Maths Long Term Overview

Phonics, Early Reading and Spelling Policy

Phonics:

Little Wandle Revised Letter and Sounds

Phase 2 and 3 grapheme mat

Phase 2 3 and 5 grapheme mat for Year 1 onwards

Little Wandle Revised Letter and Sounds Programme progression Year R and Year 1

Tricky words used on our word mats from Year 1 onwards

Little Wandle Glossary- guide to terminology used in teaching

English Intent, Implementation and Impact

Reading- Comprehension Crushers Reading Skills Progression

EYFS/ KS1 Reading Domains

KS2 Reading Domains

We use digital reading diaries in YR and Y1- please see the parent guidance:

https://learningwithparents.com/blog/resources/parent-introduction-to-the-reading-log-video/

English Intent, Implementation and Impact   

English glossary of terms.             

Haylands Writing, Punctuation, Spelling and Grammar Overview

Science Rationale       Science Intent        Science Knowledge Building       Science Long Term Overview

Intent

Why is Art important at Haylands Primary School?

Art has been proven to have remarkable impacts on academic, social, and emotional outcomes, helping us develop empathy and appreciation of different societies, cultures and history. Art provides our learners at Haylands Primary School with the opportunity to express themselves through a variety of media, materials and forms, whilst allowing them to develop their motor skills. Art at Haylands allows our learners to develop their individuality and uniqueness.

Implementation

When is Art taught at Haylands Primary School?
Art is taught as core units throughout the academic year, focusing on three key concepts:

1. Chromatic -Chromatic units
2. Monochromatic-Monochromatic Units
3. Sculpture - Sculpture Units

In order to reduce the cognitive load on our learners, we chunk our Art teaching within our units and teach these lessons each day until the unit is completed, instead of weekly. Art units begin with exploration of small, key steps before progressing to applying these to a final piece.

How is Art taught at Haylands Primary School?

Art is taught through a combination of subject knowledge and skills. Learning takes place both inside and outside the classroom and involves use of a wide range of media and forms, including: clay, papier-mache, chalk, charcoal, paints, pastels, wire and watercolours.

What do we learn in Art at Haylands Primary School?

In art, we learn about the mediums of collage, textiles, photography, drawing, painting, 3D form and sculpture, as well as mixed media. These mediums are revisited throughout a learner’s journey through Haylands, allowing them to refine and enhance their knowledge and skills.

Which artists do we explore at Haylands Primary School?

We explore a diverse range of artists at Haylands Primary School and often revisit artists, including the works of: Tariku Shiferaw, Mr Doodle, Oscar Ukonu, Christa Rijneveld, Dapo Adeola, and Nora Sherwood.

Impact

How do we assess and monitor Art?

At Haylands, we assess art according to the skills taught within the lesson. For example, if the lesson’s intended outcome was to blend primary colours to create secondary colours, then this is what forms the assessment - have they shown this?

Our learners produce their ideas, plans, final products and their experimentation with techniques and skills within their art sketchbooks. Their sketchbooks follow them through their education at Haylands, allowing both themselves and their teachers to review prior learning and make comparisons between their skills development. As art lead, we carry out book-looks, to monitor the progress of art skills and knowledge throughout the school and to monitor SEN provisions.

Furthermore, we both conduct pupil and teacher voices to hear first hand from our learners and educators. The findings from these opportunities then influence our support of our colleagues and our next steps for our subject.

Vocabulary progression

Intent

Why is Design Technology important at Haylands?

At Haylands, we strongly believe that Design Technology helps us to develop reflective learners, who work collaboratively and individually to research, plan, create and evaluate our designs. Through Design Technology, we are able to work collaboratively to solve problems and find solutions, teaching us to deal with uncertainty whilst developing communication, organisational and other practical life skills. In design technology, we learn to appreciate the needs of the product consumer and consider the audience of our products.

Implementation

When is Design Technology taught?

Design Technology is taught both through Skills Development Tasks and through design projects. The Satellite View maps out which thematic units feature this subject and clearly shows the objectives taught. At Haylands, we teach chunk our DT learning within our units, to reduce the cognitive load on our learners.

How is Design Technology taught?

Design Technology is taught as core units throughout the academic year, focusing on three key areas:

1. Food

2. Textiles

3. Construction

Our Design Technology curriculum is intentionally structured to reduce cognitive load and maximise retention of key concepts and skills. By teaching units in daily, focused sessions rather than weekly lessons, we provide learners with continuity and depth of understanding. Each unit is carefully connected to wider curriculum learning, enabling pupils to draw on prior knowledge and make meaningful links across subjects. This coherence supports the development of key vocabulary and conceptual understanding, allowing all pupils to access, apply, and articulate their learning confidently.

DT Vocabulary progression

What do we learn in Design Technology?

We learn about:-

• Mechanisms

• Sliders

• Levers

• Structures

• Textiles

• Food technology

• Electronics                                                                                                                         

 DT Skills progression

Impact

How do we assess and monitor design technology?

At Haylands, learning is sequenced in small, purposeful steps, beginning with focused exploration of core skills, materials, and techniques. Pupils progressively build their knowledge and understanding before applying these to design and create a final product that demonstrates their learning in context. The structure of each unit ensures consistent opportunities for retrieval, reflection, and practical application, supporting pupils in embedding key skills over time. We assess DT throughout our school by setting clear learning intentions, which encompass the skills and knowledge required. For example, if a learning intention was ‘To use a wood saw accurately when designing your model shelter’, the assessment would be as to whether they were able to use the correct equipment, safely and accurately to create their piece. DT progression is monitored through book-looks, pupil conferencing and discussions with class teachers, relating to the learning.

As a result, pupils develop as confident, creative problem-solvers who can apply their technical knowledge and design thinking to real-world contexts. They demonstrate a clear progression of skills and vocabulary across year groups, and their outcomes reflect both innovation and precision. Our approach ensures that all learners, regardless of starting point, achieve success and take pride in their work.

French is taught through the KAPOW curriculum.

French Long Term Overview   French Progression of Skills   French National Curriculum Coverage

Geography Rationale      Geography Intent    Geography Knowledge Building                Geography Long Term Overview

Music Intent         Music Knowledge Building  Music long term overview

PSHE Intent       PSHE Pathfinders Knowledge Building      PHSE Navigators Knowledge Building

PSHE Long Term Overview

We follow the 'Living Difference' RE syllabus

RE long term overview      RE skills progression