Bien-être Comme décrit par 'Mind' ... «Le bien-être mental décrit votre état mental - comment vous vous sentez et comment vous pouvez faire face à la vie de tous les jours. Notre bien-être mental est dynamique . Cela peut changer d'instant en instant, de jour en jour, de mois en mois ou d'année en année. Si vous avez un bon bien-être mental, vous êtes capable de: se sentir relativement confiant en soi et avoir une estime de soi positive ressentir et exprimer une gamme d'émotions construire et entretenir de bonnes relations avec les autres se sentir engagé avec le monde qui vous entoure vivre et travailler de manière productive faire face au stress de la vie quotidienne s'adapter et gérer en période de changement et d'incertitude ' Ici à South Hill, nous aidons nos élèves à devenir plus conscients de leur santé mentale et de leur bien-être émotionnel. Les cours et assemblées PSHE se concentrent sur les thèmes de 5 voies du bien-être. Ce sont: Donner, Connecter, Apprendre, Activer et Avis. Chaque trimestre, un bulletin d'information sur le bien-être est publié pour les parents et les tuteurs avec des informations à jour telles que des ateliers et des semaines de programme spécifiques basées sur la santé mentale. L'école a une responsable de la santé mentale et du bien-être, Mlle Wren, qui se fera un plaisir de vous aider si vous avez des inquiétudes ou si vous avez besoin d'un soutien supplémentaire. Semaine de la santé mentale des enfants Deuil Sites Web utiles http://www.gadeschoolsfamilysupport.co.uk/self-help-guides http://www.gadeschoolsfamilysupport.co.uk/top-tip-sheets/ www.youngminds.org.uk www.familylives.org.uk https://www.supportinglinks.co.uk/whatson.html Healthy Hub Dacorum 2024 Soutien en santé mentale (CAMHS) Citizen Advice Dacorum Calm Communication Tips For Families Qu'est-ce que la violence domestique? Ligne d'assistance en cas d'abus domestique Équipe de soutien aux familles Mentalité de croissance Sept choses à essayer Renforcer la résilience I am Cherished Ligne d'assistance téléphonique pour les élèves âgés de 10 ans et plus Herts Mind Network a lancé une nouvelle ligne d'assistance téléphonique d'intervention précoce et de prévention pour les enfants et les jeunes âgés de 10 à 17 ans à Herts. La ligne d'assistance fournira un espace sûr et sans jugement pour parler à un conseiller ou un mentor des jeunes qui fournira un soutien émotionnel, des conseils et des informations, signalera et discutera des stratégies d'adaptation. Pour les heures d'ouverture et plus d'informations, veuillez visiter le site Web: Réseau Herts Mind Message de CAMHS crises d' évaluation et de traitement de l' équipe (Équipe C-CATT) Le NHS et les hôpitaux locaux sont très occupés en ce moment, donc si vous rencontrez une crise de santé mentale, le moyen le plus rapide d'obtenir de l'aide à tout moment, de jour comme de nuit, est d'appeler notre numéro de téléphone gratuit 0800 6444101 ou d'appeler le NHS111 et de sélectionner l'option. 2 pour les services de santé mentale. Il est conseillé aux enfants et aux jeunes de contacter ce numéro d'assistance avant de se rendre à A&E. Corps BeeZee est une équipe de nutritionnistes et d'experts en changement de comportement qui gèrent des programmes de gestion du poids pour les enfants et leurs familles. https://beezeebodies.com/ beezee.bodies@nhs.net (courriel) 01707 248648 (téléphone)

Information pour les parents Veuillez consulter les pages suivantes pour obtenir des informations sur l'école.

History We teach a broad and varied History curriculum, at South Hill, which aims to develop skills and knowledge to ensure pupils have a coherent narrative, knowledge and understanding of Britain’s past and the wider world from the earliest times to the present day, how people’s lives have shaped Britain and how Britain have influenced and been influenced by the wider world. By the end of Year 6, we want our pupils to have a solid chronological understanding of the historical events studied, to have a knowledge of how History has shaped Britain (and the wider world), to be able to think critically and to understand that what has happened in the past is critical to shaping our future. How is History taught at South Hill? Our History curriculum is mapped out on our ‘Long term plan’ and this details our substantive knowledge, disciplinary knowledge and substantive concepts (Golden Threads): Substantive knowledge - Knowledge about the past (historical information and facts) Disciplinary knowledge - Knowledge about how historians investigate the past, and how they construct historical claims, arguments and accounts Golden Threads (Substantive concepts): we have carefully mapped out 7 key concepts that weave in and out of our learning. These allow us to build on previous knowledge and to make links between historical periods and events that we have already learnt to those that we are learning now and in the future: Long Term Plan Subject Overview Examples of knowledge organisers EYFS Year 1 Year 3 Year 5 We have tailored our History curriculum, in some areas, to reflect our locality and local community so that our pupils have a real sense of how history has shaped who we are today in Hemel Hempstead. For example: In EYFS, we focus on the building blocks to our History curriculum by studying our family In Year 1, we take a walk around our local streets, focusing on how houses have changed in the last century. In Year 2, we study our School, how it has changed over time, as well as the local ‘Water Gardens’ In Year 3, we study the Coronation of Queen Elizabeth II, who visited our town to open ‘The Queen’s Square’ in Adeyfield in 1952 In Year 4, we study the Romans and look specifically at how they took over St. Albans (Verulamium) and visit the museum, Hypercaust and Roman Walls In Year 5, we study Hemel Hempstead and look at how it has changed over the past 100 years In Year 6, we study WW2 and how this impacted our local area Trips and theme days: Our History curriculum is enriched by a number of school trips, theme days and assemblies and these provide excellent opportunities to bring our historical learning to life. Examples are: EYFS - Trip to St. John's Church, Boxmoor and 'Fairy tale castle day' Year 1 - Local homes trip and 'Victorian' theme day Year 2 - Visit by the Fire Brigade (linking to the 'Great Fire of London' topic) Year 3 - 'Stone Age' theme day and visit to Windsor Castle Year 4 - Trip to the Verulamium museum and 'Roman' and 'Greek' theme days Year 5 - Local history walk and 'Viking'' and 'Egyptian' theme days Year 6 - Trip to the RAF museum and WW2 theme day Black History month forms an important part of our History curriculum and every year we complete a whole school project which aims to promote and celebrate Black contributions to British society, and to foster an understanding of Black history in general. This year, we focused on each class reading one of the following books: Fruits - by Valerie Bloom Sulwe - Lupita Nyong'o Wagari's Tree of Peace - A true story from Africa - Jeanette Winter Pupil Voice “History is really interesting and can tell you things about the past and how we can learn from it for the future.” Miles – Y5 “I remember doing a Victorian day and learning about school back then. The teachers were really strict!” Iannis – Y3 “I loved our trip to St. Albans to learn more about the Romans! Did you know that Boudicca led a revolt right where we stood in the park!” Rishika – Y4 “I absolutely love learning about History. Our WW2 topic has been so engaging. I’ve loved every minute of it and now I want to learn even more.” Scott – Y6

Informations sur la prime de l'élève La prime aux élèves est une allocation de financement supplémentaire qui est fournie aux écoles pour soutenir des groupes spécifiques d'enfants qui pourraient être vulnérables à la sous-performance. Au niveau national, il s'agit des élèves qui ont, ou qui ont déjà eu droit à des repas scolaires gratuits (FSM), ceux qui sont pris en charge par les autorités locales et les enfants du personnel des services armés. Les écoles sont libres de décider comment utiliser cette allocation, en examinant la meilleure façon de soutenir individuellement les élèves avec des dispositions supplémentaires. Toutes les écoles sont désormais tenues de rendre compte du montant du financement de la prime aux élèves reçu et de la manière dont ce financement est utilisé, ainsi que de l'impact de ce financement sur les progrès des élèves. Pour un rapport détaillé sur le financement préimum des élèves à South Hill, veuillez cliquer sur le lien suivant: Le nombre d'élèves bénéficiant de la prime pour les élèves au sein de chaque cohorte est très faible. Certains enfants sont confrontés à des obstacles supplémentaires à l'apprentissage qui affectent leurs progrès globaux. Le personnel cible et personnalise avec précision le soutien fourni et affine constamment les interventions. Chaque enfant et chaque famille remplit un questionnaire pour s'assurer que le soutien fourni est ciblé sur leurs besoins spécifiques. Pour plus d'informations sur la prime élève, veuillez visiter: https://www.gov.uk/pupil-premium-information-for-schools-and-alternative-provision-settings La prime aux élèves est une importante source de financement supplémentaire pour l'école. Pupil Premium Strategy 2025-2028 & Review of 2024-2025 Pupil Premium Strategy 2022 -2025 & Review of 2023-2024 Pupil Premium Strategy 2022-25 & Review of 2022-23 Informations sur la prime de l'élève La prime aux élèves est une allocation de financement supplémentaire qui est fournie aux écoles pour soutenir des groupes spécifiques d'enfants qui pourraient être vulnérables à la sous-performance. Au niveau national, il s'agit des élèves qui ont, ou qui ont déjà eu droit à des repas scolaires gratuits (FSM), ceux qui sont pris en charge par les autorités locales et les enfants du personnel des services armés. Les écoles sont libres de décider comment utiliser cette allocation, en examinant la meilleure façon de soutenir individuellement les élèves avec des dispositions supplémentaires. Toutes les écoles sont désormais tenues de rendre compte du montant du financement de la prime aux élèves reçu et de la manière dont ce financement est utilisé, ainsi que de l'impact de ce financement sur les progrès des élèves. Pour un rapport détaillé sur le financement préimum des élèves à South Hill, veuillez cliquer sur le lien suivant: Le nombre d'élèves bénéficiant de la prime pour les élèves au sein de chaque cohorte est très faible. Certains enfants sont confrontés à des obstacles supplémentaires à l'apprentissage qui affectent leurs progrès globaux. Le personnel cible et personnalise avec précision le soutien fourni et affine constamment les interventions. Chaque enfant et chaque famille remplit un questionnaire pour s'assurer que le soutien fourni est ciblé sur leurs besoins spécifiques. Pour plus d'informations sur la prime élève, veuillez visiter: https://www.gov.uk/pupil-premium-information-for-schools-and-alternative-provision-settings La prime aux élèves est une importante source de financement supplémentaire pour l'école. Informations sur la prime de l'élève La prime aux élèves est une allocation de financement supplémentaire qui est fournie aux écoles pour soutenir des groupes spécifiques d'enfants qui pourraient être vulnérables à la sous-performance. Au niveau national, il s'agit des élèves qui ont, ou qui ont déjà eu droit à des repas scolaires gratuits (FSM), ceux qui sont pris en charge par les autorités locales et les enfants du personnel des services armés. Les écoles sont libres de décider comment utiliser cette allocation, en examinant la meilleure façon de soutenir individuellement les élèves avec des dispositions supplémentaires. Toutes les écoles sont désormais tenues de rendre compte du montant du financement de la prime aux élèves reçu et de la manière dont ce financement est utilisé, ainsi que de l'impact de ce financement sur les progrès des élèves. Pour un rapport détaillé sur le financement préimum des élèves à South Hill, veuillez cliquer sur le lien suivant: Le nombre d'élèves bénéficiant de la prime pour les élèves au sein de chaque cohorte est très faible. Certains enfants sont confrontés à des obstacles supplémentaires à l'apprentissage qui affectent leurs progrès globaux. Le personnel cible et personnalise avec précision le soutien fourni et affine constamment les interventions. Chaque enfant et chaque famille remplit un questionnaire pour s'assurer que le soutien fourni est ciblé sur leurs besoins spécifiques. Pour plus d'informations sur la prime élève, veuillez visiter: https://www.gov.uk/pupil-premium-information-for-schools-and-alternative-provision-settings La prime aux élèves est une importante source de financement supplémentaire pour l'école. Please look at all the things we do to support all of our pupils at South Hill School. Emotional Wellbeing and Mental Health Strategy

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 EYFS Curriculum Ambitions 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.

South Hill se targue d'offrir un large éventail d'activités extrascolaires enrichissantes. Pour plus d'informations sur les clubs participant à ce trimestre, veuillez consulter les informations sur les pages suivantes. Si vous pensez pouvoir ajouter à notre offre, veuillez contacter le bureau de l'école.

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

Term Dates Term Dates 2025-26 Term Dates 2026-27

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.' 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

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

Uniforme Nous pensons que l'uniforme scolaire encourage l'autodiscipline et la cohésion sociale. Les parents, les tuteurs et les élèves sont priés de s'assurer que tous les élèves respectent le code vestimentaire de l'école. Cliquez sur le lien ci-dessous pour la politique uniforme. Politique uniforme Tous les vêtements doivent porter le nom du propriétaire L'uniforme scolaire peut être acheté en ligne sur Mapac - veuillez utiliser le lien ci-dessous. Mapac Information

Année 6 1/27 Knowledge Organisers - Spring Knowledge Organisers - Autumn Bienvenue sur notre page de 6e année! Nous sommes vraiment impatients de travailler avec vos enfants alors qu'ils entrent dans leur dernière année avec nous ici à South Hill. La 6e année est une année spéciale et nous avons très hâte de voir les enfants atteindre leur énorme potentiel alors que nous travaillons aux examens SAT et qu'ils commencent leur rôle en tant qu'aînés de l'école et en tant que préfets. Ils joueront le rôle de préfets où ils seront des modèles autour de l'école et donneront le bon exemple aux plus jeunes enfants ainsi que d'être un «copain» pour les nouveaux enfants de la réception. Mme Howard enseignera le sycomore les lundis, mardis et mercredis et Mme Clare enseignera à la classe les jeudis et vendredis. Mme Twomey fournira une assistance technique tout au long de la semaine. M. Shane enseignera l'if toute la semaine à l'exception des jeudis et vendredis où le cours sera enseigné par M. Burr. M. Nicholl fournira une assistance technique tout au long de la semaine. Notre programme créatif pour ce terme sera la «Seconde Guerre mondiale» et nous sommes très impatients de plonger les enfants dans l'apprentissage de cette période historique importante. Veuillez utiliser les liens sur cette page pour plus d'informations sur ce que nous faisons ce terme et n'hésitez pas à nous contacter si vous avez des préoccupations ou des questions. M. Shane, Mme Clare, Mme Howard et M. Burr Yearly Overview Recommended Reading List Année 6 anglais Mathématiques 6e année KS2 Reading VIPERS Y5/Y6 Tricky Word List SATS Information Evening Dépliant Transfert secondaire 2021 SATS - Information for Parents Transistion Booklet 2025 - Sycamore Transistion Booklet 2025 - Hazel