Harold Court Primary School

  • "It was nice to come in and view all of the different years' work" Mrs Fox
  • "Open Evening is great. It's lovely to see how my daughter is improving" Mrs Rummell
  • "Very good. The classroom is great. He's working hard and enjoying it!" Mrs Allen
  • "Lots of fun for parents and children... a very interesting session" Mrs Brown
  • "A nice opportunity to see how all of the children listen/interact and behave as a class. Well done!" Mrs Foster
  • "Very eye opening- would come again" Mrs Duncan
  • "Useful to get feedback and updates on the reward system and parent questionnaire" Mrs Pottinger
  • "I have been shown some great methods that I understand" Mrs Kneller
  • "I have learned different methods that I never knew existed" Mr Muthaka
  • "It was lovely to see my daughter so happy about showing me what she does in Maths" Mrs Fair
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Curriculum design at Harold Court Primary

EYFS - Reception curriculum



Children in Reception follow the Foundation Stage Curriculum.

The curriculum is organised into different areas of learning.

Prime Areas:

Personal, Social and Emotional Development

Physical Development

Communication and Language

Specific Areas:



Understanding of the World

Expressive Arts and Design

PDFdowloadPlease click on the pdf icon for our EYFS curriculum map


KS1&2 - Years 1-6 curriculum



Harold Court Primary School follows the National Curriculum for Key Stage 1 and 2. An overview of each subject is provided below:




The aim for English in the national curriculum is to promote high standards of language and literacy by equipping children with a good command of speaking, listening and writing, and to develop their love of books through reading for enjoyment.

At Harold Court, reading and writing are taught closely to ensure children can transfer skills easily and apply these skills across the curriculum with confidence.

To teach writing, we follow a project called the ‘Screen to page’ Project. Talk for Writing enables children to imitate the key language they need for a particular topic/genre orally before they try reading and analysing it. Through fun activities that help them rehearse the tune of the language they need, followed by shared writing to show them how to craft their writing, children are helped to write in the same style. Text/film types/genres are taught in units and children are ‘hooked’ into the topics through a powerful text. The films/text have been chosen carefully to ensure they are stimulating, have a rich vocabulary and children can relate to them.  

Weekly grammar teaching and activities are built in to link to daily teaching and this ensures children can apply skills they are using. Spelling rules are taught through the use of Spellzoo once a week.  Adults work closely with children in English, whether this is by: shared writing, guided writing, teacher modelling, class composition and independent work.

At Harold Court we understand reading is a fundamental part of children accessing all parts of the Curriculum.  The 7 new key areas of reading; decoding, retrieval, interpretation, organisation, choice, viewpoint, context and oral retelling and performance, are the focus throughout English and guided reading sessions.   Guided reading is taught from Reception to Year 6 at Harold Court and during the daily sessions, the above areas of reading are focussed on through group sessions led by adults.  Children also have opportunities to apply skills independently.

We are also ensuring that writing and reading are embedded across the curriculum so that children have the opportunity to practise and consolidate skills taught in English.


Phonics - Years R-2



Phonics is recognised as the way of teaching children to read quickly and skilfully. Children are taught how to: recognise the sounds that each individual letter makes; identify the sounds that different combinations of letters make - such as ‘sh’ or ‘oo’; and  blend these sounds together from left to right to make a word.

At Harold Court we follow a scheme called “Letters and Sounds”. It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of five, with the aim of them becoming fluent readers by age seven. It also aims to build children’s speaking and listening skills. There are six overlapping phases. During each phase children will learn new sounds, as well as tricky words and high frequency words. Children in KS1 receive at least daily phonics lessons. Where appropriate ‘catch up’ teaching is organised for children in KS2 who have not developed secure phonics skills.




At Harold Court Primary we believe that children need to develop secure mathematical skills that they can use in the wider world.  Children are taught in line with the National Curriculum which has a clear focus on developing mastery and applying skills across a range of contexts. In order to meet this objective, problem solving and application activities are at the heart of all the work that we do.

We teach and foster an attitude of independence and enquiry which includes clear reasoning, communication and explanation when approaching mathematical tasks.

A group focused approach is taken meaning that within lessons the teacher is able to work closely with small groups identifying specific needs and quickly intervening to move learning forwards.

Teachers endeavour to make cross-curricular links wherever possible for example in Science or Geography lessons. There is also a focus on contextualising mathematics where possible so that children are aware of its use in everyday life.

During each term children learn about the following topics:

Place Value (including the size and order of numbers)

Additive Reasoning ( addition and subtraction problems)

Multiplicative reasoning (multiplication and division problems)

Geometric reasoning (shapes, measurement and time problems)

At Harold Court we aim for every lesson to include fluency, reasoning and problem solving.


Fluency:   We believe it is important for children to learn and memorise key facts. Click here for our expectation of key facts for each year group. Targets are taken from HC SYMPHONY sheets click here
 We believe that children should be able to give reasons for their answers and to think more critically about their work, justifying their answers.

Problem solving:   Maths at Harold Court is taught using real life examples and contexts. Children are challenged to solve problems that will help them become active citizens in the world we live in.

Lessons are planned from the National Curriculum for Mathematics 2014

National Curriculum Document


Our calculation policy has been developed by the Maths Subject Lead with input from the teaching staff, pupils, governors and parents. It shows what methods children should use for addition, subtraction, multiplication and division. Some of the strategies might be different from how you learnt at school, so please see the Maths Subject Leader to discuss how Harold Court children learn Maths.




Science is a highly valued area of the curriculum at Harold Court Primary School and is taught in line with the new National Curriculum. Through science, we aim to develop curiosity, enjoyment, skills and a growing understanding of scientific knowledge in all of our pupils by allowing them to raise questions and investigate the world in which they live.  As a result, children gain a solid scientific knowledge and understanding as well as developing the skills necessary for testing and investigating (working scientifically).

Science at Harold Court is taught through practical, hands on activities where children can experience scientific phenomena first hand. To make learning relevant, teachers draw on pupils’ every day experiences and relate science to real world. They encourage pupils to be inquisitive about the world around them and ask scientific questions. When possible, pupils are given opportunities to plan and carry out experiments,  make predictions and test their ideas. This gives them better understanding of the curriculum and enables them to experience science in everyday life. Pupils are supported to build on previous learning, make links with other areas of the curriculum and express their findings using vocabulary specific for each topic.

Science Week

Every year we organise a Science Week with a particular focus, during which we have special guests and events such as science magic shows. Most importantly, the children carry out a variety of practical investigations in and out of class in order to test and experience natural phenomena they might  find challenging  to understand.




Our aim at Harold Court is to equip children to participate in a rapidly changing world, increasingly transformed by technology.  The new national curriculum for computing has been developed to equip children with the foundational skills, knowledge and understanding of computing they will need for the rest of their lives allowing pupils to understand how technology evolves over time. We use Rising stars programme of study to support our learners acquiring the appropriate skills outlined in the national curriculum.

Through our programme of study for computing, children will learn how computers and computer systems work, they will design and build programs, develop their ideas using technology and create a range of content.  In this subject area, there is a clear shift from children purely using technology as consumers, to children using technology as creators and future innovators, too.  A main element of learning in this area is ensuring that our children know how to use the internet and other technologies safely, responsibly and ethically through an embedded, broad ranging online safety curriculum.

History and Geography


History, Geography, are planned and taught through a Learning Challenge curriculum. To find out more about the Learning Challenge please click here

HISTORY - Learning challenge map and curriculum information click here

 In key stage 1 history;

Children should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms.
They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.

In key stage 2 history

Children should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the
appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources and that different versions of past events may exist, giving some reasons for this.
In planning to ensure the progression described above through teaching the British, local and world history (see LC challenge curriculum here), teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.

GEOGRAPHY - Learning challenge map and curriculum information click here

KS1 Geography 

Children should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.
Pupils should be taught to:

Location knowledge
• name and locate the world’s seven continents and five oceans
• name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

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:

o key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
o key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Pupils should develop knowledge about the world, the United Kingdom and their locality.
They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

Pupils should be taught to (continued):
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 (e.g. ‘near’ and ‘far’; ‘left’ and ‘right’) to describe the location of features and routes on a map
• 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
• 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.

KS2 Geography

Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical tools and skills to enhance their locational and place

Pupils should be taught to:
Location knowledge
• 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
• 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
• 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, a region in a European country, and a region within North or South America.

Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical tools and skills to enhance their locational and place knowledge.

Pupils should be taught to:
Human and physical geography
• describe and understand key aspects of:
• physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
• 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
• 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 and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Art, DT and Food Tech



At Harold Court Primary School, children learn to see themselves as artists, express their own ideas, use their imaginative and creative ideas and give meaning to the world around them. Children are given the opportunity to communicate what they see and feel through a variety of materials, textures, colours and patterns and use a range of materials, tools and techniques. They learn to critically evaluate their own and other people’s work, giving an opinion on what they think might improve the piece of work. They learn how art has influenced the way in which people live and how it communicates and is a means of learning about artist from different cultures.

Every year we organise an Arts Week with a particular focus, during which we have special tasks and events. Most importantly, the children carry out a variety of projects which they may not necessarily get the chance to do until secondary school e.g. clay/photography/sculpture.

Design and Technology

At Harold Court Primary School, our children are encouraged to learn to think to solve problems both as individuals and as members of a team. They are taught to develop creative ideas and make a range of products using a variety of tools.  Children will engage in designing and making activities, which involve a variety of methods of communication, e.g. speaking, designing, drawing, assembling, making and writing. The children are also given opportunities to critique, evaluate and test their ideas and products and the work of others and apply the principles of nutrition and learn how to cook. As a school we use the 'sainsburys' cooking program and endeavour to achieve the 'eat well chef' award.

Physical Education - PE


In PE we aim to provide a broad and balanced P.E. curriculum to aid children’s increasing self-confidence in their ability to manage themselves and their bodies within a variety of movement situations. Through a balance of individual, paired and group activities, we aim to cater for the different strengths, needs and preferences of each child, using differentiated activities where appropriate. We believe that through the variety of opportunities that PE offers, children can develop a sense of personal achievement, fair play, teamwork and an understanding of the ways in which sport can transcend social and cultural boundaries.

We plan a range of activities that aim to provide children with a broad base of movement, knowledge, skills and understanding, which they can refine and expand throughout their primary school years.



Through our programme of study for PSHE and character education, we aim to develop the qualities and attributes our learners need to thrive as individuals, family members and members of society.  The themes include Health and Well-being, Relationships and Living in the Wider World.  

Our aim is to develop self-understanding, empathy and the ability to work with others, to help the children to enjoy healthy and productive relationships in all aspects of their lives.In such rapidly changing and challenging times, it also helps them to connect and apply the knowledge and understanding they learn in all subjects to practical, real-life situations while helping them to feel safe and secure enough to fulfil their academic potential.

RE - Religious education


At Harold Court, we teach Religious Education through the Havering/Redbridge SACRE agreed syllabus. Our Religious Education curriculum explores all of the major world religions, including many festivals and celebrations. We aim to use an open and objective approach to help children to understand and appreciate the diverse and multi-cultural society we live in. We encourage discussion and debate that children can benefit from regardless of their personal faith and we promote respect and tolerance of the beliefs of others. 



At Harold Court we recognise that music is very much part of everyday life and can be a life-long love and activity. All pupils in Key Stage 1 and 2 have a regular music assembly in which they explore a variety of musical genres. Children in Year 2 learn to play the recorder and in Year 3 the guitar – this helps them to follow instructions and instils a discipline that is transferable to other learning. Children in Year 4,5,6 (and in Year 3 if places are available) have the opportunity to learn the flute or clarinet.

At Harold Court we work closely with Havering music school in delivering an inclusive curriculum and deliver our programme of study through 'Charanga'. The children are inspired to imagine, to invent and to express their feelings. They are taught to listen and respond; perform and compose within their own classes. We also have a three year partnership with Wigmore hall who have worked 2015-2016 with our reception children through Chamber tots, and 2016-2017 this is being developed further through focus work with years 1 and 2. For more information on this please see our Music subject leader.

Children at Harold Court are given the opportunity to sing, play and read sensitively and accurately, and to evaluate critically. By posing these challenges music develops artistic awareness, self-expression, self-growth, self-esteem and multicultural awareness.



We aim to further extend children’s experience of languages and develop their curiosity about the French language and culture. Through fun and varied activities including songs and games, children learn to recognise and understand conversational phrases, ask and answer questions and talk about themselves in French. Lessons are planned using the ilanguages scheme of work. In each lesson children have the opportunity to listen to and repeat new words and phrases, supported by sound files and video clips to aid correct pronunciation. Children are also encouraged to use French phrases and instructions outside of French lessons to help consolidate their knowledge and understanding.


Our curriculum maps for Years 1-6 can be found here:

EYFS - Reception

Year 1,     Year 2,     Year 3,     Year 4,   Year 5,    Year 6.  

Spring Curriculum Letters 2017


Year 1

Year 2

Year 3

Year 4

Year 5

Year 6


Summer Curriculum Letters 2017


Year 1

Year 2

Year 3

Year 4

Year 5

Year 6


Autumn Curriculum Letters 2017


Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

 Spring Curriculum Letters 2018


Year 1

Year 2

Year 3

Year 4

Year 5

Year 6










Year 6