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Curriculum at Round Hill

As of September 2019 we are redesigning our NEW Curriculum to compliment our NEW SCHOOL VISION which was introduced in September 2019!

Below is the current curriculum.

The National Curriculum (Introduced in 2014)

*The Powerpoint Presentation from the Curriculum meeting in the Spring term 2015 can be found at the bottom of this page* you may also find this BBC news article interesting by clicking here. 

If you have any questions or would like to know more about the Curriculum, please contact the Assistant Head teacher, Stacey Yates.

For generations, parents have found themselves visiting primary schools with their children only to hear themselves saying, “It’s not like when I was at school.” Things change quickly in education, and at no time in the past 25 years has that been truer than September 2014 when the whole school curriculum changes for maintained schools throughout England.

This guides attached at the end of this page are intended to support parents of primary school children. Obviously it would be impossible to set out in detail everything your child would learn   during their six years of statutory primary education, but by providing an outline of typical content and some background information about how the curriculum and assessment works, hopefully it will help parents support their children in making the most of their education.

Round Hill Curriculum Statement

September 2014 onwards

At Round Hill we have developed a child centred themed curriculum that is innovative, broad and varied. It enables children to use their imaginations, fertile minds and creativity. We develop the children’s individual abilities, interests and potential. We do this by using a variety of teaching methods and by taking account of children’s different learning styles. We also we consider what interests and motivates children, and adapt our lessons and curriculum to accommodate this.

We have a cross curricular themed topic curriculum that has been created by the staff. It is a tailor made themed curriculum that is unique to our school and children. Each topic has ‘built in’ exciting and memorable experiences. The topic begins with an ‘Opening Event’ and finishes with a ‘Final Celebration.’ Each topic is accompanied with a school trip or special event day such as welcoming special visitors into school, themed dressing-up days, project work, an assembly or a recreated experience in school.

We enable our pupils to develop resilience and succeed through challenging tasks and activities that encourage them to take risks. We develop their ability to think independently, enabling them to transfer their learning to all aspects of their life; preparing them for the future. We actively teach the skills needed to be a successful learner and reward these in our “Mentions Assembly.”

 We believe that quality learning takes place through real life experiences. Wherever and whenever possible we take our learning outdoors engaging in field work, outdoor pursuits and hands on scientific enquiry.

 To enable creativity, we link as much as of the topic with art, design and the creative arts. Specialist music teachers deliver music lessons to classes, groups or individuals. Classes take part in termly ‘Celebration Assemblies’ which are performed in front of parents.



Most writing experiences are taught and applied through the topic theme with a literacy objective/focus. To teach literacy we teach the children through guided reading sessions and writing lessons which incorporate the Talk For Writing strategies. We actively promote reading for pleasure and undertake many activities to encourage it. We use the ‘Rainbow Grammar’ Curriculum to teach children spelling, punctuation and grammar. As a school we use the ‘Letters and Sounds’ phonics programme throughout Foundation and Key Stage 1, as well as for those children who require it in KS2.


Since the Primary Curriculum changed in 2014, the way Maths is taught across the country has changed. We now follow a mastery approach to Maths. This works on the basis that all children can master Maths. “Mastering maths” means that children understand the Maths they are doing, rather than simply learning how to do it. All children are given the opportunity to explore different Maths topics and some will work at a deeper level, developing their understanding of concepts and how to apply these.  This is a very different way of learning maths, however by teaching children to understand what they are doing, they are much more likely to remember it and be able to apply what they have learnt to a range of questions.

Teachers and practitioners in the Early Years support children in developing their understanding of Mathematics in a broad range of contexts in which they can explore, enjoy, learn, practise and talk about their developing understanding. Children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside. We recognise that children learn through routine, continuous provision and incidental learning opportunities, as well as planned sessions and activities. This includes being given opportunities to seek patterns, make connections, recognise relationships, work with numbers, shapes and measures, and counting, sorting and matching. Children use their knowledge and skills in these areas to solve problems, generate new questions and make connections across  other areas of learning and development.

In Years 1-6, we use the Maths No Problem series to support our teaching. This has been developed by experts and teaches concepts using a mastery approach. Children will be shown different methods for solving problems, using physical apparatus, drawings and more traditional methods. Each topic will start with children using physical apparatus and/or drawings, and move on to written methods. This is done to help children understand why written methods “work”. The Maths No Problem series follows the National Curriculum for Maths. More information about what your child will be taught in each year can be found in our Whole School Progression Map and the Schemes of Work documents for each year group. 

Some children may decide to stick with using cubes or other objects to help them answer a  problem. They will be asked to have a go at other methods, but they may choose to go back to  using equipment when working on their own. Many children will be able to use all or most of the methods they are shown, but will have one preferred method. Some children will choose to use different methods for different questions. By teaching in this way, all children will have at least one method for solving a problem.

Some of the methods your child is learning will be similar to those you learnt at school. Many methods may seem very different . This is because these methods are a way of helping children to understand the concept, whether that be addition, subtraction, multiplication or division. Children will work through these methods as their understanding develops. The aim is for children to eventually be using the most efficient method, however they will reach this point at their own pace.

Our Calculation Policy shows you the main methods your child will be taught for addition, subtraction,   multiplication and division in their current year group. This will hopefully help you to understand what they have been shown in their lessons. If you are unsure about a particular method, see if your child can explain it to you, or speak to your child’s class teacher who will be happy to help. We also use bar models to support children in solving mathematical problems. These help children to identify the calculation they need to do. More information about our use of bar models can be found in the Bar Model Policy.

To see the documents mention above click here

Parent support materials for Maths No Problem

White Rose Maths

Across school, we supplement our teaching of the Maths No Problem scheme using the White Rose Maths programme. Within White Rose Maths, children deepen their understanding of mathematical concepts, becoming more confident and competent and ready to face new challenges. It is important that pupils are secure in their knowledge and understanding across all mathematical areas and show resilience in their learning.

Mathematics is taught through three main types of questioning: Varied Fluency, Reasoning and Problem Solving. Children explore and unpick mathematical concepts in depth, working through differentiated work but within mixed ability grouping. This means that all pupils, regardless of their mathematical ability, can support one another in understanding concepts. 

Times Tables Rock Stars

Times Tables Rock Stars is part of our KS2 and Year 2 provision.

Every pupil has a #TTRockStars account to use at home and in school. Times Tables Rock Stars is a carefully sequenced programme of daily times tables practice.

Weekly and termly tournaments take place across school and within year groups so it is important that every child plays regularly. Certificates are awarded during assemblies when children achieve a new Rock Status and the whole school leader board is on display in the Hall of Fame.

Children can practice in the 'Garage', earn their rock status in the 'Studio' or compete against their peers in the 'Arena'. Pupils can even challenge their peers to a battle in 'Rockslam' or play against children from all around the world in 'Festival' mode! If you require more information or support, then please click on this link parent/carer support guide.

If you do not have your child's log-in details, please speak to your child's class teacher. 


Numbots is part of our KS1 provision.

Every pupil has a #Numbots account to use at home and in school. The log in details are the same as their #TTRockStars account.

Numbots helps children to learn and practice three core elements of arithmetic:

  1. Subitising  - the ability instantly recognise the number of objects in a group without the need to count them
  2. Number bonds - pairs of numbers that add up to a certain number e.g. all the number bonds to 10.
  3. Adding and Subtracting

NumBots is all about every child achieving the “triple win” of understanding, recall and fluency in mental addition and subtraction, so that they move from counting to calculating.


MyMaths is part of our whole-school Maths provision.

Every pupil has a #MyMaths account to use at home and in school.

MyMaths contains a range of activities and games which will support your child's understanding in all areas of Maths, using pictoral representations and practice of formal methods. There are games and activities which can be played at any time, and MyMaths will also be used as homework for specific activities.

If you require any support with the setting up or use of MyMaths, then please click on the following link which will take you to the parent/carer support page


Our delivery and organisation of computing is such that we do not exclusively restrict its use to a time or location but deliver the required skills ‘at the point of learning,’ where they become relevant and meaningful. Learners are therefore empowered to make choices about the relevance of the technology and apply it effectively. Coding is taught to all pupils who will all be able to understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions. They will learn how to create and debug simple programs, use logical reasoning to predict the behaviour of simple programs, use technology purposefully to create, organise, store, manipulate and retrieve digital content, recognise common uses of information technology beyond school and use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.


Science is taught for 2 hours a week and each year group has science focus areas, areas that will be covered in depth. Children are encouraged to be independent and collaborative scientific investigators by their involvement in exciting practical investigations. Children are encouraged to be creative and taught to understand fair testing through designing their own experiments.

In Science pupils observe, explore and ask questions about living things, materials and physical processes. They evaluate evidence and consider whether tests or comparisons are fair. They use reference materials to find out more about scientific ideas. They share their ideas and communicate them using scientific language, drawings, charts and tables.

Pupils are taught to be able to describe associated processes and key characteristics in common language, but are also taught to be familiar with, and use, technical terminology accurately and precisely. They are encouraged to apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data.

Art and Design

Children are encouraged to produce creative work, to explore their ideas and record their experiences. They are taught to become proficient in drawing, painting, sculpture and other art, craft and design techniques. They are also given the opportunity to evaluate and analyse creative works using the language of art, craft and design and to know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.


Children are taught to understand the history of Great Britain as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world. They are also taught to know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind. In addition to learning about historical events, children are taught to understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.


Children are taught to develop knowledge of the location of globally significant places including their defining physical and human characteristics. They are taught how to interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS). They are also taught how to communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Religious Education

Religious Education is a curriculum entitlement for all children and the school follows the Nottinghamshire ‘Agreed Syllabus for Religious Education’.  Religious Education is aimed at developing an understanding and respect for the beliefs, values and practices of other people. We teach children about beliefs, stories, values, traditions, religious expression and behaviours of a variety of world religions.


We aim to develop childrens’ competence and interest in a broad range of physical activities and a variety of competitive sports. We help them to understand the importance of being physically active and leading a healthy lifestyle. We deliver 2 hours of P.E a week and ensure that children are physically active for sustained periods of time. By the end of their time at Round Hill we aim to ensure that through swimming lessons in Years 3 and 4, that children can swim competently, confidently and proficiently over a distance of at least 25 metres.

Modern Language

Children at Round Hill learn French throughout Years 3 – 6.  Children are taught to understand and respond to spoken and written language, to speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation.


The P.S.H.E curriculum is designed to promote the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life. As part of a whole school approach, it develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. A spiral programme ensures learning is revisited, reinforced and extended in age- and stage-appropriate contexts.

Early Years Foundation Stage Curriculum

The Early Years Foundation Stage Curriculum emphasises learning through a process of exploration and play as these are vital learning tools for neurological development. Play and movement are essential to prepare children for creative rigorous thinking as they develop and grow. Learning experiences are created to provide opportunities for learning through direct participation with sensation, movement, feeling and image experiences. Child led activities are set alongside the teaching of key skills in literacy and numeracy. Opportunities for movement play are integral to curriculum provision as they have a significant impact on a child’s overall development. Observation supports early identification and early intervention opportunities. We recognise that all children are different and that one teaching style or belief does not fit all – learning will take place at the appropriate level for individual children’s needs. The aim of our curriculum is to build secure foundations for a child’s learning (academic, physical and emotional), their health and their well-being. Click here to access the EYFS policy.

Below are the school curriculum plans