CURRICULUM All curriculum subjects are taught in mixed ability classes with differentiation that supports and extends all pupils so that they can maximise their progress in each lesson. Cross-curricular links are made between subjects wherever appropriate and an extensive range of high quality resources is used to underpin the curriculum. The Qualifications and Curriculum Authority (QCA) schemes of work are adapted for the needs of the children in the school.  Part of the curriculum is taught as continuing work whilst other aspects are taught as blocked units of work and allocated to specific year groups. At The Hills Lower School we teach the National Curriculum through project work. These projects are rigorously planned, the content is carefully balanced and cross curricular links are made wherever possible. Over the 5 years that the children are in the school the projects cover all the required elements of The National Curriculum in History, Geography, Design Technology and Science. Every school is required to meet the statutory teaching time each week. In Key Stage 1 this is 21 hours and at Key Stage 2 this is 23½ hours. The Hills Lower School teaching time is 23 hours 5 minutes at Key Stage 1 and 23 hours and 55 minutes at Key Stage 2. English, Maths, Religious Education, Art, ICT, Music and Physical Education are linked to project work but are also planned and taught as separate curriculum areas. Traditional class teaching, flexible group work and individual programmes of study all have their place in the classroom. The appropriate method is selected for the learning task and is consistent with the school policy for equal opportunities.  An essential part of the teaching process is assessment.  We believe that this is a vital step, giving teachers evidence of what the pupil has learned and mastered. It is a necessary process so that decisions can be made regarding the next steps for the pupil's progression; then teacher and pupil can work together to produce new learning targets. Learning is evaluated daily and outcomes influence future teaching and learning opportunities Continuity and progression are built into our curriculum and good liaison is maintained with our middle schools. High standards of achievement are being attained. Each term every class is involved in educational trips and visits which are organised to support termly projects and bring the school curriculum to life. The Curriculum is further enriched by themed weeks such as Healthy Hills Week and Safety fortnight. With the help of the class teacher, the children produce their own entertainment for assemblies and other special occasions. The School’s Curriculum Areas English Mathematics Science ICT  (Information & Communications Technology) Religious Education Art Design Technology Geography History Music PE PSHE French   Literacy Each class has one lesson a day dedicated to literacy. There is additional time for extended writing, story, quiet reading and handwriting, giving every child in excess of seven hours a week of literacy. We use a wide range of reading material, some of which is taken from reading schemes and some is 'real books'. We have an extensive range of books in school chosen to capture children’s interest and enthusiasm. The stories help to spark imagination, foster understanding and develop a love of books and reading. The books have been carefully chosen to enhance children’s pleasure in reading and raise their achievement at the same time. The collections have had an overwhelmingly positive contribution to learning in the classroom. There is nothing more pleasing  to see than the  children at quiet reading time with heads bent intently over books, asking each other “Can I read that next ?”, sharing books with delight and spontaneously asking, “Can we have this at story time?” or, “This should be in our favourite book collection!” These positive experiences undoubtedly help children to become better readers. Not surprisingly, the books also have an equally profound effect on their writing. Pupils are involved in self-assessing the successful elements in writing and are made aware of how to make further progress through individual writing targets, these are child friendly next steps to improve their content of their work. The school teaches a cursive handwriting script. This means pupils in the Foundation Stage with learn to form their letters with lead in and lead out strokes and this naturally develops into a fully joined writing style by year 1 and 2. We also provide pupils with a wealth of opportunities to develop their speaking and listening skills. Pupils are taught to speak clearly, confidently and with expression in order to communicate ides and feelings. Equal importance is given to activities which develop the skill of active listening to others and giving appropriate responses. Numeracy Each class has a numeracy lesson every day. The children are taught mental skills and are encouraged to talk about their mathematics and the strategies they have used to calculate their answers. The school follows the Bedfordshire Calculation Policy which ensures a smooth transition to all middle schools. Multiplication tables and basic number bonds are considered to be important. They are taught in a variety of ways and are constantly revisited. We hope to develop pupils’ confidence and enthusiasm and their ability to apply mathematical skills and knowledge to the world around them. Layered curricular targets are a half termly focus on one aspect of numeracy that pupils find challenging. They have 3 increasing levels of challenge and form part of each lesson; they are reinforced by homework and well supported by parents. Science We use the units of work from the QCA scheme supplemented by other material. The modules are planned throughout the school to ensure balance and progression within the content of the National Curriculum.  Much of the work is of a practical nature and will involve the children in observing, hypothesising and predicting results within Topics such as Light, Sound, Electricity, Forces, Plants and Living Things. The environmental area provides a wonderful resource for the science curriculum. Through its use and our carefully planned science curriculum we hope to foster a responsible attitude to the environment and all living things. Information, Communication Technology (ICT) Throughout the school the children have access to a fully equipped thirty unit computer suite, classroom based computers, a class set of  30 laptops, interactive whiteboards and a whole host of additional ICT peripherals.  Equipment such as digital cameras and programmable toys are used by all age groups to enhance their learning with more specialist equipment such as digital microscopes, flip cameras, DSs and camcorders being used in Years 3 and 4.  The children’s continual exposure to age appropriate technology has resulted in excellent levels of ICT achievement across the school.   The computer suite is timetabled to enable each class to enjoy an hour of dedicated ICT skills teaching week each as well as for cross curricular ICT sessions. Physical Activity The school holds the Sport England Activemark Gold Award for the high quality of its provision for physical activity. Each class has two hours of physical activity each week. Each week year two, three and four pupils have had weekly swimming lessons at Bedford High School. The children enjoy sole use of a large, heated, indoor pool and are coached in small groups. We employ our own swimming coaches.  This enables the curriculum to be extended to include water polo, survival skills and synchronized swimming. Musical Opportunities Each class is taught music by a specialist teacher and also takes part in a singing assembly every week.  We have a large variety of percussion instruments, both pitched and non-pitched, which all the children play regularly during their lessons. Music is frequently part of class assemblies and also special assemblies such as Harvest, Christmas and Easter.  Every child takes part in a musical production each year, Foundation stage and Years 1 and 2 at Christmas and Years 3 and 4 during March. In Years 3 and 4, children have the opportunity to learn to play the recorder and sing in a choir club.  For those parents who wish to and whose children are interested, there is also a provision for instrumental lessons through the Bedfordshire Music Service.  (These particular lessons are charged for by the Music Service).  Instruments taught include violin, cello, guitar, piano, flute and brass instruments. We invite outside performers into school from time to time to give the children an opportunity to hear a live performance.  Regular visitors include teachers from the Bedfordshire Music Service playing in their instrumental groups, and the Bedfordshire Youth Opera. French All pupils from Reception to Year 4 benefit from a weekly French lesson with Mrs Cope. Lessons are fun and are based on active learning of the spoken language and pupils enjoy singing songs and playing games as they learn. Religious Education Religious Education follows the guidelines, and unit plans, as detailed in the Bedfordshire Agreed Syllabus. Each term a different topic is undertaken and there are many opportunities to explore the importance of Christianity and other faiths for their respective faith communities. To enrich the pupils learning experiences children participate in a planned programme of visits in KS1 and KS2 to extend their understanding. The Bedfordshire Agreed Syllabus is currently under review and redrafted unit plans will begin to be implemented in September. Parents may withdraw their children from Religious Education or collective worship.  Please see the Headteacher to arrange this. Personalising Learning At The Hills Lower School we are continually reviewing planning to make it as cross curricular as possible. We aim to co-create with pupils a curriculum rich with interesting challenges, investigations and problem solving experiences. This prepares children for life in the world outside the classroom, developing essential skills for life long learning. These skills include communication and presentation skills, organization and time management skills, research and inquiry skills, self-assessment and reflection skills, group participation and leadership skills. This curriculum reflects the shift from delivering a body of knowledge and facts and is more responsive to the interests and ideas of pupils and staff. We hope this will nurture engaged learners who become increasingly responsible for their own learning, who find excitement and pleasure in discovering or exploring and so are highly motivated. We want to help pupils become better problem solvers and self-directed learners more able to integrate acquired knowledge to formulate solutions to new problems. The role of teacher is shifting from that of factual lesson delivery to that of activity/project facilitator, guide and co-learner; the role of pupil is explorer. Although occasionally explicit skills instruction is requested by the pupils (for example how to insert film clips in to a PowerPoint). By including pupils in the planning and organisational decision making we enable pupils to reflect upon their own ideas and opinions, make decisions that affect the outcome of their project and fully participate in processes of learning and leadership. FS and KS 1 classes use mini challenges to apply personalising learning in their classes eg: producing a picture frame which they designed and made. At KS2 personalising learning responds to high levels of pupil interest in an area eg: producing PowerPoints about the Roman army or Roman homes including film clips of them presenting new facts they had discovered Safeguarding Children and the curriculum The curriculum deals with safeguarding in two ways: The curriculum, in subjects such as Personal, Social and Health Education, discusses relevant issues with the children. Topics include such themes as Drugs, Sex and Relationships and Stranger Danger (content is age appropriate, see relevant policies). Children are encouraged to explore and discuss these issues. The curriculum is designed so that safety issues are discussed and safe practices taught, such as: road safety, water safety, electrical safety, firework safety, sneeze safe procedures food hygiene, the safe use of drugs(medicines) and healthy choices using equipment properly in PE and Design and Technology Curriculum Information At The Hills we recognise the value of parental support in ensuring each child’s progress is maximised. In order to keep parents fully informed, during the term before pupils move class, year group teams run a transition information meeting for parents. This is a short presentation where new routines, homework, forthcoming trips, curriculum content eg: number lines can be explained and any questions answered. In addition each term you will receive further details of the curriculum your child is studying on a curriculum information sheet. This will enable you to support your child in their learning, provide you with key dates for the term and identify some websites and ideas for activities at home to further enhance your child’s progress. Relevant dates of proposed visits with their projected cost will also be included. School  Clubs The following school clubs are provided for pupils in Years 3 and 4: Art Club Science and Gardening Club Puzzle Club Recorder Clubs Football Clubs (Sat am) inc Year 2 Gymnastics Club K’Nex Club Choir Cine Club Robotics Club Let’s Get Cooking Club Performing Arts Club Funky Monkeys Bat and ball Club Sports Club In addition, the following clubs are run by outside providers: Modern Dancing – Dancesport Academy Music – Jeni Melia Ballet/Modern Dance – Esther Richardson Homework At The Hills Lower School we appreciate the importance of strong links between home and school. It is important for us to work together to ensure that each child is able to progress fully in all areas of his/her development. Many parents and carers are very willing to help their children at all stages of their education and staff encourage pupils to extend their work at home in all areas of the curriculum. Homework is an important part of a child’s education and is set regularly for all the children. When children leave us to attend Middle School, then their homework will become more formal. In preparation for this, homework in Year 3 / 4 often needs to be recorded in writing. Children in Year 4 are asked to complete specific tasks each week and to make a note of these in a homework diary.