International Language Day At South Hill School we celebrate International Language Day during assembly. Pupils and staff take the microphone and share words from their languages. We then sing songs in different languages too. It's lovely to hear all the different languages in our school!

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

Pjesëmarrja South Hill School ka një detyrë dhe përgjegjësi të sigurojë që nxënësit tanë të kenë një nivel të lartë frekuentimi. Në South Hill School, ne e përmbushim këtë rol duke monitoruar rregullisht frekuentimin e të gjithë nxënësve tanë. Në South Hill School, ne do të dëshironim që nxënësit tanë të synojnë 98% frekuentim dhe të përpiqen për 100% frekuentim. Përgjegjësia e prindërve Responsibilityshtë përgjegjësia e prindit të sigurojë që fëmija i tyre të ndjekë shkollën çdo ditë. Responsibilityshtë përgjegjësia e prindit të sigurojë që fëmija i tyre të vijë në kohë çdo ditë. Responsibilityshtë përgjegjësia e prindit të sigurojë që fëmija i tyre të merret në kohë çdo ditë. Dita jonë e shkollës fillon në 8.40 të mëngjesit. Dyert mbyllen në orën 8.50 të mëngjesit Minutat me vonesë regjistrohen dhe monitorohen Dita jonë e shkollës përfundon në orën 3.15 pasdite për EYFS dhe KS1 Dita jonë e shkollës përfundon në 3.20 pasdite për KS2 Pjesëmarrja dhe përpikmëria monitorohen nga Znj. H Edwards dhe Bashkë-Drejtorët. Shkolla ka një zyrtar të përcaktuar të frekuentimit të qarkut i cili punon me shkollën për të monitoruar vijueshmërinë. Pushimet Unshtë e papranueshme që të rezervoni një festë në afat. Nëse e hiqni fëmijën tuaj nga shkolla për një pushim, do të regjistrohet si një mungesë e paautorizuar . Politika jonë lejon pushim për rrethana vërtet të jashtëzakonshme, por këto janë relativisht të rralla. Një formular është në dispozicion më poshtë dhe nga zyra e shkollës dhe duhet të plotësohet para se të caktoni çdo kohë pushimi. Sëmundje Ne e kuptojmë që nëse fëmija juaj është dobët, ai nuk duhet të ndjekë shkollën. Por nëse një fëmijë ka një nuhatje ose është pak i lodhur, atëherë ne jemi në gjendje t'i ruajmë ndërsa i përfshijmë në aktivitete mësimore. Ju lutemi mbani këtë në mendje kur vendosni nëse do t'i sillni brenda. Ne gjithmonë do t'ju telefonojmë nëse nuk po përballen. Monitorimi Ne monitorojmë rregullisht frekuentimin dhe u shkruajmë familjeve që mendojmë se nuk janë në dijeni të rëndësisë së frekuentimit të plotë ose kur shqetësohemi për shëndetin dhe mirëqenien e fëmijëve që shpesh mungojnë. Duke ofruar mbështetje ose këshilla kur është e përshtatshme, qëllimi ynë është të ndihmojmë prindërit të punojnë drejt një pjesëmarrjeje më të mirë. Shpesh prindërit nuk janë të vetëdijshëm sesi mungesat e përsëritura mund të ndikojnë në edukimin dhe zhvillimin shoqëror të fëmijës së tyre. Nëse keni ndonjë pyetje, ju lutemi pyesni. Në South Hill School, është një pritje që nxënësit tanë të synojnë 98% frekuentim. Për këshilla dhe udhëzime të mëtejshme në lidhje me vijimin e shkollës dhe mungesat, ju lutemi përdorni lidhjet më poshtë: Politika e pjesëmarrjes Njoftimi i Dënimit HCC Njoftimi i Dënimit HCC Formulari i pushimit të mungesës

Matematika Në shkollën fillore South Hill, ne synojmë të ofrojmë një kurrikulë të gjerë dhe tërheqëse të matematikës, të mbështetur në përdorimin e qasjeve konkrete, pikturale dhe abstrakte (CPA) për të ndërtuar dhe ngulitur të mësuarit. Nxënësit tanë sfidohen me detyra që zhvillojnë dhe thellojnë kuptimin e tyre konceptual të matematikës, si dhe promovojnë rrjedhshmërinë dhe zotërimin e temave që ne mbulojmë. Burime të shumta janë në dispozicion në të gjitha klasat për të ndihmuar mbështetjen dhe inkurajimin e fëmijëve për të mësuar në hapa të vegjël, të menaxhueshëm, me pikat kryesore të të kuptuarit në zemër të të mësuarit të tyre. Çdo klasë ka 'Murin e Punës' të tyre, në të cilin të mësuarit aktual shfaqet si një mjet për udhëzim dhe mbështetje. Puna e fëmijëve shfaqet këtu si një kujtesë e asaj që kanë arritur. Para-mësimi gjithashtu mund të shfaqet për të nxitur diskutime të mira dhe për të ngulitur ide të reja. Subject Overview Calculation Policy Long Term Plans EYFS Year 1 Year 4 Year 2 Year 5 Year 3 Year 6 Times Tabela Rockstars Maths Open Morning 1 Maths Open Morning 2 Maths at Home Use the buttons below to see what each year learns in Maths lessons. Viti 1 Viti 2 Viti 3 Viti 4 Viti 5 Viti 6 Pupil Voice 'If you're stuck there's always something to help you work it out' - Niamh Year 6 'I love it when division goes into decimals' - Rahul Year 6 'It's exciting learning new methods in maths' - Merryn Year 5

The South Hill Experience South Hill School offers all of our pupils a wide range of experiences and learning opportunities from the very start of their Early Years journey through to Year 6. We are proud that our pupils will have the opportunity to: Post a letter Sit around a campfire Carry out Science work around the school pond Learn to swim at the local sports centre Perform on our beautiful stage Experience the 'South Hill Summer Festival' Learn a new language Go on a variety of school trips with their peers Represent the school at a sporting event Join our school clubs Learn to bake bread Experience outdoor learning through Forest Schools Perform at our local church Lead an enterprise project Support a number of charities Prepare and cook food Enjoy our orienteering trail Take part in South Hill School's 'International Day' Dance with the class at 'International Day' Have a responsible position in the school Learn to cycle safely Learn a musical instrument Take part in 'Feeling Good Week' Dress up as a book character Visit a museum Take part in Science Day Take part in a National Remembrance Have artwork exhibited at the 'South Hill Art Gallery' Be part of a choir Take part in competitions Enjoy an ice cream from the ice cream van

Viti 1 1/4 Knowledge Organisers - Spring Knowledge Organisers - Autumn Yearly Overview Viti 1 Anglisht Matematika e vitit 1 KS1 Reading VIPERS Y1/Y2 Tricky Word List Recommended Reading List Transistion Booklet 2025 - Goldfinches Transistion Booklet 2025 - Sparrows Mirësevini në Vitin 1 Gurë të artë dhe harabela! Ne me të vërtetë po presim një vit emocionues përpara me Goldfinches dhe Sparrows! Ne do të kënaqemi duke vizituar fshatin tonë Celtic në Tema; duke eksploruar zonën tonë lokale për të mësuar rreth llojeve të ndryshme të shtëpive; të kthehemi pas në kohë për të mësuar rreth jetës në një shkollë viktoriane dhe në periudhën e verës do të mësojmë rreth bimëve dhe natyrës. Ne jemi në pritje të konfirmimit në lidhje me udhëtimet, por po planifikojmë dy udhëtime të bazuara në shkencë në Box Moor Trust duke u përqëndruar në materiale dhe bimë; një udhëtim në Pizza Express për të bërë pica dhe një vizitë gjatë verës në Kew Gardens për të eksploruar bimë. Këto janë vetëm disa nga gjërat emocionuese që do të bëjmë në Vitin 1. Znj. Mannering dhe Znj. King mësojnë Goldfinches me mbështetjen e Znj. Shah. Znj. Albery mëson Sparrows, mbështetur nga Znj. Imrie. Ne shpresojmë t'ju shohim në shumë ngjarje që ndodhin gjatë gjithë vitit. Ju lutemi përdorni lidhjet për në këtë faqe për më shumë informacion në lidhje me atë që po bëjmë këtë term. Ju lutemi mos hezitoni të na kontaktoni nëse keni ndonjë shqetësim ose pyetje. Znj. Mannering, Znj. King dhe Znj. Albery Phonics Screening Workshop

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

Safeguarding in the Curriculum at South Hill School Safeguarding is at the heart of everything we do here at South Hill School. Great importance is placed on identifying opportunities in the taught curriculum for children to learn about safeguarding. Our broad curriculum gives pupils opportunities to experience life in all its diversity, to acquire knowledge, understanding, and skills that significantly impact personal development, behaviour, and welfare. It also equips our pupils with the knowledge and skills required for personal safeguarding. Our PSHE curriculum covers aspects of safeguarding which are appropriate to the child’s age. We are sensitive in our teaching and recognise that some more sensitive subjects need to be taught at an age-appropriate level, or at a small group or 1:1 level where a more urgent need arises. We plan to constantly challenge children to think deeply about their own personal physical and mental wellbeing. We value pupils’ questions and give them space for their own thoughts, ideas, and concerns. We give pupils’ opportunities across the curriculum to explore values, personal rights, responsibilities, and equal opportunities that develop moral concepts that impact positively on safeguarding, promote British values and prevent radicalisation and extremism. Safeguarding through the curriculum is more heavily planned within the following subjects: PSHE (No Outsiders, Picture News, The Christopher Winter Project (RSE and Drugs) Religious Education Science Computing/Online Safety lessons through Project Evolve EYFS - Personal, Social and Emotional Development Zones of Regulation Further safeguarding opportunities are continually planned into the curriculum. For example: Road safety Nurture Class Nurture Club Bikeability in Year 5 Poolside and water safety through swimming lessons in year 4 and 6 Fire awareness in Year 2 (including visits from the local fire service) Assemblies and workshops provided by NSPCC Y6 Transitions Plays and shows (building confidence) Be Smart online safety poster Online safety (targeted work as required) NSPCC PANTS work (targeted work as required) Protective Behaviours (targeted work as required) Anti-bullying week Wellbeing week Wellbeing festival Just Talk Week/Worry box assembly Religious festival assemblies Online Safety Day Black History week International Day We have developed an open and safe learning environment in which pupils express their views, seek help, and help others. The promotion of equality of opportunity and diversity, for pupils and staff, helps prevent any form of direct or indirect discriminatory behaviour. Our children learn to not tolerate any prejudiced behaviour. Our behaviour policy promotes making good choices and exhibiting good learning behaviours. Class times are a time for sharing ideas, addressing concerns, and promoting important values. Assembly time is used to promote safeguarding matters and explore themes. For example, we talk about anti-bullying, including cyber bullying and British values, including how these values are promoted in our multi–faith society. Staff and children are quick to challenge stereotypes and the use of derogatory language. Our school teaches the diversity of experiences and provides pupils with a comprehensive understanding of people and communities beyond their immediate experience through the use of the ‘no outsiders’ project. Throughout the curriculum, there are planned opportunities to promote all forms of equality and foster greater understanding of and respect for people of all faiths (and those with no faith), races, genders, ages, disabilities, and sexual orientations. Time is taken at the beginning of every new school year and through regular assemblies to reaffirm school values, expectations, and the ‘South Hill Way’.

Informacion për Prindërit Ju lutemi hidhni një vështrim në faqet vijuese për informacion në lidhje me shkollën.