English Curriculum Statement

What is English?

English is the basic language of communication in this country and much of the world and its mastery is a prerequisite for educational progress.

What is English at St. Hilda’s?

• Our aims in teaching English are that all children will....
  develop the necessary skills to use the English language confidently, appropriately and accurately to the best of their ability
  be able to speak clearly, fluently and cogently
  be able to listen to the spoken word attentively with understanding, pleasure and empathy and respond appropriately.
  be able to read a range of materials fluently and with understanding for enjoyment and for information.
  be able to write effectively for a range of audiences and purposes using spelling, punctuation and syntax accurately and confidently.
  have individual needs catered for by the teacher recognising their different abilities and planning appropriate programmes of study.
   be prepared in Forms 5 and 6 for senior school entrance tests.

English is a core subject in the National Curriculum and within our curriculum we aim to include and cover many aspects of the National Curriculum and the National Literacy Strategy.

The English curriculum is organised into “ formal “ learning of reading, writing, speaking and listening in periods distinctly allocated to this work, and informal learning which goes on throughout the school day and throughout all curriculum areas. Because of the English learning which goes on throughout the curriculum it is difficult to estimate the amount of time allocated to the teaching and learning of English.

If this all sounds rather dull, then please be reassured that English at St. Hilda’s is also an interesting, challenging and exciting subject that includes theatre trips, visiting authors and poets, book weeks, a fabulous library with lots of mums helping at lunchtime, poetry reading, reading aloud and handwriting competitions and lots of opportunities to use ICT.

English is taught by the class teacher until Form 4 when specialist teaching begins in order to prepare for the entrance exams for secondary transfer.

Click here for a recommended list of books to read with your child.

Mathematics Curriculum Statement

Maths is taught by the class teacher until year 4 when specialist teaching begins, in order to prepare for the entrance exams for secondary transfer.

The main texts books used throughout the school is the New Heinneman Maths scheme supported by a variety of other supplementary material, such as games, mental arithmetic, maths challenges, and ICT. Girls are encouraged to think laterally and independently through investigations, practical work and problem solving.

Calculators are used during problem solving and investigations, they are not a substitute for mental or written calculations but their correct usage is encouraged.

In years 5 and 6 the girls enter the Mathematics Association’s Primary Maths Challenge which is enjoyable but quite tricky. We always have several girls who go on to enter the National finals and win medals.

As a department we liaise frequently, both with each other and with the Special Needs Co-ordinator.  Our aim is to identify and help those children who need additional support, either because they are particularly able, (some of our girls have taken the World Class Tests in Year 4 which provide a challenge for the more able at age 9 years) or because they need further support within the classroom. Of course every child has her own individual needs, and we try to get each girl to reach her full potential.

Our main aim is to encourage a lifelong love of Maths and to equip each girl with the ability to study the subject confidently to the best of her ability.

Science Curriculum Statement

The main aim of Science education is to promote an interest in the subject so that understanding and enjoyment can develop during the school years.  We have a programme of study from Year 1 to Year 6 in which children cover all areas of Science required by the National Curriculum.  Although Science is taught as a separate subject there are strong links with all areas of the curriculum.

• There are numerous opportunities for learning and using ICT skills.  CD Roms and the Internet are used for research and reinforcement.  Results of investigations can be recording on spreadsheets and graphs.

• Literacy is an important aspect of the subject.  Written work must include the relevant scientific vocabulary and be neatly presented.  Children must learn to question, be involved in discussions and communicate their findings.

• Art work is used for reinforcement and the girls create posters which are displayed.

• There are many links with Geography and the world in which we live.  The children are made aware of environmental issues and the responsibility they will have in the future in this area.

• Maths opportunities include drawing a variety of graphs and calculating the average from a list of numbers.

• Many of the topics covered in Science are reinforced in the CDT scheme of work.

• PHSE – children are encouraged to work as part of a group and listen to the opinions of others.

• History – we often look at people from the past who have made valuable contributions in Science.

We aim to adopt a practical approach and encourage Science to be fun.  The children should develop attitudes of curiosity, cooperation, perseverance and independence of thinking which will be valuable in their future studies.

Geography Curriculum Statement

Why we teach geography

At St. Hilda’s we use geography to provoke and answers questions about the natural and human world, using different scales of enquiry to help pupils view people, places and environments from different perspectives. Pupils' skills of critical enquiry and an ability to handle and interpret information are encouraged through asking and answering geographical questions and using ICT to communicate with and explore a variety of people, places and environments across the world. Through the Key Stages we develop knowledge of places and environments throughout the world, an understanding of maps, and a range of investigative and problem-solving skills, both inside and outside the classroom. Field trips are a central part of geography teaching at St. Hilda’s with all pupils experiencing at least three residential field trips and numerous local and day trips throughout their life at St. Hilda’s.

At the end of Key Stage 2 geography becomes a focus within the curriculum for understanding and resolving issues about the environment and sustainable development with the Form 6’s presenting their research on the subject at their annual ‘Fragile Earth’ lectures. As pupils study Geography at St. Hilda’s, they encounter different societies and cultures, this helps them to realise how nations rely on each other. It can inspire them to think about their own place in the world, their values, and their rights and responsibilities to other people and the environment. Geography also has very strong links with the English, PHSE, Mathematics and the Science department with cross- curricular links being actively encouraged. At St. Hilda’s we aim, through geography, to instil a sense of joy about the world into all the pupils.

History Curriculum Statement

Why we teach history

At Hilda’s we invite the pupils, through history, to think about past human existence by using a wide range of skills and facilities. History is explained to the pupils as using questions and evidence to take part and put together again real stories about the past. As children grow older they develop a clearer idea of the outline of the past but on its own this is not history. Learning history rests upon acquiring and being able to analyse their knowledge about historical content, ideas and evidence. By learning history we hope at St. Hilda’s to stimulate the pupils: -

• Curiosity about past and different cultures.
• Sense of identity from personal through to national
• Tolerance to the many values cultures and peoples from past and present.
•  Respect for past and present achievements and sacrifices
• Imagination fuelled and tempered by evidence.
• Critical abilities to question claims made in text and other media.
• Understanding and interpretation of the present.
• Ethical awareness through discussing historical rights and wrongs.
• Empowerment through historical slants on citizenship, multicultural awareness, sustainable development or aspects of personal, social and health education.
• A sense of plurality because history is full of rich human diversity
• Senses of common identity.
• A capacity for puzzlement or living with ambiguity.
• A desire to make meaning that is a fundamental of motivated, effective learning.

History provides the pupils at St Hilda's with an opportunity through historic investigation to develop many cross curricular skills: communication, information technology, independent learning etc.
These key competencies also involve pupil's strengthening thinking skills closely allied to the historical process: information processing, reasoning, enquiry, empathetic and creative thinking.

History at St. Hilda’s is an exciting subject with the pupil experiences historical workshops, costume days and visits to local museum and places of historical interest.

French Curriculum Statement

Through the study of a foreign language, young children develop their listening skills and creativity.  Their enthusiasm is an invaluable tool to learn how to pronounce clearly and memorise many words.

French is taught from Reception through to Form 6, using the "La Jolie Ronde" course.  Through various learning activities (games, songs, stories, drama) pupils learn to speak French with confidence.  The listening, reading and writing exercises in their books enable them to begin to understand the French language in a clear but enjoyable way.

Pupils also learn about the main towns, rivers and mountains in France and about French culture.  They regularly take part in French assemblies and have the opportunity to enjoy a morning break with French pastries.  A four day residential trip to France takes place every year

CDT Curriculum Statement

Craft technology and design is a popular subject that focuses on developing several key skills: -

• Identifying and solving problems
• Evaluation critically pupils own work
• Sequential writing
• Design realisation
• Decision making
• Constructing models
• Task management
• Communicating ideas
• Collaborative working

It has many cross- curricular links especially with Mathematics, Science, ICT and English and these links are actively used to reinforce these key skills.

The pupils are encouraged to work independently and tackle problems by developing their own problem solving style. Mistakes are not a disaster but celebrated as stepping -stones to success: a vital life skill. The pupils are also actively encouraged to evaluate their decision making process this empowers pupils with the knowledge that they are in control of events.

The many models that emerge from the CDT room are beautiful and in many cases masterpieces but all have the same thing in common they are original and created with imagination and growing realisation that dreams can become real if you plan it carefully.

Art Curriculum Statement

To see some of our beautiful art work displayed in the Saatchi online "Portfolio" schools art gallery click here.

We aim.........
- To develop children's visual perception and the skills associated with investigating and making in art, craft and design.
- To encourage children to see through new eyes by drawing and painting from close observation.
- To develop visual literacy, knowledge and understanding of art including history of art, and the diverse artistic traditions that this     encompasses.
- To enable children of all abilities to enhance self esteem through success in using taught skills. To enable children to apply these skills to other areas of the curriculum in terms of presentation and organisation.
- To use the work of children and established artists to provide a colourful and stimulating environment throughout the school.

Drama Curriculum Statement

At St. Hilda’s children are actively encouraged to express themselves in a variety of ways. Class assemblies, school council, role-play in subject lessons, class discussion, themed days, drama lessons, drama club, English Speaking Board examinations and annual productions are examples of how the dynamic and sparkling atmosphere of St. Hilda’s is achieved. At St. Hilda’s the pupils’ imagination is celebrated in many diverse ways.

Each of the above activities helps the pupils to develop their speaking and listening skills and therefore helps them become confident communicators. The pupils are also taken to the theatre, lectures and listen to a variety of interesting visitors talk about a wide range of subjects. All these experiences encourage the pupils to actively listen and question what they have heard. Communication is seen as one of the central skills to be promoted at St. Hilda’s and the subject teachers ensure that it is at the heart of all their teaching.

Religious Education Curriculum Statement

Although St. Hilda's is traditionally a Christian foundation, we recognise that there are children from many faiths amongst the pupils.

Our Religious Education lessons reflect the diverse backgrounds of our pupils and the children are taught about the six major faiths found in Britain today.  The children are encouraged to talk about their own experiences and to learn from each other.  Christianity is taught throughout the school but each year group also study one other faith in more detail.

Music Curriculum Statement

The school promotes a happy environment for natural development of musical skills.
The music curriculum is based on the National Curriculum and provides a broad, balanced and progressive music programme.
Music is present in nearly every area of the curriculum from an early stage.
Girls receive their first music lesson in the Reception class.
Starting from Year 2 there are 2 lessons a week.
The girls are involved in a wide range of activities (singing, playing percussion instruments, keyboards, recorders).
They learn to sing in tune, improvise and attempt their first composition, and learn music notation and music theory. Every girl takes part in the School Choir rehearsals.

The extra curricular activities

There is a Woodwind and String Orchestra and Keyboard Ensemble where the girls have an opportunity to perform orchestra or electronic keyboard parts at any level.

The school offers afternoon Tap and Ballet sessions which offer the chance to learn the fundamentals of music and dance through movement  (a highly desirable and particularly important activity at this age).

Instrumental tuition

The school offers individual instrumental music tuition within piano, flute, clarinet, violin and cello.
The peripatetic teachers maintain regular contact with all the academic staff and work together towards sustained educational progress. The girls regularly take music exams with the Associated Board of Royal Schools of Music.

The annual music events

The girls have the opportunity to perform during:

• St Hilda’s Day 

• Christmas Concert

• Tudor day

• Talent competition

• Victorian Tea Party

•  Spring Concert

• Instrumental Recitals

• Summer Production

Additionally they take part in various workshops, choral events, competitions and festivals.

PSHE and Citizenship Curriculum Statement

PSHE is taught throughout the school, often linked with other subjects such as R.E., where moral dimensions are considered.  In years 5 and 6 PSHE and Citizenship form a specific part of the timetable, covering such areas as health, disabilities, personal safety and basic first-aid.  The study of personal issues includes the preparation of pupils leaving in the summer for senior school.  Citizenship lessons incorporate an introduction to local and national government and understanding the personal attributes and teamwork needed to run a charity.

ICT Policy Statement

ICT at St. Hilda's School is an integral part of the curriculum from Kindergarten to Form 6 and is seen as an important part of our pupil's education, both complementing and enhancing all subjects.

The ICT provision in the school reflects the diversity of teaching approaches used by our staff to educate our pupils.
ICT lessons are embedded in the timetable and are at a time when each class can utilise the ICT suite in order to introduce, reinforce and develop the key ICT skills recommended in the National Curriculum.
The early morning and evening ICT clubs provide an opportunity for pupils to be independent learners who celebrate their individuality.
Interactive boards and computers in the classrooms enrich lessons and acknowledge the differentiation needs within each age group taught at St Hilda's .
ICT at St Hilda's links our small learning community to a wider world through a variety of ways:

• Radiowaves - where we have our online radio station.

• Think.com - a protected website where young pupils can learn online skills in safety.

• Epals - the safe emailing facility used to learn email and communicate with other communities in the wider world.

• Wikis and Blogs - online facilities where the older pupils learn to work with and communicate as online authors on the internet in a safe environment.

In this information age, we at St Hilda's School, through our ICT provision, teach our pupils to be safe, skilled communicators while celebrating their individuality and power to be unique.

Learning Support

The Learning Support department offers support to girls with a range of learning difficulties including dyslexia, dyspraxia, and Asperger's syndrome.

The school is committed to early identification of special educational needs and adopts a graduated response to meeting them in line with the Special Educational Needs Code of Practice.

Pupils are supported in a number of different ways, including; in-class support, individual withdrawal and small groups of withdrawal (2-4 children). Support is provided in the following areas; literacy, mathematics, study skills, handwriting, visual perceptual skills, listening skills and mind-mapping..

The SENCO maintains strong communication links between school and home to ensure that the pupil's individual needs are understood and met by all concerned, i.e. class and subject teachers, as well as parents. Parents are kept involved in all stages of identification, assessment, provision and review.