# data[].attributes.body
This term, our PE coach will be running the following clubs:

5/6 Netball

3/4 Basketball

3/4 Hockey

5/6 Hockey

4/5 Football

We will also be taking part in Quicksticks Hockey competitions as well as the 4/5 Rose Bowl - look out for further information coming soon!

# data[].attributes.body
This year, children in Year 5/6 will be learning about the following skills, artists and artwork...

Painting - Vincent Van Gogh. Pupils will draw upon inspiration from a range of artists, they will combine colours, tints and shades to enhance the mood and will use a variety of materials to create interesting pieces. They will create a piece of artwork of Uluru - linked to their Australia topic.

Painting - Banksy. Children will explore the work of Banksy and why he is a notable artist. Children will create artwork in Banksy's style of graffiti.

Drawing - Leonardo Da Vinci. Children will explore how to sketch using human proportions and movement. Children will use these skills to design a model.

Sculpture - Anthony Gormley Children will use what they've learnt from their drawing unit to create human sculptures. They will explore how sculpt using wires.

Printing - children will build up layers of colour and create patterns using fine detail. Children will explore screen printing.

# data[].attributes.body
French learning becomes a little more formalised in Year 5/6 where children will start to write simple phrases and sentences in their own French workbooks.

Children are still taught through a range of games and activities, with the focus being on developing a love of languages. Where possible, we encourage pupils to link their understanding of English with their new French learning, for example spotting pronouns and adjectives.

This year will see the children learning about: the weekend (this unit includes articles, masculine and feminine), going on holiday and my town including how Ashby is twinned with Pithiviers.

# data[].attributes.body
French is introduced in this phase in an interactive way - the children will sing, dance and play to learn the new French vocabulary. Where possible, we share video clips to show them what life in French speaking countries is like as well as sharing French stories.

We record our learning in a shared class book which we proudly display in our classrooms.

This year we will be learning about: colours, days of the week, school life and animals.

# data[].attributes.attachment_link.readable_text
This is Grace Darling.

She lived on the Farne Islands, off the Northumberland coast.

Grace and her father rowed across stormy seas to rescue sailors from a shipwreck on 7th September 1838.

The ship, a paddle steamer called SS Forfarshire, had broken on Big Harcar Rock.

In the early 19th century most ships were powered by sail. They were harder to control in storms and high winds. Many were shipwrecked off the British coastline.

What did Grace Darling do?

Grace and her family lived in Longstone Lighthouse from 1826.

Her father was a lighthouse keeper. He was in charge of the beacon light which shone to warn ships of rocks nearby.

One day Grace spotted a ship near the lighthouse. It was wrecked on Big Harcar Rock.

She and her father rowed a boat on the stormy sea to rescue the survivors.

They rowed back to Longstone Lighthouse where Grace and her mother looked after the survivors.

Her father returned to the shipwreck to collect the last of the nine survivors.

Grace and her father were awarded a gold medal for bravery.

Many people sent them letters and gifts for their heroic actions.

Queen Victoria sent them a thank you letter and £50. That was a lot of money back then!

In 1843, the poet William Wordsworth wrote a poem called 'Grace Darling' about her rescue.

Grace Darling died 4 years later, aged only 27, of tuberculosis.

Today there is a museum about Grace Darling in Bamburgh. There is also a memorial to Grace in the town's churchyard.

Activity: Grace Darling quiz

# data[].attributes.attachment_link.description
Learn more about Grace Darling and in this BBC Bitesize KS1 history guide.

# data[].attributes.attachment_link.title
Who was the fossil hunter Mary Anning? - BBC Bitesize

# data[].attributes.attachment_link.description
Mary Anning is remembered as being one of the greatest fossil hunters to ever live. Discover more about her life in the Bitesize Primary KS2 History guide.

# data[].attributes.body
Tide Travellers

Enquiry Question: Why do remember Grace Darling?

Focusing on events beyond living memory- the shipwreck of SS Forfarshire in 1838.

Once there were giants

Enquiry Question: Why is Mary Anning such an important person?

Focusing on: events beyond living memory- Mary Anning's discovery of an ichthyosaur and plesiosaur fossil.

Toys in Space

Enquiry Question: How have toys changed since our grandparents were young?

Focusing on: changes in materials of toys, toy timelines, and toy inventions

Ashby through the ages

Enquiry Question: Why was Ashby Castle built a long time ago?

Focusing on: the features and rooms of Ashby Castle, when Ashby Castle was built and why,

# data[].attributes.body
This year, children in Year 3/4 will be learning about the following skills, artists and artwork...

Painting - Vincent Van Gogh, Joan Miró. Children will have a focus on the colorus of blue and yellow. They will create spectrum wheels, create moods with colour and use different brushstrokes to create texture. Children will recreate ‘Field of Crows’. Children will also study and create a painting in the style of Miró.

Drawing - Leonardo Da Vinci. Children will using their sketching skills to create light and sadow, they will use different pencils to show line, tone and texture.

Collage - Henri Matisse. Children will select and arrange materials for an effect, and will explore tessellation and mosaic.

Sculpture - Barbara Hepworth. Children will create and combine shapes to create recognisable forms, and add materials to provide interesting detail. Children will create clay waves with melted glass.

# data[].attributes.body
This year children in Years 5/6 will be developing their skills through a range of sports such as:

Dance – to know how to work collaboratively with a partner showing quality and control

Gymnastics – to know a range of balances, rolls and stands

Fitness – to have an awareness of what your body is able to do and to know and develop speed, strength, stamina and agility

Rugby – to understand dodging, tagging and the ‘off-side’ rule to work as a team

Hockey – to know how to pass, dribble, receive the ball to maintain your team’s possession

Tennis – to develop serving skills as well as rallying and scoring

Basketball – to know when to attack and defend through passing and dribbling

Netball – to introduce chest, bounce and shoulder passes, to learn footwork and positions of the game

Rounders- to know the bowling action and develop batting and fielding techniques

# data[].attributes.body
This year children in Years 3/4 will be developing their skills through a range of sports such as:

Dance – to how to link appropriate actions and dynamics with changes in speed and direction

Gymnastics – to create sequences with peers that show smooth transitions and control through rolls and jumps

Basketball – to show controlled ball skills through bouncing, catching, passing and shooting

Hockey – know how to dribble, pass and receive a ball and learn how to tackle safely

Orienteering – to be able to orientate a map and navigate around a familiar setting whilst working co-operatively with a partner

Athletics – To know how to work collaboratively & compete against others

Rounders – develop catching skills using one and two hands and batting skills from stationary and thrown ball

Rugby – to know how to pass and catch a rugby ball and understand tagging rules

Tennis – to know and develop racket and ball skills by using forward and backhand

# data[].attributes.body
This year children in Years 1/2 will be developing their skills through a range of sports such as:

Dance – creating a dance using actions, pathways, counts and expression

Gymnastics – linking rolls, shapes, and balances through travel

Football – develop control by dribbling and kicking a ball

Hockey – know how to dribble, pass and dribble a puck safely

Tennis – progress with racket and ball skills

Athletics – develop with throwing, hopping, jumping at a distance

Rounders – know and develop underarm throwing and catching as well as striking a ball and fielding

# data[].attributes.body
This year children will learn:

·        To move safely in a space

·        To work cooperatively with others

·        To develop skills with a ball: throwing, catching, dribbling, kicking

·        To develop movement through jumping, running, skipping, hopping and walking

# data[].attributes.attachment_link.title
Anglo-Saxons - KS2 History - BBC Bitesize

# data[].attributes.attachment_link.description
KS2 History Anglo-Saxons learning resources for adults, children, parents and teachers.

# data[].attributes.attachment_link.description
KS2 History Vikings learning resources for adults, children, parents and teachers.

# data[].attributes.body
In year 5/6, children will continue to build on their knowledge gained from previous years, focusing on the religions of Christianity, Judaism, Hinduism and Islam. References will also be made to Atheism and Sikhism. Key questions to be covered in Year B include:

Why do Hindus want to be good? (karma/dharma/samsara/moksha)

Why do Christians believe in Jesus as the Messiah?

What does it mean if Christians believe that God is holy and loving?

# data[].attributes.body
In year 3/4, children learn about Judaism, Christianity and Hinduism. The key questions that they learn about in Year B include:

What is it like for someone to follow God?

How do festivals and worship show what is important to Muslim people?

What do Christians learn from the Creation story?

# data[].attributes.body
In year 1/2, children learn about the religions of Islam, Christianity and Judaism. They study the following questions in Year B:

Which stories and people are special and why?

What does it mean to belong to a faith community?

What can you learn from sacred books?

# data[].attributes.body
Raiders and Traders

Enquiry Question: Why did the Anglo-Saxons and Vikings battle for the kingdom of England?

Including where the Anglo-Saxons and Vikings were from, why they settled in Britain, how Britain was organised, how did they live, Viking trade, armies and The Danes Law

Home and Away

Enquiry Question: How has Ashby Castle changed over time?

# data[].attributes.body
In EYFS, children are introduced to RE as part of the 'Understanding of the World' area of learning with an Early Learning Goal specifically focused on understanding different religions. Children will focus on the following key themes:

To recognise that people have different beliefs.

Being special: where do we belong?

Which stories are special and why?

Which people are special and why?

Which places are special and why?

What times are special and why?

The knowledge our children develop from EYFS is revisited and expanded on throughout a child's journey through our school.

# data[].attributes.body
Dastardly Deeds

(Location and settlement knowledge and biomes of a continent)

Geographical skills and fieldwork

§ use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle,

Locational knowledge

locate the world’s countries, using maps to concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

Human and physical geography

describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts

human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water (historic- to present day)

Exploration

(Location of physical features: Rivers, Dams, volcanoes, earthquake zones. Different biomes- position)

Locational knowledge

§ locate the world’s countries, using maps to focus North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

Place knowledge

§ understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom and a region within North or South America

Human and physical geography

§ describe and understand key aspects of: § physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes,

human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Geographical skills and fieldwork

§ use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Survival

(linked history/geography study of the local area. Map/field work)

Locational knowledge

§ name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time

Place knowledge

§ understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom

Human and physical geography

human geography, including: types of settlement and land use,

Geographical skills and fieldwork

§ use maps, atlases and digital/computer mapping to locate places and describe features studied

§ use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

§ use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

# data[].attributes.attachment_link.title
Maya Civilisation - KS2 History - BBC Bitesize

# data[].attributes.attachment_link.description
KS2 History Maya Civilisation learning resources for adults, children, parents and teachers.

# data[].attributes.body
Raiders and Traders

locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key countries, and major cities

identify the position and significance of Equator, Northern Hemisphere, Southern Hemisphere,

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Raging Rivers

name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, rivers)

physical geography, including:, rivers and the water cycle

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Home and Away

locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

identify the position and significance of, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn,

understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom,

physical geography, including: biomes

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

# data[].attributes.body
This year, the children in Year 5/6 will learn about the following topics in Science:

1. Materials

Children will compare and group together everyday materials due to the basis of their properties. To know that some materials will dissolve in a liquid to form a solution as well as decide how mixtures might be separated such as filtering or evaporating. Children will be able to explain what a reversible change is.

2. Forces

Contining on their learning from Year 3/4 the children will look at how objects fall towards the Earth because of the force of gravity. To identify the effects of air resistance, water resistance and friction. Finally, to recognise the mechanisms such as levers, pulleys and gears to show a smaller force to have a greater effect.

3. Space

During this unit the children will describe the movement of Earth and other plants in relation to the sun. To describe the movement of the moon and sun as well as explaining day aand night.

4. Circulatory System

To identify the main parts of the human circulatory system and describe the functions of the heart, blood vessels and blood. The children will understand the impact of diet, exercise and lifestyles on their bodies.

5. Classification of living things

To understand how living things are classified into broad groups according to common characteristics and based on similarities and differences.

# data[].attributes.body
This year, the children in Year 34 will learn about the following topics in Science:

1. Electricity

In this unit children will identify common appliances that run on electricity as well as construct a simple series identifying and naming basic parts such as cells, wires, bulbs, switches and buzzers. Children will recognise that a switch opens and closes a circuit as well as common conductors and insulators.

2. Sound

Children will identify how sounds are made and recognising that something is vibrating. Children will find patterns between the pitch of a sound and features of an object that produced it.

3. States of matter

Children will compare and group materials together according to whether it is a solid, liquid of gas. Children will observe some materials change state when they are cooled or heated. As well as this, children will identify what evaporation and condensation in the water cycle is.

4. Living things and their habitats

Children will continue their learning from Year 1/2 and look at how living things can be grouped in a variety of ways. The children will explore and use classification keys to group, identify and name a variety of living things in the local and wider environment.

5. Teeth and digestion

In this unit children will describe the functions of basic parts of digestive system in humans. As well as this children will look at different types of teeth in humans and their functions.

# data[].attributes.attachment_link.title
Crime and punishment - KS2 History - BBC Bitesize

# data[].attributes.attachment_link.description
KS2 History Crime and punishment learning resources for adults, children, parents and teachers.

# data[].attributes.body
This year, the children in Year 1/2 will learn about the following topics in Science:

1. Animals

The children will discover that animals including humans, have offspring which grow into adults. Children will understand the basic needs of animals (including humans) for survival such as food, water and air. Children will identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals. Children will identify carnivores, herbivores and omnivores.

2. Materials

The children will learn how to identify and name a range of everyday materials such as wood, plastic, glass and metal. The children will learn vocabulary to describe the properties of the material. Finally the children will be able to group and compare the materials based on their physical properties. They will find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

3. Scientific enquiry focus

Children focus on developing scientific enquiry skills in this unit by taking part in small investigations looking at herbivores, carnivores and omnivores.

4. Human body - body parts and the five senses

The children will identify, name and label the basic parts of the body and link them to the associated sense.

5. Plants

In this unit of learning, children will name a range of plants, including evergreen and deciduous trees. The children will observe and see how seeds and bulbs grow into mature plants. The children will begin to understand how plants need water and light to survive and grow.

6. Staying Healthy

To understand how the body stays healthy and what they can do to make their body healthy.

# data[].attributes.body
Dastardly deeds

Enquiry Question: Would historical crime and punishments systems be acceptable in today’s society?

Including Anglo Saxons, The Romans and The Victorians crime and punishment systems

Exploration

Enquiry Question: In what ways were the Ancient Mayans an advanced civilisation?

Including Mayan social structure, the location of Mayan cities, the Mayan number system and the important of astrology.

Survival

Enquiry Question: Why is Ashby Castle a ruin?

Including Ashby's role in the Civil War and how Ashby is connected to national history

# data[].attributes.body
This year children in Year 1/2 will be learning about the following skills, artists and artwork...

Painting - Claude Monet. Children will learn about different brushstrokes, mixing primary colours, creating colour pallets and shades/tints. Children will learn about impressionism, and create a painting of bluebells inspired by Monet.

Drawing - Paul Klee. Children will practise using oil pastels and sketching pencils. They will sketch a design lightly and use a variety of skills using oil pastels to create their own 'castle' artwork inspired by Paul Klee.

Printing - Children will learn to use objects to create different prints, they will press, roll and stamp to make prints. Children will mimic print from the environment, and create a final piece inspired by Adinkra printing.

Collage - Henri Matisse. Children will mix materials to create texture. Children will cut, tear and glue materials together. Children will create a collage inspired by 'Beasts of the Sea'

Sculpture - Children will use a combination of shames, include lines and texture, use techniques such as rolling, cutting, moulding and carving to create a dinosaur eye from clay.

# data[].attributes.body
Tide Travellers

identify four countries of UK, oceans and seas, human and physical features of a seaside town – Scarborough)

Locational knowledge

name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

Human and physical geography

use basic geographical vocabulary to refer to: key physical features and key human features

Geographical skills and fieldwork

use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage

use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe

Once there were giants

locate oceans and continents

Locational knowledge

name and locate the world’s seven continents and five oceans

A walk on the wild side

(Locational knowledge, place knowledge, human and physical geography – comparing a village in Kenya to Ashby)

Locational knowledge

name and locate the world’s seven continents and five oceans

Place knowledge

understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

Human and physical geography

identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles

use basic geographical vocabulary to refer to: key physical features and key human features

Geographical skills and fieldwork

use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage

use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key

Dungeons and dragons (Ashby fieldwork)

Geographical skills and fieldwork

use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features, devise a simple map; and use and construct basic symbols in a key.

# data[].attributes.body
This year, we are learning about:

Mental Health and Emotional Well-being

Physical Health and Well-being

Behaviour and Safety

Careers and Financial Well-being

Drugs and Alcohol Education

Citizenship

British Values

# data[].attributes.body
This year, we are learning about:

Mental Health and Emotional Well-being

Physical Health and Well-being

Behaviour and Safety

Careers and Financial Well-being

Drugs and Alcohol Education

Citizenship

British Values

# data[].attributes.body
This year, we are learning about:

Mental Health and Emotional Well-being

Physical Health and Well-being

Behaviour and Safety

Careers and Financial Well-being

Drugs and Alcohol Education

Citizenship

British Values

# data[].attributes.body
PSHE falls into the Prime Area of Learning, Personal, Social and Emotional Development. This is taught twice weekly. Throughout the year the learning builds up giving children a secure grasp of the skills and knowledge within the following themes;

Listening and following instructions

Special People

My Family and Friends

Taking on Challenges

My Feelings

My Well-being

British Values

# data[].attributes.body
Maths just isn’t in our Maths Area, it’s all over our classroom!

# data[].attributes.body
Our Storytelling area is perfect for creating new stories and retelling narratives we already know. This set up is an invitation to retell events from our 'I love you; come for a brew' tea party.

# data[].attributes.headline
Let our EYFS children show you round our classroom ☀️ 💚 

# data[].attributes.subject
Let our EYFS children show you round our classroom ☀️ 💚 

# data[].attributes.body
Scan the QR code to watch the video

# data[].attributes.body
Our creative area is always full of opportunities to practice and consolidate the skills we've been learning. We love using the paint easels.

# data[].attributes.body
Our stage and performance area is ideal for showcasing acting, singing and dancing! We hold regular open-mic sessions - some children use it as an opportunity to tell some jokes!

# data[].attributes.body
Self-regulation is important for children to be able to manage their thoughts, feelings, and behaviour in order to achieve goals and adapt to situations and control their impulses.

We have a Feelings and Emotions Area in our classroom for children to be able to access when needed. Zig and Zag, our class worry monsters, live here too!

# data[].attributes.body
This ladder is perfect for developing our core strength and co-ordination - this makes a great writer!

# data[].attributes.body
We learn so much about the world around us. We start by learning about our immediate environment then move onto the local area of Ashby before discovering about the wider world.

# data[].attributes.body
We always a seasonal display in our Discovery Area. This changes to reflect the seasons. This is our Spring display!

# data[].attributes.attachment_caption
We love our Book Corner. The books on the shelves change each half term to match our learning. We also have basket of our favourite books, books for our learning and our Spotlight Author.  There's also a spot to enjoy songs and rhymes and QR codes to scan too!

# data[].attributes.body
Here is our snack area, we keep our water bottles here and we can access the snack area whenever we're hungry!

We have 'Toast Tuesdays' and cook every Friday too!

# data[].attributes.body
The aim of our writing curriculum in Y5/6 is for children to be able to plan, draft, write, evaluate and edit their own writing using different grammatical features. They will write narratives creating their own settings, characters and plots and write non-fiction pieces using simple features of non-fiction writing.

# data[].attributes.body
The aim of our writing curriculum is Y3/4 is for children to be able to plan, draft, write, evaluate and edit their own writing. They will write narratives creating their own settings, characters and plots and write non-fiction pieces using simple features of non-fiction writing.

# data[].attributes.body
The aim of our writing curriculum in Y1 is for children to able to compose their own sentences and sequence them to create a short narrative.

The aim of our writing curriculum in Y2 is to be able to write for a variety of purposes such as narrative, real events and poetry.

# data[].attributes.body
The aim of our writing curriculum in EYFS is for children to be able to write phonetically plausible captions and sentences with independence.

# data[].attributes.body
All children take part in Extended Read sessions and they are perfect for building up reading mileage. Children read a mixture of classics and contemporary texts.

Close Reads are taught twice weekly and the aim of these sessions are to have a rich and valuable discussion establishing and analysing meaning.

Fluency Reads are session with texts that are challenging to all children and are also used to make cross-curricular links to other subjects.

# data[].attributes.body
All children take part in Extended Read sessions and they are perfect for building up reading mileage. Children read a mixture of classics and contemporary texts.

Fluency is taught explicitly through Fluency Reads. These texts are challenging to all children and are also used to make cross-curricular links to other subjects.

Close Reads are introduced from Y3 onwards and the aim of these sessions are to have a rich and valuable discussion establishing and analysing meaning.

# data[].attributes.body
We have Reading Ambassadors in each class at Hill Top.

Their main role is to promote a love of reading across our school. They are available every playtime to talk about book recommendations and share books from our reading trolleys.

# data[].attributes.body
We're lucky enough to have our own library at Hill Top. Our Reading Ambassadors are busy fundraising to improve it and get more books on our shelves!

# data[].attributes.body
Children in Y1/2 have a rich reading diet.

They master the mechanics of reading through decodable texts which are shared in school before going home to practise and consolidate their skills. They have a daily story time and enjoy a variety of books covering a wide range of topics and the options to take a library book home, promoting reading for pleasure.

All children take part in an Extended Read, with Y1 children listening and Y2 children reading along, and enjoy longer chapter books in these sessions.

Fluency Reads are introduced in Y2 and these are a mix of decodable texts and texts where children read for purpose around their current topic learning.

# data[].attributes.body
Children in EYFS have a rich reading diet.

They develop their own reading skills through decodable texts which are shared in school before going to home to practise and consolidate their skills.

They have a daily story time and enjoy a variety of books covering a wide range of topics.

We promote a reading for pleasure culture and children can take a library book home too.

# data[].attributes.body
Some of our older children in school are working on their entry for the Young Coders Competition. This year, the challenge is to create a game using Scratch to teach other children about time and space. They are applying the coding skills that they have developed in Computing lessons, whilst also learning new skills. They are working on their competition entry during a lunchtime club each week and in their own time at home.

# data[].attributes.body
By now the children are becoming skilled on the glockenspiels and can use them to compose and play their own music. They further their skills using technology within their composition lessons. They continue to widen their familiarity with different genres through the following Charanga units:

Happy

You've got a friend

Music and me

# data[].attributes.body
Within 3/4, we further our skills by reading a musical score to play the glockenspiels. We explore our improvisation skills further and compose using Yumi.

We study the following Charanga units:

Glockenspiels 2

Mamma Mia

Opening Night

# data[].attributes.body
In Year 1/2 children start to learn how to play the glockenspiel and explore improvisation and simple composition as a class. They continue to develop their singing skills, which includes an element of performance. They study the following musical units selected from the Charanga Scheme of Learning:

Inventing a Musical Story

Recognising Different Sounds

Exploring Improvisation

# data[].attributes.body
EYFS music lessons focus on singing with children learning to perform a wealth of songs as well as rhymes, poems and stories. They explore and play with a wide variety of media and materials, learning to use some simple musical vocabulary. The children enjoy a range of quality music and explore creating their own music.

# data[].attributes.body
In year 5/6, children will continue to build on their knowledge gained from previous years, focusing on the religions of Christianity, Judaism, Hinduism and Islam. References will also be made to Atheism and Sikhism. Key questions to be covered in Year A include:

How do Christians decide to live? (What would Jesus do?)

What does it mean to be a Muslim in Britain today?

Creation and Science: confliction or complimentary?

# data[].attributes.body
In year 3/4, children learn about Judaism, Christianity and Hinduism. The key questions that they learn about in Year A include:

What does it mean to be a Hindu in Britain today?

What kind of world did Jesus want?

How do festivals and family life show what matters to Jewish people?

# data[].attributes.body
In year 1/2, children learn about the religions of Islam, Christianity and Judaism. They study the following questions in Year A:

Who is a Muslim and how do they live?

What makes some places sacred? (Islam, Christianity, Judaism)

Who do Christians say made the world?

# data[].attributes.body
In EYFS, children are introduced to RE as part of the 'Understanding of the World' area of learning with an Early Learning Goal specifically focused on understanding different religions. Children will focus on the following key themes:

To recognise that people have different beliefs.

Being special: where do we belong?

Which stories are special and why?

Which people are special and why?

Which places are special and why?

What times are special and why?

The knowledge our children develop from EYFS is revisited and expanded on throughout a child's journey through our school.

# data[].attributes.body
At Ashby Hill Top Primary School we aim to give children confidence in their own physical ability, encouraging them to develop positive attitudes towards sport and physical education, not only whilst they are at Hill Top but in preparation for a healthy lifestyle in the future.

# data[].attributes.body
The aims of our Music curriculum are to develop pupils who:

•   enjoy and have an appreciation for music

•   listen to, review and evaluate music across a range of historical periods, genres, styles and traditions

•  listen to and evaluate the work of great composers

•  can sing and use their voices to create different effects

•  create and compose music, both on their own and with others

•  use a range of musical language

•  make judgements and express personal preferences about the quality and style of music

•  have opportunities to play a selection of instruments, including un-tuned and tuned

•  use technology if appropriate

•  take part in performances with an awareness of audience

•  have the opportunity to progress to the next level of musical excellence and explore how music is created, produced and communicated, including through the inter-related dimensions

# data[].attributes.body
At Ashby Hill Top, it is our intent that all children will know about and understand a range of religions and worldwide views, as well as developing an empathy and understanding of how other people are different to themselves.

We have designed our own RE curriculum to reflect the demographic of our current cohort of children. With this in mind, as a school, we follow the Leicestershire Agreed Syllabus for RE. We have ensured that the specific topics and units within this Syllabus have been selected as our core questions to be taught across our two year rolling programme within each phase. Details of these core questions are outlined below for each year group.

# data[].attributes.body
Our youngest learners begin their Geography learning in a vibrant and stimulating environment. The emphasis on learning is to make sense of the world around them.Through stories, non-fiction texts and pictures children begin to gain a sense of community and place.

Children engage in activities such as:

🌏Describing their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.

🌏Understanding some important processes and changes in the natural world around them, including the seasons

🌏Explaining some similarities and differences between life in this country and life in other countries

🌏Making observations of the physical world and their community.

# data[].attributes.body
Congratulations to the winning posters.

# data[].attributes.body
After looking at over 100 entries, the runners up were selected.

# data[].attributes.body
PSHE falls into the Prime Area of Learning, Personal, Social and Emotional Development. This is taught twice weekly. Throughout the year the learning builds up giving children a secure grasp of the skills and knowledge within the following themes;

Listening and following instructions

Special People

My Family and Friends

Taking on Challenges

My Feelings

My Well-being

British Values

# data[].attributes.body
In years 5 and 6 this year, the children will be learning through their topic work:

Magic and Mystery

🌏identifying the world's countries and major cities in relation to the position and significance of longitude and latitude.

🌏Comparing weather patterns and climate zones

🌏Studying a major world river, the use of dams and hydroelectricity

🌏Making links between settlements, trade links and economic activity

🌏Understanding human and physical features between places and the impact of human activity on a region

Location, Location, Location

🌏Naming the Uk's four coutries, capital cities and regional counties along with surrounding seas and oceans.

🌏Identifying key topographical features

🌏Studying the growth of a city over time, its trade links, transport and distribution of resources

🌏Making comparisons between city, town and seaside regions in relation to economic activity

🌏Using digital mapping, atlases, globes,OS maps and understanding eight points of a compass alongside six figure gride references

🌏Studing human and physical features within our local area

Blue Planet

🌏Identifying biomes and vegetation belts

🌏Understanding human geography whilst studying water, pollution and waste

🌏Calculating position and direction of world countries though the use of longitude/latitude/timezones

🌏Making direct comparisons between places using both human and physical features through the study of maps, Computer aided technology and film.

# data[].attributes.body
In years 3 and 4 this year, the children are learning through their topic work:

Cornettoes and Colosseums

🌏Studying maps and atlases to locate countries of the world

🌏Looking at climate zones

🌏Understanding how volcanoes are formed

🌏Understanding settlements and trade links

🌏Using digital mapping tools to support the learning of both human and physical features

Fire and Ice

🌏Locating world countries and environmental regions

🌏Using topography maps and looking at the changing land-use patterns

🌏Identifying the position and significance of the Equator, Hemispheres and the North and South poles

🌏Studing the formation of glaciers, climate zones and biomes in relation to Iceland

Rocking Through the Ages

🌏Naming the counties and cities of the UK

🌏Studying the topography of the UK and the changing land-use patterns

🌏Looking at settlement and human geography

🌏Using eight points of a compass and four figure grid references to locate places.

# data[].attributes.body
In years 1 and 2 this year, the children are learning through their topic work:

Fantastic Firsts

🌏Using Compass directions.

🌏Studying world atlases and maps

🌏Naming oceans and continents

🌏Using aerial photographs and devising simple maps.

Brazil

🌏Finding similarities and differences of places

🌏Identifying weather and seasonal patterns

🌏Studying atlases and globes

🌏Identifying human and physical features in places

The Great Fire of London

🌏Naming/locating and identifying the four countries and capital cities of the UK as well as the surrounding seas

🌏Identifying and describing both human and physical features of the UK

# data[].attributes.body
Geography Awareness Week 13th-17th November 2023

This year our focus was thinking about our relationship with the environment and what small actions we can do to support our planet.

Each phase looked at a different aspect of the environment and extended their understanding through stories, videos and research.

EYFS focused on the story 'Somebody Swallowed Stanley' and learnt all about the dangers of plastic bags in the environment.

Years 1 and 2 learnt all about plastic in our oceans by reading 'The Whale who ate plastic'

Years 3 and 4 were deeply moved by a video of a poem entitled 'Orangutan' and understood the impact of deforestation and the palm oil industry.

And years 5 and 6 looked into what causes climate change and created their own carbon footprints.

A 'Big Photo Send in' was launched. This encouraged children and their families to get involved in recycling. As well as this a 'Poster competition was held.

A brilliant week that got the whole school thinking about the world and ways in which we can help.

# data[].attributes.body
Monday 22nd April 2024

Earth Day is an annual event to demonstrate support for environmental protection.

# data[].attributes.body
Through our Geography curriculum we aim to promote a fascination and life-long curiosity about the world around us. By learning about the connections between people, places and environments, we foster a deeper understanding of both the human and physical processes that have shaped our planet. Through our interwoven curriculum we teach about responsibility and sustainability not only in the immediate future but in years to come. We want our pupils to feel part of their world and the wider world in which they will live.

Our Geography curriculum engages pupils with wonder, excitement and a thirst to learn more.

# data[].attributes.body
We are Year 5 rule writers

Reviewing and editing or online safety rules.

We are responsible for our online actions

Understanding the impact of online behaviour.

We are content evaluators

Understanding advertising and endorsements online.

We are protecting our online reputation

Developing strategies to protect our future selves.

We are respectful of copyright

Understanding and applying copyright laws.

We are game changers

Understanding how game developers make money.

# data[].attributes.body
We are Rule Writers

Reviewing and editing our online safety rules.

We are digital friends

Developing an awareness of online bullying.

We are internet detectives

Assessing the trustworthiness of websites.

We are aware of our digital footprint

Understanding the digital trails we leave behind.

We are netiquette experts

Practising good netiquette.

We are avatar creators

Who do we really know online?

# data[].attributes.body
We are rule writers

Creating rules that help us stay safe online.

We are kind and thoughtful

Understanding the impact of our behaviour on others.

We are responsible internet and device users

Remembering to take time out from technology.

We are information protectors

Understanding what is meant by personal information.

We are good digital citizens

Finding out what it means to be a good digital citizen.

We are responsible gamers

Learning how to stay safe when playing online games.

# data[].attributes.body
Code Club is a fantastic resource for further developing programming skills by providing free coding and computing projects with step by step instructions.

# data[].attributes.body
We use Scratch throughout Key Stage 1 and 2 to develop children's programming skills.

# data[].attributes.attachment_link.description
Scratch is a free programming language and online community where you can create your own interactive stories, games, and animations.

# data[].attributes.attachment_link.readable_text
Next OUCC Challenge: 15th - 19th January 2024

The Bebras Computing Challenge introduces computational thinking to students.
It is organized in over 60 countries and designed to get students all over the world excited about computing.
Last November over 365,000 students took part in the UK, and over 3 million worldwide.
Each participant answer questions that focus on computational and logical thinking.
It is completed online in your own school.

What teachers say about the challenge:
"I just want to say how much the children are enjoying this competition. It is the first year we have entered, and I have students aged 8 to 11 participating in my Computing lessons, with some of our older students also taking on the challenges. It is really helping to challenge their thinking, and they are showing great determination to try and complete each task! Also fantastic to find something that works on our iPads, as most puzzles of this kind are flash based."

"Our students completed the challenge this morning, I just wanted to say thank you for running this. It's a brilliant idea!"

The Challenge is available for the following age groups:

* Kits and Castors can enter individually or as a small team (up to 4)

Anyone within these groups can participate; it does not matter if they are language students or born mathematicians! The questions only require thinking skills.

The aim of the Challenges:

Solve as many problems as you can in 40 minutes.
You are not expected to finish!

The problems come in three levels of difficulty: A, B and C.
The "A" problems are the easiest. "C" problems the hardest.
You can find a problem's difficulty in the problem overview before you click on it.
The difficulty of a problem determines how it will be scored.

The scoring rules are as follows:

Our Carbon Footprint:

Our computing based system requires no paper to be posted between schools and our offices as everything is done electronically. The data centre that hosts UK Bebras obtains its electricity from wind farms. When the wind doesn't blow the energy comes from the grid but when it does blow there is more than enough for the servers and the excess is returned to the grid. The net result is that UK Bebras is using 100% wind energy overall. The heat from cooling the servers, when everyone is beavering away, is used to heat buildings in the neighbourhood.

[ terms and conditions | privacy policy | info@bebras.uk ]

© 2018 - 2023 UK Bebras

# data[].attributes.attachment_link.description
Next OUCC Challenge: 15th - 19th January 2024 The Bebras Computing Challenge introduces computational thinking to students. It is organized in over 60 countries and designed to get students all over the world excited about computing.Last November over 365,000 students took part in the UK, and over 3 million worldwide.Each participant answer questions that focus on computational and logical thinking.It is completed online in your own school.

# data[].attributes.body
An understanding of algorithms underpins the children's learning in programming. This video provides a clear explanation of algorithms.

# data[].attributes.attachment_link.title
What exactly is an algorithm? Algorithms explained | BBC Ideas

# data[].attributes.body
This year, upper KS2 children will:

Learn about Egyptian 'shadufs' (hand-operated devices for lifting water) and create their own version, using the techniques learnt.

Try their hands at Computer Aided Design (CAD), linking to their Settlements learning in History and Geography.

Use Computer Aided Manufacturing (CAM) to create their own games.

# data[].attributes.body
Lower Key Stage 2 children will this year:

Research purse designs, before sewing their own Roman purses.

Exploring dyeing techniques linked to the seasons.

# data[].attributes.body
In Years 1 and 2 this year, children will:

Take a virtual trip around the World, learning about famous landmarks which they will then recreate as their very own paper sculptures. They will learn paper techniques such as cutting, joining, folding and finishing.

Explore mechanisms of wheels and axels to create moving fire engines.

Grow their own vegetables in the Y1/2 veggie patch before designing and making a salad from their produce.

# data[].attributes.body
Children in Early Years will learn DT through first-hand experiences. They are encouraged to explore, observe, solve problems, think critically, make decisions and talk about why they have made those decisions.

Children will construct and learn joining techniques, using a variety of simple tools and materials such as safety scissors, hole punches, glue, elastic bands, masking tape etc.

They will practise stirring, mixing, pouring and blending ingredients during cookery activities.

Your child will be given opportunities to discuss reasons that make activities safe or unsafe, for example hygiene, electrical awareness, and appropriate use of senses when tasting different flavourings.

# data[].attributes.body
The Design Technology Curriculum at Ashby Hill Top aims to develop the interest and enthusiasm of all pupils. It provides exciting opportunities for discovery and challenge; we want our pupils to understand how and why the things around us have been made and to learn the skills to make them themselves!

# data[].attributes.body
The Bebras Computing Challenge introduces computational thinking to students. It is organised in over 60 countries and designed to get students all over the world excited about computing. The Bebras Computing Challenge takes place in November each year. Last year, over 365,000 students took part in the UK, and over 3 million worldwide. Each participant answers questions that focus on computational and logical thinking. It is completed online in school. Our Key Stage 2 children took part for the first time this year, with fantastic results: over 40 of our children achieved merit awards; a further 40 achieved distinction and 2 of our fabulous Year 6 pupils received Gold Awards for being placed in the top 10% nationally. These two children were invited to take part in the Oxford University Computing Challenge!

# data[].attributes.body
Safer Internet Day is the UK’s biggest celebration of online safety. Each year we cover an online issue or theme that speaks to the things young people are seeing and experiencing online. Created in consultation with young people across the UK, this year Safer Internet Day will be focusing on change online, this includes covering:

Young people’s perspective on new and emerging technology

Using the internet to make change for the better

The changes young people want to see online

The things that can influence and change the way young people think, feel and act online and offline

# data[].attributes.body
Computing Systems and Networks - Communication and collaboration

Identifying and exploring how data is transferred and information is shared online.

Data and Information - Introduction to spreadsheets

Answering questions by using spreadsheets to organise and calculate data.

Programming - Variables in games

Exploring variables when designing and coding a game.

Programming - Sensing

Designing and coding a project that captures inputs from a physical device.

# data[].attributes.body
Computing Systems and Networks - The Internet

Recognising the internet as a network of networks including the WWW, and why we should evaluate online content.

Data and Information - Data logging

Recognising how and why data is collected over time, before using data loggers to carry out an investigation.

Programming - Repetition in shapes

Using a text-based programming language to explore count-controlled loops when drawing shapes.

Programming - Repetition in games

Using a block-based programming language to explore count-controlled and infinite loops when creating a game.

# data[].attributes.body
Computing Systems and Networks - Information Technology around us

Identifying IT and how its responsible use improves our world in school and beyond.

Data and Information - Pictograms

Collecting data in tally charts and using attributes to organise and present data on a computer.

Programming - Robot algorithms

Creating and debugging programs, and using logical reasoning to make predictions.

Programming - Programming quizzes

Designing algorithms and programs that use events to trigger sequences of code to make an interactive quiz.