For specific year group coverage, please see:
Teaching Organisation and the Curriculum
Harestock is a non-denominational primary school that caters for boys and girls aged 4-11 years. The organisation of the classes each year will depend on a number of factors including the number of children on roll, the size of each year group and the annual budget for teaching staff. We currently have eleven classes.
Through our stimulating, engaging, relevant and fun curriculum, we aim for our children to be:
Successful learners who….
- are numerate / literate and IT literate to enable life long learning
- can think independently
- are curious, inquisitive and willing to take risks and try new things
- are motivated and interested
- are creative in their approach to learning
- can communicate thoughts and ideas effectively and ask appropriate questions
- are able to apply and transfer skills in a variety of contexts
- understand how they learn best and take responsibility for this
- are resilient and accepting of change
- are organised
Confident individuals who….
- are independent and self motivated
- can understand the consequence of their own and others actions and can negotiate and compromise
- form good working relationships with others
- look after their own health and well being
Responsible citizens who…
- are spiritually and morally aware
- have appropriate manners and behaviour
- contribute positively in their community and are responsible to and for others in their community
- are world aware
- are culturally aware
- are eco-friendly
The school address these aims through specific policies which guide the way the school operates and how the curriculum is delivered. Policies are available on the website or from the school office, should you wish to see them.
Our curriculum is delivered through a two year planning cycle. The teaching staff work in teams and plan their work half-termly, weekly and daily within the framework provided by the Two Year overview. The children will be taught either as whole classes, groups or individuals according to the subject and the nature of the task they are undertaking.
During any school day there will be opportunities for a variety of ways of teaching and learning, such as whole class teaching, group teaching, individual teaching, guided exploration and independent self directed activities. An external educational visit may be planned as part of a theme or topic or alternatively visitors may be asked into school to speak to the children. During 2011-12 we held an Olympic themed Summer Term and a multicultural week in the Spring Term.
- Foundation Stage = 23 hours
- Key Stage 1 = 21.75 hours
- Key Stage 2 = 23 hours
This time does not include time for registration, collective worship or breaks.
In common with all maintained schools in England we teach English, Maths, Science, ICT, Geography, History, PE, Art, Music, Design Technology and Religious Education. These subjects form the National Curriculum and will be taught in an integrated manner or as separate subjects. English, Maths, Science, RE and ICT are the five core subjects and therefore take up a considerable part of the school week. Teacher assessment is conducted regularly and recorded, children’s progress is carefully monitored in the school. In addition there are National Curriculum Assessments, tasks or tests, at the end of each Key Stage (i.e. at 7 years and 11 years).
The National Curriculum forms the basis for Curriculum planning throughout the school. The core subjects of Maths, English, Science and ICT are the main priority with the children gaining a basic knowledge and skills in all other subject areas. Our themed approach to curriculum planning aims to maximise cross-curricular links.
In Year R the children continue their learning in the Foundation Stage through the early learning goals with activities planned to meet each child’s educational needs. This prepares them for the National Curriculum usually when they begin Year 1, but may be sooner. The emphasis on individual needs continues throughout the school and is reflected in the School’s Policies.
Through the National Curriculum, the children are expected to acquire skills and knowledge and to develop into self-motivated learners. We aim to develop the whole child emotionally, socially, spiritually and academically. At the start of each term, parents are provided with a brief outline of the topics and areas of study that the children will be covering.
Careful assessments and records are kept of your child’s attainment and progress. You are kept as fully informed as possible through parent interviews and the end of year annual report. Further information and appointments are provided as and when necessary. A copy of the school’s most recent National Assessment results with comparative national data can be found in the prospectus folder.
This year we will be assessing children’s attainment in reading, writing and maths against a set of skills known as Key Performance Indicators (KPI’s).
There are sets of KPI’s for Y1-Y6 and at the end of the school year, your child’s class teacher will analyse the progress of your child against every KPI.
Please see links below to view relevant KPI’s for your child:
|Year 1||Year 1||Year 1|
|Year 2||Year 2||Year 2|
|Year 3||Year 3||Year 3|
|Year 4||Year 4||Year 4|
|Year 5||Year 5||Year 5|
|Year 6||Year 6||Year 6|
Throughout the school, homework plays a developing role in supporting the children’s schoolwork and learning. The Home/School Planner in Year R, Key Stage 1 and Key Stage 2 provide clear guidance on any homework set, as well as a record of the books your child has read. We strongly encourage all children to read regularly at home each night, but at least three times a week.
The teaching of English encompasses reading, writing, spelling, handwriting, drama, speaking and listening. English is taught daily. We use Letters and Sounds and Cued Articulation to teach phonics and early reading skills. In Year R and Key Stage 1 phonics is taught as a whole class for 20 minutes each day. The Oxford Reading Tree provides the core of the school reading scheme, however this is supplemented by a wide range of other fiction and non-fiction books. There are guided reading sessions in each class through the week which are carefully planned to help the children develop their comprehension and understanding of fiction and non-fiction texts. We have a well stocked library and book corners that all children are encouraged to borrow from on a regular basis. Theatre groups visit the school each year so that the children will have the opportunity to enjoy live performances. Through concerts, musical productions and class assemblies all children are involved in performing to audiences.
Emphasis is placed on the teaching of mathematical skills and strategies through the structured programme of the National Numeracy Strategy. The children are encouraged to become confident explorers and users of all aspects of the Mathematics National Curriculum. Mental maths is practiced regularly as part of the mathematics lesson and is an essential element to the children’s mathematical development. The children are also given rich mathematical tasks, which challenge them to apply what has been learnt to unfamiliar situations through practical and investigative work.
The Science curriculum provides children with a progression of skills in observation, prediction, hypothesising, fair testing, seeking and recording evidence, interpreting results and drawing conclusions. The wide range of practical scientific investigations and demonstrations that the children experience are designed to help them develop a wide knowledge of scientific principles that helps them make sense of everything around them.
Religious Education aims to develop the spiritual side of each child. Children develop knowledge and understanding of the Christian Faith whilst appreciating other religions within our society. Throughout their time at Harestock the children’s learning focuses on finding out about aspects of Hinduism, Judaism and Islam as comparisons to Christianity. The children are encouraged to develop an attitude of caring, co-operation and appreciation of others. Religious Education is taught following the Hampshire County Council ‘Living Difference’ scheme of work.
Information and Communication Technology (ICT)
Information and Communication Technology is a cross curricular subject that is taught and used in all areas of the curriculum. The school has an ICT suite containing 16 PC’s which are linked to the Internet, as well as 30 netbooks which are used wirelessly, allowing us to both teach ICT skills and to use ICT to support other areas of the curriculum. Each class uses this suite for at least 1 hour each week. The school has a wide range of Educational and PC software as well as a range of other equipment, roamers, digital cameras, scanners, and portable data loggers etc. to support the use of ICT in the curriculum. Each class has an Interactive whiteboard which is used by the teacher and pupils during lessons. We currently teach ICT skills in line with Switched On ICT scheme of Work published by Rising Stars.
Learning about the past and the methods used to study it helps pupils make sense of the world in which they live. They are introduced to what is involved in understanding and interpreting the past and this helps them to establish their own ideas, beliefs and values and to form an understanding as to why the world is as it is. As well as developing knowledge of the past the children learn historical skills which help them understand and interpret historical information. The History curriculum is taught following a programme which includes first hand experiences provided by school visits and speakers which enrich the learning. Where appropriate, cross-curricular links such as ICT and drama help to consolidate the pupils’ understanding. There is a general progression of chronological study from modern times to Ancient Egyptian times as the children move through the school.
Geography is taught through topics that focus on environmental issues, the study of places and the human and physical processes, which shape them and the people who live in them. Skills and knowledge are taught through first -hand experience wherever possible allowing children to develop appropriate fieldwork skills. There is a general progression of countries/ areas studied being further away from the UK as the children move through the school.
Design and Technology
Throughout Key Stages 1 and 2 children complete design and technology projects in materials, textiles, food and control mechanisms. These projects provide opportunities for the children to design and make products, learn and develop practical skills and investigate and evaluate simple products. Cooking opportunities are available to the children through topics or enrichment activities.
Art and Design
We aim to develop each child’s creativity and imagination through a range of visual, tactile and sensory experiences. These opportunities help them to understand and respond to the world by expressing their ideas and feelings.
In Key Stage 1 the children begin to develop an understanding of colour, form, texture and pattern through a variety of media including paint, clay, textiles, and sculpture. During Key Stage 2 children build on their knowledge, skills and understanding of materials and processes through a wide range of experiences including visits to art galleries, museums and workshops. By exploring the ideas and meaning of the work of other artists, craftspeople and designers they learn about their different roles and about the functions of art, craft and design in their own lives and in different times and cultures.
Children across Reception and Key Stage 1 are taught musical skills through class teaching, using a curriculum made up of both the Hampshire Music Service and Sing Up schemes of work.
The school participates in the Listen2Me Project and Key Stage 2 children have a class music lesson for an hour each week by a member of the Hampshire Music Service team. Year 3/4 receive lessons linked to their topic and will share their learning through assemblies each term and a final end of year performance to parents. Year 5/6 receive instrument based lessons. Each term focuses on a different instrument e.g. African drums, singing and Ukulele. At the end of each term the children present a group performance to parents so they not only experience performing to an audience, but celebrate their musical achievements.
In addition to class music lessons, there are opportunities for children to learn to play the drums, brass, string and wind instruments. Tuition is provided by peripatetic teachers who visit the school each week. Children do not normally begin learning an instrument until they are in Year 2. There is a charge for these lessons.
All children have the opportunity to listen to and learn to sing a wide variety of songs from around the world during our weekly Singing Assemblies. Each half term we listen to and explore a different composer within our whole-school assemblies, including Beethoven, Mozart and Tchaikovsky.
Appreciating the efforts of others and performing in front of an audience is actively encouraged. The skill of performing is modelled by musicians from the Hampshire Music Service and pupils from Henry Beaufort School within our assemblies. We love to celebrate the children’s musical achievements in our Musical Soiree concerts.
In Key Stage 2 the children are introduced to the French language through weekly lessons taught by a specialist primary French teacher, who is currently on the teaching staff.
Personal, Social and Health Education (PSHE)
Careful attention is given to Personal, Social and Health Education. Aspects of children’s safety, health and personal development are studied through schemes and involves liaison with outside bodies such as the Police, Health Authority and various Charities. Children are taught about aspects of personal care and to have an awareness of the dangers of today’s society. Citizenship and having respect for one another, different cultures and diversity, is an important part of this education and is explored through a variety of activities including the School Council. The School Council is made up of representative children from Year 1 to Year 6, elected by their peers. They meet regularly with members of staff to discuss school issues.
Special Educational Needs (SEN)
At Harestock School pupils with Special Educational Needs are identified with regard to the 2002 ‘Code of Practice’ and the ‘Disability Discrimination Act’. The SEN policy is updated annually and the special needs provision is reviewed in order that all children have access to a broad and balanced curriculum, which is differentiated to meet their needs and ensures inclusion. At Harestock School the children with special needs are supported by a hardworking and committed team. By working in partnership with parents/carers we aim to give children the support and encouragement needed for them to make progress and enjoy a fully inclusive education.
As part of this process, individual education plans (IEPs) are written for identified children, which establish small step targets for progress. The IEPs are shared with parents and progress is regularly monitored. Support for children is provided in a variety of ways; one to one with a teacher or Special Needs Assistant (SNA), in small groups within the class or in withdrawal groups. Where appropriate outside agencies e.g. Educational Psychology Service, Speech Therapy Service, Occupational Therapist, etc. are involved in supporting children with special needs. During the summer term children in YR are screened for possible future specific difficulties with reading.
Any child identified as needing additional support will follow an individual, supplementary phonics programme led by a SNA.
The SEN Coordinator (SENCo) at Harestock School is Mrs. Jo Clements.
PE and Games
Physical Education and Games are an important part of the school curriculum. All children are expected to take part in an indoor gym or dance session and an outdoor games session each week, unless there are special circumstances. All children are encouraged to participate in a wide range of physical activities to the best of their ability. They are taught why exercise is important and how they should maintain a healthy lifestyle.
Building on their enthusiasm for movement Key Stage 1 children begin to work with others in pairs and small groups. By listening, watching and experimenting with movement and ideas they develop their skills co-ordination and ball and racket skills. In Key Stage 2, children learn new skills, find out how to use them in different ways, and link them to make actions, phrases and sequences of movement. Children are encouraged to enjoy both collaborating and competing with each other, learning how to evaluate and recognise their own and others’ success.
Children in Year 4 and 5 participate in swimming lessons at Winchester’s River Park Leisure Centre. The aim is for them to be able to swim 25m before leaving Primary School. These lessons usually take place in the Spring term.
Competitive sports are encouraged with children participating against each other, against other local schools and in area tournaments in School teams.
We offer a range of extra-curricular activities that are usually held after school. In the past year there has been a netball club, a football club, multi-skills and a dance club. In 2012 we introduced Karate club. Some clubs are run by outside providers for which there is a charge.
The school has a programme of Personal, Social and Health Education which includes units of sex education. Human reproduction is covered in the context of secure, loving family relationships, the teaching about which is matched to the growing awareness and understanding of the children in Years 3 – 6. When these particular units come around, parents will be notified by letter in advance and have the opportunity to discuss any aspects with the teacher.