Katılım South Hill School, öğrencilerimizin yüksek bir devamlılığa sahip olmalarını sağlamak için bir görev ve sorumluluğa sahiptir. South Hill School'da, tüm öğrencilerimizin katılımını düzenli olarak izleyerek bu rolü yerine getiriyoruz. South Hill School'da öğrencilerimizin% 98 devamlılığı hedeflemelerini ve% 100 devam için çabalamalarını istiyoruz. Ebeveyn sorumluluğu Çocuğunun her gün okula gitmesini sağlamak ebeveynin sorumluluğundadır. Çocuklarının her gün zamanında gelmesini sağlamak ebeveynin sorumluluğundadır. Çocuklarının her gün zamanında alınmasını sağlamak ebeveynin sorumluluğundadır. Okul günümüz saat 8.40'da başlıyor. Kapılar sabah 8.50'de kapanıyor Geciken dakikalar kaydedilir ve izlenir EYFS ve KS1 için okul günümüz saat 15: 15'te sona eriyor KS2 için okul günümüz saat 15: 20'de sona eriyor Devam ve dakiklik, Bayan H Edwards ve Yardımcı Baş Öğretmenler tarafından izlenir. Okulun, katılımı izlemek için okulla birlikte çalışan belirlenmiş bir ilçe Devam Görevlisi vardır. Bayram Dönem içinde tatil rezervasyonu yapmak kabul edilemez. Çocuğunuzu tatil için okuldan alırsanız, bu izinsiz devamsızlık olarak kaydedilecektir. Politikamız, gerçekten istisnai durumlarda izin verilmesine izin verir, ancak bunlar nispeten nadirdir. Aşağıda ve okul ofisinde bir form mevcuttur ve herhangi bir izin zamanını ayarlamadan önce doldurulması gerekir. Hastalık Çocuğunuz zayıfsa okula gitmemesi gerektiğini anlıyoruz. Ancak bir çocuk burnunu çekerse veya biraz yorgunsa, onları öğrenme faaliyetlerine dahil ederken onlara bakabiliriz. Lütfen onları içeri getirip getirmemeye karar verirken bunu aklınızda bulundurun. Başa çıkmazlarsa sizi her zaman arayacağız. İzleme Katılımı düzenli olarak izliyoruz ve tam katılımın öneminin farkında olmadığını düşündüğümüz veya sık sık gelmeyen çocukların sağlığı ve iyiliği hakkında endişelendiğimiz ailelere yazıyoruz. Uygun olduğunda destek veya tavsiye sunmak, amacımız ebeveynlerin daha iyi katılım için çalışmalarına yardımcı olmaktır. Genellikle ebeveynler, tekrarlanan devamsızlıkların çocuklarının eğitimini ve sosyal gelişimini nasıl etkileyebileceğinin farkında değildir. Herhangi bir sorunuz varsa lütfen sorun. South Hill School'da, öğrencilerimizin% 98 devam etmeyi hedeflemesi bir beklentidir. Okula devam ve devamsızlıklarla ilgili daha fazla tavsiye ve rehberlik için lütfen aşağıdaki bağlantıları kullanın: Katılım Politikası Ceza Bildirimi HCC Ceza Bildirimi HCC İzin Formu

Matematik South Hill İlköğretim Okulu'nda, öğrenmeyi oluşturmak ve yerleştirmek için somut, resimli ve soyut (CPA) yaklaşımların kullanımıyla desteklenen geniş ve ilgi çekici bir matematik müfredatı sunmayı hedefliyoruz. Öğrencilerimiz, matematikle ilgili kavramsal anlayışlarını geliştiren ve derinleştiren, ayrıca ele aldığımız konularda akıcılığı ve ustalığı teşvik eden görevlerle zorlanır. Sınıfların tamamında, çocukların öğrenmelerinin merkezinde yer alan temel anlayış noktaları ile küçük, yönetilebilir adımlarla öğrenmelerini desteklemek ve teşvik etmek için çok sayıda kaynak mevcuttur. Her sınıfın, mevcut öğrenmenin rehberlik ve destek için bir araç olarak gösterildiği kendi 'Çalışma Duvarı' vardır. Çocukların çalışmaları, başardıkları şeyin bir hatırlatıcısı olarak burada sergileniyor. İyi bir tartışmayı teşvik etmek ve yeni fikirleri yerleştirmek için ön öğrenme de gösterilebilir. Subject Overview Calculation Policy Long Term Plans EYFS Year 1 Year 4 Year 2 Year 5 Year 3 Year 6 Zaman Tabloları 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. Yıl 1 2. Yıl 3. Yıl 4. yıl 5. Yıl 6. yıl 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

Yıl 1 1/4 Knowledge Organisers - Spring Knowledge Organisers - Autumn Yearly Overview 1. Yıl İngilizce 1. Yıl Matematik KS1 Reading VIPERS Y1/Y2 Tricky Word List Recommended Reading List Transistion Booklet 2025 - Goldfinches Transistion Booklet 2025 - Sparrows 1. Yıl Saka Kuşları ve Serçeler'e hoş geldiniz! Goldfinches ve Sparrows ile önümüzdeki heyecan verici bir yılı dört gözle bekliyoruz! Topic'te kendi Celtic Köyümüzü ziyaret etmekten keyif alacağız; farklı ev türleri hakkında bilgi edinmek için yerel bölgemizi keşfetmek; Viktorya dönemine ait bir okuldaki hayatı öğrenmek için zamanda geri adım atıyoruz ve yaz döneminde bitkiler ve doğa hakkında bilgi ediniyor olacağız. Geziler hakkında onay bekliyoruz, ancak Box Moor Trust'ta materyallere ve bitkilere odaklanan iki bilime dayalı gezi planlıyoruz; pizza yapmak için Pizza Express'e bir gezi ve bitkileri keşfetmek için Kew Gardens'a yaz dönemi ziyareti. Bunlar, 1. Yılda yapacağımız heyecan verici şeylerden sadece birkaçı. Bayan Mannering ve Bayan King, Bayan Şah'ın desteğiyle Goldfinches'e ders veriyor. Bayan Albery , Bayan Imrie tarafından desteklenen Serçeler öğretir. Yıl boyunca gerçekleşen birçok etkinlikte sizleri görmeyi dört gözle bekliyoruz. Bu terimi ne yaptığımız hakkında daha fazla bilgi için lütfen bu sayfadaki bağlantıları kullanın. Herhangi bir endişeniz veya sorunuz varsa lütfen bizimle iletişime geçmekten çekinmeyin. Bayan Mannering, Bayan King ve Bayan 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’.

Ebeveynler için bilgiler Okul hakkında bilgi için lütfen aşağıdaki sayfalara bakınız.

Esenlik 'Zihin' tarafından anlatıldığı gibi ... 'Zihinsel sağlık, zihinsel durumunuzu - nasıl hissettiğinizi ve günlük yaşamla ne kadar iyi başa çıkabileceğinizi tanımlar. Zihinsel sağlığımız dinamiktir . An be an, günden güne, aydan aya veya yıldan yıla değişebilir. İyi bir zihinsel sağlığınız varsa, şunları yapabilirsiniz: Kendinize nispeten güvende hissedin ve olumlu bir özgüvene sahip olun bir dizi duyguyu hissedin ve ifade edin Başkalarıyla iyi ilişkiler kurmak ve sürdürmek çevrenizdeki dünyayla meşgul olduğunuzu hissedin üretken yaşa ve çalış günlük hayatın stresiyle başa çıkmak değişim ve belirsizlik zamanlarına uyum sağlayın ve yönetin ' South Hill'de, öğrencilerimizi zihinsel sağlıkları ve duygusal sağlıkları konusunda daha bilinçli olmaları için destekliyoruz. PSHE dersleri ve meclisleri, 5 İyilik yolunun temalarına odaklanır. Bunlar: Ver, Bağlan, Öğren, Etkin ve Bildir. Her dönem, ebeveynler ve bakıcılar için Zihin Sağlığına dayalı atölye çalışmaları ve belirli müfredat haftaları gibi güncel bilgiler içeren bir Refah bülteni yayınlanır. Okulda, herhangi bir endişeniz varsa veya daha fazla desteğe ihtiyacınız olursa size yardımcı olmaktan mutluluk duyacak bir Ruh Sağlığı ve Esenliği lideri Bayan Wren vardır. Çocuk Ruh Sağlığı Haftası kayıp Yararlı Web Siteleri 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 Ruh Sağlığı Desteği (CAMHS) Citizen Advice Dacorum Calm Communication Tips For Families Aile İçi İstismar nedir? Aile İçi Kötüye Kullanım Yardım Hattı Aile Destek Ekibi Büyüme Zihniyeti Denenecek Yedi Şey Dayanıklılık Oluşturma I am Cherished 10+ Yaş Öğrenciler için Telefon Destek Hattı Herts Mind Network, Herts'te 10-17 yaş arası çocuklar ve gençler için yeni bir erken müdahale ve önleme yardım hattı başlattı. Yardım hattı, duygusal destek, tavsiye ve bilgi sağlayacak, yol gösterecek ve başa çıkma stratejilerini tartışacak bir Gençler Danışmanı veya Mentor ile konuşmak için güvenli, yargılayıcı olmayan bir alan sağlayacaktır. Çalışma saatleri ve daha fazla bilgi için lütfen web sitesini ziyaret edin: Herts Mind Network CAMHS Kriz Değerlendirme ve Tedavi Ekibinden Mesaj (C-CATT Ekibi) NHS ve yerel hastaneler şu anda gerçekten meşguller, bu nedenle bir akıl sağlığı krizi yaşıyorsanız, herhangi bir zamanda, gündüz veya gece yardım almanın en hızlı yolu, ücretsiz telefon numaramızı 0800 6444 101'i aramak veya NHS111'i aramaktır. Ruh sağlığı hizmetleri için 2. Çocuklara ve gençlere A & E'ye katılmadan önce bu yardım hattı numarasıyla iletişime geçmeleri tavsiye edilir. BeeZee Gövdeleri çocuklar ve aileleri için kilo yönetimi programları yürüten beslenme uzmanları ve davranış değişikliği uzmanlarından oluşan bir ekiptir. https://beezeebodies.com/ beezee.bodies@nhs.net (e-posta) 01707 248648 (telefon)

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