Please click on the tabs below for information on each subject. If you wish to discuss the curriculum further, please book a meeting with the class teacher or alternatively contact Hannah Cleland through the main office. You can also find out more information about each subject through our policies. (link to policies)
At Hallsville we strongly believe that English is a significant life skill that is essential to participating fully as a member of society. We have designated two hours of the timetable each day to English and have specific programmes and approaches to teaching these skills.
Reading is taught through the Read, Write Inc phonics programme in Early Years, Key Stage 1 and where appropriate in Key Stage 2. Once children are reading fluently, they move onto the Literacy and Language programme, which focuses on comprehension. We also have daily ‘Love of Reading’ sessions across the school where children enjoy listening to their teacher read high quality texts that can then be taken home to share with parents/carers.
We have recently become a Talk for Writing school and teach writing using this approach of children imitating, innovating and inventing their own stories. We begin by introducing the children to high quality texts that model the language features they will be learning how to use. Pupils enjoy learning the text off-by-heart before and becoming story-tellers before they begin writing their own versions. Because of this approach our children love writing and they are never stuck for ideas!
Spelling and grammar
Spelling is taught everyday from Years 2 – 6 using the Read, Write Inc. Spelling programme, which is underpinned by phonics. Grammatical constructions and terminology are taught in pacy mental and oral sessions and are relevant to the learning in writing lessons.
We expect children to take pride in their handwriting and teach them to use fluent joined handwriting as soon as they can form letter properly. We use the Collins Primary Focus Spelling programme and also have tramlines in children’s exercise books to encourage consistent letter formation.
For more information please see the English policy.
In Reception, Year One and Year Two we follow the Mathematics Mastery programme of study. It focuses on five key principles.
Mathematical problem-solving is at the heart of our approach. Pupils are encouraged to identify, understand and apply relevant mathematical principles and make connections between different ideas. This builds the skills needed to tackle new problems, rather than simply repeating routines without grasping the principles.
We believe no child should be left behind. We focus on pupils ‘keeping up over catching up’. By making high expectations clear – and emphasising the high value of mathematics education – learners are encouraged to build confidence and resilience.
Concrete, Pictorial, Abstract
Objects, pictures, words, numbers and symbols are everywhere. Our approach incorporates all of these to help pupils explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding. Together, these elements help cement knowledge so pupils truly understand what they’ve learnt.
Depth before breadth
All learners benefit from deepening their conceptual understanding of mathematics, regardless of whether they’ve previously struggled or excelled. We believe pupils must be given time to fully understand, explore and apply ideas – rather than accelerate through new topics. This approach enables learners to truly grasp a concept, and the challenge comes from investigating it in new, alternative and more complex ways.
The way pupils speak and write about mathematics transforms their learning. We use a carefully sequenced, structured approach to introduce and reinforce mathematical vocabulary. We always ask pupils to explain the mathematics in full sentences (not just what the answer is, but how they know it’s the right answer). This is key to building mathematical language and reasoning skills.
In Key Stage 2 maths lessons, we follow the Singaporean Maths No Problem scheme of work. At Hallsville, we want our young mathematicians to become confident learners who demonstrate resilience when facing mathematical challenges.
In their lessons, children are encouraged to tackle an “in focus” problem in a number of different ways. Can the children visualise the problem and imagine how they will find out the answer? Our philosophy is that it is better to solve one problem in five different ways than to solve five different problems! Our children enjoy developing creative ways to solve the problem.
The children at Hallsville are expected to stand up and clearly explain their reasoning to the rest of the class. As a class, the children will name their methods and share any unusual/unique approaches. We value mistakes as a learning tool and are not afraid to challenge each other’s ideas in class.
It is important that the children learn how to record their findings. The children are often asked to create a visual representation of the problem. They will sometimes be asked to create their own problem similar to the one tackled in the “in focus” task or explain their learning clearly to another classmate. At Hallsville, our children are also great at evaluating the different methods they have used, explaining which they prefer and why.
Learning to read maths is very important as maths is a highly symbolic language. The children at Hallsville are given the opportunity to see how a model mathematician has tackled the same problem. What is the conventional way of solving the problem and recording our calculations? The children’s confidence with using conventional methods of recording greatly increases as we advance through each topic.
Finally, children are given plenty of opportunity to practise the skills they have learnt in class during a guided practice session with the teacher and through independent application. Children at Hallsville enjoy learning maths and understand that challenge makes us grow. Practise makes perfect!
Science is a body of knowledge built up through experimental testing of ideas. Science is also methodology, a practical way of finding reliable answers to questions we may ask about the world around us. Science in our school is about developing pupil’s ideas and ways of working that enable them to make sense of the world in which they live through investigation, as well as using and applying process skills.
At Hallsville, we encourage the development of positive attitudes to science and build on our pupils’ natural curiosity. We aim to provide our pupils with an enjoyable experience of science, so that they will develop a deep and lasting interest and may be motivated to study science further. Our lessons are practical and encourage independence.
Our aims in teaching science include the following.
- Preparing our pupils for life in an increasingly scientific and technological world.
- Fostering concern about, and active care for, our environment.
- Helping our pupils acquire a growing understanding of scientific ideas.
- Helping develop and extend our pupils scientific concept of their world.
- Developing our pupils understanding of the international and collaborative nature of science.
At Hallsville Primary School we believe that computing has an integral role in the teaching and learning across the curriculum. Computing is therefore taught as a discrete subject, teaching in line with the national curriculum expectations as well as being used to support and encourage teaching and learning in other subjects.
At Hallsville we want to fully equip our pupils with the skills, knowledge and understanding to be digitally literate, technology capable and fully aware of how to stay safe online. We have created an overview of topics for computing working in partnership with NPW (Newham Partnership Working) for the school. Online Safety is taught each year with one lesson each half term focusing on how to keep safe online. We are a well-resourced school with a fully working computing suite that includes thirty work stations; we have laptop trolleys with thirty laptops for every year group as well as Ipad trolleys.
We have two learning resource managers that are based at the school, one works with the technological incidents and the other provides support with the teaching of the curriculum.
At Hallsville we believe that history is a vital part of a well-rounded education. It allows pupils to explore, question and to understand the past and how it has influenced our present. In our history lessons, our aim is to enrich, inspire and to ignite a curiosity into the past.
We encourage pupils to think critically, weigh evidence and develop perspective and judgement. We are lucky to have the opportunity to work with History off the Page, which allows children to not only research about the past but to live it.
We endeavour to bring history alive through educational visits, guest speakers and regular opportunities to handle historic artefacts.
We believe that it is important for pupils to have a curiosity and fascination about the world and its people. At Hallsville children begin to think like geographers through interpreting a range of sources such as maps, atlases, globes and photographs. Pupils develop knowledge about Earth’s key physical and human processes. They also learn how to collect and analyse data on the exciting field trips they partake in to beaches, towns and airports – just to name a few!
At Hallsville, we teach religious education in accordance with Exploring Beliefs, Celebrating Diversity, the Agreed Syllabus for Newham, which was updated in May 2016.
We aim to promote tolerance and respect for people of all faiths (and those of no faith), cultures and lifestyles through the effective spiritual, moral, social and cultural development of pupils. We also make links to the fundamental British values throughout our curriculum. We invite many guest speakers into our school to talk to the children and share their beliefs. Every year group also visits a place of worship to gain an insight into different faiths.
At Hallsville, each class has two hours of physical education a week. We strongly believe that being physically fit and healthy helps pupils to succeed. Children are taught the basic skills needed to play different sports and are encouraged to engage in competitive and co-operative physical activities. We enter many competitions and have a wide range of clubs on offer.
In PSHCE, pupils develop the knowledge, skills and attributes they need to keep themselves healthy and safe, and prepare for life and work in the modern world.
As part of our PSHCE lessons, we promote spiritual, moral, cultural, mental and physical development that we aim to transfer into all aspects of school life. We use the ‘Jigsaw’ resource as a starting point to plan lessons that are sensitive to the needs and beliefs of pupils, parents/carers and other members of the school community. PSHCE encompasses Philosophy for Children (P4C), mindfulness, drug awareness, sex and relationships, health and well-being and many other elements that help build self-esteem. Guest speakers such as the fire service, Dogs Trust, local councillors and other professionals are also invited in to equip pupils with real life knowledge that will aid them not only to be good citizens, but to inspire them to have aspirations and prepare them for the future.
In Key Stage 2, children are taught French by specialist language teachers. Children are encouraged to have positive attitudes towards other cultures and use their knowledge, with growing confidence and competence, to understand what they hear and read, and to express themselves in speech and in writing. Children also have the exciting opportunity to increase their cultural awareness by learning about different countries and people.
At Hallsville we aim to create confident, literate and functional musicians. During their time at Hallsville children will learn how to play the recorder, ukulele and violin, as well as a variety of tuned and un-tuned percussion. In their time at Hallsville, children will learn music through traditional staff notation ensuring that the musical skills they learn with us will be fully transferable to their future musical education.
Art at Hallsville is taught through cross curricular topics in a creative and enriching way. This ensures children can draw inspiration from what is familiar to them and build on their existing knowledge.
All year groups enjoy annual trips to various art museums across London, which provide enriching opportunities for immersing children into art and widening their cultural horizons. Children also engage with learning about different artists and investigating their artistic style.
Pupils are taught and encouraged to develop their own artistic skills through a range of different mediums: drawing, painting, sculpting and collage. Across the school, each art topic starts by exploring the features of an artist or style, building up the skills and ideas through the topic before producing a final piece, bringing all these techniques together.
During the annual art week, year groups are able to work with artists from outside the school and encouraged to partake in school competitions, which often leads to work being displayed at an exhibition at UEL.
At Hallsville, we understand that Design and Technology gives children the opportunity to develop skills, knowledge and understanding of designing and making products that have a purpose.
We believe it is important to nurture creativity and innovation through design, and by investigating products that are part of the world around us. Each year group has a healthy food focus in which they design and make a healthy food product for a particular consumer.
We investigate, design and evaluate which gives us an understanding of what makes a good product. We achieve this by embedding skills from the EYFS to Year 6.