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David Ross Education Trust schools create a rich and exciting learning environment that inspires students to become their confident, academic best.

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Edward Heneage Primary Academy

It is our intention to ignite a real love of learning by providing a rich, varied and exciting curriculum that meets the needs of each and every individual.

Curriculum

At Edward Heneage Primary Academy we believe that an exciting and engaging curriculum should be at the centre of all our learning, whilst enabling the children to develop the key skills they will need to be successful in the future.

We plan and teach all lessons according to the ideas of Barak Rosenshine’s “Principles of Instruction.” Following the series of steps, implemented consistently, allows our pupils to thrive through improving the quality of education.

For us to improve the learning of our pupils it is essential that we transfer new learning from the working memory to long term memory. To do this we develop schema in the brain, this supports with any information the pupil may already have or expand their understanding assimilation. If the knowledge is retrieved to the working memory frequently it gradually becomes automatic, this is when the knowledge can be recalled on cue.

Early Years

Our Early Years setting consists of Foundation 1 (‘Nursery’) and Foundation 2 (‘Reception Class’).

Within these classes, we follow the Early Years Foundation Stage (EYFS). Our immersive environment provides children with the opportunity to acquire new skills, deepen existing skills and develop a love and enjoyment for learning. Our well-planned environment offers a variety of opportunities both inside and outside. With provision for children to explore with support and independently, we aim to enable children to develop their language and social skills as well as early maths, reading and writing skills.

Read Write Inc

Subject Lead- Mrs Marshall

Strategic Lead- Miss Steedman

At Edward Heneage, we believe that the teaching of Phonics is the fundamental right for all children as it is the core foundation of a child’s learning throughout school. The government is strongly promoting the use of synthetic phonics when teaching early literacy skills to children. Synthetic phonics is the ability to convert a letter or letter grouped into sounds that are then blended together into a word.  

We teach phonics using the Read Write Inc (RWI) programme produced by Ruth Miskin. This method of learning is centered on letter sounds and phonics, blending them together to read and write words, then using these learnt sounds in their reading and writing. This systematic approach to the teaching of reading enables children to become accurate and speedy readers.  

RWI is a fast-paced, rigorous and structured phonics programme with proven results and develops well rounded readers. 

Through the use of RWI the pupils will: 

  •     Learn 44 sounds and the single letter or digraphs that represent them 
  •     Learn picture prompts to support early recognition and letter formation 
  •     Blend and segment sounds using Fred Talk 
  •     Read exciting books using the sounds they have learnt to ensure reading success 
  •     Be encouraged to share ideas through partner work and via different feedback   

The children work in pairs to develop skills to answer questions, support their partner to read the texts, take turns and be positive as well as share the teacher's praise phrases to celebrate their successes. 

Children will follow a daily phonics programme to create fluent, enthusiastic readers and able writers. Children are taught based on their abilities rather than their age. Our focus is to teach the children to read so they are then able to develop comprehension skills and a life-long enthusiasm for reading!  

Classroom routines are used consistently in all learning spaces and are applied across the curriculum. The ‘Team Stop Sign’ is a powerful management technique used to ensure pace in lessons. The strategies of ‘My Turn Your Turn’ and ‘Turn to your Partner’ are also used alongside phrases to encourage and reward children.  

The children are taught to become independent learners through the use of self and peer marking. The children have phonics writing books and “Get Writing” books which they use to record activities such as ‘Hold a Sentence’ and ‘Edit and Improve.’ They are taught how to mark their own work and discuss how to improve what they do. The children are given ownership of their books and are encouraged to look for successes and next steps in their learning.  

Children are assessed half termly, or earlier if needed, by trained reading leads. From this, the next steps are identified by the school’s Reading Lead and children are grouped based on their needs. Any children needing extra support are identified and then supported by a daily intervention delivered by qualified 1:1 tutoring.  

Useful links about RWI

To find out more information about RWI, click on the links below to watch their informative videos:

Understanding Phonics: www.ruthmiskin.com/en/find-out-more/parents/#lg=1&slide=0

What is RWI Phonics? www.ruthmiskin.com/en/find-out-more/parents/#lg=1&slide=1 

How to say the sounds: www.ruthmiskin.com/en/find-out-more/parents/#lg=1&slide=2 

 

Reading

Subject Lead- Miss Steedman

 

At Edward Heneage we firmly believe that reading is the key to the curriculum.  Once our children have completed the Read Write Inc, programme, they will be taught reading using Talk for Reading. 

Within these sessions, the children learn a range of reading skills: The children will explore new vocabulary, build their reading fluency, and develop skills such as inference and deduction.  Within Talk for Reading a range of texts are explored, helping to promote a love of reading.  

Reading for pleasure  

Here at Edward Heneage, we want to install a love of reading. Reading for pleasure is promoted widely across the academy. Each classroom has its very own class library, books can be seen everywhere through the academy, exposing our children to range of genres and authors.  

Children at Edward Heneage all take home a reading for pleasure book. Those children on RWI also take a home their decodable and a book bag book. 

 

 

 

Writing

We have adopted Talk for Writing for all of our writing sessions in order to inspire our pupils' love of both reading and writing.

At Edward Heneage we believe that the teaching of English is a fundamental right for all children as it underpins children’s learning throughout school and in their wider lives. It develops children’s ability to communicate their experiences, desires, and knowledge effectively and successfully. Throughout our school, we aim to nurture and develop independent writers through purposeful, engaging, and developmental lessons, which link to our rich and stimulating creative curriculum work. 

Across the whole school we use a Talk for Writing approach. Using this method, children learn a range of text types using a model text. These texts are broken down into a series of images on paper. These images can be followed by children of all ages to learn a whole story or text, adding actions to further support retention. Through learning these texts, children are internalising writing structures and language used in each of them before applying them in their own writing. Across the years and stages, children then practise and develop their writing skills by focusing on structural and grammatical features specific to the unit, using and applying these in a range of different writing opportunities. 

The next step is for children to use the text map structure but adapt it, generating individual ideas to create their own version of the original text including the language features they have practised throughout the unit. The text mapping approach is also used across the curriculum to support the learning and retention of key knowledge in all our subjects. 

The daily talk for writing lessons are linked to the current national curriculum objectives. The units of work begin with a ‘cold write’, which is an independent piece of writing to assess previous understanding and knowledge. This allows us to identify areas of strength and improvement which inform our planning for the next unit of work. The children are part of this learning process throughout the unit and understand what skills they are developing. At the end of each unit, children are supported to complete an ‘amber write’, encompassing each element taught through the sessions before they complete a final independent ‘hot write’. This is their opportunity to showcase their learning from the unit and celebrate their achievements. 

We look at many different forms of writing across the school such as stories with imaginative settings, instructions, recounts, humorous poems and so on. We apply these writing genres across the curriculum to ensure the children gain lifelong skills and are prepared for writing in the wider world. During our Talk for Writing lessons, we support our children to express themselves creatively and imaginatively, as they become enthusiastic and critical readers of stories, poetry and drama, as well as non-fiction and media texts. 

At Edward Heneage we follow the Read Write Inc spelling programme to ensure that our children become competent and confident spellers building on prior knowledge of spelling rules. Spelling, Punctuation and Grammar is also taught as part of the T4W lessons as well as in cross- curricular writing opportunities. 

We also teach handwriting through our RWI programme when the children first begin in reception. Throughout the school, children are taught to form cursive letters and high handwriting expectations are modelled and encouraged in every piece of work.  

 

 

 

 

Speaking and Listening

We include speaking and listening skills in most of our lessons from Foundation to Year 6.

This may be through class discussions, drama activities, paired talk, oral rehearsal or other forms.

Mathematics

Subject Lead- Mrs Thomas

Strategic Lead - Andrew Clarke

 The teaching of maths is planned carefully to meet the needs of every child at Edward Heneage Primary Academy. Effective Maths is used to support children to progress quickly and develop a deep understanding of mathematical processes achieved via a mastery approach. 

Effective Maths offers this mastery approach to the teaching of mathematics. It is a comprehensive framework for ensuring high-quality maths teaching, building on existing learning in small steps. Lessons are designed carefully to incorporate the below elements: 

  •      Mathematical fluency and automaticity 
  •     Procedural and conceptual variation, leading to procedural and conceptual understanding 
  •     Mathematical patterns, relationships, structures and connections 
  •     Opportunities to problem-solve and apply their mathematical reasoning 

Planning is based on the new national curriculum standards and used to facilitate high-quality teaching and learning. Every child at Edward Heneage Primary Academy from Y2 upwards has a Times Tables Rockstars login.  

Furthermore, where possible, we believe that maths should be taught in context. We particularly value the importance of children understanding the reason why their mathematical learning will be relevant to them in the real world and demonstrate a clear purpose for learning mathematical skills. This will enable them to leave us as confident and resilient mathematicians, prepared for the challenges that secondary school has to offer.

 

 

Science

Subject Lead- Mr Freeman

At Edward Heneage Primary Academy, Science is an important subject as it allows our children to explore the world around them in detail. Our aim is to teach an aspirational and knowledge-rich curriculum, allowing our children to develop throughout the school and teaching them skills they can use for the rest of their lives. Looking after the environment is vital in our vision at Edward Heneage and our Science curriculum teaches us to understand the world we live in and how we can each improve to better this for the future. We believe that every child is a scientist; we challenge stereotypes and barriers, as well as recognising the part we play in building Science Capital from an early age to support full engagement with science in education.

There are three main areas to our Science curriculum: 

  • -Knowledge and conceptual understanding. This is sequenced and it is vital that children gain a secure understanding of each block of learning to support progression, and a depth of understanding, as they progress through their learning.
  • -Nature, process and methods of science (working scientifically). This is not taught as a separate strand but instead is woven through every lesson. This enables children to develop their skills as a scientist through applying their knowledge and understanding. 
  • -Critical thinking around big questions that are current and relevant to children in today’s society.  --------Children understand that applications of science often have ethical, social, economic and political implications and are provided with opportunities to reflect and debate these issues.

Across the curriculum, explicit links are made to other subjects, particularly STEM. Children are exposed regularly to the work of real-life scientists, from the past, and given opportunities to engage with the work of scientists today.  Children are also given opportunities to recognise that scientific explanations, theories and models are those that best fit the facts known at a particular time.

Key knowledge and vocabulary are clearly identified for each section of learning and children are supported to build and remember the knowledge in a number of ways, such as: text-mapping, choral repeating, regular retrieval practice through quizzes, mind mapping and revisiting previous learning. At Edward Heneage, we actively encourage the children to take ownership of their own research and learning and believe this allows them to take pride in their work and become their own expert in specific fields. Discussions are used regularly in Science lessons to support children in making their thinking clear, both to themselves and others, to allow teachers to remedy their misconceptions.

Our learning in science is evidenced in a variety of ways and we encourage the children to be creative with their presentation of their learning. This may be through recording oral reports on video, creating double-page spreads to share written information or showcased through posters as well as through their exercise book.  

 

Art

Subject Lead- Mrs Lyth

At Edward Heneage, our Art & Design curriculum stimulates creativity and imagination through visual, tactile and sensory experiences. 
Our aim is for children to enjoy Art & Design through developing increased confidence in their ability to communicate what they feel and think through the use of colour, texture, form and pattern using different materials, tools and techniques. 
 
At Edward Heneage, we plan Art and Design lessons to ensure all children enjoy and succeed in their learning. We want to nurture an interest and enthusiasm for the subject, whereby children can take their learning forward and use it across the curriculum to enhance their learning, as well as digging deeper to understand art in its own right. 

We teach art in a knowledge rich and skill based way which begins by exploring an art movement or an artist, delving deeply into the processes, the history and the techniques that have been used. We then develop the children's skills to enable them to build on what they have learned before, particularly within the areas of drawing, painting, colour theory and sculpture. The children will then utilise the skills as well as their knowledge of an art period or artist to combine these and create a final unit independent piece . Through this process, children are enabled to develop their preferences for mediums and genres of art, as well as analyse pieces in a critical way. 

The joy of art is that all children can succeed and express themselves through it and it is our job to provide children with a range of experiences of viewing art as well as creating art to establish children’s individual preferences. Over the journey of their school career the children will build up their own reference portfolio in the form of their sketchbook where they can see their skill development as well as refer back and make links across different areas

 

 

Computing

 Subject lead- Miss Anderson

At Edward Heneage Primary Academy, we design computing lessons to ensure all pupils enjoy what technology has to offer as well as ensuring they develop a range of skills. Our aim is to nurture confidence with our pupils so they can access a range of technological devices and programmes – this is vital to their future as we grow in a world of technology!

Our curriculum focuses on the aims of the National Curriculum which ensures pupils are competent with the principles of computer science as well as being creative users. We also teach beyond this to ensure our pupils are able to access a range of software that will support any future careers, like writing E-Books, creating websites and sending emails - to name a few!

We endeavour to ensure pupils progress through the curriculum and re-visit skills in order to delve deeper and explore further. Computing is not taught as stand-alone, we draw on the ideas developing in our computing sessions within our wider curriculum, such as accessing research to support our rich knowledge focus in other subjects, accessing quiz sites to support our maths skills, using word processing programmes to produce extended pieces of writing and considering the algorithms that supports the science of computers.

Not only do we access iPads and chrome books, we also make use of video technology to capture learning and use QR codes to ensure video capture is evidenced and shared more widely.

 

 

Design & Technology

Subject Lead- Mrs Smith

At Edward Heneage, our Art & Design curriculum stimulates creativity and imagination through visual, tactile and sensory experiences. 
Our aim is for children to enjoy Art & Design through developing increased confidence in their ability to communicate what they feel and think through the use of colour, texture, form and pattern using different materials, tools and techniques. 

At Edward Heneage we plan Art and Design lessons to ensure all children enjoy and succeed in their learning. We want to nurture an interest and enthusiasm for the subject, whereby children can take their learning forward and use it across the curriculum to enhance their learning, as well as digging deeper to understand art in its own right. 

We teach art in a knowledge rich and skill based way which begins by exploring an art movement or an artist, delving deeply into the processes, the history and the techniques that have been used. We then develop the children's skills to enable them to build on what they have learned before, particularly within the areas of drawing, painting, colour theory and sculpture. The children will then utilise the skills as well as their knowledge of an art period or artist to combine these and create a final unit independent piece . Through this process, children are enabled to develop their preferences for mediums and genres of art, as well as analyse pieces in a critical way. 

The joy of art is that all children can succeed and express themselves through it and it is our job to provide children with a range of experiences of viewing art as well as creating art to establish children’s individual preferences. Over the journey of their school career the children will build up their own reference portfolio in the form of their sketchbook where they can see their skill development as well as refer back and make links across different areas

 

 

Geography

Subject Lead- Mr Freeman

At Edward Heneage Primary Academy, we see the value in teaching Geography to create aspirational and knowledge-rich children at our school. We understand that by delivering a curriculum which has two Geographical strands of Physical and Human Geography, we are helping children gain a secure and cohesive understanding which we will support throughout their learning with us at Edward Heneage. By providing this fundamental, we are delivering a secure foundation for children’s learning which can be developed further into secondary school and further education.  

To apply this learning in writing, we use cross curricular links with Talk for Writing and text mapping to help us understand key texts or extracts. This allows children to have a depth in the non-fiction information which is required when writing from a Geographical viewpoint. We see this through depth studies and work produced through questioning, essay writing, report writing before moving onto research based non-chronological report writing. All of these will develop not only the writing stamina and vocabulary for children at Edward Heneage but will also help develop their ability of lateral thinking and interpretation of questions.  

Here at Edward Heneage, we deliver a knowledge-based curriculum for Geography which ensures we teach the relevant knowledge, skills and vocabulary for each unit to help children have a deeper understanding. Our lessons are taught with a practical element through effective questioning where we can allow children to hold their own investigations. Particularly in Early Years with practical, playful and inclusive support is provided with the “Characteristics of Effect Learning” at the hearts of our EYFS. Excellent teaching, within Edward Heneage, is based upon the Rosenshine’s Principles of instructional teaching which is underpinned by three key sources; research in cognitive science, research on the classroom practices of master teachers and research on cognitive supports to help pupils learn complex tasks.  

There is a big focus on developing children’s geographical vocabulary and language. Vocabulary is taught every lesson in a ‘whole class chorus’ and ‘my turn your turn’ with everyday examples included to help children have an understanding within their reality. There are also ‘do now’ tasks included at the start of each lesson; these tasks allow for a recap of learning previously taught which allows the information to begin to move from working memory to long-term memory when constantly revisited. By doing this with each piece of information learnt, children can (in the latter weeks of term) produce a written piece of work with confidence that has Geographical knowledge and vocabulary and is set out as a non-fiction information text.  

By the end of each unit, children will have a deeper understanding which they can take with them to support their learning once that topic is revisited throughout their journey up the school. By providing this knowledge-based curriculum, we are allowing children to take charge of their learning and become inquisitive in their understanding of Physical and Human Geography with the confidence to approach questions with evaluation, reflection and relating to additional topics for an in curricular link. 

 

History

Subject Lead- Mrs Thomas

Our History Curriculum is sequenced coherently in line with the guidance of the National Curriculum to ensure that knowledge builds on knowledge. Pupils will develop their understanding of historical perspective by gaining knowledge through a variety of different contexts ranging from local to international history, as well as prehistory to the modern day. During history lessons, pupils will apply their disciplinary skills in the following areas to their ever-growing substantive knowledge: 

-Cause and consequence 

-Change and continuity 

-Similarity and difference 

-Historical significance 

-Source and evidence 

By accumulating a rich bank of knowledge coupled with application of disciplinary skill, pupils will have a solid foundation to enable them to succeed in the next stage of their history education. 

 

Language

Subject Lead- Mrs Chester

 

 

 

Music

Subject Lead- Mrs Morley

Music plays a central role within the curriculum at Edward Heneage Primary Academy and is fundamental to our wider trust mission of creating aspirational and knowledge-rich pupils.    

Through our music curriculum, early years pupils develop an affinity to sound and voice. This starts with exploring core musical elements like pitch, pulse and rhythm and as they journey through school, this develops into an acute sense and understanding of sound, composition and performance. This is showcased through Edward Heneage Primary Academy choir, made up of a range of talented pupils from across the school who perform to the school and the wider public, year group choir showcases, and performances from ensembles. 

Our Music curriculum aims to ensure that all children: 

  •     Sing with a wide range and with a variety of expression. 
  •     Sing confidently in parts. 
  •     Read staff notation. 
  •     Experience playing an instrument as part of a class ensemble. 
  •     Hear a youth or professional orchestra live. 
  •     Hear a youth, church or professional choir live. 

We teach music through four strands. Through our Daily Music sessions, within our weekly Singing Assemblies, through the Choral Humber project and also in three in-depth block sessions throughout the year. 

 

Physical Education

Subject Lead-  Mrs Marshall

Sports Practitioner- Miss Cook

At Edward Heneage we believe that physical education and school sport encompasses more than just the physical elements. We know how significant the subject is for our pupil’s well-being, increasing self-esteem, confidence, teamwork and communication skills.

To achieve our desired outcomes, we deliver the unique Horizon PE Curriculum, which encompasses PE teaching, assessment and learning. In EYFS and KS1 we look at units in Stability, Locomotor, Throwing and Catching and Dribbling and Striking. We understand how important it is to develop those key fundamental movements at an early age in order for our pupils to have a strong foundation to build more complex skills upon.

These more complex skills can be found in the sporting units of KS2, where we focus on team sports such as football, hockey, netball/basketball, Rugby and athletics, along with other units in dance, gymnastics, orienteering, tennis and cricket. The curriculum is progressively sequenced so that each unit is built upon in complexity, allowing teachers to move between linked skills in order to be adaptable so that ever pupil can be included within PE lessons.

Along with skill acquisition, our pupils also learn how to use these skills in a game by playing small-sided and conditioned games. We also know that PE is the perfect time to further enhance some of those topics raised in PSHE and Science around the body, and we really try and use the subject to enhance knowledge around why exercise is important, and what’s going on during exercise to the body.

Our overall aim at Edward Heneage is to give all of our pupils an ‘Active Start’ with the aspiration that by the time they leave us at the end of KS2, our pupils are well on their way to being ‘Physically Literate’ enabling them to actively engage in PE in KS3 and move towards being able to be ‘Active for Life’.

 

PSHE

Subject Lead- Mrs Reynolds

Edward Heneage Primary Academy is committed to providing a considered and tailored personal development offer for all pupils, which takes account of their home environment, individual experiences and wider opportunities.  

The PSHE curriculum supports children’s development as people in a wider society to enable them to understand and respect who they are; to empower them with a voice; and to equip them for future life and learning. The lessons develop and deepen pupils’ understanding of the fundamental British values and promote the equality of opportunity so all pupils can thrive together.  

Edward Heneage Primary Academy’s PSHE curriculum is further developed through considering the needs of the local community – the school works closely with pupils, parents, local specialist support services, health professionals and others with local community knowledge.  

All pupils are taught to recognise online and offline risks to their well-being and are made aware of how to access support if needed. Pupils know how to keep physically and mentally healthy and are taught about positive, age-appropriate relationships. Edward Heneage Primary Academy gives the children relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others. 

Within our PSHE curriculum these are the main elements:  

-Teachers are mindful of individual pupils’ needs especially when discussing sensitive and/or controversial issues.  

-Teachers use a wide range of imaginative resources and strategies to secure pupils’ interest and active participation.  

-Effective discussion is a strong feature; pupils are encouraged to investigate, express opinions and listen to others. Consequently, they develop critical-thinking skills, can evaluate information well and make informed judgements.  

-Teachers develop pupils’ resilience and ability to resist peer pressure effectively.  

-The curriculum is contextualised taking the pupils’ needs, interests and aspirations as well as local issues and health data into consideration.  

Learning is differentiated according to the needs of the individual child. The needs of all pupils, including the most able, are met through highly effective and responsive teaching.  

Discrimination, including prejudice-based bullying and discriminatory language, is tackled with vigour.  

Teaches about Zones of Regulation as a whole-school approach to well-being. This allows for enhancement for pupils to recognise mood and use strategies when dysregulated. 

 

 

Religious Education

  Subject Lead- Mrs Reynolds

At Edward Heneage, the Religious Education curriculum is planned to allow each pupil to reach their potential, question, understand and respect all religions as well as non-religious communities.   

We use the Jigsaw scheme of RE as well as incorporating syllabus from the Diocese of Lincolnshire Board of Education to map lessons. Each unit follows an enquiry question related to the current religion. The Personal Development strand allows for pupils to link and build on schemas and express their views. Throughout the unit, pupils are encouraged to think critically whilst developing on subject knowledge. 

Excellent teaching, within our school, is based upon the Rosenshine’s Principles of instructional teaching which is underpinned by three key sources; research in cognitive science, research on the classroom practices of master teachers and research on cognitive supports to help pupils learn complex tasks.  This means that children at Edward Heneage Primary Academy receive quality first class teaching that is consistent across all subjects and produces pupils who learn to think deeper and are confident to question and reason. 

By the end of the curriculum, all pupils will have a deep understanding related to world religions as well as some non-religious communities. This knowledge will be embedded by cross-curricular links, a vast vocabulary bank and critical thinking skills. Ultimately allowing for their own personal expression of beliefs as well as diverse recognition and tolerance of differences amongst worldviews.  

 

 

For further information about the curriculum followed at Edward Heneage Primary School please contact us.

David Ross Education Trust and British Values

The Trust is very supportive of the ethos of promoting British Values, and preparing our pupils for success in a modern Britain.

A heavy reliance is placed upon broadening horizons for each and every child and this includes developing the core skills of tolerance, respect, teamwork, resilience and building self-esteem. These are all values and qualities that we feel are relevant in order to play a full and meaningful role in society, and are promoted via our extensive house system that lends itself to cultural and sporting competition, democratic principles, social mixing, the development of greater pastoral care and enhanced PSHE.

Click here to find out more about British Values at our academy