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School Curriculum

  Plutarch: The mind is not a vessel to be filled, but a fire to be kindled.

 

Curriculum Statement 

 

At Risley we wish to provide, “… pupils with an introduction to the essential knowledge that they need to be educated citizens…”

 

The International Primary Curriculum (IPC)

Our aim is to offer a curriculum which is broad and balanced, introducing pupils to a wide range of knowledge, understanding and skills. By doing so we hope to:

 

  • Develop links with the community– Risley is a community school and we want children to RESPECT and be tolerant of all cultures and faiths. They are

also part of a bigger national and international community. We have links with other schools in the UK and in the wider world.

  • Provide children with real experiences – We use educational visits, visitors to school and our own learning environment to engage pupils. We give children opportunities to experience the world around them and ASPIRE to achieve their dreams
  • Encourage children to take a lead and develop problem solving skills – We want children to be able to think creatively and question. We believe problem solving is key to their future success and the ability to tackle problems and PERSEVERE in a range of ways will help them to SUCCEED

 

Our curriculum is organised with a topic based approach, and wherever possible we teach Science, History, Geography, Art, Music, Design Technology, Physical Education, Personal Social Health and Citizenship Education and Religious

Education in this way.To enable this we use The International Primary Curriculum (IPC). IPC is a challenging curriculum which sets knowledge, skills and understanding at the heart of every single lesson.

 

Here is an overview of topics which are taught in each year group:

 

                  IPC Route Plan for Year 1 – 2017 – 2017

 

Autumn

14 weeks

Autumn 1 -  7 weeks

Autumn 2 -  8 weeks

 

All About Me - Transition Topic (3 weeks)

 

What’s It Made Of?

(3 weeks)

A Day in the Life (4 weeks)

 

Green Fingers

(3 weeks)

Spring

10 weeks

Spring 1 – 7 weeks

Spring 2 -  6 weeks

 

Live and Let Live

 

(3 weeks)

 

Our World (Geography)

 

(7 weeks)

Summer

15 weeks

Summer 1 -  6 weeks

Summer 2 -  7 weeks

 

How are you?

 

(6 weeks)

Time Travellers (History)

 

(6 weeks)

 

IPC Route Plan for Year 2 – 2016 – 2017

 

Autumn

14 weeks

Autumn 1 -  7 weeks

Autumn 2 -  8weeks

 

People of the Past (History)

(6 weeks)

 

Science Investigation: Plants (1 week)

The Earth – our Home

 

(5 weeks)

Spring

10 weeks

Spring 1 – 7 weeks

Spring 2 -  6 weeks

 

Who Am I?

 

(7 weeks)

Time Detectives

 

(5 weeks)

Summer

16 weeks

Summer 1 -  6 weeks

Summer 2 -  7 weeks

 

Hooray…Let’s Go On Holiday!

(Geography)

 

(8 weeks)

I’m Alive Living Things

 

7 weeks

 

IPC Route Plan for Year 3 – 2016 – 2017

 

Autumn

14 weeks

Autumn 1 -  7 weeks

Autumn 2 -  8 weeks

 

The Nature of Life (3 weeks)

 

Land, Sea, Sky (5 weeks)

Scavengers and  Settlers

(History)

 

(6 weeks)

Spring

10 weeks

Spring 1 – 7 weeks

Spring 2 -  6weeks

 

Bright Sparks (3 weeks)

 

Material World (3 weeks)

How Humans Work  

(4 weeks)

Summer

15 weeks

Summer 1 -  6 weeks

Summer 2 -  7 weeks

 

Different Places, Similar Lives (Geography)

(8 weeks)

Saving the World

 

(9 Weeks)

IPC Route Plan for Year 4 – 2016 – 2017

 

Autumn

14 weeks

Autumn 1 -  7 weeks

Autumn 2 -  8 weeks

 

Temples, Tombs and Treasures (History)

(7 weeks)

Shaping Up…

 

(8 weeks)

Spring

10 weeks

Spring 1 – 7 weeks

Spring 2 -  6 weeks

 

Living Together (Geography)

7 weeks

Turn it Up

(4 weeks)

Summer

15 weeks

Summer 1 -  6 weeks

Summer 2 -  7 weeks

 

Chocolate*

 

(8 weeks)

Fashion

 

(7 weeks)

 

IPC Route Plan for Year 5 – 2016 – 2017

 

Autumn

14 weeks

Autumn 1 -  7 weeks

Autumn 2 -  8 weeks

 

The Great, The Bold and the Brave! (History)

(8 weeks)

Mission to Mars

8 weeks

Spring

10 weeks

Spring 1 – 7 weeks

Spring 2 -  6 weeks

 

Making New Materials

 

(7 weeks)

Bake It!

 

(4 weeks)

 

Summer

15 weeks

Summer 1 -  6 weeks

Summer 2 -  7 weeks

 

 

Weather and Climate (Geography)

 

(9 weeks)

Extreme Survivors

5 weeks

 

Being Human

(3 weeks)

IPC Route Plan for Year 6 – 2016 – 2017

 

Autumn

14 weeks

Autumn 1 -  7 weeks

Autumn 2 -  8 weeks

 

Out of Africa

 

(4 weeks)

Full Power

(3 weeks)

 

What a Wonderful World (Geography)

(3 weeks out of 9 weeks)

Spring

10 weeks

Spring 1 – 7 weeks

Spring 2 -  6 weeks

 

What a Wonderful World (Geography)

 

(6  weeks out of 9 weeks)

 

Summer

15 weeks

Summer 1 -  6 weeks

Summer 2 -  7 weeks

 

AD900 (History)

 

(6 weeks)

Fit for Life

 

(7 weeks)

 

Mathematics

 

Maths Overview

 

Using the Programmes of Study from the National Curriculum for Teaching Mathematics, at Risley it is our aim to develop:

 

  • a positive attitude towards mathematics

 

  • competence and confidence in mathematical knowledge, concepts and skills

 

  • an ability to solve problems, to reason, to think logically and to work systematically and accurately.

 

  • initiative and an ability to work both independently and in collaboration with others

 

  • an ability to communicate mathematics

 

  • an ability to use and apply mathematics across the curriculum and in real life

 

  • an understanding of mathematics through a process of enquiry and experiment

 

 

At Risley the aim of teaching of maths is to develop the children’s use of knowledge and skills in order to solve a range of problems through reasoning, using and applying and fluency. We teach maths using learning objectives to meet the requirements of the new National Curriculum and the Foundation Stage Early Learning Goals.

 

For Foundation Stage

 

In Reception, mathematics is taught following the key objectives that are in line with the Early Learning Goals for problem solving, reasoning and numeracy for reasoning & Numeracy in the Early Years Foundation Stage (EYFS) published by DFES.

 

KS1 and KS2 teachers use the National Curriculum Programme of Study to teach mathematics.

 

Our school scheme of work (medium term plan) is a working document and as such is composed of ongoing plans produced on a week by week basis. This is developed from the National Curriculum Programmes of Study.

There is a whole school consistent approach to long, medium and short term planning for mathematics.

The school has developed a consistent approach to the teaching of written calculation methods to establish continuity and progression throughout the school.

 

Key Stage 1

At Risley, we aim to ensure that the children develop confidence and fluency through a solid understanding of addition, subtraction, multiplication and division using the related vocabulary. In KS1 the children will also be introduced to the concept of fractions. Children will learn about

2D and 3D shapes and will develop their knowledge through drawing, sorting, comparing and

 

describing using vocabulary such as faces, edges, sides, square, cube, symmetry, right angles etc. The children will experience measures through a range of activities linked to length, mass, capacity/volume, time and money. By the end of KS1 the children should know their number bonds to 20, know their 2, 5 and 10 times tables and have a good understanding of place

value. We aim to provide the children with plenty of practice through practical work (e.g. using objects, pictures, number lines etc.) to ensure fluency within maths.

 

Keys Stage 2

  

Our aim is to build on from the work in KS1 by developing and extending children’s knowledge of the four operations. Children’s knowledge of shape, space and measure will be developed through reasoning so they can analyse the properties of shapes and the relationships between them,

measure with increasing accuracy and make links between measure and number through everyday contexts.

Children are also expected to use efficient written and mental calculation methods in order to solve

a range of problems. They will experience more complex concepts within these areas e.g. conversion of units of measure, calculation of area, perimeter and volume and be expected to use and understand the related vocabulary. At Risley, we aim to incorporate all of the above key skills and knowledge across both key stages, teaching the children to apply these through a variety of problem solving activities, develop their reasoning and fluency and allow them to become competent and confident mathematicians.

 

Literacy

 

Overview of teaching and learning English at RAPS

At Risley Primary we believe that language and literacy are fundamental elements to the overall development of every child.

Literacy underpins the school curriculum by developing students’ abilities to speak, listen, read and write for a wide range of purposes, using language to learn and communicate, to think, explore and organise. Helping students to express themselves clearly orally and in writing, enhances and enriches teaching and learning in all subjects.

As a school, we aim to deliver quality teaching of basic and higher order reading, writing and listening skills; which will enable children to become confident and successful learners, achieving their full potential.

 

Planning English lessons

We are following the Power of Reading project which is in line with the national curriculum. This is a school development project which enhances children’s pleasure in reading and raises attainment in both reading and writing. The project focuses on using creative teaching approaches when exploring books; creating a teaching sequence where children are immersed in the world of the book by using reading aloud, drama, art, music and dance. This leads to increased enjoyment as a result of their knowledge of and involvement with the book.

Speaking and listening

 

Talk is our main means of communication in everyday life and is fundamental to the development of understanding. We want our students to develop increasing confidence and competence in speaking and listening so that they are able to:

 

  • clarify and express their ideas and explain their thinking;

 

  • adapt their speech to a widening range of circumstances, including paired and group discussions and speaking to a larger audience;
  • use varied and specialised vocabulary;

 

  • speak for a range of purposes e.g. to narrate, to analyse, to explain, to reflect and evaluate;

 

  • listen with understanding and respond sensitively and appropriately.

 

 

Reading

We want our students to enjoy reading, to be able to use their reading to help them learn and to develop increasing confidence and competence in reading, so that they are able to:

  • read fluently, accurately and with understanding;

 

  • become independent and critical readers and make informed and appropriate choices;

 

  • select information from a wide range of texts and sources including print, media and ICT and to evaluate those sources;
  • apply techniques such as skimming, scanning, and text-marking effectively in order to research and

 

appraise texts.

 

Writing

Many lessons include and depend on written communication. We want our students to develop increasing confidence and competence in writing, so that they are able to:

 

 

  • write in a widening variety of forms for different purposes e.g. to interpret, evaluate, explain, analyse and explore;
  • develop ideas and communicate meaning to a reader using wide-ranging and technical vocabulary and an effective style, organising and structuring sentences grammatically and whole texts coherently;
  • present their writing clearly using accurate punctuation, correct spelling and legible handwriting ;

 

  • apply word processing conventions and understand the principles of authoring multi-media text.

 

Speaking and listening

In our teaching we should provide planned opportunities across the curriculum for students to engage in purposeful talk, both formally and informally.

In planning for talk we should consider pace and timing so that purposeful talk is maintained.

 

Whilst teacher exposition is essential we should take account of demands on concentration to ensure that students are required to listen for realistic lengths of time.

We should give students regular opportunities to speak and listen in the following contexts:

 

  • in pairs with a working partner;

 

  • in small groups with opportunities to take on the roles of chair or scribe;

 

  • with the teacher or another adult;

 

  • in whole class discussions;

 

  • presentations to a wider audience, in class, assemblies…;

 

  • working in focussed groups in the language room;

 

  • At Risley Avenue Primary School we believe that learning to write legibly and efficiently with accurate spelling is a vital skill for all to achieve. Our aim is to work hard to inspire everyone to be effective writers in all situations with presentation and accuracy. Good spelling and good handwriting go together. Good spellers look carefully at words and it is through visual familiarity that they learn the probability of certain letters occurring together before writing them in a well-formed legible style of handwriting.
  • Spelling:

 

Spelling is a tool which aids freedom in writing and can have a profound impact on a writer’s self image. Being able to spell correctly is an important skill which all children should be taught in a systematic and effective manner within the context of meaningful writing. Accurate spelling implies consideration for the reader and also recognises the deeply embedded notions about correctness which we hold as a society about spelling.

  • Handwriting:

 

  • Handwriting is a skill which, like reading and spelling, affects written communication across the curriculum. It should be taught directly by demonstration, explanation and practice; on a weekly basis.

Early Years

The Early Years Foundation Stage Curriculum (EYFS)

At Risley Avenue Primary School, the aim of the EYFS (Nursery and Reception) is to ensure that all children thrive in a safe, secure and happy environment.  We know children learn best through a balance of focused teaching and a wide range of carefully planned independent play.  We aim to give every child a flying start to their schooling and to lay solid foundations for their future success in the primary school curriculum and beyond.

The EYFS Curriculum consists of seven ‘Areas of Learning’. Within each Area of Learning, there are sequences of developmental steps which children progress through to reach the ‘Early Learning Goals’.  These Goals are the measure of your child’s readiness for the move to Year 1. 

The Areas of Learning are divided into ‘Prime’ and ‘Specific’ areas.  Children need to be confident in the ‘Prime Areas of Learning’ before teaching in the ‘Specific Areas of Learning’ can be effective.

Prime Areas of Learning:

Personal, Social and Emotional Development focuses on supporting children to develop a positive sense of themselves and to have confidence in their own abilities; to form positive relationships and develop respect for the feelings and needs of others; to manage their own feelings, and to understand appropriate behaviour in groups.

At Risley we:

- ensure that each child in the Early Years has a ‘Key Worker’ – person who builds a strong and supportive relationship with them which underpins their learning at school

- develop our class and wider school rules around these key areas

 - actively engage our children in good learning behaviours

-  reward children’s efforts to take responsibility for themselves

- support children in redressing wrong choices

- keep a ‘Special Book’ for each child where work they are proud of is collected, to be shared with peers and family 

Communication and Language Development focuses on developing children’s speaking and listening skills, broadens their vocabulary, and develops a love of stories, rhymes and songs.

At Risley we:

- engage children with a wide range of rhymes, songs and stories every day

- focus on providing children with a rich and varied vocabulary so that they learn to express themselves clearly and confidently

- strongly encourage to parents to communicate with their children in the language they are most confident with

- offer parents a range of support and advice to help them further develop their children’s language skills at home

Physical Development focuses on developing children’s co-ordination, control, and movement. There is also a focus on supporting children to understand how to be healthy, encouraging good exercise and eating choices.

At Risley we:

-  want every child to be strong and healthy

- offer a balance of activities indoors and outdoors every day which promote whole body co-ordination as well as eye-hand co-ordination

- talk with children about staying healthy at times when the talk is meaningful, for example while we share our daily fruit and milk, and during our weekly PE lessons

- take part in weekly yoga sessions 

Specific Areas of Learning:

Literacy Development builds directly on the learning within ‘Communication and Language Development’ and supports children in the process of becoming confident readers and writers.   

At Risley we:

- actively seek to teaching the essential skills of reading and writing in imaginative, engaging and meaningful ways

- follow the ‘Letters and Sounds’ programme which begins in the Nursery with ‘pre-reading’ and ‘pre-writing’ skills, then teaches reading and writing through phonics through Reception to Year 2  LINK??

-invite parents into class regularly to observe teaching and work with their children to develop reading and writing skills

-have a focus ‘Book of the Week’ every week, and our work across the curriculum is linked to these books. 

- are launching the ‘Power of Reading’ project in school this year. 

- monitor our children’s development in these key skills very carefully to ensure every child’s progress

Mathematical Development focuses on developing and applying a wide range of mathematical skills, knowledge and vocabulary - counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describing shapes, spaces, and measures.

At Risley we:

- know that children need rich and challenging opportunities to use their maths skills and knowledge every day

- teach maths every day

-provide indoor and outdoor maths play  for children to order numbers, explore measure and capacity in water, sand and digging areas, to play games, to compare properties of 2D and 3D shapes through a wide range of construction, to sing number songs, and to join in with meaningful counting

Understanding the World supports children to make sense of their world through observation, exploration, and investigation.  These are key skills which will be further developed by History, Geography, Computing, Science, and Religious Education as the children move into Year 1.

At Risley we:

- are a truly multi-cultural school - we wholeheartedly value the learning opportunities this opens to us all

- encourage children to share what they know about their own cultures, and to listen with respect to learn about other cultures

- celebrate important festivals in class and in assemblies

- encourage parents to visit our classes to cook, to share songs in home languages or to tell stories

- have a vegetable garden which the children look after

- are developing a ‘Mini-Beast Hotel’ to as part of our on-going learning around the seasons and our environment

- balance the children’s needs to learn from first hand experiences with their need to understand and be confident to use technology to support their learning

Expressive Arts and Design focuses on enabling children to develop skills and knowledge through art, music, movement, dance, role-play, and design and technology. 

At Risley we:

- incorporate music and movement into our daily teaching

- always have a role play area linked to either a current topic or a ‘Book of the Week’ in every classroom

- have a range of role play props in our outdoor space for children to develop their own imaginative play

- have a ‘Creation Station’ in each classroom where children can access and explore a wide range of resources independently – including, paint, glue, papers, recycled materials

- have a stage area in our outdoor space where children can have access to musical instruments, a CD player and karaoke machine   

  Voltaire: Judge a man by his questions rather than by his answers.