Early Years Foundation Stage Early Years Vision Children in Early Years are valued as unique individuals. The stimulating environment is enhanced to reflect their interests. Our Early Years provision develops the building blocks in learning in preparation for Year 1. The Early Years Foundation Stage (EYFS) is how the Government and Early Years professionals describe the educational stage in your child’s life between birth and the age of five. Reception is the final year of this stage. This is a very important stage as it helps your child get ready for the next stage of school as well as preparing them for future learning and successes. There are four guiding principles which shape practice in the Early Years at South Hill. These are: • Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured • Children learn to be strong and independent through positive relationships • Children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents and/or carers. • Children develop and learn at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities (SEND). The three prime areas are most essential for building your child’s capacity for learning and ensuring that they are able to thrive. These are: Communication and language Physical development Personal, social and emotional development Succeeding within the prime areas will help children to develop skills in four specific areas. These are: Literacy Mathematics Understanding the world Expressive arts and design Communication and Language: involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations. Physical Development: involves providing opportunities for children to be active and interactive and develop their co-ordination, control and movement. Children are supported to understand the importance of being active and making healthy choices in relation to food. Personal, Social and Emotional Development: involves helping children to develop a positive sense of themselves and others; to form positive relationships and develop respect for others. Children learn social skills and how to manage their feelings; to understand appropriate behaviour in groups and to have confidence in their own abilities. Literacy: involves encouraging children to link sound and letters and to begin to learn to read and write. Children are given opportunities to explore a wide range of reading materials to ignite their interests. Mathematics: involves providing children opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems and using mathematical language involving shape, space and measures. Understanding the World: involves supporting children to make sense of the world in which they live and their community through opportunities to explore, observe and find out about people, places, technology and the environment. Expressive Arts and Design: involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role play and design and technology. EYFS Overview Long Term Plan At South Hill, children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking, which takes place both indoors and in our outdoor environment. Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through the seven areas of learning. The areas of learning are all important and are interconnected. Pupil Voice Florence - I like school and playing with my friends Ezra P - I like playing cars with Jack Jack - I like numbers learning and Maisie mountain writing Adriti - I like to do drawing with Elsie, I draw all my family. Razzan - I like to play in the shop outside. I sell bricks and hats and tools.

A Parent Guide to the Wellbeing Support at South Hill School The Wellbeing Team Mrs Donley Mrs Stewart Mrs Khan Mrs Albery Mrs Fox Mrs Evans Mr Braithwaite Miss Iroegbu Mr Kilty Mrs Black At South Hill School, we place great importance on the wellbeing of our pupils and their families. We know that children thrive when they feel happy, safe, supported, and understood, which is why pastoral care is at the heart of everything we do. Our dedicated Wellbeing Team works closely with pupils and families, offering support and guidance and helping to connect families with additional services when needed. Through a range of supportive approaches, we help children develop confidence, resilience, independence, and positive relationships. The team above work together to ensure that children and families have a positive experience both at school and at home. Wellbeing for ALL Across the school, we use the Jigsaw PSHE curriculum alongside a therapeutic approach to behaviour, supported by the Zones of Regulation framework. Together, these approaches help children to recognise, understand, and talk about their emotions. They learn practical strategies to manage their feelings, develop self-regulation skills, and make positive choices. Over time, this supports children in taking increasing responsibility for their behaviour in a safe, nurturing, and supportive environment. By fostering these skills and relationships, we aim for every child to feel valued, cared for, and ready to learn. We firmly believe that strong emotional wellbeing provides the foundation for positive behaviour, successful learning, and personal growth. For this reason, wellbeing sits at the core of the South Hill ethos. Our PSHE curriculum follows the scheme ‘Jigsaw: The mindful approach to PSHE.’ Every week, each class has a time for a PSHE lesson relevant to age and development. The content within this scheme includes; Being me in my world: Helping children to understand their place in the class, school and wider community. Opportunities to explore rights and responsibilities, personal goals and contributing to a safe and respectful environment. Celebrating differences: A chance for children to explore identity, friendships and family, celebrating differences and challenging stereotypes. Dreams and goals: Consider their aspirations, reflect on their strengths and learn strategies to overcome obstacles. Healthy me: Learning about nutrition, exercise, personal safety and making healthy choices. Consider the importance of hygiene, sleep and managing emotions. Relationships: Builds understanding of healthy relationships, communication and managing emotions. Learning strategies for resolving conflict, staying safe online and offline and building respective, supportive connections with others. Changing me: Children explore self-awareness, body-confidence, relationships and moving on to different classes or schools building on resilience and a positive sense of self. The Wellbeing Team Mrs Donley is the Senior Assistant Headteacher for Inclusion and has overall responsibility for wellbeing and mental health support in the school. Mrs Donley ensures that individuals, groups and classes have access to the support they need, as well as being the SENCO and Safeguarding Lead in the school. Mrs Stewart is the Inclusion Assistant and supports Mrs Donley in her role. She is a trained children’s counsellor, so works alongside children who require additional support as well as supporting the administration of SEND and safeguarding in the school. Mrs Fox is the Personal, Social and Heath Education Lead (PSHE) in the school. She ensures that children learn from the Jigsaw PSHE curriculum and develop emotionally, socially and physically, while also meeting the statutory requirements for Relationships Education and Health Education Mr Brathwaite , more commonly known as Mr B is our Emotional Literacy Support Assistant (ELSA). Each week, he works with children to help them understand and manage their emotions, build confidence, develop positive relationships, and cope with challenges that may affect their learning and wellbeing. Mr Kilty is our Emotional Based School Avoidance Support Assistant. He helps children who experience anxiety or emotional difficulties around attending school to build confidence, develop coping strategies, and successfully engage with education. Mrs Khan is our school counsellor and is a certified Play and Arts Therapist . She works two days in school and supports individuals or groups with child-led therapy. Mrs Khan also provides drawing and talking therapy for children and provides protective behaviours support. Mrs Albery supports the wellbeing curriculum and led us into achieving a ‘Wellbeing Mark’ for the school. She has created a sensory garden, set up the Power of Us project, and ensures we keep our curriculum alive with wellbeing activities. Mrs Evans is our children’s mental health first aider. She advises staff to help children with their mental health and signposts them to support available. Mrs Evans has also created the outdoor learning opportunities and outdoor learning space. Miss Iroegbu is our Family Support Worker ; she assists parents to find support when needed and gives advice and practical help. Miss Iroegbu runs coffee mornings for parents / carers throughout the year – so do look out for these. Mrs Black is our Gade Family Support Worker . She supports families alongside Amanda, offering advice, guidance and Family First Assessments to help identify needs and develop plans for overcoming challenges. Families can refer themselves by contacting Gade Family Services on 01442 278793. If you would like to know and see more of what we provide at South Hill School please take a look at our website: Wellbeing page for parents: https://www.southhill.herts.sch.uk/wellbeing Wellbeing page for pupils: https://www.southhill.herts.sch.uk/wellbeing-for-children

Gobernadores en South Hill Somos muy afortunados en South Hill School, de tener un Cuerpo Gobernante solidario y comprensivo. Su función dentro de la escuela es asegurarse de que los niños reciban la mejor educación posible y que los estándares sean lo más altos posible mediante: Garantizar la claridad de la visión, la ética y la dirección estratégica. hacer que el director rinda cuentas del rendimiento educativo de la escuela y sus alumnos supervisar el desempeño financiero de la escuela y asegurarse de que su dinero se gaste bien El Órgano Rector está formado por representantes de los padres, el personal, el Consejo del Condado de Hertfordshire y miembros elegidos por el Órgano Rector que tienen las habilidades necesarias para contribuir a la gobernanza efectiva y al éxito de la escuela. Actualmente, el Consejo de Administración se reúne cuatro veces al año (incluida al menos una por trimestre). Nuestros gobernadores (al 1 de diciembre de 2020) Sr. Hans Peters Presidente de gobernadores Gobernador cooptado Finalización del mandato: 07 de diciembre de 2021 Señorita joanne wellbelove Co-Director - Miembro ex-oficio del Consejo de Administración Señorita leah wren Co-director; Gobernador cooptado Finalización del mandato: 6 de febrero de 2024 Sra. Gail May Gobernador cooptado Finaliza el mandato: 02 de octubre de 2021 Sra. Bonnie O'Dell Gobernador padre Elegido por los padres Finaliza el mandato: 17 de septiembre de 2021 Sra. Claire Peters Gobernador padre Nombrado por el Consejo de Administración Finalización del mandato: 5 de octubre de 2024 Sra. Katie Stewart Gobernador padre Nombrado por el Consejo de Administración Finaliza el mandato: 02 de octubre de 2021 Sr. Simon Crawshaw Gobernador de la autoridad local Nombrado por el Consejo de Administración y HCC Finaliza el mandato: 24 de marzo de 2023 Sra. Kim Albery Gobernador de personal Finalización del mandato: 8 de julio de 2023 Sra. Kate Chafer Gobernador cooptado Finaliza el mandato: 9 de septiembre de 2023 Sra. Hayley Yendel Gobernador cooptado Finaliza el mandato: 30 de noviembre de 2024 South Hill es una escuela vibrante que ofrece un plan de estudios creativo en un entorno excepcional. Somos afortunados de tener un equipo de personal brillante y dedicado que sirven a nuestra escuela con compromiso, paciencia y positividad. Es gracias a ellos que nuestros hijos están felices, cuidados y aprendiendo ". Sr. Hans Peters - Presidente de los gobernadores Conoce a los profesores Asistencia del gobernador

Wellbeing for Children “South Hill Primary School is a nurturing environment in which wellbeing forms the heart of the school’s culture.” Ofsted, July 2024 At South Hill Primary School, children’s wellbeing is at the heart of everything we do. We believe that children learn best when they feel happy, safe and valued, and we place mental health and emotional wellbeing at the centre of school life. Through a whole school approach, we help children develop confidence, resilience and strong relationships, giving them the skills they need to manage challenges and care for their wellbeing both now and in the future. A Caring and Supportive School Environment Wellbeing is woven into everyday life at South Hill. Children are supported through: • Movement and mindfulness activities such as the Daily Mile and GoNoodle • The Zones of Regulation, helping children recognise and manage their emotions • A Friendship Bench encouraging kindness and inclusion at playtimes • A welcoming outdoor environment including sensory trails, fitness equipment and the Smokey Trail • Healthy daily lunches • A calm, positive approach to behaviour • A strong “Just Talk” culture, where children feel listened to and supported All staff are trained in Therapeutic Thinking and trauma informed approaches, ensuring children feel understood and supported. Pastoral Support We provide tailored pastoral care to meet individual needs. Our support includes access to a school counsellor, Emotional Literacy Support Assistant (ELSA), Drawing and Talking therapy, nurture provision, and family support services. Every classroom has a worry box or worry monster, giving children a safe way to share concerns. Celebrating Wellbeing Together We mark key events such as Children’s Mental Health Week, Feeling Good Week, and our much-loved Wellbeing Festival, which brings our school community together through music, creativity and fun. This year’s Mental Health Week theme, “The Power of Belonging,” helped children explore kindness, inclusion and celebrating differences—key foundations for confidence and happiness. Pupil Voice: The Power of Us We are proud to be working towards the Wellbeing Quality Mark, further strengthening our commitment to every child’s emotional wellbeing. As part of this work, we run “The Power of Us,” a pupil led initiative for Key Stage 2 children. This project ensures that pupil voice is central to wellbeing provision and that children play an active role in shaping their school environment. Through this initiative, pupils develop important life skills, including: •     Confidence and teamwork •     Responsibility and leadership •     Problem solving and resilience Children meet weekly with Mrs Khan (our School Counsellor), to plan their and lead the project of their choice, share ideas and develop leadership, teamwork and resilience. this is because we believe children’s voices matter. Pupils reflected positively on their experiences: •     Mollie: “I enjoyed everything about this project.” •     Andreea: “I really liked looking through all the catalogues and budgeting.” •     Rose: “I like planting and watering the plants and seeds.” •     Aidan: “I have enjoyed planting in the beautiful sunshine.” •     Isaac: “I have enjoyed helping to change our school in a positive way.” These reflections demonstrate how meaningful pupil involvement supports wellbeing, builds pride in the school community, and strengthens a sense of belonging. Our School Counsellor - Shahin Mental Health Week Wellbeing Overview Wellbeing at South Hill Zones of Regulation Just Talk Assembly Power of Us Project Article

Religious Education Religious Education Vision To develop knowledge of religion and worldview by answering enquiries through ‘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 a scheme, ‘Jigsaw RE’. Jigsaw RE is an enquiry-based scheme of work, covering the principal world faiths and humanism in a progressive way from EYFS to Year 6. In the early years, the learning is closely matched to Development Matters to contribute meaningfully to your child’s holistic development. Throughout all the enquiries, the children’s spiritual, moral, social and cultural education is carefully considered. This is a comprehensive programme designed to develop empathy, critical thinking and understanding of diverse worldviews. 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. Appreciating that we all see the world through the lens that has been formed by our experiences, upbringing, culture etc and that this influences our decision-making and our own way of seeing the world is so valuable. 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 golden threads (the 6 principal religions as well as touching on Humanism in appropriate units). Long Term Plan Subject Overview Information for Parents The Big Question Each enquiry lasts for half a term and begins with a ‘big question’ such as “What is the best way for a Christian/Jew/Muslim etc. to show commitment to God?” The children then start discussing the theme of the enquiry (in this case, commitment) from their own experience. What have they shown commitment to? Brownies? Cubs? Their sporting team? Playing an instrument? Only when the children fully understand the concept they are considering, do they then move on to investigating what the people following the studied religion or worldview believe about it. They will spend approximately 3 lessons on this, learning in a variety of ways, so they can adapt their responses and come to a measured conclusion. In week 5 they will complete an activity which can assess their learning, by answering their “big” question. The assessment activities are child friendly and can be answered in a variety of ways, as long as the child can justify their view with the knowledge they have gained throughout the enquiry. This demonstrates the level of critical thinking that the children can apply – a valuable skill for them throughout the school curriculum. The final week in every enquiry gives the children time to reflect on what they have learnt about the concept and apply to it their own lives, thus allowing them to form their own beliefs and identity. For example, learning that Sikhs share their food with all who attend has taught me ……… about sharing that I would like to take forward with me. These lessons are often very creative, and children have opportunities to make items to express themselves in ways other than just writing. Owl Crew 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. ‘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

inglés Writing Vision To develop pupils’ writing skills to enable them to write independently in a variety of genres and for a range of purposes. El objetivo general de Alfabetización en South Hill es promover altos estándares de lenguaje y alfabetización al equipar a los alumnos con un fuerte dominio del lenguaje hablado y escrito y desarrollar su amor por la literatura a través de la lectura generalizada para su disfrute. Esto a su vez desarrollará sus habilidades de escritura en todos los géneros; formal e informal. Nuestro objetivo es apoyar esto mediante la promoción de la alfabetización y el uso de textos de alta calidad en todas las áreas de nuestro plan de estudios. El plan de estudios nacional de inglés tiene como objetivo garantizar que todos los alumnos: leer con facilidad, fluidez y buena comprensión Desarrollar el hábito de leer ampliamente y con frecuencia, tanto por placer como por información. Adquirir un vocabulario amplio, una comprensión de la gramática y el conocimiento de las convenciones lingüísticas para la lectura, la escritura y el lenguaje hablado. apreciar nuestro rico y variado patrimonio literario escribir con claridad, precisión y coherencia, adaptando su lenguaje y estilo en y para una variedad de contextos, propósitos y audiencias use la discusión para aprender; Deben poder elaborar y explicar claramente su comprensión e ideas. Son competentes en las artes de hablar y escuchar, hacer presentaciones formales, demostrarse a los demás y participar en el debate. Long Term Plan - Literacy Grammar Plan Subject Overview - Reading Subject Overview - Writing Listas de ortografía del plan de estudios KS1, LKS2, UKS2 Utilice los botones a continuación para ver lo que se aprende cada año en las lecciones de inglés. Año 1 Año 2 Año 3 4to año Año 5 Año 6 Parents Grammar Morning We enjoy celebrating writing at South Hill. We display work from EYFS to Year 6 on our Writer of the Month display board. This is where children have a chance to show off a good piece of writing from across the curriculum. Here is a photo of our current writers of the month. Pupil Voice I love the big library - Eric Y6 I like the different books we read in class - Freddy Y5 Reading helps me learn more! - Stanley Y1 Poetry First Prize We are absolutely thrilled to share the news that Aiden in Year 5, has won The Marlowes Olympic poetry competition! We are delighted that Aiden felt inspired to write an Olympic poem and as a result the school received the £1000 prize. Well done Aiden for writing a winning poem. Aiden was invited to receive the cheque for the school at the Marlowes from the Mayor. Click here for the coverage in Hemel Today.

Año 1 1/4 Knowledge Organisers - Summer Knowledge Organisers - Spring Knowledge Organisers - Autumn Yearly Overview Año 1 Inglés Matemáticas Año 1 KS1 Reading VIPERS Y1/Y2 Tricky Word List Recommended Reading List ¡Bienvenidos a Jilgueros y Gorriones del Año 1! ¡Tenemos muchas ganas de tener un año emocionante con Jilgueros y Gorriones! Disfrutaremos visitando nuestro propio pueblo celta en Topic; explorar nuestra área local para aprender sobre diferentes tipos de hogares; retrocediendo en el tiempo para aprender sobre la vida en una escuela victoriana y en el trimestre de verano aprenderemos sobre las plantas y la naturaleza. Estamos esperando la confirmación de los viajes, pero estamos planeando dos viajes basados en la ciencia en Box Moor Trust que se centrarán en materiales y plantas; un viaje a Pizza Express para hacer pizza y una visita de verano a Kew Gardens para explorar las plantas. Estas son solo algunas de las cosas interesantes que haremos en el primer año. La Sra. Mannering y la Sra. King enseñan a los jilgueros con el apoyo de la Sra. Shah. La Sra. Albery enseña Gorriones, con el apoyo de la Sra. Imrie. Esperamos verte en los numerosos eventos que se llevan a cabo durante el año. Utilice los enlaces de esta página para obtener más información sobre lo que estamos haciendo durante este período. No dude en ponerse en contacto con nosotros si tiene alguna inquietud o pregunta. Sra. Mannering, Sra. King y Sra. Albery Transistion Booklet - Goldfinches Transistion Booklet - Sparrows

The Big Little Nativity Our Early Years production 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.

Young Voices Young Voices offers children the amazing opportunity of singing with the worlds’ largest children’s choir. The whole experience is a journey and discovery, culminating in the most extraordinary performance opportunity there could possibly be. South Hill Choir have regularly attended Young Voices and most recently on 23rd January 2026. This year the music included a Disco Medley, a Wicked Medley, A Medley of Sea Shanties as well as anthems and pop songs from a huge variety of genres. These offer the children opportunities to learn about other times and cultures, as well as musical styles. We became backing singers to soloists Ruti and Olly and loved singing ‘Shackles’ with Aneesa Folds. The song ‘Power in Me’ has become a school favourite as it links so well to our Resilience theme in the South Hill Way. The choir members worked extremely hard to learn all the lyrics and attended many extra rehearsals. All the hard work paid off with such an exceptional day on Friday 23rd January. The day was long and exhausting, but the children were utterly amazing. Their enthusiasm and energy bubbled over all day. Most of the songs had actions and dance moves so we were kept moving in the rehearsal as well as being introduced to the various artists who would be performing with us in the evening. As the lights went down for the concert to begin at 7pm the atmosphere was electric. Parents had arrived in the O2 and we could wave to them from a distance! The Urban Striders, Olly, Ruti and Aneesa were sensational. Such an incredible evening to inspire and remember! Here are some of the choir members’ comments: ‘Breathtaking’ ‘Extraordinary’ ‘Unforgettable’ ‘It was just the best day’ ‘I loved the Urban Strides Dancers!’ My favourite Medley was Wicked’ ‘I loved the lights- I felt like a star!’ ‘It was soo amazing’ Urban Strides are awesome! ‘Awesome’

Forest School ‘Forest School’ is a Scandinavian concept where the learning is outdoor based. Many forest school activities evolve from the children’s interests, ideas, and the natural resources found in our grounds. The outdoor sessions promote confidence, self-esteem and independence. At South Hill, we are passionate about developing the whole child and in using our amazing grounds to enhance learning. Benefits of forest school sessions include increased confidence, improved behaviour, improved concentration, independence, and development of social, emotional and physical skills. Forest school is all about exploring and experiencing the natural world through practical activities. The children go outside in all weathers, exploring and learning from the seasons and environment changes. Natural resources stimulate creative thinking, problem solving and skill development, all in the guise of play. The children also learn to care for the environment and appreciate the seasonal changes, developing an empathy for wildlife. Most importantly, alongside the learning, the children have fun! We are delighted to be able to offer every child at South Hill the chance to participate in Forest School during the academic year. EYFS participate all year round, Years 5 and 6 Autumn term, Years 1 and 2 Spring term and Years 3 and 4 Summer term! Long Term Plan More Information Pupil Voice 'I like forest school because you get to do fun activities and Mrs Evans makes it even more fun every week with everything we do' Ellie Yr 5 'I enjoy learning outdoors and exploring the forest' Niamh Yr 6 'I enjoy forest school because I like to be outdoors and I like the atmosphere and the sound of the birds' Isabella Yr 6

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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