In 2020-21 we have adapted our curriculum to reflect the change in provision for our children necessitated by Covid-19 Lockdowns and school closure. Our core curriculum aims and intentions remain, but content has been adapted to ensure essential learning and children’s well-being are prioritised. Please see details of our Recovery Curriculum here.
KS1 Curriculum information recording here
Reception curriculum information recording here
Henleaze Infant School strongly believe in a curriculum that enables children to develop skills as effective life-long learners as well as supporting their attainment and progress. We support these using ELLI (Effective Lifelong Learning Inventory) which started out as a research project at Bristol University. It uses seven animal characters to represent the seven characteristics of effective learners. Through the use of age-appropriate child-friendly characters linked to a story, we give the children a shared language of learning and an understanding of the skills they need in order to become effective learners. For more detailed information on ELLI click here.
Intent: At Henleaze Infant School, it is our ambition to create a reciprocal and interactive reading community to foster a love of books. Through reading a range of high-quality texts, we will transport our children into new worlds, enable them to discover new information, support their emotional, social and cultural development, and make them think and question the world we live in. Children’s life outcomes are improved by becoming successful, enthusiastic readers; therefore, our aim is for all pupils to meet or exceed age-related reading expectations. For more information about reading at our school click here
Implementation: Reading is at the heart of our curriculum. To ensure we are developing expert, enthusiastic readers who can understand and respond to texts, we teach phonics skills through ‘Letters and Sounds’, focus on fluency, explicitly teach comprehension skills, and provide opportunities for children to read for pleasure. We provide access to fully decodable books both through an online scheme and books in school. Reading books that are closely matched to phonemic understanding enables children to develop decoding and blending skills and increases fluency. We work closely with St Peter’s Primary School, a local English Hub, to ensure our practice is of the highest quality. Click here to find out more
High-quality texts form the cornerstone of our literacy provision. The development of oracy, vocabulary, and grammar is planned around a class text, chosen to extend children’s vocabulary. We encourage story-telling to enable children to master new words.
Each class has a cosy reading space, where children can discover their favourite types of books and where teachers and children can engage in informal book-talk. Classroom book selections are linked to class topics, offering opportunities for children to apply their skills across the curriculum, as well as offering a range of stories to share. Books are celebrated in book-themed days, including World Book Day. Our brand-new library is being developed into a relaxing, social reading environment where children are able to access a wide variety of texts to inform and entertain.
|Phonics statement:At Henleaze Infant School, teachers use the Letters and Sounds phonics programme as an ambitious progression to teach the knowledge and skills required for reading and writing. In Reception, children begin to learn the 44 main sounds heard in the English Language, as well as learning ‘tricky’ words for Phases 2 and 3. They use these sounds to read and write simple words and sentences. Children leave Reception being able to apply the phonemes within Phase 2 and 3. Year 1 children begin at Phase 4 to ensure they can securely apply all taught phonemes. Through Phase 5, 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 all of the Letters and Sounds phonics programme. In Year 1 all children are screened using the national Phonics Screening Check. In Year 2, any child who does not meet age-related expectations in Year 1 will continue to be taught phonics to close identified gaps. To ensure no child is left behind at any point in the progression, children are regularly assessed and supported to catch up through precision teaching, and segmenting and blending interventions. The lowest attaining 20% of pupils are closely monitored to ensure these interventions have impact. The Reading and Phonics Lead reports on this each term. |
Application of learnt phonemes taught through our phonics progression is supported by phonetically decodable texts that match the Letters and Sounds progression.
For more detailed information on ‘Letters and Sounds’ click here
For more information on developing our pupils as readers click here
For more information on questions to ask to during reading click here
At Henleaze Infant School we base our PSHE curriculum on Jigsaw.
Jigsaw is a holistic approach to PSHE that is built around 6 themes that develop throughout the school year and ideas that progress across the year groups. The themes are represented by 6 Jigsaw puzzle pieces that are a feature within the Jigsaw planning map used to guide teaching. Key Stage 1 assemblies are also planned to address the themes in the Jigsaw program.
Henleaze Infant School Mental Health and well-Being Statement
At Henleaze Infant School, we endeavor to promote positive mental health through our curriculum and pastoral care and will ensure that:
we help our children to build emotional resilience
we help our children to develop positive self-esteem
we help our children to develop confidence
we help our children to develop their social skills
we help our children to feel a valued part of our school
For the full statement click here.
We include Religious Education as part of our planned topic for the term. We start from the children’s own experiences, broadening and enhancing their knowledge and understanding as they grow older. The curriculum we follow is based upon the Bristol SACRE and is centered on the skills of Awareness, Mystery and Values. Children learn about the festivals and religions of our own and other countries.
School Assemblies are held daily and are mainly of a broadly Christian character. In addition we share the experiences of children from other faith communities.
Parents may ask for their children to be withdrawn from Collective Worship under the terms of the School Standards and Framework Act, 1998. Where a pupil has been withdrawn, the law provides for alternative arrangements to be made for RE of the kind the parent wants the pupil to receive (Section 71(3) of the School Standards and Framework Act 1998).
Modern British Values
Henleaze Infant School considers that its curriculum and values reflect fundamental British values of democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs. This is found through our school values: Respect, Include, Safe and Happy, whereby adults mod, celebrate and teach the importance of these values and expect children to uphold them, understanding the values that Britain is based on.
At Henleaze Infant School, we aim to support children to:
- make good choices about how to behave and act and understand the reasons for such behaviour;
- Understand and distinguish ‘right from wrong’;
- Have an age-appropriate understanding of the fundamental British values of democracy, the rule of law, individual liberty
- Show mutual respect and tolerance of those with different beliefs and faiths.
- Develop a personal code of behaviour i.e. telling the truth, being honest, having respect for justice
Our commitment to British Values is made evident through:
- Fostering of mutual respect and trust e.g. Class charters, assemblies and School Council;
- Promoting the Effective Lifelong Learning Inventory (Elli) Curriculum to equip our children with the lifelong skills needed to play a positive part in society;
- Encouraging children to express their point of view and listen to the views of others via circle time, class assemblies and PSHE, and as part of R.E;
- Our curriculum intent statement and implementation through medium-term plans, where content is planned to reflect on and promote positive attitudes to British Values
- A commitment to support children’s learning with books and resources which reflect cultural diversity
- Religious Education lessons that focus on understanding different beliefs and faiths, and showing respect for others’ faiths and points of view;
- Democratically electing groups of children to support in school decisions.
- Each year the children decide upon their class rules, creating a class charter.. All children contribute to this process and are encouraged to take responsibility for their behaviour and voting for class rewards when earned
- Effective staff training, including engagement with local networks
Children are made aware of the range of technology in their environment and will have opportunities to use computer-based equipment to enrich their learning.
All classes have digital projectors and teaching often uses an ICT illustration from software or the internet. In addition, we use a range of devices, allowing children and staff to be able to use the best technology for purpose.
Progressing through the school they will gain skills in using computers to store, organise and find information and word processing. They will also use computers, tablets and other devices for control and problem solving. The wide range of software available in school provides support across the curriculum. New to our curriculum this year is simple programming or coding. All children will learn about algorithms, ordering and instructions and design throughout many different subjects in the curriculum.
E-safety also forms an important part of our curriculum in school and we have a set of E-safety rules that we revisit regularly with the children. Please take the time to read through these Top Tips for parents around E-safety.
DESIGN & TECHNOLOGY
The children are taught the skills necessary to construct models out of a wide variety of materials such as clay, wood, fabric, etc. and evaluate the success of their design.
As they grow older their constructional/ observational skills are developed and artifacts are produced using a variety of materials suitable for the purpose.
The children continue to consider the local environment and imaginary contexts in which to use opportunities for design and technology. Children are encouraged to plan designs and evaluate end products.
HISTORY & GEOGRAPHY
We start from the children’s own experiences and begin to teach them the skills necessary to think historically and geographically, and to develop their knowledge, skills and concepts throughout their infant years.
We aim to give children an understanding of their place in society, to develop their knowledge of people, past and present and places near and far. This is done by teaching the use of simple vocabulary and the concept of a ‘nation’ and a ‘nation’s history’. Throughout Key Stage 1 children will explore the lives of significant individuals on a local and national level. They will also study festivals and significant events, again both locally and nationally.
We will teach children about the many and varied key physical and human features of our world and show them the vocabulary to describe these. We will study our seasons and weather patterns. Throughout their time here they will be comparing and contrasting our local area to that of other regions. Children in Year 2 will name and locate the world’s continents and oceans through their map work.
ART & DESIGN
Children experience a variety of creative media and learn to use these as a means of expression and communication. We encourage them to appreciate the work of others and evaluate their own work. Our aim is that all children will explore the art concepts of line, form, texture, colour, shape and tone in free play activities and that they will be taught the necessary skills to develop these concepts through more structured experiences.
All children have opportunities to listen to, respond to and compose a wide variety of music. There are many singing times when we enjoy a large and varied repertoire of songs as a school, in classes or small groups.
We have a range of percussion instruments to give children the chance to play quality instruments. We aim to give all children an enjoyment of music and confidence in composing and performing as they develop sensitivity and critical appreciation.
At Henleaze Infant School we believe that P.E is an essential part of the development and education of every child– social, cognitive, emotional, spiritual and physical. It promotes co-operation and self-esteem.
We aim to deliver high quality PE across the school. We provide a broad and balanced curriculum where children gain a secure base of movement, knowledge, skills and understanding, which they can expand throughout their infant school years. We use effective assessment techniques and provide challenges for the children. At Henleaze Infant School each child will receive their National Curriculum Entitlement as set out in the National Curriculum (Feb 2014). All children have two PE lessons a week timetabled for 1 hour each and they also have daily opportunities for outdoor play. Children are also encouraged to join clubs and extend their interest and involvement in sport.
PE is used to enhance the learning of all core and foundation subjects. Within the Curriculum, every year group completes a themed area of learning each term. Cross curricular links are incorporated whenever possible and lessons are taught with the theme in mind as well as relating to the children’s current interests.
In the Foundation Stage a cross curricular approach is adopted to Physical Development, incorporating it into all areas of learning within the Foundation Stage guidance documents.
The delivery of P.E in Key Stage 1 base their medium term/weekly planning on a skills based curriculum adopted and using the key skills outlined for each year group in the ‘Real PE’ programme. The PE programme of work is reviewed yearly, to offer continuity and progression.