- Key Info
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Haxby Road serves a local community with increasing social deprivation including a high proportion of families accessing multi agency support including children’s services. As a result of this, we aim to ensure children’s experience of culture and arts is not limited by their socio-economic background.
Cross-curricular, challenge based planning and a Upper Key Stage Two compulsory enrichment programme gives children a wide range of opportunities and experiences to encourage a thirst for learning whilst raising pupil aspirations and self-belief.
Our curriculum is underpinned by 3 pillars which give our vision structure whilst building capital. These 3 pillars are: ‘Heritage,’ ‘Health and Happiness’ and ‘Hopes and Dreams.’ Leaders have improved the breadth of the curriculum and staff development time was used to collaboratively map the knowledge and skills that children need to support their long-term learning in all curriculum areas. The Haxby Road 100, details the school’s academic, cultural and creative entitlement for all children and is a complementary key driver from Tiny Steps to Year 6 to aspire to high outcomes.
At Haxby Road Primary Academy we provide an exciting creative curriculum , which provides our pupils with memorable experiences and builds upon their interests and aspirations.
“Pupils have the opportunity to explore and develop their learning, through practical activities in the ‘forest school’ and ‘cook school’. The teaching of art results in high-quality work.” Ofsted 2016
Each learning theme follows a 6 week sequence which moves through 5 phases:
Each term staff develop children’s interests through Haxby Road 100. Concise NC based outcomes have been progressively placed across each year group, including defining greater depth in core areas. This structure underpins the children’s entitlement to a varied and rich curriculum, with ambitious expectations established for all groups of children. Progress towards these informs teaching. School leaders promote independent reading and sharing of high quality texts. This has enabled the power of stores to drive all areas of the curriculum and the promotion of reading continues to be a key strength. Due to our local context and typical gaps in pupil knowledge and skills, we have priorities the development of oracy, reading and physical development to ensure our children know more and can do more!
Children’s knowledge is continually evaluated using high challenge, low threat activities. As a result, we understand pupil gains and when comparing this with expectations, ensures our pupils develop detailed knowledge and skills across the whole curriculum. Due to this focus, the children at Haxby Road achieve well and this is reflected in their well-being and self-confidence; the progress made and pupil attainment at the end of each key stage.
To ensure our curriculum is broad, diverse, challenging and engaging, we have curriculum teams who meet on a regular basis to plan, review and update key areas that will ensure coverage and creativity throughout all lessons. This means our pupils are inspired, motivated and challenged by more meaningful and linked learning.
The Haxby Road 100 is a pledge for our children’s Creative, Cultural and Everyday Entitlement. We are part of the York Cultural Education Partnership.
We strongly believe that culture enriches lives, and participation in creative and cultural activities can have a significant impact on our pupils, by developing their appreciation and skills and helping them to learn. The arts are a unique way of inspiring, motivating and communicating ideas. They are a vehicle for personal expression and play an important role in the personal development of our children.
Cultural experiences give our pupils the chance to develop as:
At Haxby Road Primary Academy every child will have the right to a wealth of cultural and creative experiences that will broaden their knowledge, extend their opportunities and raise their aspirations. Every child has their own passport to keep a record of their memorable experiences.
An education that focuses on developing children’s creativity and ability to participate in cultural experiences, will enable skills, attitudes and aspirations to transfer across their learning to ensure they achieve the best possible outcomes.
Phonics and Reading
At Haxby Road Primary Academy we are firm believers in reading for enjoyment and to become life-long learners. Learning to read begins with a systematic approach to the teaching of phonics, which continues through Early Years, Year 1 and Year 2.
In Early Years and Key Stage, 1 pupils have a daily 20-minute phonics session, which we teach using the ‘Letters & Sounds’ scheme. As children move through Year 2 and then throughout Key Stage 2 pupils learn different spelling patterns and rules according to the National Curriculum 2014 and to fill any gaps in learning.
Each September we hold parent workshops for Early Years, Year 1 and Year 2 parents are invited to learn about reading within their year group.
At Haxby Road Primary Academy reading practice takes many forms:
English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.
The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:
The national curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. Teachers should therefore ensure the continual development of pupils’ confidence and competence in spoken language and listening skills. Pupils should develop a capacity to explain their understanding of books and other reading, and to prepare their ideas before they write. They must be assisted in making their thinking clear to themselves as well as to others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions. Pupils should also be taught to understand and use the conventions for discussion and debate. All pupils should be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances. Statutory requirements which underpin all aspects of spoken language across the six years of primary education form part of the national curriculum. These are reflected and contextualised within the reading and writing domains which follow.
Reading is a skill essential for life and at Haxby Road Primary Academy we want our children to leave school with a love of reading. Reading is a habit and that habit needs to be grounded in what we do at school. Children need to see adults loving books, so school staff and parents are encouraged to share their love of reading with the children. This of course includes magazines, newspapers and online reading as well as traditional books.
The programmes of study for reading at key stages 1 and 2 consist of two dimensions:
It is essential that teaching focuses on developing pupils’ competence in both dimensions; different kinds of teaching are needed for each.
Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school.
Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. This includes developing a range of skills such as skimming and scanning, summarising, retrieval, clarifying and inferring from the text. All pupils must be encouraged to read widely across both fiction and nonfiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds.
It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.
Shared Reading: Teachers read with pupils a range of texts focusing on comprehension and specific features in relation to objectives. This is an opportunity for teachers to model the act of being a fluent reader. Teachers demonstrate to the class by ‘thinking aloud’ the skills required to be a reader. For shared reading, the text chosen should be at a level slightly higher than the majority of the class and the teacher should plan differentiated questions around the text that encourage the children to enjoy, understand, discuss and analyse the written word in a supported environment. Shared reading at Haxby Road is also taught in the form of daily fluency within KS2, in which children read in pairs (for 1 minute) to try and reach/beat their previous word count. This enables children to develop their reading fluency, as they become more comfortable with the higher level language and begin to recognise and decode words more quickly.
Guided Reading: Guided reading takes place daily. Each child should have a session supported by their teacher or assistant teacher and a follow-up activity as well as stimulating and meaningful activities linked to reading in those sessions where they are not working directly with the class teacher. Our school has a highly skilled Reading Squad who undertake these high quality sessions across the school, to ensure that every child is exposed to the very best teaching.
In Tiny Steps, Nursery and Reception children are given the opportunity to explore books in small groups. This may involve books without words where the children are encouraged to tell the story, learn how to handle books, discover the directionality of print, look at and learn high frequency words and talk about familiar stories.
In KS1 and KS2 children are grouped according to their ability. It is expected that they will read a text at instructional level, i.e. a text that they can read independently at 90% accuracy. The teacher will introduce the text and the learning intention for the session and discuss and/or model the strategies for reading which the children are working on. The children will then read the text independently while the teacher moves around the group and listens to individuals read. The group will then come back together for a discussion that allows the teacher to check comprehension and to promote discussion that reinforces the learning intention for the session. A follow up activity is then provided for the children to do independently the following day.
Independent Reading: Children engage in independent, sustained reading. It provides an opportunity for pupils to read and enjoy a range of texts and to apply reading strategies. In Reception and KS1, teachers keep a record of what the children are reading. In KS2 children are encouraged to keep their own record of the books they read in their home school links books. Each class has a collection of materials for the teaching of reading.
In Reception and KS1 (and beyond where necessary), the collection is levelled and kept in colour coded baskets. The levels correspond with the nationally recognised Book Band system. Basic categories of book organisation will support children in making their individual choices. Across the school, there are: books grouped by colour-coded reading levels and class libraries where children can select their own reading material. There is also a central collection of group reading packs which are levelled according to the Book Band system or by National Curriculum level for chapter books. These are intended for use in Guided Reading sessions. Shared reading resources are a mixture of big books and posters found in the school library.
Books Going Home: All children should take home a book that they can ‘read’ with a family member. It is essential that children are provided with a wide range of books to practise reading. All children are encouraged to read daily with an adult at home and there are reading charts in each class with rewards for frequent readers. Details of this reading should be recorded in their home school links books. Teachers and Education Support Staff: monitor reading choices for home reading check that books are returned to school from home on a daily basis follow up any books that are lost.
The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading:
It is essential that teaching develops pupils’ competence in these two dimensions. In addition, pupils should be taught how to plan, revise and evaluate their writing. These aspects of writing have been incorporated into the programmes of study for composition.
Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting.
Shared Writing: This provides an opportunity for teachers to demonstrate writing, including the thought processes that are required. Teachers should make explicit references to genre features, as well as word and sentence level work within the context of writing. Pupils contribute to the class composition by sharing their ideas with partners, in small groups or using individual whiteboards. This is also the time when children are given the opportunity to discuss, verbalise and refine ideas before committing to print. With knowledge of text type from shared reading sessions, children should be able to generate a list of features that they would expect to use in any writing genre about which they have learned. This can be used by teachers and children alike as one way of assessing children’s writing and their understanding of the purpose and organisation.
Guided Writing: Children are ability grouped and given the opportunity to write an independent text with the support and guidance of their teacher and group. The group work together to begin a piece of writing and then continue independently while the teacher moves around the group and supports with individual needs as they arise. It is important that guided writing sessions are used with the range of abilities represented across the classroom and planned carefully according to children’s targets to promote progression in writing skills for all children.
Independent Writing: Children are given the opportunity for a range of independent writing activities which clearly link to whole class writing objectives. These tasks will need an identified audience, clear purpose and to cover all aspects of the writing process. Children will be given a range of opportunities to assess both their own and each other’s writing in order to further their own learning. Every 2-3 weeks, children from Reception to year 6 complete an Independent Write. This consists of a stimulus followed by deepening activities to further develop children’s understanding. An extended writing opportunity then follows, where children are encouraged to focus and apply themselves whilst working in a very calm environment.
Handwriting: Handwriting is taught daily in KS1 and three times a week in KS2. A teaching assistant supports pupils who have been identified as needing additional guidance in this area. Lessons are clearly modelled by the teacher and reinforce the week’s spelling and phonics strategies.
The two statutory appendices – on spelling and on vocabulary, grammar and punctuation – give an overview of the specific features that should be included in teaching the programmes of study.
Opportunities for teachers to enhance pupils’ vocabulary arise naturally from their reading and writing. As vocabulary increases, teachers should show pupils how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. They should also teach pupils how to work out and clarify the meanings of unknown words and words with more than one meaning. References to developing pupils’ vocabulary are also included within the appendices.
Pupils should be taught to control their speaking and writing consciously and to use Standard English. They should be taught to use the elements of spelling, grammar, punctuation and ‘language about language’ listed. This is not intended to constrain or restrict teachers’ creativity, but simply to provide the structure on which they can construct exciting lessons. A non-statutory Glossary is provided for teachers.
Throughout the programmes of study, teachers should teach pupils the vocabulary they need to discuss their reading, writing and spoken language. It is important that pupils learn the correct grammatical terms in English and that these terms are integrated within teaching.
At Haxby Road Primary Academy we make English a creative and engaging learning experience based around class Authors and Novels. Reading and Writing are planned and delivered through our topic based approach to learning, where the genres to be covered over the course of each year are matched to the topics to which they are most appropriate with our class novels as the overarching text. Teachers plan carefully to ensure effective coverage of sentence and word level work in order that children are equipped with the necessary skills to write successfully in each genre. This supports the use of reading and writing for real purposes and increases time for children to explore and deepen their understanding of different topic areas.
We recognise that there are children of widely different abilities in all classes, so we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child.
We achieve this in a variety of ways by:
Within a lesson there will be clear learning challenges, steps to success, opportunities to build on and connect to prior learning through the use of a learning wall, time for reflection and self and peer assessment. These help to promote children’s independence and encourage them to take ownership of their own learning.
Our school uses the National Curriculum in England 2014 Framework for English as the basis for its curriculum planning. The programmes of study for English are set out year-by-year for Key Stage 1 and two-yearly for Key Stage 2. The single year blocks at Key Stage 1 reflect the rapid pace of development in word reading during these two years. Schools are, however, only required to teach the relevant programme of study by the end of the Key Stage. Within each key stage, teachers therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, teachers can introduce Key Stage content during an earlier Key Stage if appropriate.
We develop our Medium Term Plans using a range of ideas, resources, and inspiration from many sources and enjoy following the children’s interests and answering any questions that they may have. While there are opportunities for children of all abilities to develop their skills and knowledge in each teaching unit, the planned progression built into the English curriculum means that the children are increasingly challenged as they move through the school. Links are made to termly themes and other curriculum subjects where appropriate and these are identified on the termly theme Curriculum Maps and individual Medium Term Plans. Long-term plans outline the class novels and individual English units taught across the year group phases and follow a two-year cycle. English is taught by individual class teachers who take responsibility for planning, resourcing and delivering this area of the curriculum. Through our Haxby Road 100 initiative, children are also exposed to a range of different and unique experiences, which can directly support their development of ideas and in turn their English capability.
The Early Years Foundation Stage Curriculum supports the development of key skills across the English Curriculum. These skills are taught both discretely and as an integrated part of their holistic curriculum. Phonics lessons are taught daily. Here children develop fundamental skills to support them in learning to read and write. They begin to hear discrete sounds in words and make links between what they hear and the letters or phonemes that make these. This is taught alongside recognition of letter formation. Ruth Miskin’s Read Write Inc programme is used to teach phonics throughout the early years.
Reading skills are taught daily, through Guided Reading. In addition to this, opportunities for individual and independent reading, along with shared and whole class reading are provided daily. Phonics materials are used to support the teaching of reading, including tricky words to aid the development of sight vocabulary. A wide range of books are used to support guided reading sessions as well as individual reading including Bug Club and Rigby Star.
We provide a literacy rich environment for our youngest children. Daily opportunities are provided for children to take part in independent, shared and guided writing activities. Through the teaching of phonics, children are encouraged to form letters correctly from the very beginning of their schooling.
All children are encouraged to communicate in an effective way with their peers and the adults supporting them. Adults model appropriate language use and encourage children to do the same, whatever their ability or developmental stage. Children learn about and make use of a range of resources with which to communicate, including drawing, computing, artefacts and mark making.
We teach English to all children, whatever their ability, in accordance with the school curriculum policy of providing a broad and balanced education to all children. Teachers provide learning opportunities matched to the needs of children with learning difficulties.
Through the vast subject that English is, our Creative Curriculum and our Haxby Road 100, there are great opportunities to develop opportunities for SMSC. For example: The studying of different texts – classical, contemporary, serious, funny can provide challenging starting points and give an appreciation of the beauty of great language and literature Exposure to great literature and poetry and its place within a culture can lead to appreciating moral or social aspects e.g. Dickens social commentary or knowing that we can learn a lot about other cultures from its writing. Drama and stories which create opportunities for moral judgements. Shared activities – shared reading, group drama, corporate writing that lead to an understanding of an appreciation of the importance of the group and other people’s point of view. Knowledge of our language and its influence on our culture and the importance and value of other languages and cultures. Awareness of traditional tales and their cultural background.
Assessments are carried out three times a year in 13 week cycles, with reading, writing and spelling formally assessed. Children’s levels are recorded once each term using the PUMA, PiRA and NGRT tests. Pupil Progress meetings are held each term, to discuss the progress of individuals in the key areas of reading and writing. Any concerns are raised and additional support put in-place.
Writing is assessed through teacher assessment. Children’s work is recorded in their independent writing book. Work in this book aids the teacher’s overall judgement when levelling individuals’ writing. This writing supports teacher’s judgements when assessing writing. Year group objectives are used to aid in the assessment of writing and setting of individual targets.
Regular spelling assessments allow teachers to assess pupil’s development on a regular basis: lists of words are given to pupils at the beginning of each week and tests carried out at the end of the week. Daily opportunities are provided in class, where children practise these spellings as well as developing phonics skills, using the Read Write Inc scheme for spelling and phonics. Phonics skills are developed and refined from Reception through to Year 6.
Year 1 pupils complete the Statutory Phonics Screening Check. This takes place in June each year. Results are reported directly to parents. Daily literacy lessons are recorded in Literacy books. Teachers identify misspelled words in pupils writing, through marking, these are highlighted and then corrected by the child. Teachers assess children’s work in Reading and Writing by making informal judgements as they observe them during lessons. On completion of a piece of work, the teacher marks the work and comments as necessary. At the end of the year, the teacher makes a summary judgement about the work of each pupil in relation to the skills they have developed in-line with the National Curriculum in England 2014 and these are reported to parents as part of the child’s annual school report. We use this as the basis for assessing the progress of the child and we pass this information on to the next teacher at the end of the year.
There are three connected levels of assessment.
IEPs Individual Records for AMA Teachers’ assessments for each block
Individual teachers are responsible for the standard of children’s work and for the quality of their teaching in English. Teachers and phase teams work collaboratively to support each other in the teaching of English, understanding and applying current developments in the subject, and providing direction for the subject in the school. Team phases should evaluate the strengths and weaknesses in the subject and indicate areas for further improvement.
Monitoring activities are planned across the year. In summary these are:
Our vision is for all children to be able to access an engaging, coherent and challenging journey through maths with the belief that they can achieve an in-depth understanding.
As a school, we are always looking for opportunities to improve your children’s education. Since the change of the National Curriculum in 2014, the expectations and the way that mathematics is being taught in schools has also changed. Inspired by a teaching philosophy from Asia, the teaching for mastery approach is being adopted across the country, and here at Haxby Road, we believe that this is the way that mathematics should be taught so that children can apply maths in the wider world as they grow up.
The teaching for mastery approach aims to provide all children with the opportunity to learn the basic foundations of mathematics earlier on in their school lives, and then build on these and gain a deeper understanding of all concepts throughout their academic journey in school. We are currently working towards a long-term goal of implementing and modifying the teaching for mastery approach, undertaking much training and development, in order to deliver an even better education for your children.
The mathematics lessons and curriculum we provide help and guide our pupils to make sense of the numerical world around them by being fluent in basic number facts, understanding patterns and applying learning to real-life problems.
The skills and concepts come under the headings of Number, Place Value, Addition and Subtraction/Multiplication and Division, Fractions, Measurement, Geometry and Statistics. These are further divided into Fluency of mathematical basics within each section alongside Reasoning and Problem Solving. These are taught following the teaching for mastery approach and CPA (Concrete, Pictorial, Abstract) framework. This encourages the children to firstly understand mathematics through physical representations before linking this to different visual/pictorial representations and finally to grasp the abstract nature of the numbers or problem that they have encountered.
We endeavour to teach lessons that are stimulating and interesting in addition to keeping a keen eye on the fact that many mental skills need hard work and regular practice. It is amazing the confidence that is gained when our pupils have mastered their number bonds or times tables.
To support learning, we include a variety of IT resources such as: NumberGym (which provides repetitive practice of number bonds and tables facts), TT Rockstars (a programme that allows the children to practise tables in a fun and interactive way) and MyMaths (a programme that school invests in to support the children with home learning).
The science lessons and curriculum we provide help our pupils to make sense of the world around them and equip them with the skills to investigate a scientific question and review evidence.
Our teaching principles for science are:
Working scientifically is also taught alongside and is interwoven with the content of the National Curriculum, these are key skills that allow children to be able to understand the processes and methods of scientific enquiry. These types of scientific enquiry include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources
These skills are applied by children using a variety of real-life contexts spanning the following areas of science across KS1 and KS2; materials, forces, humans and other animals (and their habitats), seasonal changes, plants, rocks, states of matter, space, electricity, light and sound. We use ICT to support and enrich learning in science wherever possible (for example ipads, cameras, data-loggers and websites).
For news and information on a range of scientific topics:
For KS1 science topics:
For KS2 science topics:
Our computing vision at Haxby Road Primary Academy is to ensure all pupils leave school with the skills and knowledge to navigate a technologically driven world. We have invested in chromebooks across school, which has boosted each child’s learning capabilities and encourages them to take ownership of their learning. Computing is used largely as a tool for cross curricular learning alongside our Haxby 100 and day to day lessons to maximise the opportunity for communication, collaboration, critical thinking and creativity. Elements of computing such as coding and debugging are also being taught discretely.
The skills and concepts are broadly under the headings: Computer Science (CS), Information Technology (IT) and Digital Literacy (DS).
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Art and Design at Haxby Road are taught, linking both artistic skills to topic related subjects. Throughout their time at Haxby Road pupils are encouraged to develop their independence in Art & Design through exploration, experimentation and application.
Art & Design is taught by class teachers throughout the year.
Work in the area of Design and Technology, including Cook School, is undertaken throughout the school in both cross-curricular and subject-based work. The Design and Technology lessons and curriculum aim to broaden the pupils’ understanding of technology and its uses, whilst giving them the chance to explore a range of materials and their properties. We provide our pupils with opportunities to design and make products that solve real and relevant problems within a variety of contexts. They are taught to test and evaluate these products and, if appropriate, redesign them in the light of what they have discovered. Materials as diverse as wood, paper, card, cooking ingredients, sewing materials and commercial construction kits are in use.
In Key Stage 1 the children work on a design and make projects involving textiles, cooking and nutrition, mechanisms and structures.
In Key Stage 2 the children work on a design and make projects involving electrical systems, mechanical systems, structures, cooking and nutrition and textiles. We hope that through evaluation of past and present Design and Technology, the children develop a critical understanding of its impact on daily life and the wider world.
A creative cross curricular approach to History ensures that pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
These aspects are developed across the headings of:
We ensure that our creative cross curricular coverage and lessons for Geography enable our pupils to experience and develop their knowledge of diverse places, people, resources and natural and human environments, together with a developing a deep understanding of the Earth’s key physical and human processes.
These aspects are developed across the headings of:
All primary schools need to “raise the status of RE” (Ofsted) and provide an RE curriculum which promotes respect and empathy. RE is considered to be an important part of a child’s education, especially their early education, because it allows young people to develop their beliefs and values. It helps children understand the place of religion and belief in the world. The teaching of RE is also important because it contributes educationally to the spiritual, moral, social and cultural development of all pupils, whether or not they are from a religious tradition.
Our children are taught a variety of the major world religions. These include Christianity, Islam, Hinduism and Judaism, as well as considering the beliefs of those that are not religious. Throughout both Key Stages children are given the opportunity to not only learn about the individual religions but are encouraged to discuss and think about their similarities and differences with other religions at the same time.
At Haxby Road, we teach R.E through P4C lessons (Philosophy for Children). This approach allows our children to become more reasonable thinkers and problem solvers. It supports the children in building their curiosity and creativity when exploring religious ideas. During our P4C lessons, we ask questions, explore and investigate different topics, such as Peace or War. We then link these topics to different religious beliefs and ideas. This allows the children to express their own thoughts and ideas and build up their own views surrounding topics.
At Haxby Road, we believe in inspiring the children through hooks such as videos, music or books. This supports our teaching and helps the children live in those situations. We also have made links with the local community and plan trips to link into our religious topics and enhance the learning for the children further.