Religious Education Religious Education Vision To develop knowledge of religion and worldview by asking ‘big questions’. To respect similarities and differences between people and their cultures. To have the confidence to develop their own sense of identity, belonging and worldview. At South Hill we teach a broad and balanced RE curriculum, which aims to develop skills and knowledge that: promotes the spiritual, moral, cultural, social and mental development of pupils prepares pupils for the opportunities, responsibilities and experiences of later life promotes British values promotes community cohesion (Education Act, 2006) protects children from the risk of radicalisation, from whatever source (The Prevent duty – departmental advice for schools and childcare providers”, June 2015) Our Curriculum At South Hill, we follow ‘Discovery RE’. This is a comprehensive enquiry-based, teaching programme for Religious Education, which aims to give pupils the knowledge, critical thinking skills, open minded and respectful attitudes with which to investigate the world of religion and beliefs. It encompasses the Worldview approach to RE enabling pupils to form their own decisions about what RE means to them and develop their own personal worldview whilst empathising with what it means to other religious and non religious belief holders. It also aims to enable children to grow spiritually by developing their awareness and skills of reflection, their experience of awe and wonder and their appreciation of stillness and silence. Lessons are carefully mapped out in our ‘Long term plan’ and progress through our six golden threads (the 6 principal religions as well as touching on Humanism in appropriate units): CHRISTIANITY (EYFS, Y1, Y2, Y3, Y4, Y5, Y6) JUDAISM (Y1, Y2) HINDUISM (Y5) SIKHISM (Y3) BUDDHISM (Y4) ISLAM (EYFS, Y6) The Big Question Lessons are based around a half-termly ‘Big question’ and follow this sequence of progression: Step 1: Engagement: the children’s own experience and world view is explored to act as bridge from their world (which may or may not include religion) into the world of the religion being studied. Step 2: Investigation: over approximately 3 lessons the teacher will guide the children to explore and investigate appropriate subject knowledge relevant to that question of enquiry. Step 3: Evaluation: An assessment activity enables each child to show their thinking and the depth of critical evaluation Step 4: Expression: This refers the children back to the starting point of their own experience and allows them to reflect on whether their findings have influenced their own thinking. Each year group has a special owl from the Owl Crew. They represent wisdom and promote questioning and exploration. The owl will provide answers and challenge with further questions. By the end of Year 6, we want our pupils to: Develop knowledge of world religions by asking ‘big questions.’ Respect the similarities and differences between people and their cultures. Have the confidence to develop their own sense of identity and belonging. Trips, hooks and theme days Our RE curriculum is enriched by a number of school trips, theme days and assemblies and these provide excellent opportunities to bring our learning to life. Examples are: EYFS: Christmas visit to the local church to hang decorations. Year 1: Celebration of Hannukah with parent visitors to explain their living and believing life. Year 3: Theme day exploring Sikhism concluding with a shared Langar Year 5: Visit to Gadebridge Park with the vicar linking the church to local history. Whole school assemblies with Father Mike exploring Easter and Christmas International Day (please see the ‘International Day’ section of our website) Each year at South Hill School, we celebrate 'International Day'. Each class chooses a country from around the world, which is also representative of our South Hill communities. For that day, year groups investigate and learn about their chosen country. They can wear clothes from their celebrated country or colours of the flag. They experience the food, music, dance and interests of the people in that country. Pupils also explore the culture, traditions and beliefs of their chosen country. Long Term Plan Subject Overview Information for Parents ‘I am Muslim and it means I go to London on Saturdays and Sundays to learn Arabic’ Adiyan. ‘I am Hindu and this means we celebrate Diwali which is coming soon. When you are Hindu you meet up with other Hindus and go to temple and wear special clothes’. Aru I do wonder how we were created so I like RE cos it tells us about that’ Aiden ‘Jesus plays a very important role in Christianity cos he taught people about God and I know about God and I’m a Christian’. Mason ‘My religion is Islam. We celebrate Eid and Ramadan.’ Rahul

Music Music Vision To develop pupils’ skills and knowledge as musicians, through Performing, Composing and Appraising At South Hill, we believe that music is a powerful, unique form of communication that can change the way children feel, think and act. It is a key feature of our school and we aim to provide many opportunities for our children to thrive in this area. The teaching of music develops children's ability to listen and it encourages active involvement in different forms of music making both individual and ensemble, developing a sense of group identity and togetherness. It also increases self-discipline, creativity, aesthetic sensitivity and fulfilment. Our aims are: To encourage awareness, enjoyment and appreciation of music in all its forms To develop imagination and creativity To help children of all abilities develop positive attitudes and to experience success and satisfaction in music To offer opportunities to perform, compose and appraise Golden Threads As part of our Music curriculum, we have carefully mapped out 3 key concepts that weave in and out of our learning. These are: Performing Composing Appraising Our Curriculum In EYFS, pupils explore sound making in the key area of ‘Expressive arts and Design’ and have opportunities to respond to music through dance, role play and drama both inside and outside the classroom setting. In Key Stage 1 and Key Stage 2, pupil’s skills and knowledge are developed through our golden threads, which progress throughout the school. Expected outcomes are taken from the National Curriculum and the skills to be taught are drawn from the Model Music Curriculum along with the WEAVE knowledge and skills document. Sing Up and Charanga resources are used as well as our Music specialist teacher. For example: In KS1: Pupils enjoy singing songs together and learn about beat, rhythm and pitch. They also have opportunities to create music together in response to a given stimulus ie. story, picture or theme. In KS2, pupils learn the ukulele and extend their understanding of beat, rhythm and pitch. Pupils learn to read standard notation through learning the glockenspiel and have opportunities to compose music in response to topics and work to incorporate their music knowledge within these projects. Pupils also take part in weekly singing assemblies and have opportunities to join in various musical activities and performances throughout the school year. Please also visit the Young Voices ,Choir and Arts Mark pages Arts Mark Gold South Hill have been awarded a Artsmark Gold Award, which highlighted ’our opportunities for children in Key Stage 2 to participate in instrumental tuition, including ukulele and Djembe drumming. Pupils also participate in Choir extra-curricular club and have opportunities to showcase and celebrate their musical achievements locally and at national events, such as at Young Voices. Our feedback from the the Arts Mark assessors: 'You clearly value the Arts and recognise their contribution to your mission statement of 'Building Character, Learning Together' at South Hill Primary School. Although some of your plans were inevitably stymied by the pandemic, you have used your Artsmark journey to develop children's understanding of arts and artists from a wider variety of different cultural heritages, so that cultural diversity is being promoted through your arts curriculum and your annual International Day. Music is a growing strength within your overall arts offer with lessons provided by a specialist music teacher. Your partnership with Hertfordshire Music Service is providing opportunities for children in Key Stage 2 to participate in instrumental tuition, including ukulele and Djembe drumming. Pupils can also participate in Choir extra-curricular club, and have opportunities to showcase and celebrate their musical achievements locally and at national events, such as at Young Voices. Astutely, you have capitalised on the skills and expertise of various school stakeholders, including a parent who is an animator. This opportunity, along with the chance for children to see a range of artists and makers at work at the Dacorum Arts Centre, has enabled pupils to develop an understanding of carer pathways and job opportunities in the Arts. Teachers' confidence has increased as a result of their training from local secondary colleagues in drawing, watercolour and collagraph printing. We suggest for the future that you strengthen your partnerships with arts and culture venues, and seek out new collaborations and opportunities with arts professionals which could help you to increase your range of offer and provide external, specialist training opportunities for your staff. It is great to hear that you are beginning to develop pupil voice through your Arts Ambassadors, and that they have relished the opportunity to work with your Forest Schools Leader to develop and implement plans to enhance the outdoor area. Congratulations on your Artsmark Gold Award! After a visit from Hertfordshire Music Service we have achieved a Music Mark to celebrate the value that we place on music here at South Hill. Music Mark schools are recognised for their commitment to music education. By being invited to be a Music mark school we can access resources for our staff and pupils and be kept up to date with the latest national and regional sector news and events. This is part of our recognition letter: 'Music Mark works to support and enable the music education sector to deliver high-quality musical and social outcomes for all children and young people. On behalf of Music Mark and from us at Hertfordshire Music Service, we would like to thank you for all the hard work your school does to support this collective vision. Music Mark Schools is supported through a partnership with ABRSM.' 1/16 Music Development Plan Subject Overview Long term Plan Our Arts Ambassadors with the some pieces of Art completed as part of the Arts Mark Award. Pupil Voice I like music because it is so fun- Cece Y3 I like music lessons because they are really relaxing and calm and each day I feel like I'm getting better and better- Mario Y4 I love music lessons because I get to learn loads of chords on the ukulele and have fun- Kaila Y4 I like music because it inspires me - Carter Y3 Music is a lot of fun and I like learning the ukulele- Julian Y3

দক্ষিণ পার্বত্য প্রাথমিক বিদ্যালয়ে স্বাগতম। আমাদের স্কুল হিমেল হেম্পস্টেডের প্রাণকেন্দ্রে সুন্দর মাঠে স্থাপন করেছে। আমরা আমাদের যত্নে বাচ্চাদের জন্য সর্বোত্তম শিক্ষা প্রদানের লক্ষ্যে একটি লালনপালনকারী এবং সহায়ক পরিবেশের মধ্যে যা ছাত্রদের পড়াশোনা, বিকাশ এবং কল্যাণকে আমাদের প্রধান অগ্রাধিকার হিসাবে রাখে। আমাদের উত্সর্গীকৃত এবং অত্যন্ত প্রতিশ্রুতিবদ্ধ পেশাদারদের একটি দল রয়েছে যা আপনার সন্তানের শিক্ষা এবং সুখকে তারা যা কিছু করে তা হৃদয়ঙ্গম করে। আমরা স্কুল এবং পিতামাতার মধ্যে সম্পর্কের ব্যাপকভাবে মূল্যবান এবং আমরা আপনার সন্তানের পড়াশোনা এবং সুস্বাস্থ্যের জন্য দায়িত্ব ভাগ করে নেওয়ার একটি বিশ্বাসযোগ্য সম্পর্কের ক্ষেত্রে পিতামাতার সাথে ঘনিষ্ঠভাবে কাজ করার চেষ্টা করি। আমাদের ছাত্ররা আমাদের বিদ্যালয়ের এক ক্রেডিট এবং আমরা আশা করি আপনার দক্ষিণের পার্বত্য পরিবারের অংশ হিসাবে আপনার সন্তানের ইতিবাচক, মজাদার এবং স্মরণীয় শেখার অভিজ্ঞতা আছে। আমাদের মিশনের বিবৃতি "বিল্ডিং চরিত্র, একসাথে শেখা" আমাদের দৃষ্টি “দক্ষিণ পার্বত্য প্রাথমিক বিদ্যালয় আগামীকালকের নেতাদের গড়ে তোলে। এটি এমন তরুণদের লালন করে যারা সুখী, সম্পদশালী, প্রতিবিম্বিত, যত্নশীল এবং সহনশীল; যিনি শেখার আজীবন ভালবাসা বিকাশ করেন এবং যারা আমাদের স্কুল সম্প্রদায়ের সকল ক্ষেত্রে বৈচিত্র্য, সহযোগিতা এবং শ্রেষ্ঠত্ব উদযাপন করেন। আমাদের লক্ষ্য আমরা আমাদের ছাত্রদের একটি সমবায় পরিবেশে স্বাধীন শিক্ষানবিস হিসাবে দক্ষতা এবং জ্ঞান বিকাশ করতে সক্ষম করতে লক্ষ্য করি যার মধ্যে প্রত্যেককে আমাদের স্কুল সম্প্রদায়ের অংশ হিসাবে মূল্য দেওয়া হয়। আমরা আমাদের সমস্ত ছাত্রদের মধ্যে আস্থা এবং স্থিতিস্থাপকতা লালন করে লক্ষ্য করি। মঙ্গল আমরা আমাদের শিষ্যদের এবং পরিবারগুলিকে অফার করি যাজকগত সহায়তায় আমরা গর্ব করি। আমরা আমাদের স্কুলের জন্য মঙ্গলকর পুরষ্কার অর্জন করতে পেরে আনন্দিত। আমাদের একটি ভাল দল রয়েছে যা ছাত্রদের ব্যক্তিগত বিকাশ এবং কল্যাণকে সমর্থন করে। আমাদের মঙ্গলকর দল পরিবারগুলিকে তাদের প্রয়োজন মতো পরিষেবাগুলিতে সাইনপস্ট করে। আচরণের জন্য আমাদের থেরাপিউটিক পদ্ধতির মাধ্যমে আমরা স্থিতিস্থাপকতা এবং স্বাধীনতার প্রচার করি। আমরা স্কুল জুড়ে 'নিয়ন্ত্রণের অঞ্চলগুলি' ব্যবহার করি যা শিক্ষার্থীদের আবেগকে স্ব-নিয়ন্ত্রিত করতে এবং তাদের আচরণের উপর মালিকানা নিতে শেখানোর জন্য ব্যবহার করা হয়। আমাদের উদ্দেশ্য হ'ল আমাদের শিখার জন্য প্রস্তুত যারা খুশী শিক্ষার্থী রয়েছে তা নিশ্চিত করা। পাঠ্যক্রম আমরা আমাদের ছাত্রদের সৃজনশীল এবং তাদের প্রয়োজন অনুসারে একটি পাঠ্যক্রম সরবরাহ করার বিষয়ে প্রতিশ্রুতিবদ্ধ। টিচিং অ্যান্ড লার্নিং দলটি নিশ্চিত করে যে উচ্চতর প্রত্যাশাগুলি আমাদের শেখার পদক্ষেপ, বই পর্যবেক্ষণ এবং পাঠের ড্রপ-ইনগুলির শীর্ষে রয়েছে। আমাদের লক্ষ্য লক্ষ্য করা যায় যে দক্ষিণ পার্বত্যের শিষ্যরা একটি নিয়মিত 'দৈনিক ডায়েট' শেখার অভিজ্ঞতা অর্জন করে এবং তারা এমন পরিবেশে শিখায় যা আত্মবিশ্বাস তৈরি করে। আমাদের ক্রিয়েটিভ পাঠ্যক্রমটি দক্ষতা তৈরি এবং কৌতূহল বিকাশের মূল বিষয়। আমরা চাই যে আমাদের শিখররা ঝুঁকি নিতে পারে এবং ত্রুটিগুলি থেকে শিথিলতা এবং শিক্ষার আনন্দ উপভোগ করতে পারে। আমাদের ওয়েবসাইট পরিদর্শন করার জন্য আপনাকে ধন্যবাদ. আপনি যদি কোনও দর্শন ব্যবস্থা করতে চান বা কোনও প্রশ্ন করতে চান তবে দয়া করে স্কুল অফিসে যোগাযোগ করুন। আন্তরিক শুভেচ্ছার সঙ্গে মিস জোয়ান ওয়েলবেলোভ এবং মিস লিয়া ওয়েন কো- হেড্ট ইচারস মিস ওয়েলবেভ

World Book Day World Book Day is held each year on the first Thursday in March. As a school we celebrated by sharing Poetry from Jospeh Coelho throughout the week, Learning MC Grammar's World Book Day song https://www.youtube.com/watch?v=ZpTkjssrL4k&ab_channel=MCGrammar%E2%80%93RapSongs%26MusicVideos and dressing up as our favourite book characters. Promoting Reading for Pleasure is a large part of our school's reading provision and children have created wish lists for books for us to purchase.

Computing Computing vision For pupils to be equipped to navigate a digital world and to understand how to protect themselves online. To develop pupils confidence and capability in IT and programming to prepare them for a rapidly changing technological world. At South Hill, we understand the importance of technology in a rapidly changing society. As it has always been, the children of today will develop and use the technologies of tomorrow. Therefore, we need to foster their basic knowledge and understanding of the technologies that they use today. The computing curriculum is divided into 3 key concepts; Digital Literacy (DL), Information Technology (IT) and Computer Science (CS) DL Digital literacy is about the safe and responsible use of technology, including recognising its advantages for collaboration or communication. CS Computer science will introduce children of all ages to understanding how computers and networks work. It will also give all children the opportunity to learn basic computer programming, from simple floor robots in EYs, Years 1 and 2, right up to creating on-screen computer games and programmes by Year 6. IT Information technology is about the use of computers for functional purposes, such as collecting and presenting information, or using search technology. GOLDEN THREADS As part of our Computing curriculum, we have carefully mapped out 5 'Golden Threads' which allow us to build on previous knowledge and to make links between what we have already learnt and what we are learning now and in the future: Intent At South Hill Primary, we use the NCCE – Teach Computing and Project Evolve units to deliver the three concepts area of the computing curriculum. We intend that children should master Computing to such an extent that they can go on to have careers and make use of Computing effectively in their everyday lives, without being completely reliant on technology. They are also taught to use technology responsibly and carefully, being mindful of how their behaviour, words and actions can affect others. Our pupils will be taught Computing in a way that ensures progression of skills and allows opportunities to revisit these skills year on year. Teachers are also aware of the importance of making small adaptations where necessary to support all learners and how technology can be used to support and enhance a range of subjects whilst allowing pupils to apply their skills. Implementation In our teaching of Computing, we endeavour to expose students to a variety of software, programs, and equipment in order to offer a range of appropriate challenges and experiences. Specific vocabulary for each year group is outlined in medium term plans and this is regularly modelled by teachers within their lessons. Spaced repetition and chunking within the curriculum allows pupils to develop their recall of embedded knowledge and ensures that each year group works on core aspects of the three Computing strands. Sessions are adapted to meet the requirements of a specific cohort and lesson content is frequently reviewed by class teachers and the subject lead. Our schemes of work remain flexible and children share their thoughts on their ‘computing learning journeys’ to help enable sessions to be adapted to their interests and needs. In the Early Years, children have access to iPads, the Code and Go Mouse and recordable books. They also work with their ‘Year 6 Buddies’, who guide their curiosity by modelling how to use the equipment carefully and safely. In the summer term, children spend time in the computing hub to help familiarise them with a desktop setup and ease their transition into KS1. Impact The lasting impact of this curriculum ensures that when children leave South Hill Primary School, they are competent and safe users of ICT with an understanding of how technology works. They will have developed skills to express themselves and be creative in using digital media and be equipped to apply their skills in computing to different challenges going forward whilst using technology safety. We measure the impact of our curriculum using the following methods: · Termly teacher assessments. · Images of the children’s practical learning in a year group portfolio · Children’s work saved onto their individual accounts · Interviewing the pupils about their learning (pupil voice). · Year group portfolios are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work. Children in EYFS are assessed within Understand the World and their progress is tracked termly using Tapestry. Each class is allocated a weekly time slot to use the ‘Computing Hub’ which houses 30 computers and laptops. In addition to this, classes have access to a set of Chromebooks, 30 iPads and a further set of 15 laptops, which can be used to support the teaching and learning of other subjects. Classes are also provided with digital projectors, interactive whiteboards and visualisers to support and teaching across the curriculum. DL Digital literacy is about the safe and responsible use of technology, including recognising its advantages for collaboration or communication. IT Information technology is about the use of computers for functional purposes, such as collecting and presenting information, or using search technology. CS Computer science will introduce children of all ages to understanding how computers and networks work. It will also give all children the opportunity to learn basic computer programming, from simple floor robots in EYs, Years 1 and 2, right up to creating on-screen computer games and programmes by Year 6. Long Term Plan Computing Long Term Plan Online Safety Subject Overview Examples of knowledge organisers EYFS Year 4 Year 2 Year 6 Pupil Voice " We had to move the pirate very slowly and then snap a photo" - Bruno. Y3 "It was a great lesson and I learnt that I can make movies out of anything" - Bridget Y3 "We enjoyed vector drawings to create our Christmas calendars this year" Alex Y6 "I have learnt how use the shape, fill and gradient tools to create a Christmas themed calendar - I loved it" Marija Y5 "In computing we have been learning how to edit images using paint.net, I loved " - Otilie Y4 "We removed sections of pictures to make improvements to the appearance of photographs. we also understand that some photographs that we see online may be fake" Noah Y4

পিতামাতার জন্য তথ্য স্কুল সম্পর্কে তথ্যের জন্য নিম্নলিখিত পৃষ্ঠাগুলি একবার দেখুন

বিশেষ শিক্ষাগত প্রয়োজন এবং প্রতিবন্ধী দক্ষিণ পার্বত্য প্রাথমিক বিদ্যালয় একটি সম্পূর্ণ অন্তর্ভুক্ত মূলধারার স্কুল এবং আমাদের লক্ষ্য: Learning পড়াশোনার অসুবিধা, প্রতিবন্ধিতা, অসুবিধাগুলি বা বিশেষ শিক্ষাগত প্রয়োজন সহ সমস্ত শিশুর কৃতিত্ব বাড়াতে; Children সমস্ত শিশুদের তাদের সম্পূর্ণ সম্ভাবনা অর্জনে সক্ষম করার জন্য বিধানকে ব্যক্তিগতকরণ; Needs অতিরিক্ত সুযোগগুলি শেখার পথে বাধা দূর করার জন্য সবকিছু করা হয়েছে তা নিশ্চিত করার জন্য যথাযথ এবং সময়োপযোগী হস্তক্ষেপ স্থাপনের জন্য অতিরিক্ত প্রয়োজনীয়তাগুলি চিহ্নিত করা এবং মূল্যায়ন করা; Child's তাদের সন্তানের শিক্ষাকে প্রভাবিত সিদ্ধান্তগুলিতে সক্রিয়ভাবে পিতামাতা এবং যত্নশীলদের জড়িত; Education তাদের শিক্ষার সমস্ত পর্যায়ে শিশুদের দৃষ্টিভঙ্গি অনুসন্ধান করুন। এই লক্ষ্যগুলি অর্জন করতে আমরা তা নিশ্চিত করব: Adults সমস্ত প্রাপ্তবয়স্কদের প্রত্যেক সন্তানের জন্য উচ্চ আকাঙ্ক্ষা থাকে; • বিধানটি প্রতিক্রিয়াশীল এবং বাচ্চাদের প্রয়োজনের সাথে ভাল মেলে; • বর্ধিত পরিষেবা বিধান শিশু এবং তাদের পরিবারের জন্য ফলাফলের জন্য একটি পার্থক্য তোলে; Improvement শিক্ষার্থীর দৃষ্টিভঙ্গি স্কুল উন্নয়নের পরিকল্পনা জানাতে ব্যবহৃত হয়; • প্রতিটি শিশু স্কুল জীবনের সমস্ত ক্ষেত্রে অ্যাক্সেস করতে সক্ষম। اور দক্ষিণ পাহাড়ে SEND সম্পর্কিত আরও তথ্যের জন্য, দয়া করে নীচের লিঙ্কগুলি দেখুন: اور اور اور اور اور اور اور اور اور اور اور اور اور হার্টস স্থানীয় অফারের জন্য দয়া করে এখানে যান: www.hertdirect.org/localoffer اور আপনার সন্তানের বিষয়ে আপনার যদি কোনও উদ্বেগ থাকে তবে দয়া করে আমাদের SENCO / INCO এ যোগাযোগ করুন মিসেস জ্যাকুই ডনলি jdonley@southhill.herts.sch.uk 01442 402127 For further information click on the links below SEN তথ্য প্রতিবেদন SEND Information Report পাঠান এবং অন্তর্ভুক্তি নীতি Neurodiversity Support হার্টস অটিজম অফার হার্টস কোয়ালিটি অফার পাঠান

SEND - Current Support/Courses Advice/Support DSPL8 পরামর্শ এবং পিতামাতার জন্য সমর্থন 21.4.21 এইচপিসিআই লিফলেট Local Area Support Spring/Summer Local Area Support Autumn Gade Family Support প্যারেন্টিং কোর্স এপ্রিল-জুলাই (গ্যাড) Courses Mindfulness Course - SHINE Weight Management Family Courses Dacorum Parenting Courses - Summer Top Tips Sleep and Toiletting Issues Time Keeping স্বাস্থ্যকর ইয়ং মাইন্ডস একটি দরকারী ওয়েবসাইট যা শিশু এবং মানসিক স্বাস্থ্যের প্রতি পরিবারকে সহায়তা করে। নীচের লোগোতে ক্লিক করুন: অটিজম পরামর্শ রেখা اور পিতা-মাতা / যত্নশীলরা মঙ্গলবার এবং বুধবার, 1.30-4.00.00 এ (কেবলমাত্র মেয়াদী সময়) একটি নতুন অটিজম পরামর্শ লাইনে যোগাযোগ করতে পারেন اور 01442 453920

Design and Technology Design and Technology Vision To develop pupils' skills and technical knowledge in designing, making and evaluating through cooking and nutrition, textiles, materials and construction. We teach a broad and varied Design and Technology curriculum, at South Hill, which aims to develop skills and knowledge through the following key areas: Design: We want our pupils to generate ideas and to model and communicate these through talking and drawing. We want them to create templates and design products that are appealing, functional and purposeful. Make: We want pupils to select from a range of materials, tools and equipment and use these to perform practical tasks such as cutting, shaping, joining, sewing, kneading and finishing. Evaluate: We want pupils to be able to talk about existing products, as well as their finished product, to compare these against the design criteria and to consider the views of others to improve their work. Technical Knowledge: We want pupils to know and use subject specific vocabulary (such as levers, sliders, wheels, axels) and to deepen their knowledge of technical processes such as how structures can be made stronger/more stable. Golden Threads As part of our Design and Technology curriculum, we have carefully mapped out Golden Threads that weave in and out of our learning. These allow us to build on previous knowledge and skills and to ensure a progression of these year after year. Our Golden Threads for DT are: Our Curriculum In EYFS, through the Early Learning Goal ‘Expressive Arts and Design’, pupils are introduced to the building blocks of our Design and Technology curriculum. Through construction, pupils explore and build with a variety of materials such as Lego or wooden bricks, alongside developing their fine motor skills with scissors, paper and other media. In Key Stage 1, pupils develop an understanding of the design, making and evaluating process when creating their own products. Examples of topics covered in KS1 include: Designing a building for a town, making a pop up toy and making a fruit/vegetable monster. In Key Stage 2, pupils further embed the design, make and evaluate cycle when creating their own products. Examples of topics covered in KS1 include: building Anderson Shelters, making Torches, making a hydraulic bridge and cooking Viking bread. By the end of Year 6, we want pupils to be able to have developed the ability to design and make a range of products (in cooking and nutrition, textiles, materials and construction) and to be confident in their technical knowledge of these areas and to be able to evaluate their own work, as well of as that of others. KEY STAGE 1 GOLDEN THREADS COOKING AND NUTRITION TEXTILES MECHANISMS USE OF MATERIALS CONSTRUCTION KEY STAGE 2 GOLDEN THREADS COOKING AND NUTRITION TEXTILES ELECTRICAL AND MECHANICAL COMPONENTS STIFF AND FLEXIBLE SHEET MATERIALS MOULDABLE MATERIALS Examples of knowledge organisers EYFS Year 3 Year 1 Year 5 Long Term Plan Subject Overview Pupil Voice 'I really enjoy the creativity it brings your work. When creating our Anderson shelters I particularly enjoyed collecting the dirt need to disguise it. Harshith Y6 DT develops your creativity and the understanding of how to use tools accurately and safely such as a hacksaw. Coby Y6

School Travel Plan Our School Travel Plan at South Hill Primary School aims to encourage a healthy lifestyle and positive well-being for all. We work closely with Herts Travel Team and we currently hold a “Good” Award for our Travel Plan. Some of the aims of the School Travel Plan include: Improved safety of pupils due to less traffic. Less congestion around the school and in the local community. Healthier, happier, more alert pupils, thanks to active travel such as, cycling and walking. Avoiding parking issues around the school ground Less pollution around the school and local area. Improved road awareness of pupils. Greater staff health and well-being. Improved journey reliability for staff, pupils and parents. As a school, we actively promote walking, using a scooter, park and ride or cycling as a way of getting to school each day. Additionally, during our Walk to School Week we again encourage and record how children get to school each day that week. This is a great opportunity to help children reach their minimum 60 minutes of exercise per day. At South Hill, we ask that no cars enter the school car park during drop off and collection. Parking is very restricted around the immediate school site. Please be considerate to our local residents if parking nearby to the school or consider parking and walking. Within the school grounds, we also have a scooter station to keep bikes and scooter dry from the weather! Tom, our school crossing officer regularly visits school Tom sends the following message to keep your children safe. 1) A reminder to stay on the footpath until Tom call you to cross, do not cross before. 2) Any children who bring bikes and scooters must get off and push them across the road. 3) Parents, for the safety of all PLEASE DO NOT PARK ON YELLOW LINES or close to the crossing patrol area. We thank Tom very much for helping to keep our pupils safe

The Big Little Nativity Our Early Years production for 2024 was called 'The Big Little Nativity'. The children took on speaking, acting and singing roles. The traditional nativity story was told through the performance. All the early years children learnt eight songs, complete with actions. The children were fantastic at performing and they were all very excited to have the opportunity to perform on stage to their families and the wider school. We are very proud of them all.

স্পর্শ পেতে প্রয়োজন? দক্ষিণ পার্বত্য প্রাথমিক বিদ্যালয় স্বাস্থ্য লেন হিমেল হেম্পস্টেড এইচপি 1 1 টিটি অ্যাডমিন_সোথিল.হার্টস.সেক.ইউ 01442 402127 অফিস ম্যানেজার মিসেস এমা ওয়েস্টন আপনার বিস্তারিত সফলভাবে পাঠানো হয়েছে! প্রেরণ