

    Each class will have a mascot which will be sent home with a child on a weekly basis. We hope that parents will support us by working with their child and the mascot to write a diary about the things they have done together. Watch out for the mascot making it to your home!

    We will develop the feedback given to children in English making sure that we tell them something they have done well and something that they need to improve. Children will act on this feedback and ‘boost’ their work. To find out more about this please look at our new ‘Feedback Policy’.

    Autumn Term 1 will be spent working on speed writing. The children will speed write about a picture, writing about what they can see using descriptive language. Please have a look at some of our children’s work below.

    Autumn Term 1 will also be spent working on improving presentation and handwriting. Please have a look at our Winners page for children winning the Perfect Presentation award.

    Autumn Term 2 will be spent working on developing story writing.

    We will also have an Author in Residence. Elizabeth Baguley will work with each class across the school, sharing her tips as a published author for capturing your best ideas in writing.

    Writing also includes the skills of Spelling correctly,using punctuation effectively and using correct Grammar. Please see the ‘Things we are working on’ section to find out more about S.P.a.G.

  • Reading

    To encompass a love of reading we think that it is important to get the children to read. Throughout school the children are taught a range of reading skills needed to allow them to become more confident and fluent readers.

    Within F1, F2, Key Stage 1 and in some Key Stage 2 classes the children receive daily phonics sessions whereby they are taught the basic skills needed to decode unfamiliar words. Across the school all children engage in daily guided reading sessions whereby they are encouraged to answer questions about what they have read, make predictions and read between the lines through demonstrating the skills of skimming and scanning.

    We also feel that it is important to read to the children. At different points in the year classes have a class reader story that they read for fifteen minutes daily. During this time we share text types and well known authors and illustrators to try and encourage a love of reading in the children.

    How To Help Your Child Read At Home

    When children are reading at home, it is important to ask them questions to make sure they have a good understanding of what they have read. Below are some examples of questions to ask your child when writing.

    Fiction Books

    Before Reading:

    • What do you think this story will be about?
    • Where/When does the story take place?
    During Reading:
    • What does (certain word) mean?
    • Who are the main characters in the book?
    • Can you tell me what has happened so far?
    • Can you describe the character?
    • Why did that character act that way?
    • What happened to…?
    • What happened after?
    • What might happen next?
    • Can you find any adjectives/adverbs/connectives in the story?
    After Reading:
    • What is your favourite part of the story, and Why?
    • What didn’t you like about the book?
    • Why did the author chose this title?
    • What was the most exciting part of this story?
    • Can you think of another story that is similar to this one?
    • Have you read any other books by this author?
    • What other stories have you read by this author?

    Non-Fiction Books

    • What does a glossary tell us?
    • Why do they have an index?
    • What is the heading/subheading for?

    On the Parent Zone page you will find word lists of high frequency words for children to read linked to our reading stage books as well as lists of phonetically de-codable books and some recommendations of books and authors that children might try to read across school.