Literacy teaching is aimed at developing children’s reading, writing, speaking and listening skills. In every key stage there are daily class sessions and opportunities to practise aspects of literacy in other subjects. Download a glossary of useful terms here.
Reading: Children are encouraged to read a wide variety of texts, both fiction and non-fiction. Books are changed regularly and independent readers are encouraged to select their own materials. All our pupils keep reading diaries as a record of what they read, and take books home to share. We regard it as very important that children read regularly at home as well as at school. Click here to view our recommended reading lists for all classes.
Writing: In written English, we help children to develop a variety of styles suitable to the purpose. We give them opportunities to write stories, poetry, descriptions, persuasive pieces and reports. The children are encouraged to ‘share’ their writing as this provides a valuable audience and helps to extend vocabulary. Although our emphasis is on content and style, we do not neglect the conventions of English, and have structured spelling and handwriting programmes from Year 1 to Year 6.
Speaking and listening: The children have opportunities to use speaking and listening skills in small group and whole class discussions across many curriculum areas. They are encouraged to perform or present their ideas to large and small audiences. We teach them to adjust their use of language to suit the needs of the situation, and to develop active listening skills.
Our aim at Hailey School is to enable children to use their knowledge and understanding of mathematics confidently, both now and in every aspect of their future lives. All children are taught daily in accordance with the new curriculum. We use guidance and resources linked to this framework, which provide opportunities for practical activities and regular assessment. Children are taught in ability groups throughout the school, with work differentiated accordingly. Children with Special Educational Needs in mathematics are given support, both inside and outside the numeracy hour. In Key Stage 2 we run catch-up programmes and booster classes to help those who need extra input. We also build extra challenge for the more able into our planning.
Children are encouraged to make links between mathematics and other subjects; for example, the use of data-handling in science lessons. We also recognise that children need to be mathematically literate. They need the opportunity to discuss ideas and to express their own opinions through a wide-ranging mathematical vocabulary.
We aim to create situations in class where children can demonstrate acquisition of the ‘using and applying’ learning objectives. By giving children mathematical problems to solve, often in real-life contexts, we bring their knowledge and skills out into the open. They learn to make decisions (What is the best strategy to use? Why does this strategy not apply?), both individually and in small groups.
All of the exemplified methods will be taught, with the exception for written division, where we will teach the more traditional “bus shelter” method for short and long division. Alternative strategies may also be used, where these are more appropriate for particular children.
Science for primary school children means exploring, discovering and investigating the world around them. These ‘finding out’ activities help children gather the experience they need to understand the world in which they live.
Our aims in teaching science are that all children develop, to the best of their ability, the skills, concepts and attitudes associated with scientific activities. They learn to observe, sort and group, raise questions and propose investigations or enquiries to answer those questions. They predict what they think the outcome of those investigations will be, giving reasons why. Planning fair tests is also an important part of investigative work, and the children are taught to measure their results using the appropriate instruments. They look for patterns in their observations, and interpret and evaluate their findings.
Our rolling programme of science topics, through the creative curriculum, provides progression in skills and knowledge. It allows the children to regularly re-visit, in increasing depth, the main National Curriculum themes: Life Processes and Living Things, Materials and their Properties, and Physical Processes.
Computing knowledge and skills are taught as far as possible through all areas of the curriculum.
At Hailey School we have classroom computers with broadband access to the Internet. These computers are mainly situated in classrooms, where they are used regularly throughout the school day. All classrooms have interactive whiteboards or alphaboards. ICT skills are essential for our children growing up in the 21st century and we encourage confidence and independence. The school has recently introduced class sets of ‘learnpads’ and these are used by all children to engage them, motivate them as well as developing important computing skills.
Design and Technology
At Key Stage 1 the children are taught construction skills, using a variety of materials, and are encouraged to evaluate the success of their designs. Later their constructional/ observational skills are developed further. At Key Stage 2, focused practical tasks help the children to develop and practise particular skills. Designing, planning and evaluation are increasingly more detailed.
Our Infant children develop an awareness of the past and an ability to compare past and present by studying the differences between their own lives and those of their parents and grandparents. They learn about the lives of famous people in history and listen to stories about past events.
At Key Stage 2, our pupils increase their sense of chronological understanding by learning about significant people, places and events from both the recent and more distant past. They develop knowledge, skills and understanding through a local history study, British history studies, a European history study and a world history study.
Much of our work is based on an enquiry approach where the children are encouraged to ask historical questions and to find out the answers from a range of sources of information, such as by looking at pictures, photographs and artifacts, by visiting museums or by researching through the use of ICT. They are then encouraged to communicate their knowledge by describing the characteristic features of a period or society, by explaining why events happened or by making comparisons and finding links between different periods.
Throughout their primary school years, our children learn geographical enquiry techniques and skills by studying their local area and by contrasting localities both in their own country and in the wider world. They learn to ask geographical questions about people, places and environments, and find out how people affect their environment and how they are affected by it.
They are taught to use appropriate geographical vocabulary, collect and record evidence, analyse data and use geographical resources such as maps and photographs. At all ages our pupils are encouraged to express their own views and give opinions on how places can be improved. As they get older they start to make links between different places in the world.
We give our pupils a wide range of artistic experiences to help them understand colour, line and tone, pattern and texture, shape, form and space. They explore different techniques and materials through their own work and that of others. Art appreciation is developed through the study of artists from their own and other cultures. We welcome visiting art specialists into school to work with our children.
All children have opportunities to listen to, respond to, compose and perform a wide variety of music. We have a range of percussion instruments and a selection of songs to support themes.
We aim to give children an enjoyment of music and confidence in composing and performing, as well as sensitivity and critical appreciation. Each class has a lesson with a music coach each week as well as participating in singing assembly.
Employing a combination of County Music Service resources and existing staff expertise all children from Y1 to Y6 have a range of musical instrument tuition.
Our PE curriculum offers children a range of activities in dance, gymnastics and games, which help them to develop good posture, strength, flexibility and endurance. We aim to provide enjoyment and an understanding of the importance of physical activity for a healthy lifestyle. By focusing on skills, knowledge and attitudes we hope to prepare our pupils for future recreational and leisure pursuits.
We are also aware of the social benefits of learning to co-operate and of developing fair play and good sporting behaviour. By helping pupils to build on their own past performance, we teach them to accept their own successes and limitations.
We pay careful attention to safety during PE lessons. Pupils are taught the appropriate way to dress, warm-up, behave and handle equipment.
The school is fortunate to have a large playing field and a hall, which are used for teaching National Curriculum PE, as well as for our after school Sports Clubs. The Friends of Hailey School have helped us to provide a good range of gymnastics and games equipment, as well as equipment for children to use during the mid-morning and lunchtime breaks. Whenever possible we take up opportunities offered to our children to participate in sporting activities with other schools in our School Sports Partnership.
All our children in Years 3, 4, 5 and 6 have a term of weekly swimming lessons per year.
As a Church of England school, we regard religious education as central to our children’s moral, spiritual, social, emotional and cultural development. Through our scheme of work (the Oxfordshire Agreed Syllabus), we teach our children to show respect for Christian beliefs and traditions and also for those of other faiths. Through the RE curriculum we study Christianity, as well as Islam, Hinduism and Judaism. We welcome visitors such as our local parish rector or representatives of other religions, to share their faith and knowledge with us. While we recognise that it is a parental right to withdraw your child from these sessions we aim to be fully inclusive of our teaching and learning of world faiths.