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Haxby Road serves a local community with increasing social deprivation including a high proportion of families accessing multi agency support including children’s services. As a result of this, we aim to ensure children’s experience of culture and arts is not limited by their socio-economic background.

Cross-curricular, challenge based planning and a Upper Key Stage Two compulsory enrichment programme gives children a wide range of opportunities and experiences to encourage a thirst for learning whilst raising pupil aspirations and self-belief.

Our curriculum is underpinned by 3 pillars which give our vision structure whilst building capital. These 3 pillars are: ‘Heritage,’ ‘Health and Happiness’ and ‘Hopes and Dreams.’


Leaders have improved the breadth of the curriculum and staff development time was used to collaboratively map the knowledge and skills that children need to support their long-term learning in all curriculum areas. The Haxby Road 100, details the school’s academic, cultural and creative entitlement for all children and is a complementary key driver from Tiny Steps to Year 6 to aspire to high outcomes.

At Haxby Road Primary Academy we provide an exciting creative curriculum , which provides our pupils with memorable experiences and builds upon their interests and aspirations.

“Pupils have the opportunity to explore and develop their learning, through practical activities in the ‘forest school’ and ‘cook school’. The teaching of art results in high-quality work.” Ofsted 2016


Each learning theme follows a 6 week sequence which moves through 3 phases:

  • Ignition
  • Reignite
  • Mastery: Showcase

Each term staff develop children’s interests through Haxby Road 100. Concise NC based outcomes have been progressively placed across each year group, including defining greater depth in core areas. This structure underpins the children’s entitlement to a varied and rich curriculum, with ambitious expectations established for all groups of children. Progress towards these informs teaching. School leaders promote independent reading and sharing of high quality texts. This has enabled the power of books to drive all areas of the curriculum and the promotion of reading continues to be a key strength. Due to our local context and typical gaps in pupil knowledge and skills, we have priorities the development of oracy, reading and physical development to ensure our children know more and can do more!


Children’s knowledge is continually evaluated using high challenge, low threat activities. As a result, we understand pupil gains and when comparing this with expectations, ensures our pupils develop detailed knowledge and skills across the whole curriculum. Due to this focus, the children at Haxby Road achieve well and this is reflected in their well-being and self-confidence; the progress made and pupil attainment at the end of each key stage.

Curriculum Teams

To ensure our curriculum is broad, diverse, challenging and engaging, we have curriculum teams who meet on a regular basis to plan, review and update key areas that will ensure coverage and creativity throughout all lessons. This means our pupils are inspired, motivated and challenged by more meaningful and linked learning.



Curriculum Design & Haxby Road 100

  • Haxby Road Primary Academy Connected Curriculum

    HRPA Long Term Plan 22 – 24

    (Original document is within Google Sheets – please enquire in school, if you experience any formatting issues)

  • Creative Curriculum Connected Learning Overviews

  • Haxby Road 100

    Haxby Road 100

    The Haxby Road 100 is a pledge for our children’s Creative, Cultural and Everyday Entitlement. We are part of the York Cultural Education Partnership.

    We strongly believe that culture enriches lives, and participation in creative and cultural activities can have a significant impact on our pupils, by developing their appreciation and skills and helping them to learn. The arts are a unique way of inspiring, motivating and communicating ideas. They are a vehicle for personal expression and play an important role in the personal development of our children.

    Cultural experiences give our pupils the chance to develop as:

    • informed spectators (through attending top quality theatre and dance performances, world class exhibitions, galleries, museums and heritage sites)
    • participants and creators (through learning a musical instrument, playing and singing in ensembles, taking part in theatre and dance performances, producing artwork, making films and media art, or curating an exhibition).

    At Haxby Road Primary Academy every child will have the right to a wealth of cultural and creative experiences that will broaden their knowledge, extend their opportunities and raise their aspirations. Every child has their own passport to keep a record of their memorable experiences.

    An education that focuses on developing children’s creativity and ability to participate in cultural experiences, will enable skills, attitudes and aspirations to transfer across their learning to ensure they achieve the best possible outcomes.

Core Curriculum

  • English Overview


    English Intent Statement

    We value reading as a crucial life skill. By the time children leave us, they read confidently for meaning and regularly enjoy reading for pleasure. Our readers are equipped with the tools to tackle unfamiliar vocabulary. We have a strong focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects. We encourage our children to see themselves as readers for both pleasure and purpose. Through a variety of texts and genres, we aim to expose our children to a wide range of vocabulary so that they are able to decipher new words and then use them when speaking both informally and formally. We want our children to write with confidence and accuracy for a variety of purposes, audiences and forms whilst developing their own individual flair. We believe that all our children can become fluent readers and writers. 

    The teaching of English in school is broken down into Speaking and Listening, Reading, Writing and Phonics.


    Phonics is taught in EYFS and KS1 through a discrete 20 minutes session every morning following the Little Wandle Letters and Sounds Revised programme. This informs much of our teaching of reading, writing and spelling. Please see the phonics and early reading polciy for more information:

    2021 Phonics and Early Reading Policy

    Speaking and listening

    Speaking and listening are fundamental to a child’s language development and underpin all areas of learning as well as social development. We plan opportunities for teaching/developing these skills across the curriculum to enable children to express themselves clearly and confidently and listen attentively. 


    Reading is taught in a number of ways, but initially in KS1 this is largely through a phonics approach. Through Reading Practice sessions, decoding, prosody and comprehension skills are developed alongside phonics to enable our children to become confident, independent readers who read for enjoyment and information every day. Books are read at home on a weekly basis so children can practise their reading skills with a parent/carer. As children develop into fluent readers, there is greater emphasis on developing their comprehension skills: questioning to check their understanding becomes even more important.

    Reading comprehension is taught through whole class reading activities, reading practice sessions and through independent reading in school and at home. A ‘Reading for Real’ dialogic approach to reading is used throughout the school, giving children the opportunity to discuss and debate their opinions. Through a variety of texts and genres we aim to expose our children to a wide range of vocabulary so that they are able to decipher new words and then use them when speaking both informally and formally. High quality texts, immersive opportunities and reading aloud promote a love of reading. 

    Our Whole School Reading Spine 2021-22

    Haxby Road Reading Pathway Promise


    Writing skills are also developed on a daily basis. We aim to create real, purposeful and engaging contexts for writing; children have opportunities to work independently, in pairs and in small groups with an adult. Talk for Writing is used in EYFS and Year 1 to develop children’s ability to retell stories and other texts. There is much emphasis on spelling, handwriting and grammar as well as composition.The daily English lessons usually include a discrete grammar focus, alongside a focus on high quality oral work and written work linked to the class story or nonfiction focus.

  • Maths Overview

    Mathematics – Our Vision

    Our vision is for all children to be able to access an engaging, coherent and challenging journey through maths with the belief that they can achieve an in-depth understanding.

    As a school, we are always looking for opportunities to improve your children’s education. Since the change of the National Curriculum in 2014, the expectations and the way that mathematics is being taught in schools has also changed. Inspired by a teaching philosophy from Asia, the teaching for mastery approach is being adopted across the country, and here at Haxby Road, we believe that this is the way that mathematics should be taught so that children can apply maths in the wider world as they grow up.

    The teaching for mastery approach aims to provide all children with the opportunity to learn the basic foundations of mathematics earlier on in their school lives, and then build on these and gain a deeper understanding of all concepts throughout their academic journey in school. We are currently working towards a long-term goal of implementing and modifying the teaching for mastery approach, undertaking much training and development, in order to deliver an even better education for your children.  

    The mathematics lessons and curriculum we provide help and guide our pupils to make sense of the numerical world around them by being fluent in basic number facts, understanding patterns and applying learning to real-life problems.

    The skills and concepts come under the headings of Number, Place Value, Addition and Subtraction/Multiplication and Division, Fractions, Measurement, Geometry and Statistics. These are further divided into Fluency of mathematical basics within each section alongside Reasoning and Problem Solving. These are taught following the teaching for mastery approach and CPA (Concrete, Pictorial, Abstract) framework. This encourages the children to firstly understand mathematics through physical representations before linking this to different visual/pictorial representations and finally to grasp the abstract nature of the numbers or problem that they have encountered.

    We endeavour to teach lessons that are stimulating and interesting in addition to keeping a keen eye on the fact that many mental skills need hard work and regular practice. It is amazing the confidence that is gained when our pupils have mastered their number bonds or times tables.

    To support learning, we include a variety of IT resources such as: NumberGym (which provides repetitive practice of number bonds and tables facts), TT Rockstars (a programme that allows the children to practise tables in a fun and interactive way) and MyMaths (a programme that school invests in to support the children with home learning).

  • Science Overview


    The science lessons and curriculum we provide help our pupils to make sense of the world around them and equip them with the skills to investigate a scientific question and review evidence.

    Our teaching principles for science are:

    • Hands on, minds on – children are engaged in activities that allow them to explore and experience, first hand, scientific concepts and phenomena.
    • Curiosity is key –  we aim to foster curiosity and actively encourage the children to ask and, where possible, investigate their own questions.
    • Language for learning – meaning children are encouraged to speak in full sentences and use scientific vocabulary as much as possible, allowing them to broaden their vocabulary and understanding.

    Working scientifically is also taught alongside and is interwoven with the content of the National Curriculum, these are key skills that allow children to be able to understand the processes and methods of scientific enquiry. These types of scientific enquiry include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources

    These skills are applied by children using a variety of real-life contexts spanning the following areas of science across KS1 and KS2; materials, forces, humans and other animals (and their habitats), seasonal changes, plants, rocks, states of matter, space, electricity, light and sound. We use ICT to support and enrich learning in science wherever possible (for example ipads, cameras, data-loggers and websites).

    Progression of Knowledge and Skills

    NEW Science – Subject Specific Progression Cycle A and Cycle B

    Below are some useful websites for children enthusiastic about science:

    For news and information on a range of scientific topics:

    For KS1 science topics:

    For KS2 science topics:

Curriculum Progression of Knowledge and Skills

Wider Curriculum Subject Overviews

  • PSHE & RSHE Overview

    Personal, Social, Health and Economic (PSHE) Education and Relationships, Sex and Health Education (RSHE)


    Our curriculum is underpinned by 3 pillars which give our structure whilst building cultural capital. These 3 pillars are: ‘Heritage,’ ‘Health and Happiness’ and ‘Hopes and Dreams’.  

    In PSHE, we give our children the knowledge, understanding and emotions to support their journey into adulthood, to live in a multicultural society with positive attitudes towards themselves and others and to make a valuable contribution to society. All children are encouraged to share their views, beliefs and backgrounds with their peers so that we can learn about what makes us unique and value and appreciate difference.It is our intent that Sex and Relationships Education will support children in their understanding of healthy frienships, families and relationships with children and adults. As a Rights Respecting School, mutual respect and tolerance is at the heart of our values. We aim to promote positive mental health for every member of the school community. Having the ability to stay safe and healthy is a high priority and children are equipped to make informed decisions.  

    During Key Stages 1 and 2, the implementation of our PSHE curriculum offers both explicit and implicit learning opportunities and experiences which reflect children’s increasing independence and physical and social awareness. Using our three key areas It builds on the skills that children started to acquire during our Early Years Foundation Stage. Our three key areas of the PSHE curriculum (Relationships, Living in the wider world and Health and Wellbeing) help pupils to stay healthy and safe, develop positive and worthwhile relationships and makes the most of their own abilities and those of others so that these can be applied to the wider world.We provide our children with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society which is recognised through our achievement of the Bronze Rights Respecting Schools Award. Furthermore, children are encouraged to develop their sense of self-worth by playing a positive role in taking  part in a wide range of activities and experiences through our Haxby 100, contributing fully to the life of the school and our community. 

    As a UNICEF Rights Respecting school, we ensure that the impact of this is measured by children’s ability to gain an understanding of both their rights and responsibilities as a child. They use this knowledge to learn how to respect differences between others and become involved in the life of their local and global community.

    Medium Term Plan 2022

    Long Term Plan and Progression of Knowledge 2022

    Subject Specific Progression Map – PSHE – Knowledge

    PSHE Pathway 2022

    Statutory Guidance RSE

    Right of Withdrawal

    Our intention is that Religious Education, as well as our Sex and Relationship Education, shall be inclusive activities, respecting the integrity of all concerned. Children may be withdrawn from these activities, but we encourage parents to discuss this fully with the Head Teacher before coming to a final decision.

    RSE Consultation
    Parents, children, teachers and governors have been consulted about the teaching and learning of RSE at Haxby Road Primary Academy. Please see below  to our RSE Policy and information shared with parents during the consultation.
    For our RSE policy, please see the policies page.
  • Computing Overview


    Our computing intent is to ensure all pupils leave school with the skills and knowledge to navigate a world where technology is increasingly commonplace.

    We invest in Chromebooks, computer science resources and interactive whiteboards across the trust to enhance each child’s capabilities and encourage them to take ownership of their learning.

    Computing is also used largely as a tool for cross-curricular learning within day-to-day lessons, to maximise the opportunity for communication, collaboration, critical thinking and creativity. Elements of computing such as coding and debugging are also taught discretely, interlinked with wider curriculum learning.

    The skills and concepts sit broadly under the headings of Computer Science (CS), Information Technology (IT) and Digital Literacy (DS).

    • Computer Science: Logical Reasoning and Solving Problems Through Coding

    • Information Technology: Search, Collect, Design and Evaluate Information

    • Digital Literacy: Use Technology Responsibly and safely, Recognise acceptable and unacceptable Behaviour, Identify how to Raise Concerns, Understand Collaborative Opportunities

    Although computing has been removed from the EYFS Framework, at Haxby Road Primary Academy we ensure we introduce aspects of the 3 strands of the computing curriculum throughout our Early Years provision. For example, elements of pre-coding, safety offline (and how that can support safety online) and how we can use technology to help us.

    Please see below for the computing progression of knowledge and skills (informed by the National Curriculum)

    Computing Progression of Knowledge – NEW (1)

    Accessibility for SEND Children – Google Chrome Resources (4) (1)

  • Art & Design Overview

    Art & Design

    Art and Design at Haxby Road are taught, linking both artistic skills to topic related subjects. Throughout their time at Haxby Road pupils are encouraged to develop their independence in Art & Design through exploration, experimentation and application.

    We develop the following skills:

    • Drawing (observational and practical)
    • Painting
    • 3D Media (clay work, junk modelling)
    • Textiles (mixed media, sewing, collage)
    • Art History (research skills)

    Art & Design is taught by class teachers throughout the year.

    Design and Technology

    Work in the area of Design and Technology, including Cook School, is undertaken throughout the school in both cross-curricular and subject-based work. The Design and Technology lessons and curriculum aim to broaden the pupils’ understanding of technology and its uses, whilst giving them the chance to explore a range of materials and their properties. We provide our pupils with opportunities to design and make products that solve real and relevant problems within a variety of contexts. They are taught to test and evaluate these products and, if appropriate, redesign them in the light of what they have discovered. Materials as diverse as wood, paper, card, cooking ingredients, sewing materials and commercial construction kits are in use.

    In Key Stage 1 the children work on a design and make projects involving textiles, cooking and nutrition, mechanisms and structures.

    In Key Stage 2 the children work on a design and make projects involving electrical systems, mechanical systems, structures, cooking and nutrition and textiles. We hope that through evaluation of past and present Design and Technology, the children develop a critical understanding of its impact on daily life and the wider world.

  • Humanities Overview


    A creative cross curricular approach to History ensures that pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

    These aspects are developed across the headings of:

    • Chronology
    • Knowledge and Understanding
    • Historical Interpretations
    • Historical Enquiry
    • Organisation and Communication


    We ensure that our creative cross curricular coverage and lessons for Geography enable our pupils to experience and develop their knowledge of  diverse places, people, resources and natural and human environments, together with a developing a deep understanding of the Earth’s key physical and human processes.

    These aspects are developed across the headings of:

    • Local knowledge
    • Place knowledge
    • Human and Physical geography
    • Geography skills and fieldwork
  • Religious Education Overview

    Religious Education (RE)

    Why is RE important?

    All primary schools need to “raise the status of RE” (Ofsted) and provide an RE curriculum which promotes respect and empathy.  RE is considered to be an important part of a child’s education, especially their early education, because it allows young people to develop their beliefs and values.  It helps children understand the place of religion and belief in the world. The teaching of RE is also important because it contributes educationally to the spiritual, moral, social and cultural development of all pupils, whether or not they are from a religious tradition.

    Haxby Road follows the Agreed syllabus for RE which has been created by SACRE for all City of York Schools. The syllabus explains the values and purposes of RE for all pupils, and specifies for teachers what should be taught in each age group. It provides a coherent framework for setting high standards of learning RE, and enabling pupils to reach their potential in the subject.

    Principle Aim

    The principle aim of RE is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.

    The principle aims are broken down into three areas:

    1. Knowing and understanding about World Religions and viewpoints
    2. Expressing and communicating ideas relating to religions and view
    3. Gaining and deploying skills for learning from Religions and worldviews Planning addresses these aims through a range of key questions which progress in depth and knowledge as the children progress through school. These are based around the themes of Believing, Expressing and Living.

    The SACRE syllabus clearly outlines a progression of skills for each of the three areas. We are unable to publish this on our website due to copyright, but if you wish to see a hard copy please ask at school.

    Which world religions do we study?

    Our children are taught a variety of the major world religions.  These include Christianity, Islam, Hinduism and Judaism, as well as considering the beliefs of those that are not religious. Throughout both Key Stages children are given the opportunity to not only learn about the individual religions but are encouraged to discuss and think about their similarities and differences with other religions at the same time.

    P4C Approach to R.E at Haxby Road

    At Haxby Road, we teach R.E through P4C lessons (Philosophy for Children). This approach allows our children to become more reasonable thinkers and problem solvers. It supports the children in building their curiosity and creativity when exploring religious ideas. During our P4C lessons, we ask questions, explore and investigate different topics, such as Peace or War. We then link these topics to different religious beliefs and ideas. This allows the children to express their own thoughts and ideas and build up their own views surrounding topics.

    At Haxby Road, we believe in inspiring the children through hooks such as videos, music or books. This supports our teaching and helps the children live in those situations. We also have made links with the local community and plan trips to link into our religious topics and enhance the learning for the children further. We foster close links with the local churches and YOYO trust to deepen children’s knowledge and understanding.

Our Curriculum complies with the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014. For full details on how we are complying, please visit the SEN Information Report page of our website.

For more information regarding our curriculum, please contact: