01653 628358

Welcome to the federation of

Hovingham CE Primary School

and

St Hilda’s CE Primary School

Curriculum

Curriculum

Our curriculum is based around the National Curriculum 2014.

Overview

The national curriculum is a set of subjects and standards used by primary and secondary schools so children learn the same things. It covers what subjects are taught and the standards children should reach in each subject.

Follow this link to the Department of Education website.

Click on this link to view our Curriculum Statement 2021

Please use the links below to find out what our children will be taught.

 

Long Term Plans

Please click below to read our long term plans. Termly plans can also be found on each class page.

EYFS and KS1 - Long Term Curriculum Plan 2020-2022

KS2 Long Term Curriculum Plan 2020-2022

Click here to see the Key Stage 2 Long Term Curriculum Plan 2020-2022.

KS2 Long Term Curriculum Plan 2022-2024

Click here to see the Key Stage 2 Long Term Curriculum Plan 2022-2024.

 

Maths Long Term Plan 2021-2022

RE Rolling Programme

Termly Plans

Summer Term 2021 - 2022 Planning Document

Summer Term (KS1) 2021/2022 Planning Document

Summer Term (KS2) 2021/2022 Planning Document

Autumn Term (KS1) 2020/2021 Planning Document

Autumn Term (KS2) 2020/2021 Planning Document

Autumn Term (KS1) 2019/2020 Planning Document

Autumn Term (KS2) 2019/2020 Planning Document

Spring Term (KS1) 2019/2020 Planning Document

Spring Term (KS2) 2019/2020 Planning Document

Our Curriculum

please expand the topics below for more information

Learning to Become an Artist

Art

Intent:

“Logic will get you from A to B.  Imagination will take you everywhere.”–Albert Einstein

Pupils at Hovingham CE VC and St Hilda’s, Ampleforth CE VC Primary Schools are offered a curriculum where “Everybody Grows” part of this involves delivering a high-quality art and design education which engages, inspires and challenges all pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.

 

Aims and Objectives

The national curriculum for art and design aims to ensure that all pupils:
•produce creative work, exploring their ideas and recording their experiences
•become proficient in drawing, painting, sculpture and other art, craft and design techniques
•evaluate and analyse creative works using the language of art, craft and design
• know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

As part of our aim to develop children emotionally we also aim to use art and design to record inner feelings and express their creative imagination. Being mindful of our location we strive to help children understand their own and other cultural heritage.

 

Implementation:

Art and design will largely be taught through topic work. Staff ensure that high quality separate subject teaching occurs. On other occasions there may be blocks of time allocated to the teaching of Art and Design.

 

Teaching and Learning Style

At Hovingham we use a variety of teaching and learning styles in art and design lessons. Our principal aim is to develop the children’s knowledge, skills and understanding in the subject. We ensure that the act of investigating and making something includes exploring and developing ideas, and evaluating and developing work. We do this best through a mixture of whole-class teaching and individual/group activities. All children have their own sketchbooks in which they can explore, review and adapt ideas. Teachers draw attention to good examples of individual efforts as models for the other children. They encourage children to evaluate their own ideas and methods, and the work of others, and say what they think and feel about them. We give children the opportunity within lessons to work on their own and collaborate with others, on projects in two and three dimensions and on different scales. Children also have the opportunity to use a wide range of materials and resources, including ICT.

We recognise the fact that we have children of differing ability in all our classes, and 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 through a range of strategies:
•Setting common tasks that are open-ended and can have a variety of responses;
•Setting tasks of increasing difficulty and challenge.
•Grouping children by ability and setting different tasks for each group.
•Providing a range of challenges with different resources.
•Using additional adults to support the work of individual children or small groups.

Equal Opportunities

All children regardless of race, gender and physical and intellectual ability will be given access and opportunity to use art equipment and develop their skills. Adult supervision and encouragement will be provided to small groups and individuals where appropriate. All pupils will feel able to participate, contribute and achieve and where necessary differentiated tasks will target individual children at all levels of ability.

SEN children are actively encouraged to use art and 3D media to develop an understanding of other curriculum areas such as making the alphabet in clay. There is opportunity to explore and learn about other cultures that children in the living in North Yorkshire might not be familiar with.

In addition, staff will avoid stereotyping in relation to the gender and/or ethnic background of any artists or designers being studied and make a positive effort to celebrate cultural diversity.

 

Impact:
•Children are motivated by investigating a wide range of art and styles, going home to continue their studies further.
•The children become increasingly confident in using and applying a range of artistic techniques.
•Children celebrate their own individual achievements and review in class and in celebration assembly.
•Children practise the skills taught and improve through play in EYFS and KS1.
•Increased amount of junk modelling opportunities and variation in malleable materials to develop physical strength and dexterity.
•Children can then follow their own fascinations and challenge their own capabilities.
•Increase in self-esteem and confidence through expression

British Values

British Values

The Department of Education have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.” The Government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated by the Prime Minister. At Hovingham and St Hilda’s CE VC Primary Schools, these values are reinforced regularly and in the following ways:

Democracy

Children are actively encouraged to have a voice and share their views and opinions regularly. Governors and staff also talk regularly to children to establish their views as a way of ensuring that school self-evaluation is robust and accurate, and therefore effective in moving the school forward.

The Rule of Law

The importance of laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout the school day, as well as when dealing with misconduct and through school assemblies. Children are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Our schools rules, which are displayed all around school, are referred to regularly and consistently upheld are a practical example of this. Visits from authorities such as the Police and Fire Service help reinforce this message. In RE lessons, the difference between religious law and the law of the country are discussed.

Individual Liberty

Within school, children are actively encouraged to make decisions and choices, knowing that they are in a safe and supportive environment. As a school, we educate and provide boundaries for young children to take risks and make choices safely. Children are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our E-Safety and PSHCE lessons. Whether it be through choice of learning challenge, how they record their learning, participation in one of our extra-curricular clubs and opportunities, children are given the freedom to make choices and decisions.

Mutual Respect

Mutual respect is at the heart of our values. Children learn that their behaviour has an effect on their own rights and those of others. All members of the school community treat each other with respect.

Tolerance of Those of Different Faiths and Beliefs

Hovingham and St Hilda’s, Ampleforth are situated in areas which are not culturally diverse. It is therefore important that we explore diversity with the children, so they are more than just tolerant of people who are different to themselves, but are respectful. Assemblies are regularly planned to address this issue either directly or through the inclusion of stories and celebrations from a variety of beliefs, countries, faiths and cultures beyond our children’s experiences. Our RE and PSHE teaching reinforces this, as do our regular visits between our schools. We will actively challenge children, staff or parents expressing opinions contrary to fundamental British Values, including those expressing extremist and radical views.

 

From the Department of Education “Promoting fundamental British values as part of SMSC in schools” (Nov 2014)

Schools should promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. This can help schools to demonstrate how they are meeting the requirements of section 78 of the Education Act 2002, in their provision of SMSC.

Actively promoting the values means challenging opinions or behaviours in school that are contrary to fundamental British values. Attempts to promote systems that undermine fundamental British values would be completely at odds with schools’ duty to provide SMSC. The Teachers’ Standards expect teachers to uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school. This includes not undermining fundamental British values.

Through their provision of SMSC, schools should:
•enable students to develop their self-knowledge, self-esteem and self-confidence;
•enable students to distinguish right from wrong and to respect the civil and criminal law of England;
•encourage students to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely;
•enable students to acquire a broad general knowledge of and respect for public institutions and services in England;
•further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures;
•encourage respect for other people; and
•encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England.

The list below describes the understanding and knowledge expected of pupils as a result of schools promoting fundamental British values.
•an understanding of how citizens can influence decision-making through the democratic process;
•an appreciation that living under the rule of law protects individual citizens and is essential for their well-being and safety; an understanding that there is a separation of power between the executive and the judiciary, and that while some public bodies such as the police and the army can be held to account through Parliament, others such as the courts maintain independence;
•an understanding that the freedom to choose and hold other faiths and beliefs is protected in law;
•an acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour; and
•an understanding of the importance of identifying and combating discrimination.

Preventing Radicalisation and Extremism

Radicalisation is defined as the act or process of making a person more radical or favouring of extreme or fundamental changes in political, economic or social conditions, institutions or habits of the mind.

Extremism is defined as the holding of extreme political or religious views.

The Governing Body of Hovingham & St Hilda’s CE, Ampleforth Primary Schools Federation have a zero tolerance approach to extremist behaviour for all school community members. We rely on our strong values and ethos to steer our work and ensure the pastoral care of our children protects them from exposure to negative influences. Our Schools are fully committed to safeguarding and promoting the welfare of all its children. As a federation, we recognise that safeguarding against radicalisation is no different from safeguarding against any other vulnerability. All staff are expected to uphold and promote the fundamental principles of British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs.
•Children buy-in to our RESPECT code. This complements the key “British Values” of tolerance, respect, understanding, compassion and harmonious living.
•Children are helped to understand the importance of democracy and freedom of speech, through the PHSCE curriculum, assemblies and being involved in decision making in our school.
•Children are taught how to keep themselves safe, in school and when using the internet.
•Children participate in local community events so that they appreciate and value their neighbours and friends who may not share their background.
•Children’s well-being, confidence and resilience are promoted through our planned curriculum and extra-curricular learning opportunities.

Children are supported in making good choices from a very young age, so they understand the impact and consequences of their actions on others.

The Role of the Curriculum
•Our curriculum promotes respect, tolerance and diversity. Children are encouraged to express themselves through discussions, debates and consultations. The RE (Religious Education), PSHE (Personal, Social and Health Education), Citizenship and SMSC (Spiritual, Moral, Social and Cultural) provision is embedded across the curriculum, and underpins the ethos of our school. Children learn about major faiths and visit places of worship wherever possible. They are also taught about how to stay safe when using the internet.
•It is important for us to be constantly vigilant and remain fully informed about the issues which affect the region in which we teach. Staff are reminded to suspend any professional disbelief that instances of radicalisation ‘could not happen here’ and to refer any concerns through the Designated Safeguarding Lead, Mr Pynn.

Collective Worship

Hovingham, being a Church of England school, lays emphasis on Christian worship, following the festivals and celebrations of the Church whilst also including topical events, seasonal festivals, lives of famous people and stories or legends. Acts of worship are held in school daily and we visit the church weekly.

Parents, friends and villagers are invited to annual Harvest Festival and Christmas Services held in All Saints’ Church, Hovingham.

Parents have the right, under the Education Act of 1944, to withdraw their children from R.E. and Collective Worship if they so wish.

 

 

 

Learning to Become a Designer

Pupils at Hovingham CE VC and St Hilda’s, Ampleforth CE VC Primary Schools have the opportunity to work with a wide range of materials on exciting projects each year. These include: textiles, wooden structures, ceramics and mechanisms.

Intent:

Our design & technology curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.

Staff make links in learning across the curriculum –ensuring breadth and balance.

Encourage children to be creative in all they do. Our intention is for the children to be ambitious when planning and creating products

Implementation:
•Themes carefully designed across the four classes in carefully planned cycles to promote creative teaching and link across the curriculum in learning.
•Children taught a skills based design technology curriculum through projects including:
•Design & technology lessons used as a vehicle to apply numeracy measuring skills and resource management (preparing pupils for future life).
•Children encouraged to work independently and solve their own problems in order to continue to build resilience.
•Subject leader expertise readily available at all times to enable all staff to deliver design & technology lessons confidently and competently.
•Teach skills but do not apply constraints of content- a teacher will model, but not restrict the content of a pupil’s own creation.
•The ethos of neat and orderly presentation for all work applies to design technology, and is encouraged throughout the school.

Impact:
•All pupils are given opportunities to extend their learning in curriculum ‘topic areas’ in a creative yet purposeful way. They are enthusiastic about their learning and increasingly more skilled in measuring and planning accurately.
•Children are motivated by teaching of key skills and design technology opportunities.
•As children progress throughout the school, they increasingly draw on previous skills taught and begin to attempt more complex design decisions.
•They are more resilient and understand the importance of modelling to learn from their errors and make design improvements.
•Children practise the skills taught and improve through play in EYFS and KS1.
•An increased amount of junk modelling opportunities and variation in malleable materials to develop physical strength and dexterity.

English and Phonics

Purpose 

We believe that 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, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature 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.                                                            

Our Aims 

The overarching aim for English 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. Our teaching of English aims to ensure that all pupils: 

  • Read easily, fluently and with good understanding
  • Develop the habit of reading widely and often, for both pleasure and information
  • Acquire a wide vocabulary and an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • Appreciate our rich and varied literary heritage
  • Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • Use discussion in order to learn; be able to elaborate and explain clearly their understanding and ideas 
  • Are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate

Statutory Requirements 

Statutory requirements for the teaching and learning of English were laid out in the National Curriculum (2013) and in the Communication and Language and Literacy sections of the Statutory Framework for the Early Years Foundation Stage (2017) and, from September 2021, the reformed EYFS framework. 

The National Curriculum is divided into 3 key stages: Key Stage 1 (Years 1 and 2) 

Lower Key Stage 2 (Years 3 and 4) and Upper Key Stage 2 (Years 5 and 6).  

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.  

English Policy (click here)

Early and Spoken Language (click here)

Reading and Phonics (click here)

Writing (click here)

Equal Opportunities

The school believes in equal opportunities for all regardless of gender, racial background or disability (physical or intellectual).  We recognise that all children must have every opportunity to develop to the fullest extent. The primary objective of this school will, therefore, be to educate, develop and prepare all our pupils, whatever their sex, colour, culture, origin or ability, for life as adults.

Learning to Become a Geographer

In geography we study local, national and global places and look at how lives are different. We also study our locality.

Intent:
•Ensure the National Curriculum for geography is implemented across the school and is designed and taught effectively to demonstrate progress.
•Carry out a local Geographical study and compare to an alternative location.
•Cross curricular links and ensure children have access to maps, atlas and globe.

Implementation:
•Design and construct a varied and engaging long term plan that is ambitious and ensures the topics are linked to the National Curriculum but are also linked to the interests of the children in school.
•Use a variety of maps including ordnance survey.
•Ensure that resources / classroom displays support the learning of all children.
•Children have access to technology to access digital maps.
•Children have the opportunity to explore the local environment and develop field work skills.
•Ensure that the children have an understanding of the local and wider community.

Impact:
•Children will develop contextual knowledge of globally significant places, both land and sea.
•Children will understand how the geographical features of the world can vary and change over time.
•Children will be able to collect and analyse data following field work.
•Children will learn to read and interpret maps, globes etc.
•Children will gain a deeper knowledge of their community.

Click here to see the MTP Geography Coverage and Learning Questions 2020-2024 for Key Stage 2.

Click here to see the Geography and History Unit Learning Questions 2020-2022 for Key Stage 2.

Click here to see the Geography and History Unit Learning Questions 2022-2024 for Key Stage 2

 

Learning to Become a Historian

In history we bring the curriculum to life through visits and the use of artefacts.

Intent:
•Children are engaged and motivated to deepen their knowledge further in specific areas linked to the curriculum
•Develop cross curricular links and strengthen further links with the local and wider community and global world.
•Deepen children’s knowledge and understanding by planning extracurricular visits.
•Increase the children’s knowledge of local history and environment.
•Learn how to interpret the past using high quality primary and secondary source materials.
•Encourage children to build up a deeper appreciation of where we come from and what aspects of history have influenced modern day.

Implementation:
•Design and construct a varied and engaging long term plan that is ambitious and ensures the topics are linked to the National Curriculum but are also linked to the interests of the children in school.
•Teacher have good knowledge of the subject they are teaching
•When designing a bespoke medium and long term plan links are made to ensure that the current topic is taught across many subjects.
•Ongoing – guest speakers are invited from the local and wider community to share their knowledge of the surrounding area. These have included visitors linked to the local church.
•School trips planned as appropriate.

Impact:
•Children are engaged and motivated to learn, to develop their understanding further.
•Learners develop a detailed knowledge.
•Ensuring that cross curricular links are made and therefore deepens the children’s knowledge.
•Children understand the importance of presentation and quality of work is essential in all areas.
•All children from Reception to year 6 increase their knowledge of the area they live.
•Engage all children more thoroughly, especially those children who learn in a more visual and interactive manner.

Click here to see MTP History Coverage and Learning Questions 2020-2024 for Key Stage 2.

Click here to see the Geography and History Unit Learning Questions 2020-2022 for Key Stage 2.

Click here to see the Geography and History Unit Learning Questions 2022-2024 for Key Stage 2.

 

Homework

In Key Stage 1 school reading books are sent home with a reading record booklet so both school and parents are aware of progress. Please make sure that you record the book that your child has read and comment in the reading record book, so that the teachers can use that information to help with work in school. Spellings and “tricky words” are also sent home for children to learn to read and to spell.

In addition an amount of homework is given each week to children in Key Stage 2, e.g. learning tables, learning spellings, completing/preparing work, a maths game or task linked to their current theme. It is still important for children in KS2 to read regularly at home and this is a key part of their homework.

ICT

Rationale:

At Hovingham and St Hilda’s CE VC Primary Schools, we believe that every child should have the right to a curriculum which provides support and challenge to all of our pupils, helping them to achieve to the very best of their abilities. We understand the immense value technology plays in supporting the Computing Curriculum and other curriculum subjects.

We aim to:

  • provide an engaging, inspiring and challenging curriculum which will enthuse and equip pupils with the capability to use technology throughout their lives.
  • Teach pupils to become responsible, respectful and competent users of data, information and communication technology.
  • Equip pupils with skills, strategies and knowledge that will enable them to reap the benefits of the online world, whilst being able to minimise risk to themselves or others.

Online safety is very important at Hovingham and St Hilda’s CE VC Primary Schools. We ensure this profile is maintained and that pupil needs are met by providing the following:

  • A relevant up-to-date online safety curriculum which is progressive from Early Years to the end of Year 6.
  • A curriculum that is threaded throughout other curriculums and embedded in the day-to-day lives of our pupils.
  • An Internet and E-Safety Policy which is regularly reviewed and updated.
  • Online Safety Rules for pupils in KS1 and KS2 which are discussed on school.
  • Training for staff and governors.
  • Filtering and monitoring systems for all on-line access in school.
  • Data policies which stipulate how we keep confidential information secure.

Curriculum Intent

As a school, we have chosen the Purple Mash Computing Scheme of Work from Reception to Year 6. The scheme of work supports our teachers in delivering fun and engaging lessons which help to raise standards and allow all pupils to achieve to their full potential. We are confident that the scheme of work more than adequately meets the requirements for the National Curriculum for Computing and the Understanding the World – Technology section of the Early Years curriculum.  The scheme of work provides flexibility and strong cross-curricular links as well as excellent supporting material for less confident teachers.

Curriculum Implementation EYFS

At Hovingham and St Hilda’s CE Primary Schools, staff select resources from the Purple Mash EYFS curriculum to support the teaching of the Early Years curriculum and the achievement of the Early Learning Goal for Technology. EYFS pupils are taught in variety of ways through adult-led and supported tasks and child-initiated learning in provision areas.

Key Stage 1

The Purple Mash computing curriculum for Key Stage 1 is taught weekly using the mixed age planning for KS1.

Key Stage 2

As children move into Key Stage 2, the Purple Mash computing curriculum is taught to a full class. These sessions are weekly and last approximately one hour.

In all key stages, lessons are differentiated to ensure that challenge is provided for all pupils, including those with SEND.

Resources for Computing

Every child in Year 1 – Year 6 has a personal login for the laptops and for Purple Mash. This means they can independently save their work and edit it on another device if necessary. Children in EYFS have a class login for the laptops and their own personal Purple Mash login.

Cross Curricular Links

Children will also use computing in a number of other subjects (English, maths, science, history/geography, music) in a number of ways including: to type, create posters, create musical compositions, research topics and use photo editing software (KS2).

Progression and Assessment EYFS

Regular observations and assessments of learning are recorded using an on-line journal and contribute to a summative assessment at the end of EYFS using the Early Years Outcomes for Understanding the World: Technology.

KS1 and KS2

Assessments are made at the end of each unit using the and these contribute to a summative assessment at the end of the year using assessment documents within the Purple Mash scheme.

Impact

Computing has a positive impact across the whole school. There is a clear progression of knowledge and skills which are assessed at the end of each unit. Children in Key Stage 1 develop confidence and experience using different programs and platforms, enabling them to use computing software much more independently in Key Stage 2. Children look forward to computing lessons in school and love to share their work with other children and staff. Using Purple Mash makes it easier for children to share their work at home with their parents: they can log in at home or can take QR codes home to show their pieces of work. 

The impact of the curriculum will be reviewed at the end of the year through observations and assessments of pupils’ learning and through pupil discussions about their learning.

Learning about a Career in Languages

Hovingham and St Hilda’s, Ampleforth’s choice of Modern Foreign Language is French and it is taught throughout Key Stage 2. Our French Curriculum aims to:

  • help children develop their awareness of cultural differences in other countries
  •  develop their speaking and listening skills
  •  speak with increasing confidence and fluency and to be continually improving their pronunciation
  •  learn useful vocabulary that will assist in real life situations read and write another language
  •  be aware that language structure can differ from one language to another
  •  develop an enthusiasm for language that will lay the foundations for future study at Key Stage 3.

What our pupils will learn (intent):

Pupils at Hovingham CE VC and St Hilda’s, Ampleforth CE VC Primary Schools follow the agreed scheme of work for French drawn up by North Yorkshire LEA to deliver the National Curriculum for Modern Foreign Languages to Years 3,4,5,& 6 (Key Stage 2).  The scheme of work is fun and creative and engages children with themes such as Food, Animals, Festivals, Me and My Family, Free Time and Holidays. Different aspects of the themes are repeated each year, with vocabulary, questions and conversations increasing in complexity as children progress through Key Stage 2. Children begin by responding to spoken French and move on to reading and writing in French as they become more advanced. Children are also taught the basic geography of France, as well some of the cultural similarities and differences (school, Easter and Christmas)

Intent:

Pupils in Key Stage 2 are taught by a native French speaker. The lessons take place on a fortnightly basis with Lower Juniors taught separately from Upper Juniors. There is a rolling programme to take account of the mixed-age structure of our classes. French is taught by a dedicated French teacher which ensures consistency of approach throughout the key stage.

  • Provide children with linguistic opportunities to prepare them for secondary school and to provide the foundation for learning further languages
  • To instil an appreciation of other cultures
  • To increase the children’s knowledge of other cultures and ways of life
  • To be able to respond in another language on a basic level

Implementation:

  • Fortnightly opportunities to practice speaking and writing, following a progressive scheme of work developed by NYCC.

Progression and Assessment

Assessment is carried out informally during lessons in order to evaluate what the children have learned The four key areas of assessment are listening and responding, speaking, reading and responding and written work and images.

Impact:

The impact of French Curriculum will be evaluated at the end of the year.

  • As they move through the school children speak with increasing confidence and fluency.
  • Children’s knowledge of other cultures is increased
  • Stereotyping is addressed through investigation and discussion of other cultures.

Click here for our MFL Planning Document.

Learning to Become a Mathematician

Maths

What our children will learn (intent)

At Hovingham and St Hilda’s, Ampleforth Primary Schools, we use the White Rose Maths schemes of work to deliver the National Curriculum for Mathematics.  White Rose maths breaks learning down into small, achievable steps that pupils build upon in order to become confident mathematicians. We use this scheme as a basis for our planning, tailoring it to suit the needs of our mixed age classes.

Click here to visit the White Rose website: https://whiterosemaths.com/

Click here to view the maths long term plan 21-22

Click here to see a progression of content for Year 1-6.

We create the foundation for maths in school in EYFS. We teach practical methods using concrete support, leading onto pictorial representation and then numerical presentation. We encourage children to play with numbers and use counting skills throughout the day in all areas of the classroom and outdoor area.

Click here to see a White Rose guide to maths in the early years.

We intend that our pupils will:

  • Master and become confident in fundamental Mathematical concepts
  • Be able to quickly recall key mathematical facts, such as times tables and number bonds
  • Develop a range of mental and written calculation strategies
  • Be able to apply their mathematical knowledge to solve problems, including those with real-life contexts, by choosing the appropriate operations
  • Will leave primary school with efficient and reliable written methods of calculation for each operation
  • Understand the importance of mathematical skills in everyday life and how they may apply their skills in the future
  • Develop an enjoyment of Mathematics
  • Will show clear progression of mental maths skills and strategies over time.
  • Have access to open-ended tasks, activities and good levels of challenge to ensure all children make at least good progress in maths.
  • Make good progress and are able to evaluate their own learning.

How the Mathematics Curriculum will be taught to our pupils (implementation)

Our pupils are taught in mixed age classes.  We teach Maths in small, achievable steps to allow children to build their knowledge in a well-structured sequence that ensures success is possible for every child.

Mastering number:

  • We use a variety of representations of number in maths lessons in order to build up childrens understanding of the structure of number.
  • Our pupils are given regular opportunities for problem solving, including collaborative paired or group work.
  • Maths vocabulary is explicitly taught and is a feature of daily maths lessons.
  • Pupils are encouraged to explain their Mathematical reasoning. They are provided with reasoning questions as part of daily maths lessons and are supported in their responses using sentence stems.
  • We provide extension activities for able pupils in order to deepen their understanding.

Fluency:

  • Our pupils access fluency work daily which supports, challenges and stretches different abilities and year groups. This includes daily times tables practice in Key Stage 2 and regular number of the day work in all Key Stages 1 and 2.
  • We have a keen focus on subitising in EYFS, to build pupils early understanding and recognition of numbers within ten.

Applying maths:

  • We have regular discussions with our pupils about why and how we are going to use our Maths skills in a ‘real-life’ context.
  • We make use of the outdoor environment in EYFS to provide practical opportunities for mathematical activities.
  • We will design and construct an engaging curriculum plan to allow children the opportunity to apply mathematical skills in all areas of the curriculum.

Assessment, feedback and progression:

  • Our pupils complete elicitation tasks prior to starting a unit of work, to allow teachers to gain an understanding of what pupils already know and tailor their learning to their targets.
  • Pupils then complete an assessment at the end of a unit.
  • Ongoing assessment takes place in each lesson and this informs the planning for the next lesson.
  • Pupils have time to complete any corrections once their books have been marked and respond to teacher feedback.

Impact:

  • Pupils draw upon their conceptual and procedural understanding in order to have a go at unfamiliar problems.
  • Pupils discuss with the teacher and respond to questioning in their books in order to widen skills and vary their mathematical approach.
  • Pupils are becoming more resilient during problem-solving activities. They are willing to ‘have a go’ and do not fear failure.
  • Pupils make good progress in their recall of key mathematical facts.
  • Pupils have good attitudes towards collaborative problem solving, and pupils enjoy discussing and testing the best way of solving problems.
  • Pupils use practical strategies and equipment to help them solve problems.
  • Pupils are able to discuss what their targets are in Maths.

Further information

Click here to view our calculation policy.

Click here to see a parent guide to representations in Maths.

Click here to see a glossary of terms used in primary Mathematics.

Maths support at home

Click here for our virtual maths hub resource.

Click here for guidance about the year 4 times table check: https://home.oxfordowl.co.uk/at-school/primary-school-assessment-tests/year-4-multiplication-tables-check/

Click here for guidance about Key Stage 2 statutory assessments: https://home.oxfordowl.co.uk/at-school/primary-school-assessment-tests/ks2-sats/

Click here for guidance about Key Stage 1 statutory assessments: https://home.oxfordowl.co.uk/at-school/primary-school-assessment-tests/ks1-sats/

 

Learning to Become a Musician

We follow a scheme of work provided by NYCC but enhance this further by singing in worship, rehearsing and performing’

Intent:
•To improve the access of all children to music and musical activity.
•To further raise the profile of music within the school.
•To ensure the teaching and learning of music in all classes is at least good.
•To encourage children to be creative in all they do.
•To use music as a form of mindfulness

Implementation:
•Two year rolling programme taught at KS1
•Our KS2 teaching is taught by a NYCC music specialist and has, over the last three years, given pupils opportunity to learn Ukulele, percussion and recorder.
•Peripatetic music lessons are available in school for children.
•Regular singing in worship.
•Rehearsing and performing.
•Musical Theatre extra-curricular club at Hovingham.

Impact:
•Improved teaching of musical concepts.
•Increased interaction in music lessons.
•All children sing in worship.
•Increased opportunities to sing as a group and work as a team.
•Music and musical themes are planned and implemented across the curriculum.
•The six units; Pulse, pitch, rhythm, structure, mood and musical elements are repeated each year across the schemes year 1-6. Class 1 (Reception) are taught the preliminary songs and concepts – pulse, pitch and rhythm to give a foundation for future learning.

Click here to see the Music Medium Term Plan for EYFS-KS1.

Personal ,Social, Health, & Citizenship Education (PSHCE)

Personal, Social, Health, & Citizenship Education (PSHCE)

PSHE and Citizenship is a school subject through which pupils develop the knowledge, skills and attributes they need to keep themselves healthy and safe, and prepared for future life and work. We want them to thrive as individuals, family members and as active citizen in society. PSHE has impact on both academic and non-academic outcomes for pupils.

The aims of Personal, Social, Health and Economic Education and Citizenship are to enable the children to:

  • know and understand what constitutes a healthy lifestyle;
  • be aware of safety issues;
  • understand what makes for good relationships with other members of the school and wider community, including respecting differences of opinion and the beliefs of other people;
  • be independent and responsible members of the school community;
  • be positive and active members of a democratic society;
  • develop team-working and critical thinking.
  • develop resilience, self-confidence and self-esteem, and make informed choices regarding personal and social issues and make the most of their abilities;
  • have a greater understanding of finances and the value of money, cheques and ‘plastic’;
  • earn about career-related learning to develop their awareness of themselves and roles of gender, in preparation for later life.

At Hovingham and St Hilda’s, Ampleforth CE Primary Schools, pupils in Early Years Foundation Stage are taught using the EYFS Curriculum for the Prime Areas: Personal, Social and Emotional Development. The curriculum is taught in variety of ways through adult-led, adult-supported tasks and child-initiated learning in well-resourced provision areas, both indoors and outdoors. The EYFS curriculum provides the foundations for the themes which are taught in Key Stage 1 and 2.

Intent:
•  All children are actively encouraged to appreciate each other and to treat each other as they would wish to be treated.
•  That each child is given the opportunity to develop resilience and self-sufficiency, whilst being sensitive and respectful to the needs of others.
•  Sex and relationship education is an important part of PSHCE teaching. We intend for our children to be given the age related information required to enable them to make good choices and to understand about healthy and unhealthy behaviours.
•  Children develop a sense of morality
•  Children develop a knowledge of how to look after themselves through healthy diet and regular exercise.

Implementation:

EYFS-The EYFS Curriculum for Personal, Social and Emotional Development is taught in variety of ways through adult-led and adult-supported tasks and child-initiated learning in well resourced provision areas, both indoors and outdoors. It is taught through cross curricular themes, as well as discrete lesson activities. There is particular emphasis on PSED in the first term where all initial work focusses on exploration of relationships and their and other people’s feelings.

In Key Stage 1 and Key Stage 2, PSHE lessons are taught in discrete weekly lessons using materials produced by 3D PSHE. Lessons are adapted and differentiated as necessary to meet the needs of all pupils, including house with SEND.

  • From the very early years and the early days in school each September children are taught and encouraged to become increasingly independent and resilient to new challenges. Maintain regular communications with outside agencies, e.g the police, magistrates and health services, invite visits for talks around internet safety, keeping safe and being a good citizen.
    Staff will complete the online Safeguarding/Prevent/Child Protection training (and others) as instructed by the HT.
  • Children have daily opportunities for reflection and discussion about choices.
  • Discrete PSHCE/SRE lessons alongside embedded discussions.

Progression and Assessment

Ongoing observational assessments are made and lessons adapted to suit the needs of pupils. Sometimes, pupils are recommended for interventions, for example, to support well-being or friendships, as a result of observations made by staff during PSHE lessons.

Impact

The impact of the curriculum will be reviewed at the end of the year through observations and assessments of pupils’ learning and through pupil discussions about their learning. Pupil surveys such as the Health and Wellbeing Survey: Growing Up in North Yorkshire and the Anti-Bullying Survey are completed bi-annually and the data is used to inform the curriculum.

UKS2 3D 2020 Coverage Matrix

LKS2 3D 2020 Coverage Matrix

KS1 3D 2020 Coverage Matrix

Infants Curriculum Cycle

Juniors Curriculum Cycle

Physical Education, School Sport and Physical Activity (PESSPA)

At Hovingham and St Hilda’s Primary Schools, the teaching of Physical Education (PE) is firmly rooted in our school mission statement ‘where everybody grows’. We believe that PE should enable all children to develop not only their physical skills and ability, but also the attributes of an active learner and a good sportsperson.

Intent:

  • To plan and deliver an ambitious, broad and balanced PE curriculum that meets the National Curriculum requirements.
  • Our curriculum is designed and sequenced towards cumulatively sufficient knowledge and skills for future learning
  • To teach, develop and master the fundamental movement skills within EYFS and Key Stage 1.
  • To build on the skills learnt in KS1 and apply them in a range of different contexts in Key Stage 2.
  • To work to provide a minimum of 30 minutes physical activity each day.
  • To provide our pupils with the opportunity to take part in sports and activities outside of taught lessons.
  • Provide all children with equal opportunities to access the curriculum for Physical Education.
  • Children should be taught the knowledge, skills and understanding that will enable them to develop a love of sport and lead a healthy and active life.
  • The teaching of PE will aid in the development of key values such as perseverance, teamwork, respect and resilience.
  • Children will be actively involved in risk and safety education in PE.
  • Our school values will be promoted through the teaching of PE.

Click here to see our long term plan for PE.

Click here to see Focus education progression of skills for PE.

Implementation:

  • We teach using the Twinkl Move scheme of work as a basis for our planning. This is adapted to suit the needs of our mixed age classes.
  • Each Key Stage takes part in one taught PE lesson every week.
  • In addition to our taught PE lessons, additional Physical Activity is vital for the well-being of our pupils. We aim for our children to be active for at least 30 minutes each day (including playtimes) in addition to receiving an hour of taught Physical Education each week.
  • We establish good communication systems with any visiting coaches in order to communicate progress, attainment and ensure that they meet individual needs.
  • Students have regular opportunities to evaluate their skills and performance through self and peer-assessment.
  • We recognise the value of ICT to encourage development of skills in PE. Our pupils are encouraged to use iPads to take photos and videos that support them in their use of self and peer assessment.
  • We establish and maintain safe environments for PE. Our pupils take on safety monitor roles in PE lessons, allowing them to take responsibility for their own learning.
  • Staff encourage children to explore and take a leading role in their physical education using open-ended investigative tasks.
  • Staff are encouraged to incorporate physical activities into other areas of the curriculum.
  • Staff have good subject knowledge, and any training needs are identified and relevant training is provided.
  • Our pupils actively take part in local sports competitions and events.
  • Pupils are inspired and motivated through visits from athletes and coaches.
  • Outdoor structured play provision is available to Reception aged pupils on a daily basis.
  • Promoting equality of opportunity by differentiation of tasks, support & equipment where appropriate.
  • Teachers complete ongoing formative assessment, which informs planning for the next session.
  • PSHCE / British Values are incorporated into each lesson (focus on respect, values, team ethic and going for goals).
  • We ensure that parents are kept well informed of their child’s progress in PE through parents evenings and annual reports.

Impact:

  • Our pupils learn to take responsibility for their own health and fitness
  • Children are motivated, want to take part in and enjoy sports
  • Children utilise and apply their skills and knowledge at an age-appropriate level
  • Children are able to evaluate their learning and talk about their targets.
  • The impact of PE at Hovingham at St Hilda’s Federation is also measured using Sports Premium Funding criteria. 

Further information:

NHS healthier families activity guidance: https://www.nhs.uk/healthier-families/activities/

Click here for interactive exercise resources for pupils.

 

 

Learning about different Religions Around the World

Our vision, ‘Where everyone grows’ is rooted in ‘I have come that they may have life, and have it to the full’ (John 10:10). We believe that education must equip people of all ages with the skills to maximise their engagement with the world around them and education must develop academic, spiritual, emotional and personal growth.

In RE we discuss the values and celebrations of faiths and cultures in our diverse world. We enjoy bringing these festivals to life by exploring them through craft and other hands on activities. We follow the North Yorkshire Syllabus for RE, which covers a multitude of faiths and beliefs. The pupils of Hovingham CE have worship each week in either the village church. These sessions are organised and run by our local community. At St Hilda’s, the vicar leads worship in schools most weeks.

Intent:
•All children are actively encouraged to appreciate beliefs from all aspects of life
•To engage all children in the values of the school and, in turn, in their local community.
•To improve the children’s understanding of the wider world, how others live and worship and to build tolerance and knowledge of our diverse nation and the world.

Implementation:
•Our core values will be discussed and expanded upon as these are used as a foundation from which to teach all RE.
•All classes follow the updated NYCC RE scheme
•Provision will be made for other faiths followed in school when required
•External trips to experience a faith first hand
•Children are actively encouraged to help others and become involved in fundraising.

Impact:
•Children receive a grounding in the school’s values for life, British values and learn to develop their own opinions and beliefs (and expect that these will be respected).
•Children learn that other people may have different opinion and faiths to their own, but that these are important to them and should be respected also.
•Children feel part of the community.
•The diverse faiths of the world are discovered and respected giving the children a broader view of the cultural capital in which we live today.

RE Rolling Programme

Links to British values in RE

North Yorkshire Agreed Syllabus 2019/2024

 

 

 

 

Learning to Become a Scientist

At Hovingham and St Hilda’s, Ampleforth Primary Schools, we recognise the importance of Science in every aspect of daily life. As one of the core subjects taught in Primary Schools, we give the teaching and learning of Science the prominence it requires. We encourage our pupils’ natural curiosity of the world and teach the knowledge and enquiry skills to develop their understanding of the world. We achieved the Primary Science Quality Mark in 2018 and work closely with the Howardian Alliance for training and moderation events.

What our pupils will learn (intent)

At Hovingham and St Hilda’s, Ampleforth Primary Schools, we use the North Yorkshire Scheme of Work for Science to deliver the National Curriculum for Science throughout Key Stage 1 and 2. The scheme of work is well-sequenced, practical, creative and engaging. The Scheme of Work incorporates planned opportunities to carry out the different types of scientific investigation required by the National Curriculum programmes of study.

What our pupils will learn in Early Years Foundation Stage (EYFS):

The EYFS Curriculum for Understanding the World is taught in variety of ways through adult-led and adult-supported tasks and child-initiated learning in well-resourced provision areas, both indoors and outdoors. The themes are linked to the Scheme of Work for Key Stage 1 to ensure progression as pupils move from EYFS to Key Stage 1.  Please refer to the the EYFS Curriculum for further details.

What our pupils will learn in Key Stage 1:

In Key Stage 1, the Scheme of Work provides planning for additional Science topics beyond the requirement of the National Curriculum for Science at Key Stage 1. At Hovingham and St Hilda’s, Ampleforth Primary Schools, we have chosen to teach the additional topics to provide a foundation for the work which will take place in Key Stage 2. A rolling programme ensures that the Science topics are taught to all pupils during the Key Stage, taking into account the mixed-age structure of our classes

Science Topics Key Stage 1 – Year A 2021-2022
Materials
Animals including Humans
Seasonal Changes
Plants A
Plants B
Living Things and their Habitats
Forces

 

Science Topics Key Stage 1 – Year B 2022-2024
Sound
Animals including Humans
Everyday use of Materials
Electricity
Light


What our pupils will learn in Key Stage 2:

In Key Stage 2, a rolling programme ensures that the Science topics are taught to all pupils during the Key Stage, taking into account the mixed-age structure of our classes. The curriculum has also suggestions for famous scientists who can be studied in conjunction with each topic.

Science Topics Key Stage 2 – Year A 2021-2022
Rocks and Soils and Evolution and Inheritance
Materials
Animals including Humans 1
Animals including Humans 2
Electricity
Light
Living Things and their Habitats 1
Living Things and their Habitats 2

 

Science Topics Year B Key Stage 2 – Year B – 2022-2024
Earth and Space
Plants
Sound
Rocks and Soils and Evolution and Inheritance
Forces

Intent

  • Ensuring all pupils have the opportunities for investigative science activities.
  • Our curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.
  • The standard of written work meets school expectations. The pupils apply their knowledge and understanding of strategies and skills taught and learnt in literacy and numeracy.

How the Science Curriculum will be taught to our pupils (implementation):

In Key Stage 1 and Key Stage 2, Science lessons take place weekly.

Progress and Assessment in Science

EYFS

Regular observations and assessments of learning are recorded using an on-line journal, ‘Evidence Me’ and contribute to a summative assessment at the end of EYFS using the Early Years Outcomes for Understanding the World

Key Stage 1 and 2

Pupils’ learning is assessed during and at the end of a topic, this allows their knowledge and skills to be tracked and any gaps to be addressed (see the links to progression documents below). The assessments contribute to a summative assessment judgement at the end of the year.

  • Ensure continuity and progression and enable pupils to access statutory objectives/concepts set out in the National Curriculum.
  • Science moderation (Howardian Alliance Schools).
  • Pupils are given regular opportunities in each unit of work in an investigative way by asking ‘What happens when? Or proving/disproving predictions they make.
  • They work collaboratively and independently to plan and participate in experiments. They record their work in suitable diagrams, tables and charts.
  • Use of outdoor environment to make science ‘real’.
  • Children are encouraged to use skills taught across the curriculum (ie: data handling & measuring, written and oral communication, illustration & design).
  • Health & well-being incorporated into every PE lesson.

Impact:

•   Pupils enjoy Science and see it in action in the ‘real world’
•   Many pupils are becoming more adept at explaining their scientific thinking

The impact of the curriculum will be reported at the end of the year. Evidence which will contribute to impact of Science includes internal and end of key stage assessments, pupil voice, lesson observations and work scrutiny.

Progression in Knowledge and Skills KS1

Progression in Knowledge and Skills LKS2

Progression in Knowledge and Skills UKS2

Working Scientifically: Progression in Knowledge and Skills

British Values in Science

 

 

 

Sex and Relationships Education

The provision of Sex and Relationships Education in Hovingham School is the responsibility of the Governing Body under the mandate of the 1986 Education Act. It will be dealt with as part of a theme or in response to a child’s query, when it is answered in a factual way in the context of a Christian approach to family life.  Puberty and human reproduction are covered for year 5 and 6 children in sessions provided by experienced teaching staff. Parents are consulted and informed of this programme of Sex Education and are given the option of withdrawing their children from these sessions. This has proved to be an effective approach.

SMSC - Spiritual, Moral, Social and Cultural Awareness

SMSC is about developing the whole person. As our pupils move through the school, we are committed at Hovingham School, to developing not only their academic standards and levels of achievement, but also their spiritual, moral, social and cultural awareness.

We aim to provide opportunities for our children to form their own identity; sense of place and purpose, giving them the confidence to question and discover who they are in the world and face the exciting challenges that lie ahead. Being a church school adds another dimension to our SMSC provision as our Christian ethos permeates all aspects of school life and underpins our values and mission.

British values are embedded in the work of the school and they are defined as:
•Democracy
•The rule of law
•Individual liberty
•Mutual respect
•Tolerance of those of different faiths and beliefs

Find out more here about SMSC across the curriculum.

We have close links with our local church and collective worship is held there each week. This is led by members of the church and also members of the Methodist church too.

http://www.hovingham.org.uk/allsaintsChurch.htm

SMSC (Spiritual, Moral, Social and Cultural)

What is SMSC?

SMSC stands for spiritual, moral, social and cultural. All schools in England must show how well their pupils develop in SMSC.

Spiritual

The spiritual development of pupils is shown by their:
•Use of candles for reflection

•Listening to and creating music to aid thinking/reflection

 

•Prayer

 

•Reflecting on the outstanding beauty in our world – awe and wonder

 

•Responding to ‘big questions’ about life and living, raised by the teachers

 

•Asking ‘big questions’ about life and living, raised by the children/young people

 

•Use of a reflection/spiritual focus/space in the classrooms.

 

Giving children opportunities to explore spirituality, we aim to give our children opportunities to explore spirituality across many areas…

This quote from Henry Ford puts it well: “When I use the word spirituality, I don’t necessarily mean religion; I mean whatever it is that helps you feel connected to something that is larger than yourself.”

Moral

The moral development of pupils is shown by their:
•ability to recognise the difference between right and wrong, readily apply this understanding in their own lives and, in so doing, respect the civil and criminal law of England

•understanding of the consequences of their behaviour and actions

 

•interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoints of others on these issues.

 

Social

The social development of pupils is shown by their:
•use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds

•willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively

 

•acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; the pupils develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

 

Cultural

The cultural development of pupils is shown by their:
•understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others

•understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain

 

•knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain

 

•willingness to participate in and respond positively to artistic, sporting and cultural opportunities

 

•interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity, and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

 

 

You can find out more at http://www.doingsmsc.org.uk

 

 

 

 

 

SMSC at Hovingham CE Primary School
•Daily act of collective worship, led by various teaching staff and members of the church.
•Opportunities within Collective Worship and RE to discuss and reflect on moral issues. Cross-curricular opportunities are taken where appropriate to address these issues too.
• Opportunities to mix with pupils across the age range develop pupils socially, raising their confidence and self-esteem. Links with St Hilda’s occur each week. Y4-Y6 have the opportunity to join a 3 day residential visit, this year to Edinburgh. Pupils have also had opportunity to take place in a range of cluster sporting events. Pupils are given a variety of opportunities to cooperate well with each other and resolve conflicts effectively. Pupils accept and engage with British Values which are taught through the curriculum subjects as well as through Collective Worship.

• C
urriculum opportunities develop pupil understanding of the wide range of cultural influences that have shaped their own heritage and that of others and also develop understanding of appreciation of the range of different cultures within school and further afield.
• Pupils learn about Britain’s democratic parliamentary system and its role in shaping our history and values. Opportunities to take part in a range of activities in music and the arts develop pupils culturally. Pupils learn French which is taught by a native French speaker. Pupils gain an interest in exploring and an improved understanding of and respect for different faiths and cultures through their learning in a wide range of curriculum areas.

5th June 2017 – Visit from the Bishop of Selby

We were delighted to have Bishop Thompson visit us on Monday. He led the school in worship then spent time answering questions from the children in both classes. The questions posed by the children were responded to warmly by the Bishop and shed light on many aspects of his work. Following a meeting with Mr Wilson and Mr Pynn the Bishop then led a blessing under the new seated canopy area in the playground. More details about his visit will follow next week when Howard Class unveil the winners of the “Journalist for a Day” initiative!

26th January 2017 – York Minster Trip

Hovingham School arranged a visit to York Minster for all of our KS2 pupils. The visit included a session at the Minster’s Learning Centre, followed by a tour of York Minster itself. This was a great opportunity for the pupils to Learn about York Minster and our place within the Diocese.

“The school was invited for a school trip to York Minster, as one of so many in the dioceses of York.

The structure of the Minster has been replaced with 3 structures and has had lots fires. While we were there we were shown how people were baptised and what you have to do to baptise somebody and also what a dioceses was.

We were shown around the Minster. We also were told how they cleaned the great window and it takes them 10 years to clean one massive window! To clean all of them it will take 150 years! York Minster took 250 years to build starting the current building during Anglo-Saxon times.

We finished our trip with an act of collective worship by candle light, in the crypt!”

By Felix Dodds-Aston – Y4

22nd April 2016 – Terrific Tag Rugby

Last Friday, Y5 and Y6 took part in a tag rugby competition at Ryedale School. As well as the excitement of taking part in the competition, there was much excitement over the new team kit which was jointly funded by Friends of Hovingham School and St. Hilda’s School Fund. The children all looked amazing and it really brought them together as a team. The standard of play was excellent and it was noticeable how play improved over the five games. We finished in a very respectable fourth place. As always, our enthusiasm and sportsmanship were excellent. Well done everyone.

15th April 2016 – York Magistrates

On Friday, KS2 had a very special visit from three magistrates: two from York and one from Scarborough. They talked to us all day about what they do, how to be a good citizen and what would happen to you if you committed a crime.
We also acted out our own youth court, all having a part to play. Then we needed to decide if Samantha Sinclair (the defendant played by Bea F.) was guilty or not. The three magistrates (played by Tom H., Kaitlyn Y. and Lydia C.) came to the conclusion that she was guilty and so the actual magistrates told us about consequences and punishments. (By Effie)

Year 2 (KS1) SATs 2020

Information for parents: 2018 national curriculum test results at the end of key stage 1

Information for parents: 2018 national curriculum tests for KS1

 

Changes to Key Stage 1 SATs in 2017: what parents need to know

Children starting Year 2 in September 2016 and beyond will need to be prepared for the new style KS1 SATs in 2016. Here’s what you need to know about what the tests involve.

In the summer term 2016, children at the end of Key Stage 1 were the first to sit new SATs papers. That means that if your child is in Year 2 this year, they will be among the first year-groups of pupils to take the new-style test. SATs have been overhauled in both Key Stage 1 and Key Stage 2 to reflect the changes to the national curriculum, which was introduced from September 2014.

At the end of Year 2, children will take SATs in:
•Reading
•English grammar, punctuation and spelling
•Maths

Key Stage 1 Reading

The new reading test for Year 2 pupils will involve two separate papers:
•Paper 1 consists of a selection of texts totalling 400 to 700 words, with questions interspersed
•Paper 2 comprises a reading booklet of a selection of passages totalling 800 to 1100 words. Children will write their answers in a separate booklet

Each paper is worth 50 per cent of the marks, and should take around 30 minutes, but children are not be strictly timed, as the tests are not intended to assess children’s ability to work at speed. The texts in the reading papers cover a range of fiction, non-fiction and poetry, and get progressively more difficult towards the end of the test. Teachers have the option to stop the test at any point that they feel is appropriate for a particular child.

There are a variety of question types:
•Multiple choice
•Ranking/ordering, e.g. ‘Number the events below to show in which order they happened in the story’
•Matching, e.g. ‘Match the character to the job that they do in the story’
•Labelling, e.g. ‘Label the text to show the title’
•Find and copy, e.g. ‘Find and copy one word that shows what the weather was like in the story’
•Short answer, e.g. ‘What does the bear eat?’
•Open-ended answer, e.g. ‘Why did Lucy write the letter to her grandmother? Give two reasons’

Key Stage 1 Grammar, Spelling and Punctuation

Children taking Key Stage 1 SATs sit two separate papers in grammar, spelling and punctuation:
•Paper 1: a 20-word spelling test taking approximately 15 minutes and worth 20 marks.
•Paper 2: a grammar, punctuation and vocabulary test, in two sections of around 10 minutes each (with a break between, if necessary), worth 20 marks. This will involve a mixture of selecting the right answers e.g. through multiple choice, and writing short answers.

Please note: in May 2016, following the KS1 SATs spelling paper accidentally being made available on the Department for Education website before the test, Schools Minister Nick Gibb removed the requirement on schools to administer the Key Stage 1 grammar, punctuation and spelling test for 2016 only.

Key Stage 1 Maths

The new Key Stage 1 maths test is made up of two papers:
•Paper 1: arithmetic, worth 25 marks and taking around 15 minutes.
•Paper 2: mathematical fluency, problem-solving and reasoning, worth 35 marks and taking 35 minutes, with a break if necessary. There are a variety of question types: multiple choice, matching, true/false, constrained (e.g. completing a chart or table; drawing a shape) and less constrained (e.g. where children have to show or explain their method).

Children are not allowed to use any tools such as calculators or number lines.

 

When will the KS1 SATs take place?

The new-style KS1 SATs are due to be administered in May 2017. Unlike KS2 SATs, KS1 SATs don’t have to be administered according to a nationally-set timetable in a specific week. Schools are free to manage the timetable and will aim to administer the tests in the classroom in a low-stress, low-key way; some children won’t even be aware they’ve taken them!

 

How will the tests be marked?

Although the tests are set externally, they are marked by teachers within the school.

Instead of the old national curriculum levels, children are given a scaled score. Their raw score – the actual number of marks they get – is translated into a scaled score, where a score of 100 means the child is working at the expected standard. A score below 100 indicates that the child needs more support, whereas a score of above 100 suggests the child is working at a higher level than expected for their age. The maximum score possible is 115, and the minimum is 85.

Teacher assessments are also used to build up a picture of your child’s learning and achievements. In addition, your child will receive an overall result saying whether they have achieved the required standard in the tests (your child’s actual results won’t be communicated to you unless you ask for them). The Department for Education aims for 85 per cent of children to reach the expected standard (this is a higher standard than was expected before 2016).

 

Other Subjects

Other national curriculum subjects, including English writing, speaking and listening, science and computing, will be assessed by your child’s teacher based on their work throughout the year.

 

Are there any practice papers for 2016 SATs?

The official 2016 KS1 SATs papers are available for free download from TheSchoolRun:
KS1 English SATs 2016
KS1 Maths SATs 2016

You can also look through free past papers from previous years – although the format and content of the new SATs is different, they will still help to familiarise your child with exam procedure.

TheSchoolRun has commissioned five complete KS1 SATs practice papers for maths and five for English. Available exclusively to subscribers, they are written in the style of the new-curriculum papers and feature similar question types.

Year 6 (KS2) SATs 2020

Information for parents: 2018 national curriculum test results at the end of key stage 2

Information for parents: 2018 national curriculum tests for KS2

 

Key Stage 2 (End of Primary School) Results 2018

The DfE’s policy is to suppress publication of figures relating to a cohort of 5 pupils or fewer. This is intended to reduce the risk of individual pupils being identified from published data.

In 2018 our cohort was 5 pupils and therefore our data is suppressed.

 

Key Stage 2 (End of Primary School) Results 2017

The DfE’s policy is to suppress publication of figures relating to a cohort of 5 pupils or fewer. This is intended to reduce the risk of individual pupils being identified from published data.

In 2017 our cohort was 2 pupils and therefore our data is suppressed.

 

Changes to Key Stage 2 SATs in 2017: what parents need to know

In the summer term of 2016, children in Year 2 and Year 6 were the first to take the new SATs papers. The new-style SATs for English and maths reflect the new national curriculum, and are more rigorous than previous years’ tests. There is also a completely new SATs marking scheme and grading system which has replaced national curriculum levels.

At the end of Year 6, children sit tests in:
•Reading
•Maths
•Spelling, punctuation and grammar

These tests are both set and marked externally, and the results are used to measure the school’s performance (for example, through reporting to Ofsted and published league tables). Your child’s marks will be used in conjunction with teacher assessment to give a broader picture of their attainment.

 

Key Stage 2 Reading

The reading test is a single paper with questions based on three passages of text. Your child will have one hour, including reading time, to complete the test.

There will be a selection of question types, including:
•Ranking/ordering, e.g. ‘Number the events below to show the order in which they happen in the story’
•Labelling, e.g. ‘Label the text to show the title of the story’
•Find and copy, e.g. ‘Find and copy one word that suggests what the weather is like in the story’
•Short constructed response, e.g. ‘What does the bear eat?’
•Open-ended response, e.g. ‘Look at the sentence that begins Once upon a time. How does the writer increase the tension throughout this paragraph? Explain fully, referring to the text in your answer.’

Key Stage 2 Grammar, Punctuation and Spelling

The grammar, punctuation and spelling test consists of two parts: a grammar and punctuation paper requiring short answers, lasting 45 minutes, and an aural spelling test of 20 words, lasting around 15 minutes.

The grammar and punctuation test will include two sub-types of questions:
•Selected response, e.g. ‘Identify the adjectives in the sentence below’
•Constructed response, e.g. ‘Correct/complete/rewrite the sentence below,’ or, ‘The sentence below has an apostrophe missing. Explain why it needs an apostrophe.’

Key Stage 2 Maths

Children sit three papers in maths:
•Paper 1: arithmetic, 30 minutes
•Papers 2 and 3: reasoning, 40 minutes per paper

Paper 1 will consist of fixed response questions, where children have to give the correct answer to calculations, including long multiplication and division. Papers 2 and 3 will involve a number of question types, including:
•Multiple choice
•True or false
•Constrained questions, e.g. giving the answer to a calculation, drawing a shape or completing a table or chart
• Less constrained questions, where children will have to explain their approach for solving a problem

Key Stage 2 Science

Not all children in Year 6 will take science SATs. However, a number of schools will be required to take part in science sampling: a test administered to a selected sample of children thought to be representative of the population as a whole. For those who are selected, there will be three papers:
•Biology: 25 minutes, 22 marks
•Chemistry: 25 minutes, 22 marks
•Physics: 25 minutes, 22 marks

It sounds very intimidating, but these are ‘questions in a physics/chemistry/biology context’, for example:

Biology: ‘Describe the differences in the life cycle of an amphibian and a mammal’

Chemistry: ‘Group a list of materials according to whether they are solid, liquid or gas’

Physics: ‘Predict whether two magnets will attract or repel each other, based on where the poles are facing’

Science sampling is not scheduled to take place in May 2017, but schools will be selected for it in May 2018.

 

When will KS2 SATs take place in 2018?

The Year 6 KS2 SATs will be administered in the week commencing 8 May 2018.

The 2017 SATs schedule is as follows:

 

Monday 8 May 2017 English reading
Tuesday 9 May 2017 English grammar, punctuation and spelling Paper 1: questions
English grammar, punctuation and spelling Paper 2: spelling

Wednesday 10 May 2017 Mathematics Paper 1: arithmetic
Mathematics Paper 2: reasoning

Thursday 11 May 2017 Mathematics Paper 3: reasoning

 

How will Key Stage 2 SATs be marked?

The previous national curriculum levels have been scrapped, and instead children are given scaled scores.

You will be given your child’s raw score (the actual number of marks they get), alongside their scaled score and whether they have reached the expected standard set by the Department for Education (‘NS’ means that the expected standard was not achieved and ‘AS’ means the expected standard was achieved).

The range of scaled scores available for each KS2 test is:
•80 (the lowest scaled score that can be awarded)
•120 (the highest scaled score)

The expected standard for each test is a scaled score of 100 or more. If a child is awarded a scaled score of 99 or less they won’t have achieved the expected standard in the test.

Are there any practice papers?

Yes, the 2016 KS2 SATs papers are now available and can be downloaded for free from TheSchoolRun:
KS2 English SATs 2016 past papers
KS2 Maths SATs 2016 past papers

You can also access our current free Year 6 SATs papers here; these relate to the old SATs, so the content and format of the new papers will be different, but they are still useful to help your child familiarise themselves with exam technique.

TheSchoolRun has also commissioned five complete KS2 SATs practice papers for maths and five for English. Available exclusively to subscribers, they are written in the style of the new-curriculum papers and feature similar question types.