Curriculum and Assessment
At Sir Robert Hitcham CEVAP School we provide well planned teaching and a wide range of learning opportunities and experiences, to help children develop the skills they will need to become confident and successful members of their community, life-long learners and achieve their full potential. Our Curriculum includes all that is taught through lessons, collective worship, clubs, trips and events. In addition, children’s social and emotional development is supported through planned activities, opportunities to take on responsibilities and interactions with the school community throughout the day.
Our Topic Based Curriculum
Our long term curriculum plan is structured into cross curricular units of work that are taught across pairs of year groups.
Each unit of work is based around a topic theme and will provide opportunities for writing, as well as a range of other subjects. The units of work include the skills and content of the National Curriculum and also incorporate opportunities to build on the interests of our pupils and the richness of our local environment. The specific content and teaching approaches will vary from year to year to build upon the children’s ideas; meet their learning needs and make good use of opportunities for visits and visitors.
The key principles when planning our curriculum are:
- learning in the local community;
- a global perspective on familiar themes;
- use of books, resources and examples to reflect multi-cultural Britain;
- opportunities to learn about British Values;
- creating memorable learning moments; and
- providing an interesting context for writing.
Our current long term plan is available on our website, but the specific skills, content and learning opportunities for each unit of work are planned in the term in which they are taught. If you want to know more about the units of work for this term, please speak to your child’s class teacher or refer to the termly class newsletters.
In order to study something in depth, to celebrate a national or international event or to provide different learning opportunities, we hold a range of special curriculum events or activity days each year. In addition, we hold a special learning week in February alternating been a Careers’ event and a Diversity Week.
To celebrate the pupils’ achievements, homework projects are displayed for families to view. This provides an opportunity for younger pupils to find out what Key Stage 2 pupils are learning about and to see the standards to which they can aspire. Our annual Summer Art Exhibition celebrates the work of all pupils across the school.
Our photo gallery on the website shows examples from these special events.
- Children have the opportunity to learn a musical instrument in Key Stage 2. We hold a concert twice a year to celebrate our pupils’ success in music.
- Children have many opportunities to participate in competitive sports through inter-house games and at sporting events with other local schools.
- After school clubs run throughout most of the year, run by staff and external organisations.
- Trips and visits are planned to support learning in the curriculum and older pupils are encouraged to participate in a residential trip.
- Children use our large outside space and Forest Schools area to support and develop learning.
- We hold a Careers Event every two years. This provides pupils with a valuable opportunity to learn about the world of work and to consider what skills and interests they need to develop when planning for the future.
- Our Diversity Week provides time to study a region in depth. In 2016 we focused on India and in 2018 our starting point was Kagera in Tanzania.
- There are opportunities for children to take responsibilities within the school through our elected councils. We also hold a variety of fund raising events each year.
- To support social and emotional development, planned work with groups and individuals takes place in ‘The Space’.
- To plan for the needs of individuals or groups of children, the curriculum offer is adapted.
Our RE scheme of work is based on the Norfolk and Suffolk Agreed Syllabus, in line with National Framework for RE. Children are provided with opportunities to:
- learn about religion – as if looking through a WINDOW onto a faith community, observing, asking questions, making connections; and
- learn from religion – as if looking into a MIRROR at oneself and asking reflecting upon different issues and forming opinions about ultimate questions and about the answers that some religious people give.
Units of work are based around themes, for example Inspirational People or Special books. These themes are started in Key Stage 1 and built on into Key Stage 2. In Key Stage 1 RE focuses largely on Christianity and Judaism and in Key Stage 2 children are taught about all the major world religions.
Essential to good learning in RE are four key attitudes:
- respect for all; and
- appreciation and wonder.
In addition to class teaching of RE, children also learn about and from religion in whole school RE days and in Collective Worship.
Sex and Relationships Scheme of Work
Please click HERE for the School's sex and relationships scheme of work.
Curriculum Information for Year 1 to Year 6
Please click on the links below for more information for each class.
Children are assessed for a range of reasons at different points throughout the year. All assessment helps teachers to know if pupils are making expected progress and informs subsequent planning. Through the use of marking, observations, discussions, feedback and some weekly tests, teachers adapt their teaching to meet the needs of the pupils.
Other tests are carried out at various points in the year to ensure that pupils are making at least expected progress:
- Early Years: phonic and key word knowledge, number recognition and writing;
- Key Stage 1: phonics and key word knowledge, Vernons spelling test, White Rose maths test and PIRA reading test from Year 2; and
- Key Stage 2: phonics and reading tests for pupils on the SEN register as needed, White Rose and PIRA tests and Vernons spelling test.
Teachers also record if children are learning in line with expectations in subject areas once a term.
he information from these tests also helps teachers to identify patterns and trends and informs planning. It is also used to make a decision as to whether pupils are making expected progress in reading, writing and maths. This is recorded on a secure assessment system, ESS Target Tracker.
Each term the teachers hold a pupil progress meeting with the Headteacher and the Special Educational Needs Co-ordinator to talk about the progress the pupils are making. Where pupils are not making expected progress the teacher plans what he or she will do to help the pupil catch up.
Parents are kept informed about their child’s progress through parent consultation meetings in the Autumn and Spring Terms, an interim report in the Spring Term and the end of year report in July. Parents are welcome to make an appointment with the class teacher at other points in the year if they would like more information about their child’s progress.
Children are assessed against National benchmarks at various points while at primary school.
At the end of the Early Years, the staff use their observations from Tapestry and the pupils’ work to make a judgement against the Early Learning Goals to see if the children have met the standard for a Good level of Development - current EYFS guidance. For more information please refer to our Early Years section.
In Year 1 pupils take a phonics check to ensure they know and can use phonics to read. Those pupils who do not meet the pass mark have extra phonics teaching before they take the test again at the end of Year 2.
In Year 2 the teacher uses information from the pupils’ work and tests to assess the pupils against the Teacher Assessment Frameworks at the end of Key Stage 1.
At the end of Year 6 the children sit national tests in reading, spelling, grammar and maths. Their writing and science are also assessed against national standards. The outcomes of the tests are converted into a standardised score around 100. Those pupils who achieve at least 100 have met the expected standard and those who achieve at least 110 show they can work at greater depth.