The wider curriculum
The curriculum at Henleaze involves everything from sports to science, from computing to life skills. We have created a curriculum to maximise learning and present a high degree of challenge.
What we teach, and what we expect
THe HJS Assessment Framework is a set of statements for Reading, Writing, Maths and Science that describe what we expect children to be able to do by the end of each year. If children can do these things, they are ready for the challenges of the next year. We will have taught much more than this, and children will be able to do all sorts of other things, but these are the skills that we believe are essential indicators that they are ready to move on to the next stage of learning.
We review the HJS Assessment Framework at the start of every school year to ensure that it sets appropriate levels of challenge for our children.
See below for a summary of our expectations for 2021-22. Click on each button to see our curriculum coverage and our expectations for the end of each year in Reading, Writing, Maths and Science.
Year 3
Year 4
Year 5
Overview
We've mapped the expectations for each subject so that you can see how children are expected to progress as they go through from Year 3 to Year 6.
The teaching, assessment and reporting cycle
We assess children's progress every single day. We observe how they are working in class, we ask lots of questions, we encourage them to talk to each other to explain their thinking, and, of course, we look at the work they produce. We give them (and they give each other) feedback, both verbal and written, which helps them to improve. This process is called formative assessment.
From time to time we ask children to do tests or independent pieces of work which show us how much they have remembered. Test scores give us an idea of how much progress children have made. This is known as summative assessment.
We have three main points in the year when we report to parents, as you can see from the Assessment and Reporting Cycles below.
Assessment cycle
Teaching involves a continuous process of target setting, teaching and learning, assessment and evaluation.
Reporting cycle
Ongoing communication between school and home enables parents and carers to be full partners in their children's education.
Term 1
Target Setting
Using assessment information passed on from the previous teacher, during Term 1 teachers will be getting to know the children, addressing any gaps in their learning and setting appropriate targets for the year ahead.
Term 1
Parents' Evening
Towards the end of Term 1, parents are invited to make an appointment with their children's teachers to talk about how they have settled in to the new class. The information that parents can provide to teachers at this point is often just as helpful as the update we can give on their progress and attitudes to learning.
Term 2
Tracking
Teachers pay close attention to the targets set and watch out for signs that children may be either falling behind or could take on a higher level of challenge.
Term 2
Open afternoon
Early in Term 2, parents are invited in to look at children's work with them. Often, whole families sit together in the hall looking through the books. We encourage children to share their learning with siblings, parents and grandparents. It is a chance for parents to see how the targets discussed at the Term 1 parents' evening are being addressed.
Term 3
Mid year progress review
By the end of Term 3, teachers will submit mid year assessments for English and Maths which are compared with their start of year data and their end of year targets. This is an opportunity for a review of any learning support requirements.
Term 3
Open afternoon
At the end of Term 3, children have another opportunity to show their families how far they have progressed. This gives parents a chance to have a good look at the work, talk to their children about how they feel about it and formulate questions to raise at the Term 4 parents' evening.
Term 4
Tracking
As the year goes on, teaching may become more individualised. Pupils should have a clear understanding of the standards expected, and teachers will tailor the lessons to help every individual meet their potential.
Term 4
Parents' evening
Near the start of Term 4, parents are invited to meet their children's teachers to find out how they are getting on both academically and socially. Whilst there will inevitably be a focus on their achievements in the core subjects, teachers will also talk about their general attitude to learning and their engagement with all the opportunities on offer.
Term 5
Assessment
Term 5 is typically when children are asked to do formal tests in English and Maths and Science in order to help teachers understand how well they have grasped the year's objectives.
Term 5
Expectations
Although there is no formal reporting structure in place during Term 5, parents will want to familiarise themselves with the standards their children should be meeting. We encourage parents to talk to their children at home about their learning, ask them what, if anything, they are finding difficult, and support them by setting aside time for homework. We try not to make a big deal about tests, so parents can help us by reassuring their children if they are feeling anxious.
Term 6
Transition
During Term 6, teachers complete the coverage of the current year's curriculum and work with the children to fill any gaps in learning that may hold them back at the start of next year. Transition meetings take place between this year's teachers and next to pass on essential information.
Term 6
Annual Report
A couple of weeks before the end of the school year, the Annual Report is sent home to parents. This will describe children's significant achievements, both curricular and extra-curricular, and will highlight specific strengths or targets for development in the core subjects. The report also includes a self-assessment completed by the child. Parents may request an appointment with the teacher if they wish to discuss the report, although we aim to make the report as clear as possible so this is not usually necessary.