Our Curriculum Experience

At Hudson Primary School, we believe that every child deserves an ambitious, inclusive and inspiring curriculum that opens doors, builds confidence and creates opportunities for lifelong learning.

Our curriculum is designed around our commitment that Everyone, Experiences Excellence. We want every child to develop the knowledge, skills, vocabulary and confidence they need to succeed, whatever their background, starting point or individual needs.

Everything we do is driven by three key priorities:

IMPROVING
We continually improve standards and outcomes for every child through high-quality teaching, ambitious learning experiences and a commitment to helping every learner achieve their best.

CLOSING
We identify and close gaps in learning, ensuring that all children have equitable access to the knowledge, experiences and opportunities they need to flourish. We recognise that children have different starting points and provide the support and challenge necessary for each child to make meaningful progress.

EMBEDDING
We ensure that essential knowledge and skills are taught, revisited and embedded over time. Through carefully sequenced learning, purposeful practice and meaningful opportunities to apply their understanding, children build secure foundations for future learning.

An ambitious curriculum for every learner

Our curriculum is underpinned by the ambition of the National Curriculum and brought to life through carefully selected programmes and schemes of learning. These provide structure, progression and consistency, while allowing our teachers to respond to the strengths, interests and needs of our school community.

At Hudson, inclusion is central to curriculum design and delivery. We recognise that children learn in different ways and may require different approaches to succeed. Our teachers adapt teaching, resources, communication and learning environments to remove barriers, build independence and enable all children to participate meaningfully in learning.

For our children with special educational needs and disabilities (SEND), including those attending our specialist resourced provision, learning is carefully considered in relation to individual needs, developmental stages and longer-term outcomes. We maintain high expectations for every child while recognising that progress, success and independence may look different for different learners.

We want our children to know more, remember more and be able to do more as they move through school. Just as importantly, we want them to develop curiosity, resilience, creativity, communication skills and a love of learning.

How we deliver our curriculum

We use a range of established programmes and schemes of learning to support high-quality teaching across the curriculum. These are selected to provide ambitious subject content, clear progression and opportunities for children to develop both knowledge and skills.

Our curriculum programmes include:

Subject	Programme or scheme
English – Phonics	Read Write Inc.
English – Reading	The Literacy Tree – Reading Seeds
English – Writing	The Literacy Tree
Mathematics	White Rose Maths
Science	White Rose Science
History	United Learning Curriculum
Geography	United Learning Curriculum
Religion and Worldviews	Sefton Syllabus – RE Today!
Art and Design	United Learning Curriculum
Design and Technology	United Learning Curriculum
Physical Education	Complete PE
Music	Get Set 4 Music
Personal, Social, Health and Economic Education (PSHE)	1Decision
Computing	NCCE Teach Computing
Modern Foreign Languages – Spanish	Language Angels

The United Learning Curriculum

The United Learning Curriculum provides the foundation for teaching many of our wider curriculum subjects, including history, geography, art and design, and design and technology.

It supports the development of subject knowledge through carefully planned sequences of learning, helping children make connections, revisit important concepts and build their understanding over time.

At Hudson, we use these materials thoughtfully rather than delivering them without adaptation. Our teachers take responsibility for bringing the curriculum to life, making informed decisions about how learning is taught, supported and extended so that it reflects our pupils, our community and their individual needs.

Learning beyond the classroom

We believe that a rich curriculum extends beyond lessons. Experiences, enrichment opportunities and meaningful connections with the wider world help children discover their interests, develop new skills and understand the possibilities available to them.

Through our wider enrichment offer, children have opportunities to participate in activities such as outdoor learning, Forest School, sport, music, dance and Children's University experiences. These opportunities help develop confidence, communication, teamwork, independence and a sense of belonging.

Every experience is an opportunity to learn, grow and achieve.

At Hudson Primary School, our curriculum is more than what we teach. It is what we enable every child to know, understand, experience and become.

For further information about the curriculum in each subject, please explore the subject tabs on this page.

At Hudson Primary School, our curriculum is brought to life through high-quality teaching, carefully sequenced learning and a commitment to ensuring that every child can participate, progress and achieve.

Our teachers use their subject knowledge, assessment and understanding of individual pupils to make learning meaningful, engaging and accessible. They build on what children already know, explicitly teach new knowledge and vocabulary, model skills and provide opportunities for children to practise, revisit and apply their learning.

How we deliver our curriculum

Our curriculum is carefully sequenced to help children build knowledge and skills over time. Teachers use curriculum plans and progression maps to ensure that learning connects with previous experiences and prepares children for what comes next.

We place particular emphasis on communication, vocabulary, reading, writing and mathematics, recognising that these foundations support learning across all subjects. Children are encouraged to ask questions, explain their thinking, make connections and develop increasing independence.

We use the United Learning Curriculum in a number of our wider curriculum subjects, including history, geography, art and design, and design and technology. Its carefully structured approach supports progression and the development of subject knowledge. Our teachers bring this curriculum to life through thoughtful planning, effective teaching and adaptations that reflect the needs of Hudson's children.

Inclusion and adaptation

Inclusion is central to how we implement our curriculum. We believe that every child should experience ambitious learning, feel a sense of belonging and have the opportunity to develop their knowledge, skills and independence.

We recognise that children may need different approaches, resources, communication methods, levels of support or learning environments to access the curriculum successfully. Teachers adapt their practice in response to individual needs while maintaining high expectations and ensuring that learning remains purposeful.

Our specialist resourced provision and wider SEND expertise help us support children with a range of communication, interaction, sensory, developmental and learning needs. We work to ensure that pupils are included in meaningful learning experiences and make progress from their individual starting points.

Personalised and pre-formal learning

For some children with complex learning needs, a personalised pathway may be appropriate. Where children are not yet ready to access all aspects of subject-specific learning, we place a strong emphasis on developing the foundations that will support their future learning.

Using approaches informed by the Engagement Model and the Equals Curriculum, where appropriate, we develop communication, interaction, engagement, early cognition, emotional regulation, physical development and independence.

Learning may include practical activities, sensory exploration, play, structured routines and carefully planned opportunities for children to initiate, explore and respond. Progress is recognised through meaningful changes in engagement, communication, skills and independence.

These pathways are regularly reviewed so that learning remains ambitious, responsive and appropriate to each child's development.

Learning beyond the classroom

Our curriculum is enriched by opportunities that help children discover new interests, develop confidence and apply their learning in different contexts. Through outdoor learning, Forest School, sport, music, dance and wider enrichment experiences, children develop practical skills, teamwork, communication and independence.

We celebrate learning through children's work, displays, photographs and videos, sharing appropriate examples of their achievements with families through ClassDojo and our school website.

Curriculum Impact

We evaluate our curriculum by considering what difference it makes to children's learning and development.

Through assessment, children's work, pupil voice, lesson visits and ongoing curriculum review, we consider whether pupils are developing secure knowledge, remembering important learning, applying their skills and becoming increasingly confident and independent.

We also review whether adaptations and additional support are enabling children with SEND to access learning, make progress and work towards their individual outcomes.

Feedback from staff, pupils and families, alongside our ongoing evaluation, helps us identify strengths and areas for development. This ensures that our curriculum continues to respond to the needs of our school community and supports every child to experience excellence.

Cultural Capital: Broadening Horizons, Opening Doors

At Hudson Primary School, we believe that every child deserves the opportunity to discover new interests, explore the world around them and develop the knowledge, skills and confidence to shape their future.

Cultural capital is the knowledge, experiences, skills and understanding that help children make sense of the world, appreciate the lives of others and access future opportunities. It helps children develop aspirations, discover new possibilities and feel confident participating in the wider community.

Every child brings their own cultural capital to Hudson. Our families and children have a wealth of knowledge, experiences, interests, languages, beliefs, traditions and talents. We value these contributions and recognise that they enrich our school community.

Our responsibility is to build on this foundation, ensuring that every child has opportunities to encounter people, places, ideas and experiences beyond those they may already know.

How we develop cultural capital

We carefully plan opportunities throughout our curriculum and wider school life to broaden children's experiences, nurture curiosity and develop high aspirations. These experiences begin in the Early Years Foundation Stage and build as children progress through school.

Our offer includes opportunities to:

• Explore the world around us through local visits, outdoor learning, Forest School, educational trips and visits to places of interest.

• Experience arts and culture through music, dance, drama, literature, museums, performances and creative activities.

• Develop physical skills and teamwork through sport, outdoor adventurous activities and opportunities to try new challenges.

• Understand our community and wider society by exploring different cultures, beliefs, traditions, places of worship and ways of life.

• Develop independence and life skills through practical learning, real-world experiences and opportunities to make choices, solve problems and work collaboratively.

• Build aspirations for the future by discovering new interests, developing talents and experiencing opportunities that may inspire future ambitions.

Cultural capital for every learner

At Hudson, cultural capital is about more than trips and special events. It is woven through our curriculum, our relationships and the everyday experiences we provide.

We are particularly mindful that children have different starting points and that some may have had fewer opportunities to access particular experiences. We work to ensure that barriers do not limit children's horizons or their sense of what they can achieve.

Our inclusive approach means that experiences are planned thoughtfully so that children with SEND can participate meaningfully, explore their interests, develop confidence and build independence. Where necessary, we adapt activities, environments and support to enable children to benefit from these opportunities.

We also recognise the importance of learning from our children and families. Their knowledge, cultures, interests and experiences help shape our understanding of the world and contribute to the richness of our school community.

Opening doors to future opportunities

We want Hudson children to leave us with more than academic knowledge. We want them to be curious, articulate, resilient and respectful; to appreciate creativity and achievement; to understand the world beyond their immediate experiences; and to have the confidence to try something new.

Through our curriculum, enrichment offer and strong sense of community, we aim to ensure that every child develops the knowledge, experiences and aspirations to participate fully in society and embrace the opportunities ahead.

At Hudson Primary School, we broaden horizons, celebrate individuality and help every child discover what is possible.

Our Vision for English

At Hudson Primary School, we believe that language and literacy open doors to learning, communication, creativity and future opportunities. Our English curriculum aims to develop confident readers, thoughtful writers and articulate communicators who can express themselves, understand others and engage with the world around them.

We want every child to develop a love of books, discover the power of words and take pride in their achievements. Through high-quality texts, purposeful writing opportunities and rich experiences of speaking, listening and discussion, we equip children with the essential skills they need to succeed across the curriculum and beyond.

Our curriculum is ambitious for all learners. We recognise that children develop literacy skills at different rates and provide appropriate teaching, practice, resources and support to enable every child to make progress from their individual starting point.

Reading: Developing a Lifelong Love of Books

Reading is at the heart of our curriculum. We want children to become fluent, confident readers who can understand, interpret and enjoy a wide range of texts.

High-quality children's literature provides the foundation for much of our English teaching. Carefully selected books introduce children to diverse characters, experiences, ideas and perspectives, encouraging empathy, curiosity and thoughtful discussion.

In Nursery and Reception, and throughout Key Stage 1 and beyond where needed, children receive systematic phonics teaching through the Read Write Inc. programme. This supports the development of accurate word reading, fluency and confidence. Children who need further support receive additional teaching and opportunities to practise the skills they are developing.

Reading is taught explicitly throughout the school, with opportunities to develop fluency, vocabulary, comprehension and critical understanding. Children encounter a wide range of fiction, non-fiction, poetry and drama, while regular opportunities to read for pleasure help foster positive reading habits.

We celebrate reading through classroom libraries, dedicated reading time, book recommendations, reading rewards and opportunities for families to engage with their children's reading development.

Writing: Finding Our Voice

We want every child to become a confident writer who can communicate clearly, creatively and effectively for different purposes and audiences.

We use The Literary Curriculum from Literacy Tree to place high-quality literature at the heart of our English teaching. Books provide meaningful contexts for writing, enabling children to explore characters, develop ideas, experiment with language and write for authentic purposes.

Across the school, children learn to write a wide range of fiction and non-fiction, including stories, recounts, reports, explanations, instructions, persuasive texts, poetry and plays. They develop their writing through vocabulary exploration, sentence construction, grammar, punctuation, spelling and the crafting and editing of their work.

Teachers explicitly model effective writing and provide opportunities for children to practise, refine and apply their skills. Writing is also developed across the wider curriculum, helping children use their knowledge and vocabulary in different contexts.

We encourage children to see themselves as authors: developing their own ideas, making deliberate choices and understanding how their writing can inform, entertain, persuade and influence a reader.

Oracy: Speaking, Listening and Communication

Speaking and listening are fundamental to learning at Hudson. We want children to develop the vocabulary, confidence and communication skills needed to express their ideas, listen respectfully and participate meaningfully in conversations and discussions.

Through storytelling, drama, role-play, debate, partner talk and structured discussion, children learn to articulate their thinking, explain their reasoning, ask questions and build on the ideas of others.

We explicitly develop vocabulary and spoken language across the curriculum, recognising that strong communication skills support reading comprehension, writing, relationships and wider learning.

We understand that children communicate in different ways. We value and support the development of each child's communication, using appropriate strategies, resources and approaches to ensure that every learner has opportunities to express themselves and be heard.

How We Teach English

Our English curriculum follows a carefully planned progression of knowledge and skills, building on what children have already learnt and preparing them for the next stage of their education.

Lessons combine explicit teaching, teacher modelling, guided practice and opportunities for independent application. Spelling, punctuation and grammar are taught both within meaningful writing contexts and through focused teaching where additional practice is needed. Handwriting is developed systematically through our whole-school approach using Letter-join.

We teach ambitious content and maintain high expectations while adapting our teaching to meet individual needs. Scaffolds, visual resources, vocabulary banks, sentence stems, assistive technology, additional practice and targeted adult support may be used to remove barriers to learning.

For children who need further support with early reading, writing or communication, we provide appropriate interventions and personalised approaches. Our aim is to develop skills, confidence and independence so that every child can participate as fully as possible in English learning.

Supporting Learning at Home

Families play an important role in developing children's literacy. We encourage regular reading at home, conversations about books and opportunities for children to practise the skills they are learning in school.

We support parents and carers through guidance, reading opportunities and communication about children's progress, helping them feel confident in supporting reading, spelling and writing.

How We Know Children Are Making Progress

We assess children's learning continually through observation, discussion, reading, written work and focused assessment activities. This helps teachers identify what children understand, recognise developing skills and plan appropriate next steps.

We consider how effectively children are developing fluency, comprehension, vocabulary, composition, spelling, grammar and spoken language. Leaders review pupils' work, teaching and assessment information to evaluate the quality and impact of the English curriculum.

We pay particular attention to whether children who face barriers to learning, including pupils with SEND and disadvantaged pupils, are receiving the teaching and support they need to make meaningful progress.

Our ambition is for every child to leave Hudson with the strongest literacy and communication skills they can achieve, a growing independence as a learner and the confidence to use their voice.

Expertise and Professional Development

We continually develop our English provision through evidence-informed practice, professional collaboration and staff development. Our links with the St John Vianney English Hub support our commitment to effective reading and phonics teaching and to ensuring that children receive the foundations they need to become successful readers.

At Hudson Primary School, we want every child to discover the joy of reading, the creativity of writing and the confidence to make their voice heard.

Our Approach to Mastery in Mathematics

At Hudson Primary School, we want every child to develop a deep, secure and connected understanding of mathematics. Our approach is informed by the principles of teaching for mastery, which emphasise secure foundations, carefully sequenced learning, mathematical fluency, reasoning and problem-solving.

We use White Rose Maths to support the planning and progression of our curriculum, drawing on evidence-informed approaches to help children understand mathematical concepts rather than simply memorise procedures.

Teaching for mastery means that children are given opportunities to explore mathematical ideas in depth, make connections and apply their understanding in different contexts. We recognise that children learn at different rates, so teachers continually assess understanding and adapt teaching, providing additional practice, support or challenge as appropriate.

What does mastery look like at Hudson?

Learning together

We aim to provide all children with access to the same ambitious mathematical concepts and curriculum content. Teachers use whole-class teaching, guided practice and carefully planned tasks to develop shared understanding, while adapting support and challenge to meet individual needs.

Understanding, not just remembering

Children are encouraged to explore why mathematical methods work, not simply follow a set of steps. Practical equipment, visual representations, mathematical language and written methods help children make connections and develop a secure understanding of number and other mathematical concepts.

Fluency, reasoning and problem-solving

Regular practice helps children recall essential facts and use familiar methods confidently. Alongside this, children explain their thinking, compare strategies, investigate patterns and apply their knowledge to problems that require them to think carefully.

Challenge through depth

Children who grasp concepts quickly are encouraged to deepen their understanding through rich problems, investigations and opportunities to make connections. Children who need more time receive additional modelling, guided practice and opportunities to revisit learning. Our aim is to ensure that every child is appropriately challenged and supported without placing unnecessary limits on what they can achieve.

An inclusive approach

At Hudson, we recognise that some children need different routes into mathematical learning. We adapt teaching, resources, language, pace and learning environments to remove barriers and build confidence. For some pupils, particularly those with complex learning needs, developing early number understanding and functional mathematics is an important foundation for future learning and independence.

Developing Multiplication and Division Fluency

Secure knowledge of multiplication and division facts helps children access increasingly complex mathematics, including fractions, written calculations and problem-solving.

At Hudson, children have regular opportunities to practise multiplication tables and related division facts, building accuracy, confidence and increasingly fluent recall. Teachers use practice and assessment to identify gaps in knowledge and provide further opportunities for consolidation.

Children also learn to understand the relationships between multiplication, division, number patterns and mathematical representations, so that recall is supported by genuine understanding.

Our online learning resources provide additional opportunities for children to practise times tables and division facts at school and, where appropriate, at home.

In Year 4, pupils participate in the Multiplication Tables Check, the statutory assessment designed to assess their fluent recall of multiplication tables up to 12 × 12. We use preparation and ongoing assessment to support children's confidence and identify where further teaching and practice may be beneficial.

Our aim is for children to develop both secure mathematical understanding and the fluency needed to apply their knowledge confidently in new situations.

Our Vision for Science

At Hudson Primary School, we want every child to be curious about the world around them. We encourage children to ask questions, explore ideas, investigate phenomena and develop a sense of wonder about the natural world.

Our science curriculum helps children make sense of the world in which they live. Through the development of scientific knowledge, vocabulary and enquiry skills, children learn to observe, question, predict, investigate and draw conclusions based on evidence.

We want our pupils to understand how science shapes our lives, influences the world around us and contributes to our future. We aim to nurture confident, inquisitive learners who are willing to explore new ideas, think critically and approach challenges with curiosity and resilience.

What We Want Our Children to Learn

Our science curriculum develops two closely connected areas of learning:

Scientific knowledge and understanding

Children develop their understanding of biology, chemistry and physics, exploring living things, materials, forces, energy, the Earth and space. They build knowledge progressively, revisiting important concepts and making connections as they move through school.

Scientific enquiry

Children learn how scientific questions can be investigated and answered. They develop the skills to observe closely, ask questions, make predictions, carry out investigations, record results, identify patterns and explain what their findings tell them.

Scientific vocabulary is explicitly taught and revisited so that children can describe their observations, explain their thinking and communicate their conclusions accurately.

How We Teach Science

We use White Rose Science to support the planning and delivery of our science curriculum. Learning is carefully sequenced to build on prior knowledge, introduce new concepts and provide opportunities for children to revisit and strengthen their understanding.

Science is taught through discrete lessons and units to ensure that the requirements of the National Curriculum are covered. Where meaningful, we make connections with termly topics and other curriculum subjects, helping children recognise how scientific knowledge applies beyond the science lesson.

Practical investigations, demonstrations, observation and discussion help bring scientific ideas to life. Children are encouraged to think carefully about evidence, explain what they notice and develop their understanding through questioning and exploration.

We revisit previous learning through regular retrieval activities, including Flashback 4 where appropriate, to strengthen recall and help children connect new knowledge with what they already know.

Inclusion and Adaptation

At Hudson, we want every child to experience the excitement of science and have meaningful opportunities to investigate and explore.

Teachers adapt teaching, resources, vocabulary, practical activities and levels of support to meet pupils' individual needs. Visual prompts, practical equipment, structured instructions, modelling and additional opportunities to practise help children access scientific concepts and develop confidence.

For children with SEND, learning may involve carefully structured sensory exploration, supported observation, practical experiences and personalised ways of recording or communicating findings. We maintain high expectations while recognising that children may demonstrate their understanding in different ways.

Our aim is for every child to develop curiosity, scientific understanding and the confidence to explore questions about the world.

How We Know Children Are Making Progress

We assess science through questioning, discussion, practical activities, children's work and opportunities for pupils to explain what they have learned.

Teachers consider whether children can recall important knowledge, use scientific vocabulary accurately, apply their understanding and develop increasingly independent enquiry skills. Retrieval activities and ongoing assessment help identify misconceptions and inform future teaching.

Leaders review pupils' learning and curriculum progression to ensure that scientific knowledge and skills develop over time and that children are well prepared for the next stage of their education.

At Hudson Primary School, we want every child to leave us asking questions, seeking evidence and understanding more about the remarkable world in which we live.

Our Vision for History

At Hudson Primary School, we want children to develop a curiosity about the past and an understanding of how people, events and civilisations have shaped the world in which we live today.

Our history curriculum helps children build a coherent understanding of the past, exploring the lives of people across different periods and places. Through carefully sequenced learning, children develop their chronological knowledge, investigate historical evidence and discover how life has changed and continued over time.

We want our pupils to become thoughtful historians who ask questions, consider different perspectives and understand that the past can be interpreted in different ways. By exploring the achievements, experiences and challenges of people throughout history, children develop empathy, broaden their horizons and make meaningful connections between the past and the present.

What We Want Our Children to Learn

We use the United Learning Curriculum to support the teaching of history. It provides a carefully sequenced journey through British and world history, enabling children to build knowledge over time and explore important historical ideas in greater depth.

Three key concepts help children make connections across different periods of history.

Quest for Knowledge

Children explore how people have understood the world around them, how beliefs and ideas have developed, and how scientific and technological discoveries have influenced societies. They consider how knowledge is created, recorded and shared, and how our understanding of the past changes as new evidence emerges.

Power, Empire and Democracy

Children investigate who holds power, how it is gained and exercised, and how this affects individuals and societies. They explore the development of kingdoms, empires and democratic systems, considering rights, inequality, conflict and the ways people have challenged or changed existing structures.

Community and Family

Children discover how people lived in different historical periods, exploring family life, work, beliefs, relationships and social structures. They consider how experiences differed according to factors such as age, gender, wealth, status and background, developing an understanding of the diversity of human experience.

Learning About Britain and the Wider World

Our history curriculum introduces children to civilisations, societies and significant events from Britain and across the world. It helps them understand the history of their own country while recognising the connections between different peoples, places and cultures.

We aim for children to see themselves and their communities represented in the curriculum, while also encountering people and experiences beyond their immediate lives. We explore the achievements and contributions of different groups, including ethnic minorities in British history, and address challenging aspects of the past in an age-appropriate and thoughtful way.

Through these experiences, children develop respect for different perspectives and a deeper understanding of how the past has shaped our society.

Thinking Like a Historian

History at Hudson is about more than remembering facts. Children develop the skills historians use to investigate and interpret the past.

They learn to:

• Develop a secure chronological understanding of historical periods and events.

• Ask meaningful questions about people, events and changes over time.

• Explore historical sources and consider what evidence can tell us.

• Recognise that accounts of the past may differ and consider why interpretations vary.

• Identify causes and consequences, similarities and differences, and patterns of change and continuity.

• Use historical vocabulary to explain ideas, construct arguments and communicate their understanding.

As children progress through school, they revisit important concepts and apply their growing knowledge to increasingly challenging historical questions.

Inclusion and Adaptation

We want every child to access an ambitious history curriculum and develop an understanding of the past.

Teachers adapt explanations, vocabulary, resources and learning activities to meet pupils' needs. Visual timelines, images, artefacts, stories, structured discussion and carefully supported historical enquiries help make complex ideas accessible.

For pupils with SEND, learning may include practical exploration, sensory experiences, concrete examples and alternative ways to communicate understanding. We provide appropriate scaffolding and support while maintaining high expectations and enabling children to make meaningful progress from their individual starting points.

How We Know Children Are Making Progress

We assess children's historical knowledge and understanding through questioning, discussion, written work, practical activities and opportunities to explain historical ideas.

We consider whether children can recall important knowledge, place events within a chronological framework, use historical vocabulary and draw on evidence to explain their thinking. As they progress, we expect them to make increasingly sophisticated connections between people, events and periods of history.

Leaders review pupils' work, teaching and curriculum progression to ensure that learning builds coherently over time and prepares children for the next stage of their education.

At Hudson Primary School, we want every child to develop a curiosity about the past, an appreciation of different human experiences and the knowledge to understand the world we live in today.

Our Vision for Geography

At Hudson Primary School, we want children to develop a curiosity about the world and an understanding of the people, places and environments that make it such a diverse and fascinating place.

Our geography curriculum helps children understand their place in the world, from their local community to the wider global environment. Through carefully sequenced learning, children develop knowledge of places, landscapes, natural processes and human communities, making connections between different environments and recognising how our world changes over time.

We want our pupils to become thoughtful geographers who ask questions, explore patterns, investigate places and consider how human activity interacts with the natural world. By broadening children's horizons and challenging misconceptions, we help them develop an appreciation of geographical diversity and their responsibilities as citizens of a changing world.

What We Want Our Children to Learn

We use the United Learning Curriculum to support the teaching of geography. It provides a coherent progression of geographical knowledge and skills, enabling children to build their understanding from the Early Years Foundation Stage through to Year 6.

Three key concepts help children make connections across different geographical topics.

Space and Place

Children develop an understanding of where places are, how they are connected and how geographical features are distributed across the world. They explore the characteristics of different places, including landscapes, communities, identities and cultures, developing an appreciation of both their local area and places further afield.

Physical Processes

Children investigate how the natural world works and changes. They explore landscapes, rocks, the structure of the Earth, weather, climate and other physical processes that shape our planet. They learn how these processes influence environments and how the natural world can change over time.

Human Processes

Children explore how people live, work and interact with their environments. They investigate population, settlements, communities, resources, economic activity and development, considering how human decisions shape places and influence the lives of people around the world.

Understanding Our World

Our geography curriculum introduces children to a wide range of places, countries, cultures and environments. We aim to provide a balanced understanding of the world, challenging stereotypes and helping children recognise the diversity of human experiences.

Children explore similarities and differences between places, consider how environments influence people's lives and develop an understanding of the connections between local and global issues.

Through their learning, pupils begin to understand important geographical challenges, including the use of natural resources, environmental change, sustainability and the relationship between people and the planet.

Thinking Like a Geographer

Geography at Hudson is about more than learning place names and locating countries on a map. Children develop the skills geographers use to investigate and understand the world.

They learn to:

• Use maps, atlases, globes and digital resources to locate and explore places.

• Recognise geographical patterns and relationships between physical and human features.

• Ask geographical questions and investigate places and environments.

• Collect, record and interpret geographical information.

• Use photographs, maps, diagrams, data and graphs to communicate findings.

• Compare locations and explain similarities, differences and changes.

• Develop an understanding of environmental issues and consider how people can respond to them.

As children progress through school, these skills are revisited and developed, enabling pupils to undertake increasingly independent geographical enquiries and explain their findings using appropriate geographical vocabulary.

Fieldwork and Learning Beyond the Classroom

First-hand experiences help children connect geographical knowledge with the world around them. Where appropriate, children undertake purposeful fieldwork in the local area and beyond, observing their surroundings, gathering information and applying their learning in real contexts.

Fieldwork opportunities may include exploring the school grounds, investigating local features, studying land use, observing environmental changes and comparing different places. These experiences help children develop observation, mapping, data collection and enquiry skills.

Where direct visits are not possible, photographs, maps, digital resources and virtual exploration provide further opportunities to investigate places and environments.

Inclusion and Adaptation

We want every child to access an ambitious geography curriculum and develop an understanding of the world around them.

Teachers adapt vocabulary, explanations, resources and activities to meet pupils' needs. Maps, photographs, visual representations, practical exploration and structured discussion help make geographical concepts accessible and meaningful.

For pupils with SEND, learning may include sensory exploration, real-world experiences, supported observation and alternative ways to record or communicate understanding. We provide appropriate scaffolding and support while maintaining high expectations and enabling every child to make meaningful progress from their individual starting point.

How We Know Children Are Making Progress

We assess children's geographical knowledge and understanding through questioning, discussion, written work, practical activities and opportunities to explain geographical ideas.

We consider whether children can recall important knowledge, use geographical vocabulary, interpret maps and data, recognise patterns and apply their understanding to new places and situations.

Leaders review pupils' work, teaching and curriculum progression to ensure that geographical knowledge and skills build coherently over time and prepare children for the next stage of their education.

At Hudson Primary School, we want every child to develop a sense of place, a curiosity about the world and the knowledge to understand the connections between people, environments and our changing planet.

Our Vision for Design and Technology

At Hudson Primary School, we want children to become creative thinkers, practical problem-solvers and confident designers who are excited by the possibilities of design and technology.

Our curriculum encourages children to investigate how things work, identify needs and challenges, and develop imaginative solutions. Through designing, making, testing and improving products, children learn to combine creativity with technical knowledge, practical skills and an understanding of the people who will use their designs.

We want our pupils to recognise that they can be designers and engineers. We encourage them to experiment, persevere, learn from mistakes and understand that successful design often involves refining ideas and trying different approaches.

What We Want Our Children to Learn

We use the United Learning Curriculum to support the teaching of Design and Technology, building children's knowledge and practical skills progressively from the Early Years Foundation Stage through to Year 6.

Our curriculum develops two interconnected areas of learning.

Technical Knowledge and Practical Skills

Children learn about structures, mechanisms, materials, textiles and programming through carefully sequenced teaching and practical experiences. They develop the skills needed to cut, shape, join, assemble and finish materials, learning to select appropriate tools and techniques and use them safely.

Children revisit important knowledge and practise essential skills so that they become increasingly confident and independent. Links with science, mathematics, computing, history and art and design help children apply their learning and understand how different subjects contribute to successful design.

Designing, Evaluating and Improving

Children learn to identify a problem or need, consider the intended user and develop ideas for a suitable solution. They explore existing products, communicate their ideas through drawings, models and other methods, and make informed decisions about materials, structures and mechanisms.

Design is an iterative process. Children learn to make, test, evaluate and refine their products, recognising that feedback and setbacks can help them improve their work. As they progress through school, they develop increasing independence in generating ideas, making design decisions and evaluating how effectively their solutions meet a need.

Thinking Like Designers and Engineers

At Hudson, Design and Technology is about more than producing a finished object. We want children to understand the thinking and decision-making behind successful design.

Children have opportunities to:

• Investigate products and understand how they work.

• Identify user needs and define the problem they are trying to solve.

• Generate and communicate creative ideas.

• Select appropriate materials, tools and techniques.

• Apply technical knowledge and practical skills.

• Test products, evaluate their effectiveness and make improvements.

• Explain and justify their design choices.

We encourage children to focus on solving the problem rather than simply copying a model or aiming for an identical finished product. This helps them develop creativity, critical thinking, independence and confidence in their own ideas.

Creativity, Innovation and the Wider World

Design and technology has shaped the way we live, work and interact with the world. Our curriculum introduces children to designers, engineers and innovators from different backgrounds and periods, helping them recognise the contribution of design to everyday life, culture, industry and society.

Children explore how technological developments create new possibilities and how thoughtful design can respond to people's needs. They also consider the importance of choosing materials carefully, using resources responsibly and creating products that are fit for purpose.

Through these experiences, pupils discover that design and engineering offer exciting opportunities to solve problems, improve lives and shape the future.

Inclusion and Adaptation

We want every child to experience the satisfaction of designing, making and improving something of their own.

Teachers adapt activities, resources, tools and levels of support to meet individual needs. Practical demonstrations, visual instructions, adapted equipment, structured steps and additional opportunities to practise help children participate meaningfully and develop independence.

For pupils with SEND, projects may include sensory exploration, accessible tools, alternative ways to communicate ideas and carefully structured opportunities to develop sequencing, coordination, problem-solving and practical skills.

We maintain high expectations while recognising that children may need different approaches to access learning and demonstrate their creativity.

How We Know Children Are Making Progress

We assess children's learning through observation, discussion, design work, practical outcomes and opportunities for pupils to explain their decisions.

We consider how effectively children develop technical knowledge, apply practical skills, identify user needs, communicate ideas and evaluate and improve their designs. We also look for increasing independence, thoughtful problem-solving and the ability to apply previously learned knowledge in new situations.

Leaders review pupils' work, teaching and curriculum progression to ensure that learning builds coherently over time and prepares children for the next stage of their education.

At Hudson Primary School, we want every child to develop the knowledge to understand how things work, the creativity to imagine what is possible and the confidence to design solutions that make a difference.

Our Vision for Art and Design

At Hudson Primary School, we believe that every child is an artist with the potential to create, explore and express themselves. Our Art and Design curriculum encourages children to develop their creativity, experiment with materials and techniques, and discover different ways of seeing and interpreting the world.

We want our pupils to develop the confidence to express their ideas, take creative risks and persevere when learning new skills. Through practical experiences and the study of artists from different periods and cultures, children develop their artistic knowledge, broaden their horizons and learn to appreciate the many ways people communicate ideas and experiences through art.

Our curriculum provides opportunities for every child to develop their own artistic voice, regardless of their starting point or individual needs.

What We Want Our Children to Learn

We use the United Learning Curriculum to support the teaching of Art and Design, providing a carefully sequenced progression of knowledge and skills from the Early Years Foundation Stage through to Year 6.

Children develop their understanding of the formal elements of art:

• Colour – exploring how colours are mixed, combined and used to create effects.

• Form – understanding shape, structure and three-dimensional objects.

• Line – using different types of lines to represent, describe and express ideas.

• Pattern – recognising, creating and repeating visual arrangements.

• Shape – exploring geometric and organic shapes in artwork.

• Texture – investigating how surfaces look and feel.

• Tone – exploring light, dark, shading and contrast.

Through drawing, painting, printing, sculpture, collage and other artistic processes, children learn to use a growing range of materials, tools and techniques. They revisit and refine their skills over time, developing increasing control, confidence and technical understanding.

Exploring Artists, Artworks and Cultures

Art provides a powerful way to explore human creativity, culture, identity and experience. Children study historical and contemporary artists and discover artwork from a range of cultures and traditions.

They learn about the people, ideas and contexts behind different artworks, considering how artists communicate meaning, express emotions and respond to the world around them. These experiences encourage children to ask questions, discuss interpretations and appreciate perspectives that may be different from their own.

We aim to ensure that children encounter a broad range of artistic influences, including artists who reflect their own experiences and those who introduce them to unfamiliar ideas, traditions and ways of life.

Creating, Experimenting and Improving

At Hudson, we want children to see themselves as artists. Lessons provide opportunities to investigate materials, experiment with techniques, develop ideas and make creative decisions.

Children are encouraged to explore different possibilities rather than simply copy an example or aim for an identical finished product. They learn that experimentation, reflection and sometimes making mistakes are important parts of the creative process.

Through sketchbooks, practical work and finished pieces, children develop their ideas, revisit previous learning and reflect on how their skills and artistic choices are developing.

We celebrate the individuality of children's work and encourage them to explain their decisions, share their ideas and learn from the perspectives of others.

Inclusion and Adaptation

We believe that every child should have meaningful opportunities to create, explore and experience success in Art and Design.

Teachers adapt materials, tools, instructions and learning environments to meet individual needs. Practical demonstrations, visual examples, accessible resources and structured opportunities to practise help children develop confidence and independence.

For pupils with SEND, learning may include sensory exploration, adapted tools, alternative materials and different ways to communicate artistic ideas. We recognise that children may express their understanding and creativity in different ways, and we value the individuality of their responses.

Our aim is to ensure that all children can participate in artistic experiences, develop their skills and take pride in their achievements.

How We Know Children Are Making Progress

We assess children's learning through observation, discussion, sketchbooks, practical work and finished pieces. We consider how their understanding of the formal elements develops, how effectively they use materials and techniques, and how confidently they generate, develop and communicate ideas.

We also look at children's ability to discuss artists and artworks, reflect on their own work and make increasingly thoughtful artistic decisions.

Leaders review pupils' work, teaching and curriculum progression to ensure that knowledge and skills develop coherently over time and prepare children for the next stage of their education.

At Hudson Primary School, we want every child to discover the joy of creativity, develop confidence in their artistic abilities and appreciate the many ways art helps us understand ourselves and the world around us.

Our Vision for Religion and World-views

At Hudson Primary School, we want children to develop an understanding of the diverse religious and non-religious world-views that shape people's lives, communities and experiences.

Our Religion and World-views curriculum encourages pupils to ask thoughtful questions, explore different beliefs and traditions, and consider how people find meaning, purpose and belonging. We want children to recognise similarities and differences between world-views, appreciate the diversity within religions and develop the knowledge and vocabulary to discuss important questions respectfully.

We believe that learning about religion and world-views helps children become thoughtful, informed and compassionate citizens. Pupils are encouraged to reflect on their own experiences and ideas while listening carefully to others and recognising that people may hold different beliefs and perspectives.

How We Teach Religion and World-views

Our curriculum is based on the Sefton Agreed Syllabus for Religious Education, supported by resources and approaches from RE Today. It provides a structured programme of learning that develops children's understanding progressively from the Early Years Foundation Stage through to Year 6.

Learning is organised around key enquiry questions that encourage children to explore ideas, examine evidence, discuss different perspectives and develop their own understanding.

Children encounter Christianity throughout their time at Hudson. They also learn about Islam, Hindu traditions and Judaism, alongside non-religious world-views such as Humanism. Through these studies, pupils explore beliefs, sacred texts, traditions, practices, places of worship and the ways in which world-views influence individuals and communities locally, nationally and globally.

We aim to represent religious and non-religious traditions thoughtfully and accurately, recognising that people within the same tradition may hold different beliefs and express them in different ways.

Our Curriculum Journey

Early Years Foundation Stage – Discovering

Children begin to explore religion and world-views through stories, celebrations, special places, objects and the experiences of people in their families and communities. They develop curiosity, learn new vocabulary and begin to reflect on their own feelings, experiences and ideas.

Key Stage 1 – Exploring

Children explore the beliefs and traditions of Christians, Muslims and Jewish people. Through stories, artefacts, discussion and other resources, they begin to understand how beliefs are expressed and why religion and belief are important to individuals and families. They develop their ability to ask questions, share ideas and use appropriate vocabulary.

Key Stage 2 – Connecting

Children deepen their understanding of Christianity, Islam, Hindu traditions and Judaism, alongside non-religious world-views. They explore connections between beliefs, teachings, practices and ways of life, considering how religion and belief influence people and communities.

Pupils investigate similarities and differences within and between world-views, explore the meanings of sacred texts and other sources, and consider more complex questions about identity, belonging, meaning and purpose. They develop confidence in expressing reasoned ideas, considering different viewpoints and engaging in respectful dialogue.

Inclusion and Respect for Different World-views

At Hudson, we want every child to feel respected and included in their learning. Our curriculum recognises that children and families bring a range of experiences, beliefs, traditions and perspectives to our school community.

Teachers adapt resources, vocabulary, discussion activities and ways of recording learning to ensure that all pupils can participate meaningfully. Visual resources, stories, artefacts, structured discussion and alternative ways of communicating ideas help make learning accessible.

We encourage children to listen thoughtfully, ask questions respectfully and recognise the importance of understanding others, whether or not they share the same beliefs.

How We Know Children Are Making Progress

We assess children's learning through discussion, questioning, written work, practical activities and opportunities to explain their understanding.

We consider how well pupils develop their knowledge of religious and non-religious world-views, use specialist vocabulary, make connections between ideas and explain similarities and differences. As children progress, we expect them to engage with increasingly complex questions, consider different perspectives and communicate their thinking with greater depth and confidence.

Leaders review pupils' work, teaching and curriculum progression to ensure that learning builds coherently over time.

At Hudson Primary School, we want every child to develop the knowledge, understanding and respect needed to live thoughtfully and confidently in a diverse world.

Our Vision for Physical Education

At Hudson Primary School, we believe that every child should have the opportunity to enjoy physical activity, develop new skills and experience the benefits of an active, healthy lifestyle.

Our Physical Education (PE) curriculum helps children develop physical competence, coordination, confidence and resilience. Through a broad range of sporting activities and movement experiences, children learn to challenge themselves, work collaboratively, follow rules and celebrate both personal progress and the achievements of others.

We want our pupils to develop positive attitudes towards physical activity that continue beyond primary school. We aim to help every child discover activities they enjoy, recognise their own strengths and understand the importance of movement, health and wellbeing.

What We Want Our Children to Learn

We use Complete PE to support the planning and delivery of our PE curriculum, providing a progressive programme of physical development and sporting experiences from the Early Years Foundation Stage through to Year 6.

Children develop knowledge and skills across a range of areas, including:

Fundamental Movement Skills

Children develop balance, coordination, agility and control through activities that help them move confidently and safely. These foundations support participation in a wide range of physical activities and sports.

Games and Team Sports

Children learn to send, receive and control equipment, develop attacking and defending skills, understand rules and make decisions during games. They develop teamwork, communication, cooperation and respect for others.

Gymnastics and Dance

Children explore movement, balance, coordination, rhythm and expression. They learn to create, perform and refine sequences, developing body awareness, creativity and confidence.

Athletics and Outdoor Activities

Children develop skills such as running, jumping and throwing, learning to improve their performance and persevere with challenges. Where appropriate, they also experience outdoor and adventurous activities that develop problem-solving, teamwork and resilience.

Health, Fitness and Wellbeing

Children develop an understanding of the importance of physical activity, healthy habits and looking after their bodies. They learn about the benefits of movement for physical and mental wellbeing and how regular activity can support a healthy lifestyle.

Developing Confidence, Teamwork and Resilience

PE provides opportunities for children to experience challenge, learn from mistakes and recognise their progress. We encourage pupils to practise skills, reflect on performance and develop the confidence to try unfamiliar activities.

Children learn to cooperate with others, communicate effectively, follow rules and demonstrate fairness and respect. We celebrate effort, improvement, sportsmanship and personal achievement, helping pupils understand that success can take many forms.

Our wider sporting and enrichment opportunities help children experience different activities, discover new interests and develop skills beyond their timetabled PE lessons.

Inclusion and Adaptation

At Hudson, we want every child to experience the enjoyment and benefits of physical activity. Our PE curriculum is ambitious and inclusive, recognising that children have different physical abilities, sensory needs, confidence levels and starting points.

Teachers adapt activities, equipment, instructions, environments and levels of support to enable pupils to participate meaningfully. This may include visual demonstrations, simplified instructions, modified rules, accessible equipment, additional practice or alternative ways to develop and demonstrate a skill.

For children with SEND, activities are planned thoughtfully to support coordination, balance, body awareness, communication, interaction and independence. We recognise that progress may look different for different learners and celebrate the development of individual skills alongside participation and enjoyment.

Our aim is for every child to feel included, experience success and develop a positive relationship with physical activity.

Sport and Enrichment Beyond the Curriculum

We value opportunities for children to apply their skills beyond PE lessons. Through sporting activities, enrichment experiences and opportunities to participate in festivals and events, pupils can develop confidence, teamwork and a sense of belonging.

We want children to discover that physical activity can be enjoyable in many different forms, whether through individual challenges, team sports, dance, outdoor learning or recreational activities.

These experiences help children build healthy habits, broaden their interests and recognise the opportunities available to them as they move into secondary school and beyond.

How We Know Children Are Making Progress

We assess children's development through observation, practical performance, discussion and opportunities to reflect on their learning.

We consider how well pupils develop movement skills, apply techniques, understand rules and tactics, work with others and improve their performance over time. We also value children's confidence, perseverance, participation and ability to recognise the importance of physical activity for their wellbeing.

Leaders review teaching, pupils' progress and curriculum coverage to ensure that children experience a broad, progressive and inclusive PE curriculum.

At Hudson Primary School, we want every child to move with confidence, discover the joy of being active and develop the skills and attitudes to enjoy a healthy, active life.

Our Vision for Spanish

At Hudson Primary School, we want children to develop a curiosity about languages and the confidence to communicate with others. Learning Spanish introduces children to a new language, broadens their understanding of the world and helps them appreciate the cultures and traditions of Spanish-speaking communities.

We aim to develop confident language learners who enjoy listening, speaking, reading and writing in Spanish. Through carefully sequenced learning, children build vocabulary, develop pronunciation, explore grammatical patterns and learn to communicate with increasing accuracy and independence.

We want every child to experience success in language learning and to develop a positive attitude towards learning languages beyond primary school.

What We Want Our Children to Learn

We use Language Angels to support the planning and delivery of our Spanish curriculum. This provides a structured progression of language knowledge and skills, enabling children to revisit prior learning, develop fluency and build confidence over time.

Our curriculum develops four key language skills.

Listening

Children learn to recognise familiar words and phrases, understand spoken instructions and identify key information in spoken Spanish. They develop their ability to listen carefully and respond appropriately.

Speaking

Children practise pronunciation, learn vocabulary and develop the confidence to use Spanish in conversations. They learn to ask and answer questions, express ideas and communicate using increasingly varied words and sentence structures.

Reading

Children encounter written Spanish through words, phrases, sentences and age-appropriate texts. They develop their understanding of familiar vocabulary, recognise patterns and use their growing knowledge to understand meaning.

Writing

Children learn to write words, phrases and increasingly complex sentences in Spanish. They develop their spelling, use of accents and understanding of grammar, applying their knowledge to communicate information and ideas.

Developing Language Knowledge and Fluency

Our Spanish curriculum is carefully sequenced so that children build on previous learning and extend their knowledge as they progress through school.

Children develop vocabulary across a range of topics and learn how words and sentences are structured. They explore grammatical features in an age-appropriate way, helping them understand how language works and how meaning can change.

Regular opportunities to revisit vocabulary, practise pronunciation and apply familiar language help children strengthen their recall and become increasingly independent. Reference materials and language-learning resources support children in retrieving previous knowledge and using it in new contexts.

We encourage pupils to take risks with language, learn from mistakes and recognise that communication is about developing understanding as well as achieving accuracy.

Exploring Spanish-Speaking Cultures

Learning Spanish provides opportunities to explore the cultures, traditions and experiences of people in Spain and the wider Spanish-speaking world.

Children discover different celebrations, places, customs and aspects of everyday life, developing an appreciation of cultural similarities and differences. They learn that language is closely connected to identity, history and community, and that there are many ways of experiencing and understanding the world.

These experiences help children broaden their horizons, challenge assumptions and develop respect for people from different backgrounds.

Inclusion and Adaptation

At Hudson, we want every child to experience the enjoyment and challenge of learning a new language.

Teachers adapt vocabulary, instructions, resources and activities to meet pupils' needs. Visual prompts, repetition, songs, games, modelling and structured opportunities to practise help children develop understanding and confidence.

For pupils with SEND, learning may include a focus on familiar vocabulary, supported communication, practical activities and alternative ways to demonstrate understanding. We recognise that children may progress at different rates and provide appropriate support and opportunities for success.

Our aim is for every child to participate meaningfully, celebrate their achievements and develop confidence in their ability to learn languages.

How We Know Children Are Making Progress

We assess children's learning through listening activities, questioning, spoken responses, reading tasks and written work.

We consider how well pupils remember and apply vocabulary, understand spoken and written Spanish, develop accurate pronunciation and use increasingly complex language. As children progress, we expect them to communicate with greater confidence, recognise grammatical patterns and apply their knowledge in a wider range of contexts.

Leaders review teaching, pupils' work and curriculum progression to ensure that language knowledge and skills develop coherently over time and provide a strong foundation for secondary language learning.

At Hudson Primary School, we want every child to discover the excitement of learning a new language, appreciate different cultures and develop the confidence to communicate beyond their own community.

Personal, Social, Health, Citizenship and Economic Education (PSHCE) at Hudson Primary School

Our Vision

At Hudson Primary School, we believe that children who feel safe, valued and emotionally supported are better placed to learn, build positive relationships and achieve their potential. Personal, Social, Health, Citizenship and Economic Education (PSHCE) is therefore an important part of our curriculum and school life.

Our PSHCE curriculum helps children develop the knowledge, skills and personal attributes they need to navigate life, both now and in the future. We support pupils to understand themselves, care for their physical and mental health, build healthy relationships, make informed choices and become confident, independent and responsible members of society.

What Do Children Learn?

We use 1decision as our core PSHE scheme, providing a structured programme of learning that develops progressively as children move through school. Lessons explore real-life situations and help pupils develop the understanding, language and confidence to make safe, healthy and responsible decisions.

Our curriculum includes:

• Relationships and friendships: understanding kindness, respect, trust, boundaries and the characteristics of healthy relationships with friends, family members and other adults.

• Physical and mental health: learning how to care for our bodies and minds, recognise emotions, manage challenges and understand the importance of healthy habits.

• Keeping ourselves safe: recognising unsafe situations, understanding personal boundaries and privacy, knowing how to seek help and identifying trusted adults.

• Online safety: learning about appropriate online behaviour, privacy, personal information, digital communication and how to respond to concerns.

• Rights, responsibilities and citizenship: understanding fairness, respect, diversity and our role in contributing positively to our school and wider community.

• Growing independence and resilience: developing confidence, problem-solving, critical thinking, a growth mindset and the ability to make thoughtful choices.

• Economic wellbeing: developing age-appropriate understanding of money, needs and wants, choices and the importance of managing resources responsibly.

Through Relationships Education, children learn that their bodies, feelings and personal boundaries matter. They are supported to recognise when something does not feel right, communicate their concerns and seek help from a trusted adult.

An Inclusive and Personalised Approach

At Hudson, we recognise that every child is an individual, bringing their own strengths, experiences, needs and circumstances to school. Our PSHCE teaching reflects this, ensuring that learning is accessible, meaningful and appropriate for the children in front of us.

Alongside our core 1decision programme, we use additional 1decision Nurture resources where appropriate to provide further opportunities for learning. These may be used with a whole class, a small group or an individual child to revisit important concepts, develop specific skills or explore experiences in a supportive way.

We use discussion, stories, scenarios, modelling and practical activities to help children understand ideas and practise applying them to everyday situations. For children with additional communication, emotional or learning needs, adults adapt language, resources and approaches to support understanding and participation.

Our aim is for every child to develop the knowledge and confidence they need to make progress, build relationships and feel a valued part of the Hudson community.

Supporting Physical and Emotional Wellbeing

Wellbeing is not confined to a lesson; it is part of everyday life at Hudson. We encourage children to understand the connection between physical activity, time outdoors, emotional health and readiness to learn.

Through opportunities such as our daily physical activity, outdoor learning, sports clubs and wider enrichment offer, children are encouraged to discover activities they enjoy, develop healthy habits and experience the benefits of movement, teamwork and being outdoors.

We also help children develop the language to recognise and communicate their feelings, manage difficulties, seek support and understand that asking for help is a positive step.

Preparing Children for Life Beyond Hudson

Our PSHCE curriculum supports children to become thoughtful, respectful and active members of their communities. We encourage pupils to appreciate difference, consider other people's perspectives, understand their responsibilities and recognise the positive contribution they can make.

Children are supported to develop independence, resilience, critical thinking, self-awareness and a willingness to learn from mistakes. These skills help prepare them for the next stage of their education and the opportunities and challenges they will encounter as they grow.

How Do We Know Children Are Learning?

Teachers assess pupils' understanding through discussion, questioning, observation and their responses to learning activities. We consider whether children can explain key ideas, apply their learning to realistic situations and demonstrate developing confidence in making safe and responsible choices.

This ongoing assessment helps teachers identify where concepts need revisiting and where additional support or challenge may be appropriate.

At Hudson Primary School, we want every child to leave us feeling valued, equipped to seek help when they need it, confident to make positive choices and ready to contribute to a caring and diverse society.

Everyone. Experiences. Excellence.

Our Vision

At Hudson Primary School, we recognise that technology is an important part of everyday life. We want our children to become confident, creative and responsible digital citizens who understand both the opportunities technology offers and the risks they may encounter.

Our Computing curriculum develops the knowledge and skills children need to understand technology, solve problems, create digital content and make informed choices online. We encourage pupils to think logically, explore creatively and apply their learning to purposeful challenges.

We want every child to see themselves as a capable learner in an increasingly digital world, regardless of their starting point, interests or previous experience of technology.

What Do Children Learn?

We use the National Centre for Computing Education (NCCE) Computing curriculum to support the delivery of the three main strands of the National Curriculum for Computing: Computer Science, Information Technology and Digital Literacy.

Computer Science – Understanding How Technology Works

Children develop computational thinking and learn how computers and digital systems operate. They explore algorithms, sequencing, logical reasoning, programming and debugging, building their ability to break problems down and develop solutions.

As they progress through school, pupils have opportunities to design, write, test and improve programs, learning that mistakes are a valuable part of the problem-solving process.

Information Technology – Creating with Technology

Children learn to select and use digital tools to create, organise, store, manipulate and present information. They develop their skills in using a range of applications and technologies to communicate ideas and produce purposeful digital outcomes.

Pupils are encouraged to make thoughtful choices about which tools best suit a task and how technology can support their learning across the wider curriculum.

Digital Literacy – Using Technology Safely and Responsibly

We teach children how to use technology safely, respectfully and responsibly. They learn about protecting personal information, recognising risks, communicating appropriately online and understanding that digital actions can have consequences.

Children are encouraged to question the information they encounter, consider whether sources are reliable and understand how information can be shared and used online. Online safety is reinforced through Computing and our wider safeguarding and PSHCE curriculum.

Learning Across the Curriculum

Computing skills are developed through dedicated Computing lessons and purposeful opportunities to use technology across other subjects. This helps children understand how digital skills can support research, communication, creativity and problem-solving in different contexts.

We want pupils to move beyond simply following instructions. They should have opportunities to investigate, experiment, make decisions, evaluate their work and share what they have created.

An Inclusive Approach to Computing

At Hudson, we recognise that children bring different experiences, interests, strengths and support needs to their learning. Our teaching is adapted so that all pupils can participate meaningfully and develop their confidence.

We use clear modelling, carefully sequenced tasks, practical demonstrations and appropriate scaffolding to make learning accessible. Where needed, we adapt resources, instructions, recording methods and the level of adult support, while maintaining ambitious expectations for every child.

Technology can also provide valuable opportunities for children to communicate, express ideas and demonstrate their understanding in different ways. We encourage pupils to explore their strengths as logical thinkers, creative problem-solvers, designers and collaborators.

Preparing Children for the Digital World

As children move through Hudson, we aim to develop their independence, resilience and confidence in using technology. Pupils learn to approach unfamiliar problems, test ideas, learn from errors and consider how digital tools can be used effectively.

By the end of Year 6, we want children to have a secure foundation in Computing, enabling them to continue learning at secondary school and participate thoughtfully in an increasingly digital society.

How Do We Know Children Are Learning?

Teachers assess pupils' understanding through questioning, observation, practical tasks and the digital work they produce. We look for developing confidence in applying skills, explaining processes, solving problems, creating digital outcomes and making safe and responsible choices.

Assessment helps teachers identify what children understand, where misconceptions need addressing and how learning can be developed further.

At Hudson Primary School, we want every child to leave us ready to use technology creatively, think critically and navigate the digital world safely and responsibly.

Everyone. Experiences. Excellence.

Our Vision

At Hudson Primary School, we believe that music should be an enjoyable, inspiring and inclusive experience for every child. Music brings people together, builds confidence and provides opportunities for children to express themselves, develop creativity and experience a sense of achievement.

Our curriculum aims to develop a lifelong appreciation of music. We want children to explore a wide range of musical styles, traditions and genres, discover how music can communicate feelings and tell stories, and understand the important role it plays in people's lives and communities.

Every child is encouraged to participate, experiment and perform, developing the confidence to see themselves as a musician.

What Do Children Learn?

We use Get Set 4 Music from Reception to Year 6 to support a progressive curriculum that combines practical music-making with the development of musical knowledge and understanding.

Children learn through listening, singing, playing instruments, composing, performing and evaluating music. They explore music from different historical periods, cultures, traditions and genres, developing an appreciation of its variety and significance.

Throughout their time at Hudson, pupils develop their understanding of key musical elements, including:

• Rhythm and beat: recognising, maintaining and creating rhythmic patterns.

• Pitch: understanding high and low sounds and how melodies are formed.

• Tempo and dynamics: exploring how the speed and volume of music influence its character.

• Timbre and texture: identifying the qualities of different sounds and how musical parts combine.

• Structure: recognising how music is organised and how different sections work together.

• Composition and notation: creating musical ideas, experimenting with sounds and developing ways to represent and communicate music.

Children also develop their musical vocabulary, learning to describe what they hear, explain their choices and discuss how music can convey different moods, emotions and narratives.

Learning Through Singing and Playing

Practical music-making is at the heart of our curriculum. Children have regular opportunities to use their voices, develop their sense of rhythm and work together to create music.

We enhance our music provision through whole-class instrumental tuition from Year 1 to Year 6. Children in Years 1, 2 and 3 learn to play the ukulele, while pupils in Years 4, 5 and 6 learn the guitar.

These experiences help children develop coordination, listening skills, perseverance and an understanding of how individual contributions combine to create music. They also provide opportunities to practise, improve and experience the satisfaction of learning a new skill.

Performing and Sharing Music

At Hudson, we want children to experience the excitement of sharing music with others. Pupils have opportunities to perform in class, contribute to whole-school assemblies and share their learning with families and the wider community.

Our wider musical offer includes a whole-school choir and opportunities for pupils to access additional individual instrumental lessons. Children can develop their interests beyond classroom music and, where opportunities arise, perform at school and local community events.

These experiences nurture confidence, teamwork and a sense of belonging, while celebrating the different talents and interests within our school community.

An Inclusive Approach to Music

We believe that every child should have the opportunity to experience and enjoy music. At Hudson, we recognise that children have different strengths, interests, communication styles and learning needs, and we adapt our teaching to help everyone participate meaningfully.

Through modelling, repetition, visual support, practical exploration and carefully chosen adaptations, we support children to access musical learning and develop their skills. Children may demonstrate their understanding by singing, playing, moving to a beat, exploring sounds, making choices or contributing to a group performance.

We celebrate participation and progress alongside performance, ensuring that children can develop confidence and experience success in ways that are meaningful to them.

Music Beyond the Classroom

Music helps children connect with the wider world. By listening to music from different cultures, traditions and periods, pupils develop curiosity, broaden their experiences and learn to appreciate different forms of musical expression.

We encourage children to approach unfamiliar music with open minds, recognise the contributions of musicians and composers, and understand that music can have different meanings for different people.

Through these experiences, we aim to develop not only musical knowledge and skills, but also creativity, collaboration, perseverance and respect for others.

How Do We Know Children Are Learning?

Teachers assess pupils' progress through observation, discussion, practical activities, performances and the musical work they create. We look for developing confidence in singing and playing, keeping a beat, using musical vocabulary, recognising musical features, composing ideas and evaluating what they hear.

This helps us identify children's developing strengths and plan opportunities for them to practise, apply and extend their learning.

At Hudson Primary School, we want every child to discover the joy of music, find opportunities to express themselves and understand how music can connect people across cultures and communities.

Everyone. Experiences. Excellence.