The Halifax Academy - Primary Curriculum 'Hearts and Minds' 2020 2021
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The Halifax Academy
Primary Curriculum
‘Hearts and Minds’
2020 - 2021
1The Primary Hearts and Minds Curriculum @ The Halifax Academy
Section 1 - Introduction
Contents
Section 1 Introduction to our Hearts and Minds Curriculum Page 1-3
Section 2 Spiritual, Moral, Social and Cultural (SMSC) Development including Fundamental British Values Page 4 -5
Section 3 Informal Curriculum Page 6-9
Section 4 Early Years Foundation Stage – Reception Page 10-15
Section 5 KS1/2 Curriculum Map Page 15 - 43
Section 1 – Introduction and Intent
Introductory note: This is the planned curriculum for 2020-2021 – due to the COVID 19 outbreak and the restrictions within education then the initial term plans for
each year group may differ. Individual year group medium term plans will reflect these changes. Medium terms plans will alter throughout the year as a response
to the conditions and impact of the COVID 19 outbreak.
Our primary curriculum is designed to meet the needs of our pupils, to be broad and balanced and to ensure the academy vision of ‘where hearts and minds connect’ is
developed at every opportunity. We aim to give all pupils equal opportunity and access to all that is on offer in our school, meeting the requirements of ‘The Equality
Act 2010’. Our curriculum is built around a wide range of enrichment opportunities through which we aim to broaden the experiences of our pupils through visits,
visitors to school, performances and competitions. Through the specific teaching of knowledge, skills and understanding combined with a wide range of enrichment
and challenge opportunities we intend to enable the children to not just be the ‘builders’ of tomorrow but to become the ‘architects’ of their future.
Throughout their time in the Primary Phase of The Halifax Academy children will experience many changes in their lives and learning. The intention of the Hearts and
Minds Curriculum is to support the children throughout this period by providing clear guidance on key life concepts such as right/wrong, respect, tolerance and an
increasing awareness of the diversity of 21st Century life; whilst helping them to recognise their own importance and value, the rights and responsibilities they have
towards others, an increased understanding of how they learn and to improve their resilience when faced with adversity. Many of these life skills will be unfamiliar to
the children and as such will need to be implicitly taught, learned and revisited throughout their time at the Academy. Opportunities will be provided on at least an
annual basis to reflect on these skills and set targets for their own personal development
1The Halifax Academy – Primary Curriculum
The curriculum for the Reception classes follows statutory and non-statutory guidance for the Early Years Foundation Stage. In Key Stages 1 and 2 we use the National
Curriculum, 2014 as a basis for study to help form the wider Primary Phase curriculum, along with the Calderdale Locally Agreed Syllabus for Religious Education to
determine the elements our curriculum will cover and we set out curriculum maps for each year group. This document will continue to be developed over the coming
years, to enable the school to evaluate the effectiveness of its curriculum and to map out the provision for each year group as the school continues to grow. Our
primary curriculum is flexible, to enable teachers to respond to unplanned events and to follow the interests of pupils. Through this approach we aim to have a
curriculum that is exciting, promotes good attitudes to learning, challenges pupils both academically and in terms of personal resilience and above all enables our pupils
to make the best possible progress in their learning across all subjects and all year groups, being well-prepared for the next stage of their education.
Where hearts and minds connect… a ‘Hearts and Minds Curriculum’
In a nutshell 'Heart' is about developing a strong moral compass, 'Mind' is about developing our capacity to think and 'Connect' is about making sure we connect
with people and culture outside of our immediate experience.
The Heart
The individual will be at the heart of all that we do and our aim is for everyone to feel valued and respected for themselves and feel that
they belong. Everyone will be supported and encouraged to build the emotional resilience needed to bounce back quickly from the
‘knocks’ that life will inevitably deal us.
- We will create a culture where children feel safe to speak up for what they believe and know their voice will be heard.
- We will develop children’s understanding of what is right and wrong and help children to develop tolerance of different views.
- We will encourage children to take responsibility for their own learning and will inspire, encourage and motivate them to realise their full
potential and focus on achieving their aspirations.
- Our pupils will learn about the work of different charities and will organise support for at least one a year.
2The Halifax Academy – Primary Curriculum
Mind
This is about developing our capacity to think in different ways and improve our understanding of the wider world. It’s about having the ability
to adapt to and work with a variety of situations, individuals and groups; being able to think on our feet and not being disconcerted or stopped
by the unexpected.
- Our curriculum will provide opportunities and experiences in which children will develop problem solving skills and resourcefulness.
- We will encourage all children to take on different and challenging roles within our school, such as Playground Buddies, Door Monitors,
School Councillors and Lunchtime Helpers.
- We will develop children’s self-reflection and responsibility for their own learning through supporting them to select their level of challenge
and through self and peer marking and feedback.
- Children will develop critical thinking, resilience, concentration and the skills.
Connect
How we connect with each other, the community, diverse cultures, our learning and the wider world is the foundation of everything we do.
- Speaking and listening (oracy) will be at the core of our curriculum, with opportunities for children to develop their social use of language,
rehearse orally what they want to write and to take part in public performance throughout the year. The rationale is ‘Speak well, write well.’
- Our children will work collaboratively with pupils from schools in contrasting contexts to support them to develop respect for people from
a diverse range of cultures and backgrounds.
- The curriculum will include opportunities for children to work independently, in pairs, small and large groups.
- Children will learn how to communicate with people safely using different technologies.
3The Halifax Academy – Primary Curriculum
Section 2 - Spiritual, Moral, Social and Cultural (SMSC) Development including Fundamental British Values
At The Halifax Academy, we understand that we live in a diverse society and therefore our curriculum, life within school and the wide range of experiences and
opportunities we offer children out of school reflect this. Underpinning this are a set of values which include the academy vision and values of hearts, communication
and minds together with those described by the Department for Education (DfE) as ‘fundamental British values’. The DfE defines these as: democracy, the rule of law,
individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.
Democracy: Children have a number of opportunities to explore aspects of democracy, for example they learn about democratic elections through news items such as
political elections. They learn about a majority decision and accept that although their personal preference may not be chosen, the decision is fair. Children are chosen
for positions of additional responsibility, such as class monitors and school council, and as a result have further opportunities to develop an understanding of how
individuals can influence decision making through a democratic process. The Primary Head holds events to ensure that all pupils have the opportunity to discuss their
views about school. The school house system continues to grow and will allow for further opportunities to develop children’s understanding of the democratic process
over the coming years.
The Rule of Law: The importance of laws is consistently reinforced at The Halifax Academy. There are four simple rules that are in place for primary aged pupils and
which relate to those in place for secondary phase students. These are positively reinforced by all adults in school and referred to as positive reminders to pupils when
necessary. Each class has a reward system in place using a combination of Class Dojo, house points and ‘golden time’, alongside agreed consequences for not following
the rules, linked to a clear and consistent behaviour policy. The children learn to recognise the difference between right and wrong in all aspects of school life and
these messages are reinforced through assemblies, visits and visitors to school, including different faith leaders, Police and the Fire Service. Restorative justice is used
to ensure that children understand the impact of their behaviour on others and also have an opportunity to put things right. Pupils are taught the reasons and values
behind rules and laws and that they exist to govern and protect us. Our curriculum supports pupils to understand, through age appropriate activities, the difference
between the law of the land and religious law.
Individual Liberty: Our pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. Children learn about their rights
and personal freedoms through our Personal, Social, Health and Citizenship Education curriculum, which is underpinned by the SEAL (Social and Emotional Aspects of
Learning) programme. Pupils are encouraged to express their own views and to understand that other people are at liberty to hold different views.
Mutual Respect: Mutual respect is at the heart of our school values. Our ‘corridor manners’ include the youngest of pupils learning how they can demonstrate their
respect for other people for example by saying good morning or afternoon to people they meet and by holding doors open to allow others to pass. School council
members and monitors understand they have responsibilities to model mutual respect and to help other pupils to develop their own. At times staff will eat with the
4The Halifax Academy – Primary Curriculum
children at lunchtime and use this time to develop respect for each other, a greater understanding and awareness of the pupils lives and interests and to support the
development of social skills.
Tolerance of Those of Different Faiths and Beliefs: We actively promote diversity and tolerance through our curriculum and all aspects of school life. For example, all
pupils at some stage will visit a church and a mosque and different faith leaders are regular visitors to school. Children are encouraged to explain to others about their
culture and beliefs, for example at Eid and Christmas. The Primary Head teacher invites parents to meet soon after their child joins the school and the meeting is an
important element of establishing positive relationships between home and school. It is also an opportunity to discuss the school’s approach to teaching about
different faiths and beliefs and to secure parental support and understanding.
Spiritual, moral, social and cultural development permeates all aspects of our curriculum and of school life. We also have focussed Enrichment Weeks, where the
whole school takes part in a wide range of activities to enhance the on-going development of SMSC. The SEAL programme provides a framework which is developed
through assemblies, in lessons and through social times such as lunchtime and playtime. Pupils also use BBC Newsround to develop awareness of SMSC and to
promote discussion along with opportunities for pupils to develop their own views whilst understanding that other people may hold different views. Spiritual and
cultural development is at the heart of our many visits and visitors to school. All pupils have opportunities each year to visit a theatre, to work with professional artists
including poets and musicians and to take part in sporting opportunities.
5The Halifax Academy – Primary Curriculum
Section 3 – Informal Curriculum
To ensure that the children receive a broad and balanced curriculum formal subject based lessons will run alongside an overarching informal curriculum.
Programme of study
The programme will be divided into 6 themed areas which will run each year across the whole Primary Phase. Each area will have an overarching theme within which
key concepts and skills will be delivered. Objectives for each area will be used to ensure that teaching and learning is age appropriate and that there is progression in
the use of each area.
Rationale
Throughout their time in the Primary Phase of The Halifax Academy children will experience many changes in their lives and learning. The intention of ‘Visible Values’ is
to support the children throughout this period by providing clear guidance on key life concepts such as right/wrong, respect, tolerance and an increasing awareness of
the diversity of 21st Century life; whilst helping them to recognise their own importance and value, the rights and responsibilities they have towards others, an
increased understanding of how they learn and to improve their resilience when faced with adversity.
Many of these life skills will be unfamiliar to the children and as such will need to be implicitly taught, learned and revisited throughout their time at the Academy.
Opportunities will be provided on at least an annual basis to reflect on these skills and set targets for their own personal development.
Thematic approach:
The academic year is divided into 6 half-termly units which aim to develop the children’s understanding of themselves as individuals; their learning processes and that
of others; their local community; an empathetic approach to other people; an increased awareness of the wider world and an understanding of the live skills required
to be a 21st century citizen. In each year group the children will be exposed to the core values of Heart, Mind, Connect via the elements of creativity, self-worth,
kindness, effort, understanding, wisdom, courage, changing the world, advocacy.
6The Halifax Academy – Primary Curriculum
Spring 1: Spring 2:
Who makes up my Why should we Summer 1:
Autumn 2: community? care for others?
(HMC) Who is
How do I and (HMC) responsible for the
others learn? wider world?
(HMC) (HMC)
Autumn 1: Summer 2:
Who am I and
THA How can I work
change? Curriculum towards a better
future?
(HMC)
The specific content of each area will be as follows
Who am I and change? – Self-identity, physical health, mental health, success/defeat, respect, rights and responsibilities, where do I fit in? How do I maintain
all this but cope with all the changes that have taken place?
How do I and others learn? – working of the mind (memory); resilience; resourcefulness; aspirations; conflict resolution, effort.
Who makes up my community? – tolerance and empathy; advocacy for others; partnership and teamwork; diversity and difference; rule of law
Why should we care for others? – charity, kindness, individual rights vs group responsibilities, understanding others
Who is responsible for the wider world? – global learning; tolerance (global), the environment, democracy, individual liberty, being brave
How can I work for a better future? – changing the world, avoiding stereotypes, why do people move (transition), better technology, better world?
7The Halifax Academy – Primary Curriculum
- Exampler themes: Autumn 1 – Who am I and Change?
Wednesday
Monday Tuesday Thursday Friday
Who am I? (Reflection slides –
(Heart) (Mind) (Connect) (Celebration)
mind/connect)
Wk 1
SHW – link to unique Whole school assembly –
None due to COVID
What makes person (self-esteem and Slides link to individuality celebration linked to 5R’s and
19
me who I am? changes) achievement
SCHOOL
EVENTS/LINKS Target setting for the half term – linked to HMC and values (all school community)
Themed week
Wk 2
SHW – link to being Whole school assembly –
None due to COVID
kind to self – coping Slides link to self-worth None due to COVID 19 celebration linked to 5R’s and
Creating self- 19
with change achievement
esteem
SCHOOL
EVENTS/LINKS
Themed week
Wk 3
SHW – link to achieving Whole school assembly –
None due to COVID Slides link to creativity and
good mental health and None due to COVID 19 celebration linked to 5R’s and
Good mental 19 the mind
change achievement
health
SCHOOL
EVENTS/LINKS
Themed week
8The Halifax Academy – Primary Curriculum
Wk 4
SHW using creativity in Whole school assembly –
None due to COVID Slides link to exercise and
physical health to deal None due to COVID 19 celebration linked to 5R’s and
Good physical 19 effort
with change achievement
health
SCHOOL
EVENTS/LINKS
Themed week
Wk 5
SHW understanding Whole school assembly –
None due to COVID Slides link to balance of
Rights and own value in a changing None due to COVID 19 celebration linked to 5R’s and
19 rights/responsibilities
responsibilities world achievement
SCHOOL
EVENTS/LINKS
Themed week
Wk 6 SHW – why is defeat Whole school assembly –
None due to COVID Slides link to emotions of
important? (humility) None due to COVID 19 celebration linked to 5R’s and
19 success/defeat
Success/defeat change attitude achievement
SCHOOL
EVENTS/LINKS
Themed week
Wk 7 SHW – respect for Whole school assembly –
None due to COVID Slides link to respecting
yourself – change you, None due to COVID 19 celebration linked to 5R’s and
19 others
Respect change the world achievement
SCHOOL
Target review at end of half term – linked to HMC and values (all school community)
EVENTS/LINKS
Themed week End of half term class ‘change’ celebrations – video, assembly, broadcast etc.
9The Halifax Academy – Primary Curriculum
Section 4 – Early Years Foundation Stage
Throughout 2020-2021 we will be an early adopter for the New EYFS Framework and will be adapting the teaching and learning to meet the objectives of this once it
becomes a live document – as such our long term plan will develop throughout the year as it responds to the New Framework and the needs of the children post COVID
19. Our Early Years curriculum involves activities and experiences to ignite children’s curiosity and enthusiasm for learning. It aims to build their capacity to learn,
form relationships and thrive. It is shaped by the seven areas of learning and development from the statutory framework, as follows:
• Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and
skills in expressing themselves; and to speak and listen in a range of situations.
• Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement.
Children are also helped to understand the importance of physical activity, and to make healthy choices in relation to food.
• Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and
develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence
in their own abilities.
• Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children are given access to a wide range of reading
materials (books, poems, and other written materials) to ignite their interest.
• Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple
addition and subtraction problems; and to describe shapes, spaces, and measures. The use of Mathematics Mastery via Maths Meetings is used to develop both
mathematical understanding and spoken language.
• Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find
out about people, places, technology and the environment.
• Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and
encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.
10The Halifax Academy – Primary Curriculum
In planning our curriculum, we consider the individual needs, interests, and stage of development of each child in their care, and use this information to plan a
challenging and enjoyable experience for each child in all of the areas of learning and development. This information also enables us to ensure that we achieve the
right balance between activities led by children and those led or guided by adults, enabling all pupils to make good progress.
11The Halifax Academy – Primary Curriculum
AUTUMN 1 AUTUMN 2
Collective focus Theme
Guess how much I love you? Day and Night
Driving Theme
Autumn Walk Visit from Fire Fighter/Police/Paramedic
Cinema Trip (covid restrictions) Walk to Post Office and post a letter
Hindu Temple Visit to Christ Church/Minister in Halifax
Trips / Visitors
Invite Mr Jenner (Parent) to talk to the children about
working in a Methodist Church (Christmas)
Goldilocks and the Three Bears Owls Babies
The Gingerbread Man Non Fiction: People who help us/Space/Night and
Day/Nocturnal animals
Reading
Phase 1/2 phonics
Phase 1 Phonics Begin to engage in extended conversations about stories
Begin to understand to five concepts of print Begin to read vc and cvc words
Print in the environment Begin to read simple captions
Literacy
Understanding a simple story Talk about stories
Understand simple questions about ‘who’, ‘what’ and ‘where’ Re-tell a longer story
Communication and Begin to learn nursery rhymes and songs Understand ‘why’ questions
Language Phase One Phonics Express a point of view
Phase 1 Phonics
Phase 2 Phonics
Favourite Five stories read daily to the children. Engaging in Five Favourite stories read daily to the children
extending talk Engaging in extending talk
Guided reading France, Guess How much I love you, Lubna and Pebble, Little
Rabbit Foo Foo, The Gingerbread Man France, Owl Babies, Rhyme Crime, The Proudest Blue, The
Gigantic Turnip, Can I join your club?
12The Halifax Academy – Primary Curriculum
Egypt: The Colour Monster, Guess How much I love you,
Goldilocks and the Three Bears, Don’t put your finger in the Egypt Funny Bones, Oi Frog, Owl Babies, Chapatti Moon, Tango
Jelly Nelly, Handa’s Surprise makes three
Mark making – giving meaning to marks, writing names Name Writing
Large/Fine motor skills Emergent writing
Writing Writes letters accurately
Begins to write cvc words
Letters and Sounds: Phase One Letters and Sounds: Phase One
Aspect 1 Environmental Sounds Begin Phase 2
Aspect 2 Instrumental Sounds Week 1 Recap rhyme, alliteration and syllables
Aspect 3 Body Percussion Week 2 Oral blending
Aspect 4 Rhythm and Rhyme Week 3 Begin phase 2 letters and sounds s,a,t,i
Phonics Aspect 5 Alliteration Week 4 p,i,m,n,
Aspect 6 Voice Sounds Week 5 d,g,o, c
Week 6 k, ck, e, u
Week 7 r, h, b, f
Week 8 ff,l, ll, ss
• Unit 2 • Unit 3
• Recognise, describe and copy colour and size patterns • Count up to four, five and six objects reliably
• Count one, two and three objects reliably • To develop understanding about the number four five and six
• Recognise the numerals one, two and three • To explore conservation of numbers within six
• • To explore one more within six
• Finger Rhymes • To explore one fewer within six
• A range of counting within the range of 1-5
• To place numbers 1-6 in order
• To explore conservation of numbers within six (2)
Maths
Unit 3 Number within six
To explore the concept of zero
To combine two groups
• To combine two groups including zero
• To explore subtraction by partitioning
• To practise addition and subtraction
13The Halifax Academy – Primary Curriculum
Seasonal Change AUTUMN Seasonal Change AUTUMN
Children’s owl life story Hibernating Animals
Connections between their own family and the families of Guy Fawkes
others Remembrance Day
My School and schools from the past (google maps) Tim Peake/Neil Armstrong
My home and homes in the past (google maps) People who help us
Understanding the World Map of Autumn walk Road Safety
Map of walk to post office
Diwali
Hanukah
Christmas
Toys from the past linked to Christmas
MUSIC
Using voice and self to make sounds – Pitch/tone/Rhythmical Baroque Period: 1600 – 1750 (Guy Fawkes)
and repetitive sounds Expression to music
Experiment with sound makers and musical instruments Nursery Rhymes (see core songs document)
Nursery Rhymes (see core songs document) Begin to play instruments with increasing control
Looking at different textures to make marks
Colour mixing – more refined autumn colours
Manipulation of play equipment Colour mixing using powder paints outdoors
Expressive arts and design
Colour mixing with hands – exploration Draw lines to movement and sound
Vincent Van Gough – Autumn trees Rangoli artwork
Sculpture Develop complexity of detail on pictures
Andy Goldsworthy – Autumn
Self Portraits – begin to look at closed shapes and complexity
of detail. Basic shape for a person Role Play home corner, fire/police station, bonfire night,
Christmas
Role play basic home corner
Use the toilet with support if needed Developing good control of pencil
Development of Gross Motor skills Development of fine motor skills
Develop independence Support the children in trying healthy foods at lunchtime
Support eating with a knife and fork Begin REAL PE
Physical Development
Brushing teeth
Support the children in beginning to try healthy new foods at
lunchtime
14The Halifax Academy – Primary Curriculum
Settling into school life Taking on responsibilities in the classroom
Explore emotions Select own resources to reach a goal
Toilet Training To increasingly follow rules and understand why they are
Developing routes important
Personal and Social Development
Similarities and differences between ourselves and others Begin to manage their own needs – getting changed to PE
Develop friendships
Ownership of classroom SEAL Say no to bullying
SEAL New Beginnings
Section 5 – Key Stages 1 and 2
In Key Stages 1 & 2, some foundation subjects are taught in blocks to enable learning to continue over consecutive days and therefore provide extended opportunities
to deepen understanding. This will continue in 2020 - 2021 and be allocated by the class teacher subject to availability. The delivery of English and Maths lessons will
be sequential to build upon prior learning and allow for opportunities to revisit and apply skills that have been previously taught in both core and non-core subject
lessons.
15The Halifax Academy – Primary Curriculum
Year 1 Long Term Planning 2020-2021
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
Collective focus
Theme
What changes happen Who might be awake at Why are some parts of Which parts of our How can I be an ocean explorer? What might be beyond
Driving question in my life? night? our planet frozen? world are hot? Earth?
Owl visitor
Local area walk A night time walk (after Xscape at Castleford – Yorkshire Wildlife Seaside Space museum
Trips / Visitors
school) followed by a snow play
sleepover at school
A family day in school – Documentary/news A presentation Link with a school in A themed Pirate Day looking at A looking after our
parents invited in for presentation performance for Africa and write letters the history planet campaign
Outcome lunch? families/school to our new penpals.
An assembly A non-chronological cross
presentation? curricular report.
Science – senses/my Geography – The UK Science - materials Geography – Africa History - blackbeard Geography – our planet
Oracy Unit body
• Key text - • Key text - Owl • Penguin Small • We're going on • Tiddler • Man on the
From head to babies • The Rainbow a lion hunt • The treasures of Pirate moon
toe • The Fox in the Bear • The ugly five Frank • Field Trip to
Reading
• Funnybones dark • The Penguin • Masaai and I • Somebody swallowed the moon
(1:1/Provision/
– Allen • Little Owls Night who wanted to • Meerkat Mail Stanley • The skies
whole class
Alhberg find out • One day on • The big book of blue above my eyes
session)
• Only one you • A dot in the our blue • Dougals deep sea diary
– Linda Kranz snow planet
English
• Repeated • Repeated • Repeated • Repeated • Repeated refrain – • Repeated
refrain – refrain – The refrain – refrain – Were Farmer Duck refrain –
From head to very busy spider • Wellbeing - going on a lion • Wellbeing Farmer Duck
toe • Wellbeing – Traditional tale hunt • Traditional tale – The • Wellbeing
Favourite 5 • Wellbeing – Lucy’s blue day – The Snow • Wellbeing – little mermaid • Traditional
The colour • Traditional tale Queen Traditional
tale – Jack and
monster – Hansel and • Diversity – tale – The • Diversity – the beanstalk
Gretal
16The Halifax Academy – Primary Curriculum
• Traditional • Diversity – Ravis Princess and • Diversity –
tale – Little Roar the pea
Red Hen • Diversity –
• Diversity – Handas
boys like pink surprise
• Using basic • Fictional stories • Contemporary • Recount • Re-tell traditional tale • Fantasy stories
features - Owl babies - fiction • Poetry - with alternative ending - Alien visiting
Full stops, beginning, Julia Donaldson Riddles • Poetry school
finger spaces, middle and end : Gruffalos child • Re-telling Shape / acrostic • Non
spellings • Diary writing • Conjuctions stories • Instructions Chronological
• Instructions • Traditional tale • adding 'ed' 'ing' • Descriptions • Sequencing report
Looking after • Non-fiction • Plurals using • Descriptions using • Recount
our bodies linked to owls/ • Creating their adjectives adjectives • Report of
Writing
• Story with nocturnal own penguin • Making • ? and ! significant
repetition animals story comparisons • Conjunctions individual
Captions, • Poetry - linked • Non- • Non-chron • Prefixes 'un' • Consolidate all
describing, to winter Chronological report: Africa grammar:
sequencing, Shape/acoustic reports - • er/est Plurals, suffixs,
re-telling • Questions Antarctica • Tense work puncuation,
prefixs, tense
• Phase 3 • Phase 3 • Phase 4 blends • Phase 5 • Phase 5 diagraphs • Phase 5 /
diagraphs diagraphs • All common diagraphs • Common Exception Spelling
• 20 Common • 20 common exceptions • Suffixs - er/ words alternative
Spelling
Exception Exception words words to have est/ ing/ ed • Plurals - s/es spellings
words been taught • Multi-syllabic • Prefixs - un and
words suffix recap
• Numbers to • Position and • Time • Addition and • Number 50-100 and • Multiplication
10 direction • Calculation subtraction to beyond and division
• Addition/ • Numbers within Strategies 20 • Addition and • Measures:
Maths subtraction 20 • Numbers to 50 • Fractions subtraction • Capacity/
to 10 • Addition and • Measure: • Money volume
• Shape subtraction to Length and
20 Mass
My body / senses Senses - linked with Everyday materials Animals Plants and trees Trees
• To know that animals • Distinguish • To know some • To know what plants • Understand
our bodies • To know how between animals are need in order to grow the terms
Science have 5 owls use their materials carnivores, • Identify and describe ‘evergreen’
senses – senses • Identify and omnivores and parts of a flowering and ‘deciduous
sight, • To know and name different herbivores plants and their • To know how
hearing, understand the materials purpose this links to
17The Halifax Academy – Primary Curriculum
touch, smell terms • Describe the • Classify • Identify and name seasonal
and taste. ‘nocturnal’ and properties of a animals – plants change
• To know that ‘diurnal’ variety of mammals, • Grow a plant from a • Common wild
body part • Classify materials amphibians, seed and garden
that links to nocturnal birds, • Compare and reptiles, fish • Pollination – life cycle plants
the sense amphibians and group materials and birds • Perform simple tests • Leaf
• To name and mammals • Perform simple • Compare the • Ask simple questions and identification
label parts of • Identify and tests structure of recognize that they can be • Identify and classify
the body classify • Identify and different answered in different ways. • Observe
• Identify and • Ask simple classify animal closely using
classify questions and • Observe closely classifications simple
recognize that using simple • Identify and equipment
Autumn seasonal they can be equipment classify
change answered in • Use their
different ways. observations Seasons: Summer
and ideas to
suggest answers
to questions
Winter seasonal change
Typing and teaching Mouse control / E Safety Digital technology - IT: Designing Coding / programming Coding/ Programming
Computing / E-Safety 'teams' Coding Photos Uses of technology 1 lessons - e- safety 1 lessons - e- safety
Mouse control E-safety beyond school
Geography focus for Significant Significant Significant Significant events/individuals Significant
Autumn 1 – no history events/individuals events/individuals events/individuals • Blackbeard/Columbus events/individual
• To know why we • Scot of the • Malala / Rosa • Grace Darling • Neil Armstrong
remember the Antarctic Parks • Valentina
5th November? Changes within living
• Introduce memory
WW1/2 • History of
• To know why we space travel
remember Guy
History
Fawkes
My own history
• To understand
the terms ‘past’
‘ present’ and
‘future’
• To know how
we find out
about the past.
18The Halifax Academy – Primary Curriculum
Changes within living
memory
• School days
comparison to
1950s
Where do I live? Antarctica Africa Oceans and Seas Looking after our planet
• To know my • Use maps to • Use maps, • To name the 5 oceans • Ocean
school, town locate Arctic globes and • To name the seas pollution
and country and Antarctica atlases to surrounding the UK • Animal
• To identify • Life on this locate Africa • To locate the 5 oceans conservation
key continent • To name on a map • Simple
landmarks in • How animals continents • Daily weather patterns fieldwork and
my town are adapted • Compare observations
• To use • Compare climate to the
google maps climate to the UK and
• To UK Antarctica
understand • Locate the • Life in a rural
aerial view equator village
maps • Directional compared to
• To create my language cities/slums
own map • Look at human
with a key and physical
• Human and features
Geography
physical
features
introduction
• Identify and
find
countries on
UK map
• To know that
the UK is
made up of 4
countries
• To name the
capital cities
of the 4
countries in
the UK
• To name and
locate key UK
19The Halifax Academy – Primary Curriculum
landmarks on
google map
• To compare
London and
Halifax
• Simple compass
directions
• Directional
language
Colour mixing – key Shades – key artist Pointillism / silhouettes – Drawing Pirate portrait Andy Goldsworthy
artist Kandinsky Georgia O Keefe key artist John Kelly Art and design Drawing ships using shapes Texture hunt - creative
• To know • To mix shades of techniques - patterns etc Design and Craft a flag Van Gogh ( science links)
primary and colours making DT: Food Healthy eating African art / silhouettes Drawing and designing skills focus Minibeast - symmetry
secondary them lighter and Design and make Weaving - Sea creatures
colours darker DT :
• To be able to • Key artist - To DT: Designing and Make and create a
mix primary recognise the making a puppet DT: food - Picnic Make a sandwich shelter
colours to work of Georgia and snack Make and design
ART / DT make O Keefe - Make a boat sunglasses
secondary poppies
colours • Observational
• Key artist - To drawing
recognise the
work of DT: Designing and making
Kandinsky a bird cake.
DT: Split pins / joining
techniques
Special books Special books cont Celebrations Special Places
RE Harvest Christmas / Divali Ramada / Eid
All about me, my Learning to learn My community Caring for others The wider world 21st Century people
PSHCE family and emotions
Body percussion Link to History - Changes Key music vocab Water themed Making music outdoors
Basic percussion within Living memory Learning to play an African music Pirate song Famous composers
MUSIC Autumn songs How has music changed? instrument Carnival of the animals Compose
Explore and review
decades. (Hamilton trust) Glockenspiel
20The Halifax Academy – Primary Curriculum
Footwork Social skills Cognitive skills Gymnastics Balls Skills Athletics
PE Balance
21Year 2 Long Term Plan 2020-2021
The Halifax Academy – Primary Curriculum
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
Collective focus
Theme
Marvellous Magical Heroes and Heroines! Fantastic Adventures Fire Fire! Go Wild! Watch
Driving question / Do all potions Who was a more influential Was the Great Fire of Which is the best
Topic Pop or Bang? How has travelling Do plants keep growing
person within history? London a good or a bad habitat to live in?
changed over time? or do they stop ?
Why? thing? Why?about a Why? with nature
To understanding that To gain a knowledge of Learning about adventures To investigate Connecting What plants need to
changes are made by adding significant people within and letting your mind go significant event in the and understanding why grow and make
water to other ingredients. history and able to make on a journey of adventure past and be able to make animals and plants live comparisons?
Purpose To develop investigative direct comparisons with how within our local area and comparisons and place where they do. Why do we
and observational skills. things have changed. comparting to events in chronological live where we do? Would
order. we want to live anywhere
else?
SECONDARY SCIENCE DEPT Thackray Medical Museum Manchester airport ** Fire Engine coming into SATS Local area visit
Chemical changes visitor – Currently not visiting When COVID-19 ALLOWS school Looking after chicks and Visit a playground *
(explosion) schools ** Visitor? ** VISIT A CARE HOME - watch them hatch? Manor Health/Shibden
EUREKA – Currently not ** Make and deliver xmas Linked to PSHCE – Use school environment or People’s Park to link
visiting schools cards to Summerfield care OUTSIDE SIGNING Zoolab (outreach) IF with designing own
Trips / Visitors
home. Linked to PSHCE/RE MAKATON COVID-19 ALLOWS playground. IF COVID-19
London’s burning! BURN ALLOWS
THE HOUSES AND
RECREATE PUDDING
LANE!
Hot seating – as different Hot seating – People from Hot seating – Amelia Drama around recreating I wonder why elephants How could we change
characters from GMM History Earhart/ Mary Ellen Weber pudding lane and the don’t live in Halifax our environment?
How did George feel? Mary Seacole/ Florence impact/feelings and
Oracy Unit
I wonder why grandma Nightingale/ Marie Curie emotions of the events of
treated George so badly? /Charles Darwin 2nd September
Whole Class Text: Whole Class Text: Whole Class Text: Whole Class Text: Monkey Puzzle - habitats Whole Class Text:
George’s Marvellous My Name is not Refugee ‘UP’ Video Stimulus VLAD Whole Class Text The boy who grew
Medicine Darwin – Story of the Adventure stories – TBC Toby and the GFOL Non-fiction texts – dragons Andy Shepherd
English
Proffessor Puffendorf Galapagos The Way back Home Oliver Samuel Pepys Structure and organisation
Reading
Jeffers You wouldn’t want to be How to help a hedgehog Jack and the Beanstalk/
6 half termly books to be The Colour of Home Mary My name is Amelia Earhart in the GFOL and protect a polar bear – Jack and the Meanstalk
chosen by the children Hoffman Jess French and Angela Planting a Rainbow Lois
Keoghan Ehlert
22The Halifax Academy – Primary Curriculum
(comparative text) 6 half termly books to be 6 half termly books to be The Green Ship Quentin
We are Sailing to Galapagos – chosen by the children chosen by the children Books to discuss with the Blake
Laurie Krebs children The Tree Lady H Joseph
Disappearing acts – search Hopkins
6 half termly books to be and find book of
chosen by the children endangered animals – 6 half termly books to
Isabella Bunnell be chosen by the
Animals of Farthingwood – children
Colin Dann
Percy the Park keeper -
Butterworth
The Rainbow Bear Michael
Morpurgo
Explanations Whole School Assessment Fictional Story Writing Whole School Assessment Riddles liked to habitats Whole School
Characters/settings Diaries/recounts/labelling Poetry linked to Letters/Diaries building on expanded Assessment
Letters feelings/emotions Descriptive writing using noun phrases and similes Fictional Stories based
Writing Posters – Amelia EARHART expanded noun phrases Non Chronological Reports around habitats and
(LOST) also (WOW) come and similes animals
and watch! Instructions
Year 1 and 2 CEW Year 2 CEW No nonsense No nonsense No nonsense No nonsense
Homophones (sea/see and Homophones – to/two-too common exception words Words spelt ‘a’ after ‘w’ sound spelt ‘-el’ at the Revise
be/bee) Phase 5 GPS and high-frequency words and ‘qu’ end of words Spellings and concepts
(could, should, would) that pupils need to
Phase 5 GPCs sound spelt as ‘ge’ and ‘dge’ Homophones Adding endings ‘-ing’, ‘- secure
Homophones (blue/blew) ‘c’ before ‘e’, ‘i’ and ‘y’ sound spelt ‘-le’ at the end (new/knew) ed’, ‘-er’, and ‘-est’ to
of words and following a words ending in ‘y’ Revise
common exception words Contractions consonant Homophones (there, Homophones
and Phase 5 GPCs (can’t, didn’t, hasn’t, it’s, their, they’re) spelt ‘a’ before ‘l’ and ‘ll’ sounds spelt ‘il’ at the
Spelling couldn’t, I’ll, they’re) Adding endings ‘-ing’, ‘- end of words
Phase 5 GPCs including ed’, ‘-er’, ‘-est’ to words Adding ‘-es’ to nouns and Suffixes ‘-ment’ and ‘-
polysyllabic words Homophones (here/hear, ending in ‘e’ verbs ending in ‘y’ ness’
spelt ‘i’ in common one/ won,
exception words (find, sun/son) Near homophones The possessive The possessive
kind, mind, behind, child, sound spelt ‘kn’ and ‘gn’ (quite/quiet) apostrophe (singular apostrophe
wild, climb) nouns)
sound spelt ‘wr’ and (singular nouns) REVISION
common exception words Adding suffixes ‘-ful’ , ‘- sound spelt ‘-al’ at the
less’ and ‘-ly’ end of words
23The Halifax Academy – Primary Curriculum
Contractions REVISION
(can’t, didn’t, hasn’t, it’s,
couldn’t, I’ll, they’re)
Capital letters, finger Adjectives No nonsense No nonsense No nonsense No nonsense
spaces, full stops Conjunctions Nouns, Verbs and Nouns, Verbs and Suffixes and PREFIXES – Revise all
Homophones Commas + CL, FS, FS Adjectives Adjectives Possessive apostrophe Suffixes and PREFIXES
Adjectives Homophones Homophones Possessive apostrophe Expanded Noun Phrases Possessive apostrophe
Time sequence words Words in contracted form and Suffixes and PREFIXES Suffixes and PREFIXES Words with double Expanded Noun Phrases
Conjunctions not Commas + CL, FS, FS Words in contracted form consonant when adding Words with double
Expanded Noun Phrases Silent ‘w’ and not ‘ed and ing’ consonant when adding
SPAG Question Marks and Words with double Commas + CL, FS, FS ‘ed and ing’
Exclamation Marks consonant when adding Question Marks and Commas + CL, FS, FS
‘ed and ing’ Exclamation Marks Question Marks and
Expanded Noun Phrases Exclamation Marks
Question Marks and Expanded Noun Phrases
Exclamation Marks Words in contracted
form and not
MATHS MASTERY Maths Mastery MATHS MASTERY Maths Mastery MATHS MASTERY Maths Mastery
Numbers within 100 Length Time Money Problems Measuring Volume and Multiplication and
Addition and subtraction Data handling Fractions Shape and turns Mass division
Maths
of 2 digit numbers. Multiplication and division Addition and subtraction Numbers up to 1000 Exploring Calculation Problem solving and
using 2/5/and 10 facts Problem solving and application.
application
Working scientifically/ Animals including humans and Working Scientifically ‘THE TIN FOREST’ (HELEN Habitats of different Plants – seasonal plants.
looking at changes/ Charles Darwin WARD) animals including in the
Investigations KEY QUESTIONS? - Identifying and KEY QUESTIONS wild. KEY QUESTIONS
KEY QUESTION classifying ARE ALL MATERIALS KEY QUESTIONS? CAN WE GROW A
DO ALL ANIMALS HATCH - Observations SUITABLE FOR BUILDING WHAT MAKES A HABITAT RAINBOW?
WHAT HAPPENS WHEN I FROM EGGS? - Asking questions HOUSES? A GOOD HOME? DO ALL PLANTS NEED
ADD WATER TO A DO ALL CREATURES BREATHE - Predicting Additional use of every Desert/ grassland/park THE SAME THINGS TO
MIXTURE? AIR? day materials linked to land/ GROW?
Science
WHAT DO ALL LIVING THINGS Using knowledge of GFOL. ocean/woods/garden etc… DO ALL SUNFLOWERS
NEED? Autumn 1 and 2 to Why do we now use All linked to DT and GROW TO THE SAME
DO ALL ANIMALS HAVE 4 classify/sort/ asking and different materials? making our own habitat HEIGHT?
LEGS? answering questions. Which materials are boxes. Sunflowers – linked to
What do we need to stay appropriate? Where in the playground art
healthy? Building up on the previous would be the best place to If we wanted to plant a
Is it important to exercise? 2 half terms. Looking at objects found build a bug hotel? rainbow, which plants
after the fire) would be grow?
24The Halifax Academy – Primary Curriculum
Link to the history focus Look at different flowers
and their names.
Flower hunt around the
local area. Which
colours are the most
popular?
Internet safety Internet Safety Internet Safety Internet Safety Internet Safety Internet Safety
Use technology Teams Teams Teams Teams Teams
purposefully to create, Programming Children use the Stop motion Children
organise, store, manipulate basic commands in Logo to create a stop motion Computer Art Children
and retrieve digital move and draw using the animation. They will learn about reproducing E-safety Pupils learn
content. turtle on screen, and further research images of the the painting styles of great that they can go to
develop algorithms using the Programming Children to great fire of London and artists using computer exciting places online,
Children learn how to use a “repeat” command. children create, test and debug use these to create a stop programs but they need to follow
computer mouse or a I-pad to create algorithms in Scratch algorithms, and preparing motion animation that certain rules to remain
and how to switch on and using a selection of blocks. children to use the they can add sound to. safe to understand that
shut down a computer. language of Turtle Logo. they should never give
They will apply their skills Understand what algorithms Algorithms – Beebots Recognise common uses Recognise common uses of out private information
by launching applications, are; how they are plotting instructions and of information technology information technology
manipulating windows & implemented as programs on directions to different beyond school. beyond school
opening and saving files digital devices; and that places/ journeys plus Use technology safely
and folders. They will then programs execute by following positional language. and respectfully,
Computing / E- practise their clicking skills precise and unambiguous Scratch Junior – algorithms keeping personal
Safety and learn how to drag instructions. Create and debug information private;
objects simple programs. Use logical identify where to go for
reasoning to predict the Understand what help and support when
behaviour of simple programs. algorithms are; how they they have concerns
are implemented as about content or
programs on digital contact on the internet
devices; and that programs or other online techs
execute by following
precise and unambiguous
instructions. Create and
debug simple programs.
Use logical reasoning to
predict the behaviour of
simple programs.
25The Halifax Academy – Primary Curriculum
Gunpowder Plot ** EXTRA for TEXT: My name is Amy Great Fire of London –
relevance and understanding Earhart was the fire a
of our history. Significant people in good or a bad thing? Link
Charles Darwin – Famous History to the plague the year
person in History before
Significant people from history Amelia Earhart Remind the children od
– Comparing Mary Seacole and Changes in how people the Gunpowder Plot and
Florence treat women and how Houses of
History Nightingale. Who was more perceptions change over Parliament/London.
significant in your opinion? time
Why?
Comparing artefacts using To make comparison.
vocabulary then and now. To use texts to find out
To put events on a time line. about the past
Remembrance Day ** EXTRA
for significance and relevance
World geography – Looking MAP WOK AND MAP WORK London and other Capital Map Work – where 7 weeks – 7 Wonders of
at the continents GEOGRAPHICAL LANGUAGE Oceans continued building cities in the UK different places are linked the world and where
I can label the Oceans around up from last half term to climate and equator they are.
I can label and name the the world. Atlantic/Pacific Ocean Landmarks with habitats Map work
continents of the world. I can label the geographical Can we show Amelia Reminder of the seas that Location – Where would Building up of all
features of an island. Earhart’s journey on a surround the UK we put a bug hotel in our location skills/climate
I can name some of the I can show a journey using map? playground/ local area? that we have learned all
countries within a mapping skills. FIELD WORK Justify reasoning too. year.
Geography continent and talk about Significant people from history Local area comparing AE
some key features, e.g. – Charles Darwin) Galapagos journey and ours to Comparing
animals and landmarks school/ environments
Look at aerial
photographs look at
physical and man-made
features
Joan Miro Portraits – Florence/Mary/ Painting contrast mixing Design/ Design/ Design our own
Paul Klee Aboriginal art ourselves and brush techniques Plan/Build/Evaluate our Plan/Build/Evaluate our playground
ART / DT Shape and mark making Observational drawing of Piet Mondrian and Jackson own houses linked to HABITAT BOXES Van Gogh Sunflowers
animals Pollock GFOL 3D work Georgia O’ Keefe
3-D art 3D and collage work
Comparing How can we make good How is new life welcomed? How and why do we Our wonderful world Jesus’s stories
RE Islam/Christian/Jewish choices’; pray? How can we look after the What did Jesus teach
places of worship Christmas/ Diwali -14th Nov planet? and how did he live?
26The Halifax Academy – Primary Curriculum
Personal Skills Social Skills Rules rights and Why should we care for Who is responsible for the Who makes up my
Being my best and me and Make cards for the residents responsibilities others? Valuing wider world? community?
my family of SF nursing home. Makaton and differences A Planet full of Plastic Neal Makaton and
Makaton and Makaton and communication communication skills ** VISIT A CARE HOME Layton communication skills
communication skills skills Using Makaton signing
PSHCE
Growing and changing sign a couple of poems Recycling linked to looking
outside the windows if after our environment.
we cannot gain access Makaton and
Makaton and communication skills
communication skills
Music from different Rhythm – copy me rhythm and Glockenspiel Listen with concentration Understand different Glockenspiel and
continents pitch To use symbols to and understanding to live dimensions of music using creating own music
Carnival of the Animals (Saint- represent sound. and pre-recorded music percussion instruments
African drum music Saens) To follow pictorial symbols To perform simple songs Create minibeast raps
MUSIC Peter and the Wolf (Prokoviev) to make sound using in parts (rounds) (Voices (Voices only if COVID-19
Their body, voices and only if COVID-19 allows) allows) If not
unpitched instruments performances outside 3m
(Voices only if COVID-19 apart
allows)
Real PE - ABC’s Real PE – Dance & Real PE - Object Control Real PE – Inclusion Real PE –Invasion Games Real PE – Sports Day
Gymnastics Sports Football Activities
Levels Boccia Netball 60 – 100m sprint
Unison New Age Kurling Baton relay
Balance Javelin
PE
Mirroring Hurdle race
Copying Shuttle relay
Travelling Shotput
Multisport race
Long distance
27The Term
YEAR 3 Long HalifaxPlanning
Academy 20
– Primary
- 21 Curriculum
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
Collective focus
Theme
Driving question / Stepping stones What did the Romans and other soldiers do for us? How do plants adapt to their surrounding environments?
Topic Where does my pebble come from?
For children to use historical and geographical enquiries, Children to see how change has happened overtime Children build up their knowledge and understanding of
to build on and broaden their understanding of (i) daily through an idea developing, evolving and adapting to the world.
living (ii) the changing landscapes. the period of history.
The child can confidently explain the components of a Children to study a significant individual from their End product: Art gallery and exhibition the various pieces
Purpose
volcano and what is happening during an eruption. local town and identify the impact which he has had. of art work, where children can explain their chosen
medium .
End product: Roman reveal of Roman replicas (shields,
vases, mosaics)
Magna Roman workshop Bankfield museum Roundhay and Butterfly Piece Hall art
Explore how volcanoes lay house For children to experience a
down rock layers and learn For children to have For children to visit a Children to see various new type of art, out of the
to identify some common experience of life as a Roman local museum to see plants and trees in classroom.
types of rock. In our in person artefacts physical form, and
Volcanoes Workshops, of the Duke and his contract to those in their
Trips / Visitors pupils use modelling clay to regiment. local environment.
track the classic vinegar and
baking soda ‘eruption’, take
a core sample through their
model volcano and then
test some real rock
samples.
Stone age Volcanoes Romans Light Plants Continents
Oracy Unit
Whole Class Ug Whole Class Pebble in Whole Class Romulus and Whole Class Whole Class Tin Whole Class Text:
Text: Stig Stone age Text: my pocket Text: Remus Text: Text: Forest The lion the witch
boy The Railway Street Boudica The girl of The lion and the wardrobe
Reading
poems Children beneath my ink and stars witch and
English
feet the
poems wardrobe
Diary Whole School Assessment Myths and legends Whole School Setting Whole School Assessment
Writing Haiku Non chronological report Recount Assessment Instruction Explanation text
Newspapers Creative writing Character description Letters Poetry Fables
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