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On 11 September 2013 the Secretary of State for Education published the new national curriculum framework following a series of public consultations. You can see the new framework and other linked documents on these pages and on the Department for Education website.
Click here for a link to the DfE website.(link is external)

The majority of the new national curriculum came into force from September 2014, however it was a staggered start so from September 2015, the new national curriculum for English, mathematics and science came into force for years 2 and 6.

Our school curriculum is planned to meet the statutory requirements of the National Curriculum, the North Yorkshire County Council Framework North Yorkshire’s Agreed Syllabus for RE.   At the bottom of the page are links to the National Curriculum documents for 2014 onwards.

The aim, over a year, is to give each child a balanced and broad curriculum in relation to all subjects.

First hand experiences are an important part of our curriculum.  Educational visits are undertaken wherever they will benefit the children in their types of studies. Visits are considered to be very important educational tools.

Children are taught in classes, small groups or individually, according to their needs, within the framework of the National Curriculum for twenty-four and three-quarter hours per week, excluding morning and lunch time breaks.

A variety of teaching styles are used in school, based on good practice. We are always seeking to innovate where appropriate, to maintain high standards and provide the best in primary school practice.

We recognise that teaching staff must constantly reflect upon whether their teaching methods match the needs of the children and the changes in economic, social and cultural climate.

Hawes Primary School Follows the National Curriculum set by the Department for Education.

  • Across the school and across the curriculum we aim to be inclusive and to meet the needs of all our pupils
  • Every individual is entitled to a broad, balanced, relevant, coherent, progressive and differentiated curriculum
  • Equality of access and equality of opportunity underpins the provision for all regardless of disability, gender, race and cultural background

Our curriculum is delivered across 3 Key Stages:

Early Years Foundation Stage (EYFS) (Nursery and Reception children - Class 1) There is a statutory framework for EYFS. You can access it here: EYFS Statutory Framework 2012 The Nursery and Reception Curriculum follows the EYFS Statutory Framework

Prime Areas

Specific Areas

Communication and Language


Physical Development


Personal, Social and Emotional Development

Understanding the World


Expressive Arts and Design


Key Stage 1- Years 1-2

Key Stage 2 – Years 3-6


The National Curriculum

We provide a structured daily mathematics lesson for pupils of primary age. Staff use a range of teaching strategies including whole class and guided groups with oral and mental work featuring strongly in each lesson.

Children are expected to regularly practice at home to achieve their recall facts which are used and applied in maths lessons.

In English we unite the important skills of reading and writing. We also actively promote high quality speaking and listening, and all children are encouraged to become good speakers and listeners.

Through a variety of strategies in children are given opportunities to develop self-confidence and fluency when speaking to a variety of audiences. They are taught to listen to the opinions and experiences of others.

When children first start school, they are introduced to skills that will prepare them for reading and build on their existing skills, both listening and visual. Books from different reading schemes are used, and children are encouraged to take books home regularly.

Teaching a child to read is a partnership shared between home and school. A great emphasis is placed upon reading and the enjoyment children gain from books. Through shared and guided reading children are given a rich experience of a wide range of challenging texts. We aim for each child to be an independent, enthusiastic and reflective reader.

Writing is a skill required in all areas of the curriculum. Presentation is very important, and each child is encouraged to develop a legible and neat style of handwriting as they mature.

We are using Talk for Writing to support our children with their language usage. Each unit of work is based on a model story which provides the children with age appropriate examples of the standard of writing for which we are aiming.

In science the emphasis is placed on developing an enquiring mind and children are encouraged to ask questions and find answers. Much work is done practically and through investigations where children are involved in exploring, observing, measuring, recording results and drawing conclusions. Research from secondary sources is also an important aspect of Science, particularly in Key Stage 2. Children use books, ICT resources and the internet to gain knowledge in different areas.

Children will study the physical, human and environmental aspects of Geography. These themes will be studied by looking at their local environment, contrasting localities in the United Kingdom and in other areas of the world. Fieldwork is undertaken including residential visits from Year 3.

Children are taught about important events, people and developments in the past from Bronze Age to modern times. Artefacts, visits and ICT resources are used to support this.

French is taught weekly to children in Years 3 – 6 by our own specialist language teacher.

Artwork is based on both imagination and observation. Children use a variety of materials, media and tools to express their ideas and feelings about the world. They are taught to appreciate, evaluate and to make judgements about art, craft and design from different times and cultures and to make practical decisions about how to develop their own artwork.

Our aim is for children to experience the excitement and joy of performing music in various ways, including singing and playing an instrument. We encourage them to share their developing expertise with parents and friends, both in school and the Community.

They will all be given opportunities to:

  • Acquire a basic knowledge of the elements of music in such things as rhythm, melody and harmony
  • Read music to varying degrees
  • Listen to many different kinds of music
  • Make simple judgements about the music they hear or play based on their growing knowledge
  • Respond to music using their knowledge and skills to improve their own performance
  • Perform in school concerts and music festivals

In Key Stage 2, all of our children have the opportunity to learn the violin and the clarinet. The pupils learn the instrument as part of the wider opportunities music tuition which is provided through North Yorkshire Music Service.

Music tuition is available in school and through the peripatetic music service. Children can learn to play guitar, violin, woodwind, cello, drums, keyboard, brass and vocal training.

Through ICT children learn to use a computer with confidence, skill and enjoyment. They develop skills in data handling, word processing, graphics, control and monitoring. Use of the Internet is also invaluable, not just in ICT but across the curriculum. Children are taught how to use the Internet and e-mail safely and sensibly, they have access to multi-media resources.

Each classroom has an interactive whiteboard, which allows for ICT to be used in all areas of the curriculum. Laptops connected to the school’s own network allow children to use and develop their ICT skills anywhere in school.

Children will be given tasks in which they are required to design and make a variety of items. They will develop knowledge of tools and techniques and practice skills through specific tasks. They are encouraged to evaluate their own work and that of others.

We endeavour to provide a rich environment and children will be encouraged to develop physical competence, to value the benefits of participating in a physical activity and to develop an appreciation of skilful and creative performances in all areas. PE should also contribute to the establishment of self-esteem and the development of interpersonal skills as members of a team. The areas of activity covered will be athletics, dance, games, gymnastics, swimming and outdoor adventurous activities. In addition, specialist teachers work in school as part of the School Sports Coordinator Partnership. Children also have the opportunity to take part in inter school sports tournaments during Key Stage 2.

We hold an annual sports day. During the autumn term Years 4, 5 and 6 swim weekly at Catterick Leisure Centre. Children work towards nationally recognised certificates and personal survival awards. A voluntary contribution contributes towards tuition, entrance and travel.

Emphasis is placed on the development of a caring attitude towards others in the School, in the local community and in the world in which we live. These attitudes are fostered throughout the School at all times extending into Personal, Social, Health, and Citizenship Education (which is taught across the curriculum). The main faiths studied are Christianity, Hinduism, Islam and Judaism. Regular collective worship of a broadly Christian character takes place in school.

Parents have the right to withdraw their children from these assemblies but must inform the School in writing.


Hawes School Curriculum

In addition to the National curriculum we value the importance of first-hand experiences. Therefore, we start off our topics with a hook which is usually an engaging experience to hook the pupils’ interest straight away.

Our pupils struggle with telling the time so part of our curriculum is about making real points in the day to tell the time. Each class has a watch which is worn by one of the pupils and they are the official time keepers.


Everyone a leader; everyone a learner

In our school we believe that everyone has a passion, strength or expertise which can be shared with the whole of our community. We have a raise of pupil groups who have responsibilities in school and can share their talents and develop their cooperation, collaboration and leadership skills.

We value learning as a life-long skill and we recognise that learning doesn’t just happen in school and other times of the day. We have a range of afterschool clubs which enable children to develop and learn new skills. We also celebrate and recognise learning which has taken part at the weekend. We also share when our school adults have learnt a new skill as we believe that it is important for the children to have positive learning role models.


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