At Hartley Primary Academy, we recognise that Art stimulates creativity and imagination. It provides visual, tactile and sensory experiences and an individual way of understanding and responding to the world. It enables children of all abilities to communicate what they see, feel and think through the use of colour, texture, form, pattern and different media. We aim to encourage our pupils to understand that the perseverance and attentiveness needed to complete an Art project or piece of work leads to personal pride and satisfaction.


Our PYP curriculum is transdisciplinary and provides maximum inspiration to our students/artists. Art projects are linked to our PYP themes to enhance the students’ understanding of the key concepts covered and children’s interests are followed to ensure that they are fully engaged in their learning. The implementation of the Art curriculum at Hartley Primary Academy is supported through the use of a knowledge and skills document to ensure progression in the acquisition of skills across year groups. Each of our students/artists has their own sketchbook in which they can record their ideas, practise new techniques and further develop/refine their art skills. These sketchbooks give our students/artists the opportunity to study an existing piece of art, create a constructive and reflective critique of this work and to use these ideas to develop their own piece of related art work, enabling pupils to show perseverance and dedication to complete any project to the best of their ability. Artists from different eras and cultures are studied throughout the school to give our students/artists a balanced knowledge and understanding of Art concepts and skills throughout the world.


Our aim at Hartley Primary Academy is to enable pupils to become creative and reflective learners who are able to express themselves confidently by providing them with investigative and inquiry-based learning opportunities.  Art contributes towards this by enabling pupils to think and express themselves in lots of different ways and increases their understanding of the world and develop a stronger sense of who they are.


At Hartley Primary Academy, we believe that computing is integral to life at school and beyond: for learning, working, innovating, creating, responding, problem-solving, problem-posing, socializing and playing. In this constantly evolving digital age, it is key for children to learn the skills needed to help them later in their lives. We therefore want to equip them with the knowledge and skills of the curriculum, as well as the PYP to prepare them for the opportunities, responsibilities and experiences of the outside world safely. We aim to use computing to develop the processes of the PYP to become more independent enquirers. Computing provides opportunities for the transformation of teaching and learning and enables students to investigate, create, communicate, collaborate, organise and become more responsible for their own learning and actions. 

In our curriculum we aim to ensure all pupils:

  • Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
  • Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
  • Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
  • Are responsible, competent, confident and creative users of information and communication technology


A clear skills progression, covering all areas of the computing curriculum, has been created to ensure progression and repetition in terms of embedding key learning, knowledge and skills. Computing is linked throughout our curriculum, where possible, to build children’s digital literacy and ICT skills. Children have the opportunity to work on different devices, such as iPads and Chromebooks throughout their lessons and are taught relevant skills on how to stay safe online, where appropriate. Each year, we take part in ‘online safety’ workshops to further remind us about how to explore and respond to key issues such as digital communication, cyber-bullying, online safety, security, plagiarism and social media. 


By the time they leave Hartley Primary Academy, we hope for our children to be confident users of technology, and able to use it to accomplish a wide variety of goals, both at home and in school. Children will have a secure and comprehensive knowledge of the implications of technology and digital systems, especially during this rapidly evolving digital age. Children will be able to apply British values of democracy, tolerance, mutual respect, rule of law and liberty when using digital systems.


At Hartley Primary Academy, our intention in teaching Design and Technology through the philosophy of the IB and the Primary Years Programme (PYP) is that all of our pupils become internationally-minded people whose enhanced understanding of design and the technological world can facilitate our shared guardianship of the planet and create a better world. We encourage pupils to take part in the rapidly changing world where Design and Technology encourages children to become creative problem-solvers and inquirers, both as individuals and as part of a group. Through the study of Design and Technology, children combine practical skills and knowledge with an understanding of aesthetic, social and environmental issues. This allows them to reflect on the making process as well as evaluating designs, products and technology and its impact. Through our PYP framework and transdisciplinary themes, we aim for children to be able to achieve the following skills by the time they leave Hartley Primary Academy:

  • To provide purposeful and practical learning experiences that derive from real and relevant problems.
  • To encourage pupils to become problem solvers and risk takers in order to produce innovative ideas through design and outcome.
  • To provide opportunities for pupils to become resourceful, innovative, enterprising and capable global citizens.
  • To provide pupils to learn life skills and apply these skills to ‘hands om’ situations in a purposeful context.


Design and technology is taught through six transdisciplinary themes of the Primary Years Programme and draws upon and develops the children’s knowledge of Mathematics, Science, Engineering, Computing and Art. The implementation of the Design and Technology curriculum at Hartley Primary Academy is supported through the use of a knowledge and skills document to ensure progression in the acquisition of skills across year groups. As pupils progress through the school, they develop, plan and communicate ideas whilst acquiring knowledge and understanding of materials and processes to real life contexts. Pupils are provided with opportunities to work with a range of tools, equipment, materials and components to make quality products. At Hartley Primary Academy, we teach pupils to use tools and equipment safely as well as insisting on good practice of food hygiene and preparation. Children evaluate processes and products as well as taking inspiration from design and technology throughout history. Pupils appreciate the design process and technological advances that have influenced the products we use in everyday life. 


By the time pupils leave Hartley Primary Academy we want to prepare them to take part in the rapidly-changing world. Pupils will become creative problem-solvers, where they are keen to take risks both as individuals and as part of a group. Through the study of Design and Technology pupils combine an enjoyment of practical skills with an understanding of aesthetic, social and environmental issues. This allows them to reflect on and evaluate designs and technology and the impact. As designers of the future they will have developed skills and attributes that they can apply to other aspects of their learning, beyond school and into future endeavours.


At Hartley Primary Academy, we teach geography through the philosophy of the IB Primary Years Programme (PYP). Our main aim is to enable and encourage all children to become active global citizens that make a positive contribution to the world around them. We want to foster life-long learning by encouraging and enabling pupils to take more ownership of their learning through their questioning. It is through meaningful lines of inquiry that we aim to inspire curiosity and a fascination about the world around us, creating enthusiastic geographers. 

Our geography teaching and learning will enable pupils to become globally-aware citizens. Through an understanding of both physical geography, which looks at the natural processes of the Earth, and human geography, which looks at the impact of people, our pupils will begin to see the interconnected nature of these processes. This knowledge will then enable them to actively participate in their community and contribute to solving geographical issues.

Through the transdisciplinary themes, there are many opportunities to investigate geographical issues which supports the emotional and ethical development of pupils, whilst also allowing them to solve problems and show creativity and resourcefulness. Pupils at Hartley Primary Academy will acquire a broad locational knowledge as well as developing a range of geographical map skills needed to investigate places around the world. Fieldwork will be used, with increasing independence through the school, to encourage enquiry and to allow for deeper learning of geographical concepts, knowledge and skills. 


At Hartley Primary Academy, geography is taught through the six transdisciplinary themes as part of the IB Primary Years Programme (PYP). Our skills document outlines the progression in geographical knowledge and skills throughout the school. 

Within EYFS and KS1, pupils will develop the basic contextual knowledge of their local area, the four countries and capital cities of the United Kingdom as well as learning about the seven continents and 5 oceans. They will also begin to explore maps and use geographical vocabulary. Each KS2 year group explores at least one geographical process in depth, ensuring that the full breadth of the National Curriculum is taught across the school. The skills are arranged to allow pupils to build upon their knowledge from previous years and to create links with this and knowledge from other subjects.

At Hartley, we strive to ensure learning is engaging and endeavour to provide frequent opportunities for geographical enquiry. We provide challenges that encourage our pupils to embrace and understand the connections between what they learn in lessons and the real world and become critical and reflective thinkers. Incidental geography teaching is also encouraged to increase pupils’ knowledge and understanding of the world.


Outcomes of this learning will be evident in our learning journey and floor books, demonstrating children’s acquisition of identified key knowledge. Children will also be able to demonstrate their knowledge and understanding through rich discussions and feedback in the classroom. Through a well-planned curriculum, linked to the transdisciplinary themes, we will ensure that our children have embedded the knowledge and skills that they need to be successful members of society.

By the time children leave Hartley Primary Academy they will:

  • Develop a sense of curiosity about the world and the people who live there.  
  • Have a good general knowledge of the world map.
  • Have a detailed knowledge of the countries and major cities of Europe, North and South America and other countries around the world.
  • Have an understanding of the interconnected nature of the main human and physical features and processes.
  • Develop an extensive base of geographical knowledge and vocabulary.
  • Be confident when undertaking geographical enquiry.
  • Develop the ability to apply questioning skills and use effective analytical and presentational techniques.
  • Be proficient in basic fieldwork and other geographical skills and techniques, including basic GIS and the use of OS maps.
  • Have the ability to express well-balanced opinions, rooted in very good knowledge and understanding about current and contemporary issues in society and the environment.


At Hartley Primary Academy, our intention in teaching history through the philosophy of the IB and the Primary Years Programme (PYP) is that all of our pupils become lifelong learners and active, global citizens that make positive contributions to their communities. We intend that through the study of history at HPA, our pupils’ interest will be stimulated and their understanding about local, national and global history will be supported through inquiry. Pupils will learn about how the actions, motives and environments of people and civilisations who lived in the past have resulted in the world we know today, thus inspiring them to know that their actions can change the world. The teaching of history is very important for it improves our decision making and judgment. Our children will understand change and how societies have developed through questioning, investigating and analysing events. By doing so, their understanding of chronology, personal inquiry and problem solving will be enhanced. Furthermore, our pupils will develop an appreciation and respect for cultural diversity and an understanding of those people who have fought for this. 

We will deliver a curriculum that will allow children to:

  • have a deepened understanding of chronology 
  • have a coherent understanding of Britain’s past and that of the wider world
  • be curious about the past and ask perceptive questions about it
  • use sources to weigh arguments and evidence
  • understand how life has progressed and changed
  • be able to talk confidently about parts of the past.


The history curriculum at HPA is supported by the six transdisciplinary themes of the Primary Years Programme (PYP). History is not just about content, it is also largely about the skills and concepts covered including, but not limited to, using historical sources, chronological understanding, historical language, inquiry, research and interpretations of historical events. Therefore, through using a key skills document, we can ensure that learning of such skills is progressive and appropriate for the relevant key stage/year group. As learning is focussed around a central idea with pupils guiding the lines of inquiry, pupils have high levels of engagement, immersion and interest within their inquiries. 


Our history curriculum will enable our pupils to:

  • Be lifelong learners who have a thirst for knowledge.
  • Draw on past learning experiences in order to make connections and links.
  • Become increasingly critical and analytical in their thinking.
  • Talk in depth about significant periods or people in history and reflect on the lasting impact of these.
  • Be independent inquirers who ask questions and join in historical discussions.
  • Leave Hartley Primary Academy ready for the next phase of learning having nurtured and enhanced key skills and knowledge.


At Hartley Primary Academy, we are committed to developing internationally-minded children with an understanding of the world around them. We recognise the importance of developing language skills to enable children to communicate with a variety of people and in a variety of situations. In an increasingly globalised community, it is important for children to appreciate different cultures and languages, and develop an open-minded attitude. Through our international PYP curriculum and transdisciplinary themes, we aim for children to be able to achieve the following skills by the time they leave Hartley Primary Academy:

  • Use words and phrases to express themselves in other languages.
  • Make connections between different words and phrases in both English and foreign languages.
  • Develop an appreciation for different languages and cultures.
  • Listen attentively to spoken language.


At Hartley Primary Academy, our primary language focus is French. We recognise the importance of early language learning, which is why we begin teaching French in Key Stage one. We use the Language Angels scheme of work, and focus on six key themes:

  • All about me
  • School
  • Healthy living
  • Time
  • Home
  • Grammar

Each of these units is revisited multiple times throughout Key Stage one and two. Within each theme, we focus on developing children’s reading, writing, speaking and listening skills through independent activities and games. Our languages progression of skills document shows the particular skills that we aim to teach children in specific year groups. In addition to learning French in language lessons, children are also given the opportunity to explore a range of languages through the PYP curriculum. These vary depending on the units of inquiry developed by teachers and children, but previously, children have had the opportunity to learn British Sign Language (BSL).


As a result of our languages curriculum, children will have a greater understanding of how to communicate in French, and be able to speak, listen, read and write in this language using familiar vocabulary. We also hope that when children move to secondary school, they are able to build on the foundations we have developed at Hartley Primary Academy. We know that several local secondary schools choose to teach French, so many of our children will be able to build on their current knowledge. For those children who learn a different language in their secondary schools, we hope that they will be able to make connections and notice similarities between learning French and learning other languages, whether that is in vocabulary or grammar skills.

We also aim for children to leave Hartley Primary Academy with an internationally-minded outlook. We want children to be curious about different cultures and countries and open-minded when communicating with people from different backgrounds.


Hartley Primary Academy’s Mathematics curriculum has been designed with the intent that our children will become resilient, independent, confident and fluent mathematicians. Our children will develop and apply the mathematical knowledge and skills that they will need in their daily lives beyond the classroom. We personalise and use White Rose Maths Schemes of Learning to ensure effective delivery of the maths curriculum. We will deliver a curriculum that: 

  • Allows the children to learn new skills which build year on year through our academy. 
  • Allows children to use, and choose from, a wide range of manipulatives to assist learning. 
  • Allows children to access a range of mathematical models and images to support the learning of new concepts. 
  • Inspires learning through consistent and outstanding teaching practice firmly embedded in a concrete-pictorial-abstract approach.
  • Builds on individual starting points and is aspirational for all children throughout the academy. 
  • Is inclusive and scaffolds learning to enable all children to access learning. 
  • Encourages our children to be self-motivated, independent and resilient by being fluent in the basic skills. 
  • Encourages our children to feel confident to make mistakes and learn from them.
  • Challenges our children to master the maths curriculum by becoming fluent and reason about the range of methods that they choose to apply. 


The maths curriculum is led and overseen by the subject leaders. A regular cycle of monitoring, evaluation and review ensures consistency of outstanding practice in our academy. The teaching, learning and sequencing of the curriculum follows: 

  • A clear mastery approach through White Rose Maths Schemes of Learning which ensure coverage, repetition and progression in all areas of maths. 
  • A clear learning sequence which builds on prior learning and the development of new skills, which are repeated within the year and beyond. 
  • Lessons which allow for repetition, and therefore mastery, of learning. 
  • Times tables are taught daily in all year groups from the end of Year One to ensure that our children have met the curriculum objectives by the end of Year Four. 
  • A design which ensures that the needs of individual and small groups of children can be met within the environment of high quality teaching, supported by targeted, evidence based intervention where required. 


Our maths curriculum will create: 

  • A positive impact on children’s outcomes at the end of each key stage, with an increasing percentage of children achieving the greater depth standard year upon year. 
  • Enjoyment of the maths curriculum that inspires and promotes achievement and confidence. 
  • Children who are resilient and able to make mistakes and learn from them. 
  • Children who will become fluent in all basic skills and work towards mastery. 
  • Children who will leave Hartley Primary Academy ready for the next phase of learning. 
  • Children who will have the maths skills to solve problems beyond their classroom environment.

Curriculum maps

Year 1

Year 1 Maths Curriculum Map
Maths Curriculum Map for Year 1

Year 2

Year 2 Maths Curriculum Map
Maths Curriculum Map for Year 2

Year 3

Year 3 Maths Curriculum Map
Maths Curriculum Map for Year 3

Year 4

Year 4 Maths Curriculum Map
Maths Curriculum Map for Year 4

Year 5

Year 5 Maths Curriculum Map
Maths Curriculum Map for Year 5

Year 6

Year 6 Maths Curriculum Map
Maths Curriculum Map for Year 6


The National Curriculum for music aims to ensure that all pupils:

  • Perform, listen to, review and evaluate music
  • Be taught to sing, create and compose music
  • Understand and explore how music is created, produced and communicated.

At Hartley Primary Academy the intention is that children gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres. Our objective is to develop a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music, and an unbiased respect for the role that music may wish to be expressed in any person’s life. As part of the PYP curriculum we see our curriculum is transdisciplinary and as such we are committed to ensuring children understand the value and importance of music in the wider community, and are able to use their musical skills, knowledge, and experiences to involve themselves in music, in a variety of different contexts.


Our PYP curriculum is transdisciplinary and provides maximum inspiration to our students/musicians. The music curriculum ensures students sing, listen, play, perform and evaluate. These aspects are linked to all areas of the curriculum and are embedded in the classroom activities as well as the weekly singing assemblies, various concerts and performances and the learning of instruments. The elements of music are taught in the classroom so that children are able to use some of the language of music to dissect it, and understand how it is made, played, appreciated and analysed. It is our intention that students are also given the opportunity to learn to play an instrument and in doing so understand the different principles of each method of creating notes, as well as how to read basic music notation. They also learn how to compose focussing on different dimensions of music, which in turn feeds their understanding when listening, playing, or analysing music. Composing or performing using body percussion and vocal sounds is also part of the curriculum, which develops the understanding of musical elements without the added complexity of an instrument.


Whilst in school, children have access to a varied programme, which allows students to discover areas of strength, as well as areas they might like to improve upon. The integral nature of music and the learner creates an enormously rich palette from which a student may access fundamental learner profiles such as: being reflective, a communicator, open minded and a risk taker. They will also develop the attitudes of being curious, creative, confident, enthusiastic and have an appreciation for the music they both listen to and create themselves. Music will also develop an understanding of culture and history, both in relation to students individually, as well as ethnicities from across the world. Children are able to enjoy music, in as many ways as they choose- either as listener, creator or performer. They can dissect music and comprehend its parts. They can sing and feel a pulse. They have an understanding of how to further develop skills less known to them, should they ever develop an interest in their lives


At Hartley Primary Academy, we value outdoor learning as it provides memorable learning experiences for pupils in a natural environment. We have found that the philosophy behind outdoor learning very much links with what is being promoted within the learner profiles as part of the IB Primary Years Programme (PYP). We aim to inspire curiosity and a life long fascination about the natural world. 

We will deliver a curriculum that enables children to:

  • develop their self-esteem and confidence to build resilient, determined and independent learners 
  • develop children’s personal, social and emotional development (reflective)
  • ask questions and inspire curiosity (inquirer)
  • improve physical and mental health (balanced)
  • encourage collaboration and team work (communicator/ open-minded) 
  • enable children to assess risk and become positive risk takers (risk taker)
  • solve problems (knowledgeable)
  • enable children to gain a respect for the natural environment and wildlife (thinker/principled)


At Hartley Primary Academy, we aim to deliver outdoor learning in connection with the six transdisciplinary themes as part of the IB Primary Years Programme (PYP) as well as discrete sessions. Our skills document outlines the progression of outdoor learning skills throughout the school. 

We are very lucky at Hartley to have such beautiful grounds which include two playgrounds, two fields, two woodland areas, an outdoor learning classroom and a pond. In Reception, the children have Forest School sessions delivered by a trained ranger once a week. For the rest of the school, each class has a timetabled session in the woodland once a week. We have a class set of waterproof clothing for each year group provided by the PTA. 

Outdoor learning can make a significant contribution to other areas of the curriculum as well as having a positive impact on mental health and wellbeing. It offers many opportunities for pupils to deepen their understanding and contextualise their learning. Through well planned outdoor learning experiences, we aim to provide progression, depth, challenge and enjoyment.

Outdoor learning is not limited to our school site and can branch into the wider world including the local area, day trips and for KS2, residential experiences. 


Outcomes of our outdoor learning experiences can be found in our learning journey and floor books. Our outdoor learning experiences will enable our pupils to become:

  • confident individuals
  • effective contributors
  • successful learners 
  • responsible citizens


At Hartley Primary Academy, our aim is to provide a Physical Education (PE) curriculum that ensures all pupils achieve the aims of the National Curriculum through a broad, balanced and progressive approach. We teach inclusive sports, including goalball and sitting volleyball, to allow children with different needs and abilities the opportunity to succeed. We use the philosophy of the International Baccalaureate as the framework to ensure the PE coverage emphasises the development of the whole pupil through the learner profiles. The fundamental skills taught in EYFS and KS1 are applied and developed further in KS2; pupils learn how to apply them in different ways and to link them to make actions and sequences of movement. As well as encouraging the children to be physically active, PE lessons also give the children opportunities to develop their communication skills, mindset and wellbeing, with regular exercise improving the area of the brain linked with learning and memory and helping to reduce anxiety. By encouraging the children to be active, we are supporting their emotional wellbeing and mental health. Children must understand how to take care of themselves both physically and mentally in order to be healthy and successful later in life. Providing the children with the opportunities to engage in different sports through PE lessons and after school clubs, encourages them to appreciate different sports and cultures which help them become global learners. 


Through the International Baccalaureate Primary Years Programme, we offer a personalised curriculum that provides depth and challenge, based on the EYFS Development Matters and Primary National Curriculum. All children receive two hours of quality physical education per week. The range of sports, after school clubs and competitions the children have access to, allows them the opportunity to develop their confidence in attempting new challenges as well as developing character. The majority of PE is taught discretely; however, some dance links can be made to our inquiries and some sections of PE can be linked with the science curriculum. Pupils acquire new knowledge and skills, that are practised in a range of different activities. Pupils work towards a high level of fitness and can understand the health benefits this promotes their well-being and long term health. We encourage pupils to take leadership roles and use imagination and creativity in the techniques that they use. We enter inter- school competitions, both within Leigh Academies Trust and with other local primary schools, to allow the children opportunities to use the skills they have learnt in match situations. This also allows them to enjoy competing in sports and representing the school, as well as developing their confidence in the sports and knowledge of the skills and rules of the game. 


During a PE lesson, children will have fun, be enthusiastic and enjoy the tasks, in order to develop fundamental skills which can then be applied when playing specific sports or transfer them to other lessons. We use immediate verbal feedback to allow children the opportunity to amend and develop their skills immediately within the lesson. The assessment milestones for each phase have been carefully mapped out and further broken down for each year group. This means that skills in PE are progressive and build year on year. Through this, pupils develop a breadth and depth of knowledge of the sports and fundamental skills required to develop balanced, healthy and active lives.

HPA Swimming 2020-2021

Meeting national curriculum requirements for swimming and water safety. Due to exceptional circumstances priority should be given to ensuring that pupils can perform safe self rescue even if they do not fully meet the first two requirements of the NC programme of study

What percentage of your current Year 6 cohort swim competently, confidently and proficiently over a distance of at  least 25 metres?


What percentage of your current Year 6 cohort use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]?


What percentage of your current Year 6 cohort perform safe self-rescue in different water-based situations?


Schools can choose to use the Primary PE and sport premium to provide additional provision for swimming but this  must be for activity over and above the national curriculum requirements. Have you used it in this way?


HPA Swimming 2019-2020

Meeting national curriculum requirements for swimming and water safety. Due to exceptional circumstances priority should be given to ensuring that pupils can perform safe self rescue even if they do not fully meet the first two requirements of the NC programme of study

What percentage of your current Year 6 cohort swim competently, confidently and proficiently over a distance of at  least 25 metres?

Unable to assess due to COVID 19

What percentage of your current Year 6 cohort use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]?

Unable to assess due to COVID 19

What percentage of your current Year 6 cohort perform safe self-rescue in different water-based situations?

Unable to assess due to COVID 19

Schools can choose to use the Primary PE and sport premium to provide additional provision for swimming but this  must be for activity over and above the national curriculum requirements. Have you used it in this way?



At Hartley Primary Academy, we teach Personal, Social and Health Education as a whole-school approach to underpin children’s development as people and because we believe that this also supports their learning capacity. Our curriculum also supports the “Personal Development” and “Behaviour and Attitude” aspects required under the Ofsted Inspection Framework, as well as significantly contributing to the school’s Safeguarding and Equality Duties, the Government’s British Values agenda and the SMSC (Spiritual, Moral, Social, Cultural) development opportunities provided for our children. Here, at Hartley Primary Academy, we value PSHE as one way to support children’s development as human beings, to enable them to understand and respect who they are, to empower them with a voice and to equip them for life and learning. Our children will be prepared for life in modern Britain and will be taught the importance of mutual respect, tolerance and democracy. Our curriculum is taught through the International Baccalaureate philosophy and we will deliver this to a high standard, providing our children with the essential life skills, which will later help them to navigate through a variety of real life situations.


To ensure progression and a spiral curriculum, we use Jigsaw, the mindful approach to PSHE, as our chosen teaching and learning programme and tailor it to our children’s needs. The mapping document: Jigsaw 3-11 and statutory Relationships and Health Education, shows exactly how Jigsaw and therefore our school, meets the statutory Relationships and Health Education requirements. PSHE will be taught both discreetly, as stand alone lessons, as well as within our transdisciplinary themes via assemblies and collective worship, praise and reward systems, Learning Charters, through relationships child to child, adult to child and adult to adult across the school. We aim to ‘live’ what is learnt and apply it to everyday situations in the school community. The six topics that are taught throughout each year of school are:

Term Puzzle (Unit) Content
Autumn 1: Being Me in My World Includes understanding my own identity and how I fit well in the class, school and global community. Jigsaw Charter established.
Autumn 2: Celebrating Difference Includes anti-bullying (cyber and homophobic bullying included) and understanding 
Spring 1: Dreams and Goals Includes goal-setting, aspirations, who do I want to become and what would I like to do for work and to contribute to society
Spring 2: Healthy Me Includes drugs and alcohol education, self-esteem and confidence as well as healthy lifestyle choices, sleep, nutrition, rest and exercise
Summer 1: Relationships Includes understanding friendship, family and other relationships, conflict resolution and communication skills, bereavement and loss
Summer 2: Changing Me Includes Relationships and Sex Education in the context of coping positively with change

The DfE Guidance 2019 (p.23) recommends that all primary schools ‘have a sex education programme tailored to the age and the physical and emotional maturity of the pupils. However, ‘Sex Education is not compulsory in primary schools’. (p. 23) At Hartley Primary Academy, we believe children should understand the facts about human reproduction before they leave primary school. Our Sex Education will begin in Year 4, where the children will learn about characteristics inherited from eggs/sperm and the basics of menstruation and how this enables women to have babies when they are older. In Upper Key Stage Two, in Year 5, the children will learn about the basics of conception, including understanding the role of sperm and ovum. In Year 6, they will learn how a baby, from conception, grows and develops until birth.


By the end of a child’s time at Hartley Primary Academy, they will be a happy, confident and responsible individual. The impact will be seen through their positive interactions with one another and their healthy outlook towards school and the wider community. They will have an understanding and acceptance of how people in a community can be different and celebrate this. Children will be aware of how their own actions, as well as the actions of others, can have an impact and will confidently apply their understanding of the world to deal with situations responsibly. Each class creates a floorbook that includes examples of work undertaken throughout the term. These provide evidence of learning and a tool to promote discussion with the children about their learning. When a child leaves us, the knowledge and skills learnt through PSHE/RSE will support them on their journey to becoming a well-rounded individual, capable of making well-informed decisions. 

Relationships Education in Primary schools – DfE Guidance 2019

The focus in primary school should be on teaching the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults. The guidance states that, by the end of primary school: 

Families and people who care for me
Pupils should know… How Jigsaw provides the solution
  • that families are important for children growing up because they can give love, security and stability.
  • the characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives.
  • that others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care.
  • that stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up.
  • that marriage represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong (Marriage in England and Wales is available to both opposite sex and same sex couples. The Marriage (Same Sex Couples) Act 2013 extended marriage to same sex couples in England and Wales. The ceremony through which a couple get married may be civil or religious).
  • how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed.
All of these aspects are covered in lessons within the Puzzles


  • Relationships
  • Changing Me 
  • Celebrating Difference
  • Being Me in My World
Caring Friendships
Pupils should know… How Jigsaw provides the solution
  • how important friendships are in making us feel happy and secure, and how people choose and make friends
  • the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties
  • that healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded
  • that most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right
  • how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed
All of these aspects are covered in lessons within the Puzzles


  • Relationships
  • Changing Me 
  • Celebrating Difference
  • Being Me in My World
Respectful Relationships
Pupils should know… How Jigsaw provides the solution
  • the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs
  • practical steps they can take in a range of different contexts to improve or support  respectful relationships 
  • the conventions of courtesy and manners
  • the importance of self-respect and how this links to their own happiness
  • that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority
  • about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help
  •  what a stereotype is, and how stereotypes can be unfair, negative or destructive
  • the importance of permission seeking and giving in relationships with friends, peers and adults
All of these aspects are covered in lessons within the Puzzles

  • Relationships
  • Changing Me 
  • Celebrating Difference
  • Being Me in My World
Online relationships
Pupils should know… How Jigsaw provides the solution
  • that people sometimes behave differently online, including by pretending to be someone they are not
  • that the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online including when we are anonymous.
  • the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them.
  • how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met.
  • how information and data is shared and used online.
All of these aspects are covered in lessons within the Puzzles

  • Relationships
  • Changing Me 
  • Celebrating Difference
Being safe
Pupils should know… How Jigsaw provides the solution
  • what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context).
  • about the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe.
  • that each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact.
  • how to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know.
  • how to recognise and report feelings of being unsafe or feeling bad about any adult.
  • how to ask for advice or help for themselves or others, and to keep trying until they are heard,
  • how to report concerns or abuse, and the vocabulary and confidence needed to do so.
  • where to get advice e.g. family, school and/or other sources.
All of these aspects are covered in lessons within the Puzzles

  • Relationships
  • Changing Me 
  • Celebrating Difference

Physical health and mental well-being education in Primary schools – DfE Guidance

The focus in primary school should be on teaching the characteristics of good physical health and mental wellbeing. Teachers should be clear that mental well-being is a normal part of daily life, in the same way as physical health. By the end of primary school:

Mental wellbeing
Pupils should know  How Jigsaw provides the solution
  • that mental wellbeing is a normal part of daily life, in the same way as physical health.
  • that there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations.
  • how to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.
  • how to judge whether what they are feeling and how they are behaving is appropriate and proportionate.
  • the benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental well-being and happiness.
  • simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.
  • isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support.
  • that bullying (including cyberbullying) has a negative and often lasting impact on mental well-being.
  • where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else’s mental well-being or ability to control their emotions (including issues arising online).
  • it is common for people to experience mental ill health. For many people who do, the problems can be resolved if the right support is made available, especially if accessed early enough.
All of these aspects are covered in lessons within the Puzzles


  • Healthy Me
  • Relationships
  • Changing Me 
  • Celebrating Difference
Internet safety and harms
Pupils should know… How Jigsaw provides the solution
  • that for most people the internet is an integral part of life and has many benefits.
  • about the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing.
  • how to consider the effect of their online actions on others and know how to recognise and display respectful behaviour online and the importance of keeping personal information private.
  • why social media, some computer games and online gaming, for example, are age restricted.
  • that the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health.
  • how to be a discerning consumer of information online including understanding that information, including that from search engines, is ranked, selected and targeted.
  • where and how to report concerns and get support with issues online.
All of these aspects are covered in lessons within the Puzzles

  • Relationships
  • Healthy Me
Physical health and fitness
Pupils should know… How Jigsaw provides the solution
  • the characteristics and mental and physical benefits of an active lifestyle.
  • the importance of building regular exercise into daily and weekly routines and how to achieve this; for example, walking or cycling to school, a daily active mile or other forms of regular, vigorous exercise.
  • the risks associated with an inactive lifestyle (including obesity).
  • how and when to seek support including which adults to speak to in school if they are worried about their health.
All of these aspects are covered in lessons within the Puzzles

  • Healthy Me
Healthy Eating
Pupils should know… How Jigsaw provides the solution
  • what constitutes a healthy diet (including understanding calories and other nutritional content).
  • the principles of planning and preparing a range of healthy meals.
  • the characteristics of a poor diet and risks associated with unhealthy eating (including, for example, obesity and tooth decay) and other behaviours (e.g. the impact of alcohol on diet or health).
All of these aspects are covered in lessons within the Puzzles

  • Healthy Me
Drugs, alcohol and tobacco
Pupils should know… How Jigsaw provides the solution
the facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug-taking
Health and Prevention
Pupils should know… How Jigsaw provides the solution
  • how to make a clear and efficient call to emergency services if necessary.
  • concepts of basic first-aid, for example dealing with common injuries, including head injuries.
All of these aspects are covered in lessons within the Puzzles


  • Healthy Me
Basic first aid
Pupils should know… How Jigsaw provides the solution
  • how to recognise early signs of physical illness, such as weight loss, or unexplained changes to the body.
  • about safe and unsafe exposure to the sun, and how to reduce the risk of sun damage, including skin cancer.
  • the importance of sufficient good quality sleep for good health and that a lack of sleep can affect weight, mood and ability to learn.
  • about dental health and the benefits of good oral hygiene and dental flossing, including regular check-ups at the dentist. 
  • about personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of handwashing.
  • the facts and science relating to immunisation and vaccination
All of these aspects are covered in lessons within the Puzzles


  • Healthy Me
Changing adolescent body
Pupils should know… How Jigsaw provides the solution
  • key facts about puberty and the changing adolescent body, particularly from age 9 through to age 11, including physical and emotional changes.
  • about menstrual wellbeing including the key facts about the menstrual cycle.
All of these aspects are covered in lessons within the Puzzles

  • Changing Me
  • Healthy Me


Religious Education (RE) at HPA has a significant role for the development of pupils’ spiritual, moral, social and cultural development. It promotes respect and open-mindedness towards others with different faiths and beliefs and encourages pupils to develop their sense of identity and belonging through self-awareness and reflection. The intent of RE at HPA considers Article 9 of the Human Rights as a foundation – the freedom of thought, belief and religion; as well as the British value of mutual respect for and tolerance of those with different faiths and beliefs, and for those without faith.

In line with the Kent Agreed Syllabus (KAS) for RE (Kent Agreed Syllabus) ‘The principle aim of RE is to engage pupils in an inquiry approach into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.

In child-friendly language, ‘RE explores big questions about life, to find out what people believe and what difference this makes to how they live, so that pupils can make sense of religion, reflecting on their own ideas and ways of living.’ 

The key aims for religious education are reflected in the two attainment targets:

  • Attainment Target 1- Learning about religion and belief
  • Attainment target 2- Learning from religion and belief

The development of knowledge, skills and understanding focuses on these two key aspects of learning in Religious Education at HPA. 

The design of the RE curriculum at HPA is built upon the above guidance from KAS as well as the IB Themes under which the area of religion and faith is explored. This is both vertical, horizontal and diagonal in design to ensure that each group is approaching the area of a religion through the lense of the Central Ideas created from the IB Themes.


Religious Education is unique in the school curriculum in that it is neither a core nor a foundation subject, however the guidance released in 2010 views it as an important curriculum subject. Following both the KAS and the religions represented in the school community at HPA, the religions that are covered are built upon these with attention given to Christianity as the predominant religion. 

Each term, classes have the opportunity to take part in RE days to give the opportunity for students to understand and build on skills around the subject with knowledge being built up and explored. In addition to these days, teachers include RE through their termly themed inquiries, where appropriate. This ensures that connections are made throughout their learning and that the principal aim of RE at HPA is transdisciplinary in nature.

Experiences and enrichment opportunities at HPA

  • handling artefacts
  • exploring sacred texts
  • using imaginative play or drama to express feelings and ideas
  • responding to images, games, stories, art, music and dance
  • meeting visitors from local religious communities
  • making visits to religious places of worship where possible, and where not, making use of videos and the internet
  • using ICT to further explore religion and belief globally
  • comparing religions and worldviews through discussion
  • debating and communicating religious belief, worldviews and philosophical ideas and answering and asking ultimate questions posed by these

Early Years Foundation Stage

Pupils explore and learn about traditions, beliefs and world views outside of their own experiences through shared experiences of pupils through Tapestry. Through the ‘in the moment’ nature of the EYFS, pupils will share important cultural and religious events in their own experiences in a way that is authentic to them. 

Learning about religion and faith

When these experiences are shared, pupils will be encouraged to:

  • Explore through guided questioning the reasons for particular events or experiences
  • Identify simple features of religious life and practice – what activities do they take part in
  • Recognise some religious words
  • Name and recognise some religious symbols that are shared
  • Explore shared British cultural traditions (Easter eggs, Christmas, Fireworks) 

Designed opportunities:

  • Recognise some religious beliefs or teachings through shared stories from different religions communities and cultures
  • Take part in shared whole school events that celebrate religious festivals
  • Encourage pupils to share their experiences with one another through play as the opportunity arises.

Learning from religion and faith

Pupils are encouraged to:

  • Recognise their own experiences and feelings in religious stories and celebrations
  • Recognise there are similarities and differences between theirs and others lives
  • Identify what they find interesting about religious events
  • Question what they find puzzling in religious stories
  • Say what matters to them and to talk about how to care for others

Key Stage One

During this key stage, pupils are taught the knowledge, skills and understanding through religion and belief through the lense of the IB themes and Central Ideas.  The main religions that are studied are the Abrahamic faiths: Christianity, Islam and Judaism.  The following include examples of how children will learn about religion and belief and from religion and faith.

Learning about religion and faith:

In Key Stage One pupils are taught to:

  • Understand what a belief is and why it is important to people.
  • Understand that there is more than one belief system.
  • Ask and answer simple questions about what they have seen or heard.
  • Show curiosity by voluntarily asking questions about what they have seen, heard or read.
  • Access (read or listen to) religious poems, stories and non-fiction.
  • Read, hear and discuss religious literature; start to make own selections
  • Explore a range of celebrations, teachings and traditions in religions, noting similarities and differences
  • Recognise how belonging to a religion is important to people and the impact it has on their lives
  • Explore how religious beliefs and ideas are expressed
  • Begin to establish a religious vocabulary and suggests meanings for religious symbols
  • Identify ways that religion is presented and represented (eg fiction, images, maps).
  • Understand the concept of right and wrong, and accept that other people and other faiths may view this differently.

Learning from religion and belief

  • Reflect on what matters to them and others who hold religious views
  • Recognise and start to explain the moral of a story.
  • Recognise there are similarities and differences between theirs and others lives
  • Communicate their ideas and ask and respond to questions
  • Recognise how religious ideas and beliefs impact people’s lives personally and socially
  • Demonstrate respect for others 

Key Stage Two

During this key stage, pupils are taught knowledge, skills and understanding through deeper inquiry into known religions (Abrahamic) as well developing an understanding of other world religions, specifically Sikhism and Hinduism. The following include  examples of  what children will learn about religion and belief and from religion and faith.

Learning about religion and belief

Pupils should be progressively taught to:

  • Compare and contrast beliefs and faiths .
  • Ask and answer relevant questions that are relevant to RE
  • Select and discuss literature that is explicitly and implicitly religious.
  • Discuss a wide range of religious literature and start to link to other faiths.
  • Explain relevance and reliability.
  • Find links between stories within and between beliefs and faiths.
  • Explore and comment on the key aspects of religions, believer’s lives, their stories and traditions and their influence
  • Explore how practices are related to beliefs and teachings
  • Interpret information about religion and religious beliefs through a range of sources
  • Recognise similarities and differences within and between religions
  • Consider how religious and spiritual ideas are expressed
  • Describe and begin to encounter religious and other responses to ultimate questions and ethical or moral issues
  • Use a developed religious vocabulary when discussing and expressing their knowledge and understanding

Learning from religion and faith

Pupils should be taught to:

  • Explain a personal response to (parts of) books and religious texts.
  • Reflect on what it means to belong to a faith community and how this relates to them and others’ lives
  • Recognise how religious practice is conducted in a variety of ways
  • Discuss their own and other’s views of religious truth and belief
  • Reflect on morality and how people respond to decisions they are faced with
  • Reflect on sources of information and what they find value in in their own and other’s lives
  • Demonstrate a respect for other people’s knowledge.
  • Explain how people can show respect for other religions (opinions).
  • Modify behaviour to demonstrate respect for others


At HPA, we envision our RE curriculum impacting the pupils in the following ways:

  • Extend their knowledge and understanding of religions and beliefs
  • Develop a religious vocabulary and interpret religious symbolism in a variety of forms
  • Reflect on questions of meaning, offering their own thoughtful and informed insights into religious and secular world-views
  • Explore ultimate questions of beliefs and values in relation to a range of contemporary issues in an ever-changing society
  • Understand religions’ place in the local and global community
  • Respect the beliefs and values of others as articulated in Article 9 of the Human Rights and as British Citizens. 

The impact our RE curriculum is having is sought in a number of ways, including:

  • Pupil’s voice
  • Through recall in our weekly story of the week
  • Through connections made during other Transdisciplinary inquiry
  • Action that individuals, year groups or the whole school take part in
  • Evidence of skills and progression in book looks 
  • Through the respect that pupils show for others of different faiths and beliefs to their own


At Hartley Primary Academy, we want to foster a love of reading, where children can not only demonstrate an understanding of what they have read, but also show enthusiasm and excitement for it. We believe that reading is an integral part of a child’s learning and development and that it underpins all other learning. Therefore, reading is at the heart of the school curriculum. It is our view that every lesson is a reading lesson. 

We also believe that a love of reading plays an important part in a child becoming an independent reader. At Hartley Primary Academy, we foster this by encouraging children to choose their own reading books which are not only suitable for their reading level but that also interests them. By linking our reading curriculum to the International Baccalaureate Primary Years Programme (PYP), we enable children to experience a broad range of texts and genres which in turn broadens their vocabulary and supports them in becoming more confident speakers and writers.

Our main aim at Hartley Primary Academy is to ensure that all children learn to read at least age-appropriate books, regardless of their background or circumstances. We ensure this by teaching phonics lessons that are pitched to a child’s individual needs and reading lessons which follow a clear progression through EYFS, Key Stage One and Key Stage Two.


At Hartley Primary Academy, the English National Curriculum aims underpin the planning of reading and this ensures a broad and balanced curriculum that is progressive throughout the key stages. Additionally, planning and teaching are also closely linked to the PYP, where teachers match their current inquiry themes to interesting reading materials and class reader books which support our children’s learning. Reading skills are taught in discrete, phonics and reading sessions and are then implemented across the curriculum, ensuring children are applying what they have learnt.

Specific Strategies we implement to provide children with the best possible chance at learning to read and developing a love of reading:


Story time

All children have the opportunity to hear an adult read aloud for at least fifteen minutes a day from a class reader.

Whole class reading 

In both KS1 and KS2, children take part in various whole class reading activities.

Reading Rainbows

In EYFS and KS1 the children have access to a strategy called Reading Rainbows, which can be applied to any high-quality text.


In KS2 we use VIPERS (Vocabulary, Inference, Prediction, Explanation, Retrieval and Summarising/Sequencing) to ensure the National Curriculum skills are covered. VIPERS is not a reading scheme but rather a method of ensuring that teachers ask, and students are familiar with, a range of questions.  They allow the teacher to track the type of questions asked and the children’s responses to these which allows for targeted questioning afterwards. 


We regularly assess reading to ensure children receive any additional support they may need. Throughout the school reading interventions are put in place to provide extra opportunities for children to develop their reading skills. Children may take part in 1:1 reading sessions where they can share their book with an adult. 1:1 phonics interventions in order to pick up on any sounds they may not know or to develop their blending skills, or they may be part of small group interventions which aim to close the gap with children who are all at a similar level.

Home reading

Every child takes a reading book home daily and we expect parents and carers to complete a home reading diary to record when they have read at home, ideally daily. For those developing their phonic skills, they will take a book matched to their current phonic ability. For those working beyond this, children are able to select their own reading book, with support from adults if required. We believe that reading is an integral skill to learn and we strive to have a partnership between school and home so that this continues seamlessly. As well as a levelled reading books, children are also invited to take home a book, which promotes reading for pleasure, from our school library once a week. These books are chosen solely by the children based on their interests, and have inspired our children to widen their book choices. As the child moves through the school, the amount they try to read each night should increase. In EYFS, sharing a book with your child for ten minutes will help them greatly. In Year One pupils should aim to read (or share a book) for 10 minutes. In Years 2 and 3 the target is 15 minutes and in Years 4, 5 and 6 it is 20 minutes. We expect all children to read at least five times per week and for this to be recorded in their Reading Records. These are then handed in to class teachers on a Monday morning. We use a certificate system to reward children for their home reading and each teacher selects a child who is the class ‘Reader of the Week’. Children are presented with a certificate and this is celebrated on our website.  


This is an online platform where the children can access thousands of high-quality, high-interest digital books and news articles which have built-in scaffolds to support readers at every level. This is another way in which we encourage children to practise their reading skills and build up their reading minutes each week. To access myON please click here. All students from Reception to Year 6 have a username and password. 

Scholastic Book Fair

This event raises money to enable us to purchase more books for our children and also gives our children exposure to a range of current authors and texts. 


At Hartley Primary Academy, we use both formative and summative assessment to track children’s progress and ensure we are meeting their needs in order to become confident, successful readers. We strive to create a positive reading culture and to help shape children’s confidence, enthusiasm and love for reading. Children will coherently and enthusiastically discuss their learning and the books they have read and also offer opinions and recommendations to adults and their peers. We have high expectations that all children reach at least the age-related expectation at the end of each year and ensure that those with gaps in their knowledge receive appropriate support and intervention to progress towards this. Our reading curriculum is intended to ensure that all pupils are academically prepared for life beyond primary school, are immersed in a language rich environment and that they are exposed to a range of reading styles. We give children at Hartley Primary Academy the gift of reading and, in doing so, a pass to all that school and life beyond education has to offer.


It is our intention that during their time at Hartley Primary Academy ALL pupils will:

  • Be stimulated, excited and curious about phenomena and events in the world around them.
  • Develop an inquiring mind and be confident to ask questions and investigate to find answers to enquiries (with increasing emphasis on these enquiries being self-initiated).
  • Be able to apply their scientific understanding in their lives and know that Science can bring change to the world around us.
  • Be able to use scientific language confidently and appropriately. 
  • Have access to an engaging, high quality Science curriculum that enables them to develop as open-minded, reflective thinkers who will enthusiastically approach further learning in Science as well informed, globally aware young people.


Subject Leader’s own interest in, and development of, the subject is maintained through regular professional development. Resources for CPD are shared with teachers (e.g. reachout). 

Science Leaders have shared a clear and comprehensive progression of skills and knowledge document for Reception to Year 6, which teachers refer to when planning. This model allows children to build upon their prior knowledge and increases their enthusiasm for the topics whilst embedding this procedural knowledge into the long-term memory. Whilst we ensure children will be taught all aspects of the National Curriculum, wherever relevant, the skills, key and related concepts will be taught through the transdisciplinary themes of the PYP. In some cases, more than one year group will cover the same concept. Subject leaders monitor 3 times a year to ensure coverage and progression and highlight areas that have already been covered or gaps for cohorts.

Science is taught weekly for approximately 1.5 hours in KS2 and 1 hour in KS1. On occasions, teachers may choose to block their science teaching during a week of a half term. In addition, teachers will, where possible, respond to spontaneous science inquiries that are not directly related to any planned units of inquiry. These are valuable learning and teaching experiences in themselves and they provide teachers and students with the opportunity to apply the pedagogy of the PYP to authentic, in-the-moment situations. 

Teachers use a variety of strategies to assess children’s starting points. They plan collaboratively (in year groups teams) for practical, engaging lessons. Wherever possible teachers will give pupils hands-on, real-life experience of concepts being taught. Guided inquiry is the main approach for teaching and learning in Science; teachers model and value enquiry and provide a range of problem solving and real-life opportunities for students to investigate and find out for themselves. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. All 5 areas of Scientific Enquiry are displayed in the classroom and referred to during lessons. Children are given regular opportunities to make accurate observations, handle tools, record and compare data, and formulate explanations using their own scientific experiences and those of others. Pupils gain experience in thinking critically about the perspectives of others in order to develop further their own ideas.  This approach means that Science lessons contribute greatly to the children’s development of the attributes of the PYP Learner Profile. 

Teachers ask carefully thought-out, open-ended questions and encourage pupils to ask questions of each other as well as the teacher. This effective questioning allows ongoing assessment which highlights where pupils are in terms of understanding, and enables teachers to identify any misconceptions and uncover any gaps. Discussion is valued as a way of building up children’s use and understanding of scientific vocabulary. 

Children are given the opportunity to use a range of resources to develop their Scientific knowledge and understanding.

Knowing the benefits of being outdoors to children, teachers regularly plan activities to develop children’s understanding of scientific skills and concepts in the school grounds (for example at the pond, in the woodland or on the fields). Trips and visits from experts who will enhance the learning experience are offered at HPA. Events such as STEAM week give all pupils a broader provision and application of knowledge and skills.


Children will be able to select key ideas and significant understanding from the data acquired for a unit of inquiry. By the time they reach upper key stage 2, they can frame genuine, open-ended questions worthy of research. As they conduct their inquiries, children can provide accurate information and valid explanations. They talk enthusiastically and confidently about their learning in Science. 

In each cohort, most children (80%+) will have achieved the knowledge and skills, as detailed in the progression and skills documents for each year group, by the end of each academic year. Most children (80%+) will reach age related expectations in Science at the end of each primary phase. At the end of Key Stage 2, children will have acquired the necessary skills and knowledge that are required for a successful transition to Secondary school and leave with an understanding that Science has changed our lives and is vital to the world’s future prosperity. 


At Hartley Primary Academy (HPA), we aim to promote a love of writing either for the practical purpose it holds, particularly when communicating, or for the artistic opportunities it gives for expression of the self. We want to equip all children with the skills they need to use writing for a variety of purposes and to be proud of what they produce. This will be achieved through weaving key aspects of the National Curriculum for writing through the transdisciplinary themes of the International Baccalaureate Primary Years Programme (PYP). This will ensure that children have a purpose for what they are writing, and an audience, so that they aspire to make every piece they produce their very best. We will teach all elements of the writing National Curriculum progressively to ensure children have a secure knowledge-base in transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech and writing). 


Writing lessons are both discrete and transdisciplinary at HPA. When needed, the staff have the freedom to teach specific, discrete skills that children need. Children are then given the opportunity to apply these skills in the pieces they produce. Children are usually taught at least one discrete grammar lesson a week to allow them to learn new skills to apply in their writing. Our grammar progression document clearly identifies the pathway the children take from EYFS to Year 6 and how they can develop these skills over the course of their time at HPA. Children also have the opportunity to learn spelling rules through inquiry once a week with additional short spelling consolidation activities threaded in through the curriculum. These ensure that the children can revisit spelling rules and apply accurate spelling to their writing. The children are tested on the spelling rules each week and these results are tracked to ensure progress. At Hartley Primary Academy, we expect all students to take pride in presenting their work to the very best of their current ability and teach them a cursive letter formation – progressively – as part of this. At all times, the individual needs of children will be catered for and appropriate personalised strategies and resources will be used with those children who need them. Handwriting is taught as discrete lessons in classes, groups or individually as appropriate. Teachers (including teaching assistants, supply teachers and trainees) will model correctly-joined handwriting at all times, particularly when writing on the board. Where possible, handwriting lessons are linked to phonic development and spelling patterns. High expectations of handwriting and presentation are held by all staff. Displays throughout the school include joined writing and computer generated writing. From Year Three upwards, children may start to use a blue ink pen if their teacher feels that they are ready to receive a handwriting licence. Throughout the rest of the week, writing skills are embedded as part of our inquiry lessons. This ensures that children are given to the time to generate ideas, conduct research, plan, revise and evaluate their writing. We focus on allowing time to generate ideas so that children can focus on the craft of writing when it comes to recording them. Children are given the opportunity to write for a range of contexts, purposes and audiences. 


Learning walks are carried out to ensure that high standards of delivery of the writing curriculum are met. Where good practice is identified, it is shared with staff through CPD to help refresh or improve subject knowledge. To ensure that children are making at least expected progress, teachers follow our marking policy. The marking policy has also been designed to allow children time to respond to the marking and to guide children to independently edit and improve their writing. English book scrutinies and writing moderations are carried out to check that standards across HPA are consistent and children are progressing at least as expected. We identify children who need support and provide intervention for those who aren’t meeting the expected standard. We provide opportunities to celebrate children’s hard work, through our ‘Star Writer’ display and our ‘Writing Washing Line’ in each classroom. This enables children to reflect on their work, as well as give them opportunities to learn from others. By the time children reach Year 6, they will be familiar with well-known writing genres and the grammar skills they need to demonstrate when composing a piece. Writing outcomes at KS2 are above national average and have been on an upward trend for the past three years. We aim to keep with this trend so that every child at least makes expected progress and has the skills they need to equip themselves for the challenges of the secondary curriculum and beyond.