Curriculum

Phonics Scheme

We use Unlocking Letters and Sounds which was validated by the DfE in December 2021.

We begin teaching phonics in the first few weeks of term 1 in Reception and children make rapid progress in their reading journey. Children begin to learn the main sounds heard in the English Language and how they can be represented, as well as learning ‘Common Exception’ words for Phases 2, 3 and 4. They use these sounds to read and write simple words, captions and sentences. Children leave Reception being able to apply the phonemes taught within Phase 2, 3 and 4.

Link to Phase 2 ‘Actions, Images and Letter Formation’ document

In Year 1 through Phase 5a, b and c, they learn any alternative spellings and pronunciations for the graphemes and additional Common Exception Words. By the end of Year 1 children will have mastered using phonics to decode and blend when reading and segment when spelling. In Year 1 all children are screened using the national Phonics Screening Check.

In Year 2, phonics continues to be revisited to ensure mastery of the phonetic code and any child who does not meet age related expectations will continue to receive support to close identified gaps.

For further details please see the Unlocking Letters and Sounds progression:

Link to ‘Overview Progression’

To ensure no child is left behind at any point in the progression, children are regularly assessed and supported to keep up through bespoke 1-1 interventions. These include GPC recognition and blending and segmenting interventions. The lowest attaining 20% of pupils are closely monitored to ensure these interventions have an impact.

Reading Scheme

At the Pinnacle Schools Federation we promote a ‘phonics first’ approach and in both our guided reading sessions at school and in the books children take home, texts are very closely matched to a child’s current phonics knowledge so that every child can experience real success in their reading. In these crucial early stages of reading we primarily use books from Ransom Reading Stars and Big Cat to ensure complete fidelity to the Unlocking Letters and Sounds progression we follow.

Once children progress beyond decodable texts, they move onto our book scheme so that they can continue to progress in their decoding, fluency and comprehension skills to become avid, expert readers

Our Approach to Writing

Intent

At Hawkesbury School we want every child to see themselves as an author. Our writing curriculum is designed to develop confident, fluent and creative writers who can communicate effectively for a range of purposes and audiences.

We aim to build pupils’ stamina, accuracy, and enthusiasm for writing, ensuring that all children, including those with additional needs, make strong progress from their individual starting points.

Through a carefully-sequenced curriculum, pupils learn how writing works: from word and sentence-level choices to crafting complete, purposeful texts. Writing is valued across all subjects and forms a key part of our wider curriculum, helping pupils to express ideas, explore viewpoints and develop their understanding of the world.

The theory behind this approach is supported by national guidance, including the DfE’s Writing Framework (2025) and Ofsted’s Telling the Story English subject review (2024), both of which emphasise the importance of systematic progression, explicit sentence instruction, and meaningful opportunities to apply writing across the curriculum.

Long-Term Planning

Our long-term plan maps out text types and outcomes across all year groups to ensure both progression and breadth. This mapped approach ensures a balance of fiction, non-fiction and poetry across the year with each year group revisiting key genres through increasing complexity, allowing pupils to consolidate and build upon prior learning.

High-quality core texts have been carefully selected to reflect a range of realities, voices and experiences, supporting pupils’ understanding of diversity and broadening their cultural capital. Texts are chosen not only for their literary quality, but also for the opportunities they provide to explore vocabulary, grammar, and writing purpose in meaningful contexts.

As pupils move through the school, the progression of text types, sentence structures and authorial techniques enables them to write with increasing sophistication, confidence and independence.

Implementation

Our approach to writing follows a clear, consistent sequence built around three phases: Immersion, Author’s Style and Language, and Application.
This structure supports pupils in understanding the full writing process and provides opportunities for high-quality teaching of grammar, vocabulary, and authorial craft in context.

• Phase 1: Immersion – Pupils are introduced to a high-quality model text and explore it through reading and discussion. They identify audience and purpose, develop vocabulary, and take part in short writing tasks linked to the text.
• Phase 2: Author’s Style and Language – Pupils study the author’s techniques, exploring how language and structure create effects. Discrete grammar teaching is woven into this phase so pupils understand how grammatical choices shape meaning.
• Phase 3: Application – Pupils plan, orally rehearse, draft, edit and revise their own writing, applying the skills and features they have explored. Feedback, modelling and shared editing support pupils in refining their writing for a specific audience and purpose.

In addition to the writing sequence lessons, daily opportunities to practise transcription skills (handwriting and spelling) help pupils develop fluency and automaticity, reducing cognitive load during composition. Regular opportunities for oral rehearsal, editing, and reflection help children internalise the habits of effective writers. Writing is further embedded through purposeful opportunities across the curriculum.

Impact

Through this approach, pupils develop as proud independent writers. Their writing demonstrates secure understanding of text structure, grammar and vocabulary, and an increasing awareness of audience and purpose.

Progress is evident in pupils’ books, discussions and final outcomes. Regular moderation, both within school and across our wider network, ensures that assessment is accurate and expectations remain high.

By the time pupils leave Hawkesbury, they are able to write with fluency, creativity and control, meaning they are equipped with the skills to communicate successfully in the next stage of their education and beyond.

Writing Overview

At Hawkesbury we use the CPA (concrete, pictorial, abstract) approach to lessons. Concepts are introduced with concrete resources for children to feel and manipulate. As their conceptual understanding develops, they move towards the pictorial and abstract stages (formal written methods). Children are not moved through these stages until they are ready.

The Mathematics curriculum focuses on developing three key skills. Firstly, children will develop fluency in mathematical facts and methods in order to use these at speed and with sound knowledge. Secondly, they are encouraged to reason mathematically by following a line of enquiry, identifying relationships and generalisations and developing an argument through the use of mathematical language. Thirdly, children solve problems by applying their mathematics in a range of differing contexts. By developing these three fundamental stages, we aim for all children to achieve ‘mastery’ of their yearly objectives.

Maths Overview

Art is experimental and explorative and is not just about the finished piece, but the whole creative process. The children at Hawkesbury develop their art skills as they move through the school in the areas of drawing, painting, 3D work, collage, printing, photography and textiles. Through looking at, discussing, exploring and practising the techniques, children develop a visual perceptiveness and language with which they can explore the world around them and express their ideas and feelings.

Often, you can see some fantastic art work on display both in classrooms and around the school.

Art and Design are taught as part of the Curious City approach which is set out in more detail using the link below.

Art and DT Overview

Why is computing important?

Curious Computing provides high quality computing experiences through enquiry led learning. Pupils will become independent and skilled computer users. Through exploration and investigation activities, creative and problem solving skills are developed so they are able to adapt and develop a lifelong fascination with our ever-changing technological world. Enquiries are organised into three overarching themes; “Creative Computing”, “Programming and Coding” and “Digital Research”. Pupils will become digitally literate – able to use, develop ideas and express themselves through information and communication technology. Each enquiry develops skills and knowledge displayed within an end of enquiry challenge. E-safety is taught utilising resources, regularly updated, from Commonsense media which aims for children to take ownership of their digital lives. E-safety changes at a rapid rate and fundamental to creating digital citizens, using technology safely.

Computing overview

Why is design and technology important?

Design and technology lessons provide opportunities for children to use their creativity and imagination to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art.

Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. We work closely with The Travelling Kitchen to ensure all children have the opportunity to develop their cookery skills with links to the curriculum topics.

Design and Technology is taught as part of the Curious City approach which is set out in more detail using the link below.

Art and DT Overview

Why is Geography important?

In Geography we will endeavour to teach children about:

• Location knowledge
• Place knowledge
• Human and physical geography
• Geographical skills and fieldwork

Geography is taught as part of the Curious City approach which is set out in more detail using the link below.

Geography Overview

In History we will endeavour to teach children about:

• Changes within living memory.
• Events beyond living memory that are significant nationally or globally.
• The lives of significant individuals in the past who have contributed to national and international achievements.
• Significant historical events, people and places in their own locality.

History is taught as part of the Curious City approach which is set out in more detail using the link below.

History Overview

Why are Languages important?

We use a Curious Linguists approach to teaching languages at KS2.  In years 5 and 6 we will be learning French as a basis for all European language study and to cover the statutory requirements for KS2 as well as carrying out language investigations based on different topics.

We will be learning through ‘investigations’ where the children will have a task and will learn about an area of language or culture which is not language specific i.e. they will be learning through different languages which gives them a broad base to learn about languages later on. This ensures that language learning is investigative and fun in primary school.

Languages Overview

Why is it important?

At Hawkesbury Primary School we follow the Charanga Musical School Scheme of Work. This is an online program complete with music, video clips and tutorials which provides week by week support for teachers in delivering the Music curriculum. Each lesson is taught through three key stages: listening and appraising, creating and exploring and finally performing.

Every week the pupils take part in a singing assembly where the whole school sings a combination of traditional hymns and modern songs linked to our value of the term. Children also have the opportunity to sing songs from other cultures.

In addition to this, the school works with the South Gloucestershire Music Hub to ensure all pupils have an opportunity to experience playing a musical instrument. This occurs through termly workshops such as samba and singing. Families may also choose to fund individual or small group instrument lessons.

Music Overview

Music Development Plan 2024-25

Why is PE important?

PE (physical education) at Hawkesbury provides a range of opportunities for all pupils to become physically confident in a way that supports their health and fitness. It encourages children to become competitive both within school and beyond.

KS1

Pupils develop fundamental movement skills, become increasingly competent and confident in a broad range of activities. These extend their agility, balance and coordination individually and in groups. Pupils will be taught to:

• Master basic movements including running, jumping, throwing and catching and begin to apply these in a range of activities.
• Perform dances and gymnastic routines using simple movement patterns.

KS2

Pupils continue to apply and develop a broader range of skills, using them in different ways and linking them to make actions and sequences. They enjoy communicating, collaborating and competing with each other. They understand how to improve in different physical activities and can evaluate and recognise their success. Pupils develop in greater depth the skills learnt in KS1 and apply these in a wider range of sports and activities, such as:

• Games including football, tag rugby, hockey, cricket
• Outdoor and adventurous activities including orienteering and school camp
• They will also take part in athletics, swimming, gymnastics and dance lessons.

Boys and girls are taught together in class groups and both genders are encourage to participate in all sports.

Class teachers teach one hour of PE. In addition, we use sports coaches to teach a further hour each week and also upskill staff. The PE lead teacher liaises with the small schools network (and other local networks) to arrange competitive events for the children to represent our school at tournaments and festivals.

There are a range of extra-curricular sports clubs which run throughout the year and provide additional opportunities for children to excel.

PE Overview

Why is it important?

PSHE is taught through 6 puzzles, each containing six pieces.  They are entitled: Being me in my world; Celebrating difference; Dreams and goals, Healthy me; relationships and Changing me.

Alongside this, we also have an anti-bullying week, which looks at relationships and reinforces good behaviour and a health week which looks at healthy eating and making healthy choices concerning lifestyles etc.  Every other year we have a visit from the Life skills.

PSHE Overview

Hawkesbury Primary School is a church school which makes Religious Education a crucial part of the children’s experiences. We use the locally agreed syllabus for South Gloucestershire to provide a high quality Religious Education. This comes from the organisation RE Today and uses questions to stimulate thinking and engage learners, for example:

• What does it mean to belong to a faith community?
• What does it mean to be a Muslim in Britain today?
• Who is a Christian and what do they believe?

We use a range of artefacts and resources to support the teaching of Religious Education. We plan visits to places of worship in the local area and welcome visitors from different religions into school to talk to the children.

In Early Years, children learn about important religious festivals at key times of the year. They also reflect on special people, places and stories.

At Key Stage One, children learn about the Christian, Muslim and Jewish religions.

At Key Stage Two, children learn about the Christian, Muslim, Jewish and Hindu religions.

Children from all year groups learn about a range of non-religious world views.

There is a heavier weighting towards the teaching of the Christian religion across both key stages.

Should parents not wish for their child to participate in this aspect of the curriculum, they should discuss the matter with the Headteacher in the first instance in order that all the issues relating to opting out may be explored.

Subject leader : Mrs Tilsley

RE Overview

At Hawkesbury Primary School, an enriched science curriculum that provides opportunities for practical lessons on a weekly basis is key. The children are exposed to a wide variety of topics that support the children’s curiosity for learning and children are encouraged to be curious and form their own questions.

Our curriculum aims to broaden the children’s scientific view of the world around them, whilst promoting a love for enquiry and wanting to explore new things. In Key Stage 1, children are able to observe and experience scientific phenomena first hand. In Key Stage 2, children will be able to broaden their scientific view of the world around them and develop a deeper understanding of scientific concepts through discussion, exploration, testing and developing their own ideas.

Science is taught as part of the Curious City approach which is set out in more detail using the link below.

Science Overview

Collective Worship takes places on a daily basis and is wholly or broadly of a Christian character. Each term, one of our Christian values forms the basis for the themes in Collective Worship. Other major events and celebrations from all of the main religions are also recognised, including, Harvest, Diwali and Eid.

During each Collective Worship, there is usually a welcome and greeting, an opportunity to engage in sung praise, a Bible story or other story with a message and an opportunity to reflect and pray. Sometimes, visitors are carefully selected and invited into school to lead Collective Worship, for example, the local priest and Christian organisation Regenerate.

Children are involved in the planning and delivery of Collective Worship, particularly each Friday when there is a celebration focus. Often children are invited to lead prayers, act out stories and share learning that has taken place.

Through the year, a variety of themed weeks and days will be utilised to enhance the curriculum. These include: health week, maths week, science week, anti-bullying week, Black History Month and Fair Trade Fortnight. In addition, religious festivals from the major world religions will form part of children’s learning and will be embedded alongside the Christian values explored each term.