Subjects

Curriculum Intent

At St Richard’s, we recognise that strong foundations in English are necessary for children to be able to access all areas of the curriculum and for their future lives.  A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; Therefore we ensure that English skills are developed through all curriculum subjects, as well as through discrete English lessons.

Curriculum Implementation

At St Richard’s CE Primary School, we aim to offer the opportunity for children to:

• Listen attentively, understand and appreciate language through exposure to a wide vocabulary.
• Speak confidently and clearly and use appropriate language for different situations.
• Read with fluency, confidence and good understanding.
• Develop a love and enjoyment of reading and read for pleasure, as well as for study.
• Communicate confidently through writing coherently in a wide range of situations and adapt their style for different purposes and audiences.
• Express their ideas using correct spelling, punctuation and grammar.
• Take pride in their handwriting and the presentation of their work.

Speaking and Listening

Great emphasis is placed upon developing children’s spoken language, as this is crucial for learning to read, write and to be successful in all areas of learning. Children learn how to communicate successfully with others and to express their ideas using a broad vocabulary. They learn to speak in a variety of situations, for various purposes and for a range of audiences.

Reading & Phonics

Our approach to reading at St Richard’s is to develop fluency, comprehension and a love of reading. We are a CLPE Power of Reading School. This approach uses high quality fiction, non-fiction and poetry texts to engage children in both reading and writing for pleasure through exploratory and creative experiences. The project has been running for over 10 years in schools all over the UK and is proven to not only raise academic standards, but also children’s love of literature. By sharing books and stories from when they join us, children are actively encouraged to read and write for pleasure and enjoyment.

2020-21 Power of Reading School Overview

The opportunities, organisation and provision for the teaching and learning of reading at St Richard’s are as follows:

• Shared reading: Children across the school take part in regular shared reading, where an adult or pupil reads to the class.
• Guided reading: All children take part in daily guided reading sessions with a different reading skill being taught each day by the Teacher or Teaching Assistant. The acronym VIPERS is used to help children recall the key reading skills for comprehension: Vocabulary, Infer, Predict, Explain, Retrieve, Summarise.
• Independent reading: Children get regular opportunities to choose and read alone or share books with each other. Each classroom has a dedicated themed book corner.
• Phonics: Our Reception, Year 1 and 2 classes take part in daily phonics sessions to support early reading and spelling using the Letters & Sounds programme. For more information please click here.
• Resources: Book banded reading resources are used across the school. Children work through each band before becoming a ‘free reader’ where they are supported in choosing their own books. Schemes used by the school include Oxford Reading Tree, Project X and Collins Big Cat.
• Reading at home: Each child has a reading record book which logs books that they have read and comments about their reading. Pupils, parents and teaching staff make comments in this book. Children are encouraged to share or read a book with their parents at least 5x per week. Teachers check reading records daily.

Writing

We encourage children to write for a range of purposes and audiences using a high quality text as a stimulus. They learn the rules of punctuation and grammar, through daily 15 minute sessions, so that they can express their ideas, opinions and views with clarity and confidence. Regular attention is given to spelling, presentation of work and handwriting.

The opportunities, organisation and provision for the teaching and learning of writing are as follows:

• Daily English lessons.
• Learning through the use of one high quality Power of Reading text per half term.
• Varied resources used as exciting stimuli for writing including film and animation.
• Writing linked to Topic and Science work.
• Clear ‘Success Criteria’ used to enable children to self-assess and improve their writing.
• A fortnightly independent writing activity where children have the opportunity to apply their writing skills in an extended piece of writing.
• Spelling: The school uses the Spelling Shed scheme to teach spelling progressively. Each stage refers to a school year e.g. Stage 1 is aimed at the expectations for Year 1.  Rules and patterns are taught in class and then children are given a list of spellings to learn for weekly testing. Pupils also use the Spelling Shed platform or app to play games and complete activities to help them learn the spelling rule or pattern both in school and at home.

Curriculum Impact

By the end of each key stage, pupils are expected to know, apply and understand the knowledge and skills set out in the relevant programme of study from the National Curriculum:

English programmes of study: key stages 1 and 2

Curriculum Intent

We believe a sound understanding of Mathematics is essential to the development of our children at St Richard’s. Teaching is designed to develop the children’s ability to manipulate numbers and mathematical concepts fluently and enable them to become independent problem solvers who can apply their mathematical knowledge and skills in a variety of contexts. We strive to create a climate where all children have a positive attitude towards mathematics , so that they enjoy the subject and study it with a sense of achievement.

Curriculum Implementation

Maths is taught daily throughout the school and where possible, links and opportunities to use and apply knowledge and skills are made across subjects and curriculum areas. Resources and visual images are used regularly to support the children’s understanding of mathematical concepts. We place a strong emphasis on mental maths to develop basic number skills. All children are expected to be secure with their times tables by the end of Year 4. Children will learn to read and interpret mathematical symbols and use pictures, diagrams, jottings and formal written methods to support their thinking. We also encourage children to reason mathematically by explaining decisions, methods and results using mathematical language.

The school uses the White Rose Maths Schemes of Learning and Progression Resources. An overview of each year can be found here:

Year 1 Lesson Overview

Year 2 Lesson Overview

Year 3 Lesson Overview

Year 4 Lesson Overview

Year 5 Lesson Overview

Year 6 Lesson Overview

Strategies for calculating are taught progressively using manipulatives and visuals to support the development of conceptual understanding. This is explained more in the Calculation Policy.

Curriculum Impact

For children in Nursery and Reception, we follow the Early Years Foundation Stage Framework and for children in Year 1 – 6 we follow the National Curriculum for Mathematics for Key Stage 1 and 2. The expectations for each year group can be found below:

EYFS Maths Expectations

Year 1 Maths – End of Year Expectations

Year 2 Maths – End of Year Expectations

Year 3 Maths – End of Year Expectations

Year 4 Maths – End of Year Expectations

Year 5 Maths – End of Year Expectations

Year 6 Maths – End of Year Expectations

Curriculum Intent

Our aim is to develop competent and confident scientists with a natural curiosity to explore, observe, investigate, problem solve and reflect critically on their findings. A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science.

Curriculum Implementation

At St Richard’s CE Primary School, we aim to offer opportunities for children to:

• Experience a stimulating, motivating but safe scientific environment that harnesses their own innate curiosity.
• Foster a feeling of awe and wonder at the scientific world.
• Learn scientific concepts through hands-on, practical experiences and through external visits and visitors.
• Relate scientific experiences and concepts to their own everyday lives.
• Learn the key skills of scientific enquiry and the knowledge required to understand the implications of Science today and in the future.

Many of the half-termly topics taught throughout our school curriculum have a strong Science focus. In addition, Love To Investigate units will be taught to develop children’s enquiry skills. More information about these can be found in the medium term plans on the Year Group Curriculums page.

You can also find out more about the sequence of knowledge and skills here:

Science Sequence Y1 – Y6

Curriculum Impact

By the end of each year group, pupils are expected to know, apply and understand the knowledge and skills set out in the relevant programme of study from the National Curriculum:

Science programmes of study: key stages 1 and 2

Curriculum Intent

Our aim is for the pupils at our school to know about and understand Christianity as a diverse global living faith through the exploration of core beliefs using an approach that critically engages with the biblical text. We want our pupils to gain knowledge and understanding of a range of religious and world views appreciating diversity, continuity and change within the religions and world views studied. Pupils engage with challenging questions of meaning and purpose raised by human existence and experience and explore their own religious, spiritual and philosophical ways of living, believing and thinking.

Curriculum Implementation

At St Richard’s CE Primary School, we aim to offer opportunities for children to:

• Live life in all it’s fullness, in line with the vision for education by the Church of England.
• Become religiously literate.
• Become critical thinkers who are able to ask deep and meaningful questions.
• Make connections within and across religions and world views.
• Reflect, reposnd and express their own religious, spiritual and/or philosophical convictions
• Make their own choices and decisions concerning religion and belief, based on a deep knowledge and understanding of religions, belief systems, values and practices.

RE is taught in accordance with the non-statutory guidance given in the National Framework for Religious Education (RE Council for England and Wales, 2013) and using the London Diocese Board of Schools (LDBS) Syllabus.

More information about the specific teaching of Religious Education can be found in the RE and Worship section of our website.

You can find out more about the sequence of RE teaching here:

RE Sequence EYFS – Y6

Curriculum Impact

We assess children’s work in RE by making informal judgements as we observe them during lessons and through interactions and informal dialogue. The class teacher will also mark completed work in the children’s RE books and make judgements on practical tasks, recording any observations on their plans. This information will enable the class teacher to make more formal judgements about the children’s level of attainment in accordance with appropriate level indicators and record these on our tracking sheets at the end of each term. It will also be used to inform the written report to parents in the spring term.

Curriculum Intent

Art and design stimulate creativity and imagination. It provides visual, tactile and sensory experiences, and a special way of understanding and responding to the world, which is fundamental for our children at St Richards CE Primary School. It enables our children to communicate what they see, feel and think, through the use of colour, texture, form, pattern and different materials and processes without the pressures of the written or spoken word. Participating in a range of art forms help pupils become creative, responsive, critical and appreciative. They discover the value of focus, discipline and practice and the importance of working collaboratively. Working as artists themselves and responding to the work of other artists helps them to develop an appreciation of aesthetics, and enables insights into different viewpoints, identities and cultures.

Curriculum Implementation

At St Richard’s CE Primary School, we aim to offer opportunities for children to:

• Foster an understanding and enjoyment of art, craft and design
• Develop and encourage creativity and imagination through experimenting with a range of different tools and materials.
• Become proficient in drawing, painting, sculpture and other art, craft and design techniques
• Develop use of a range of tools, media and processes
• Evaluate and analyse creative works using the language of art, craft and design
• Know about great artists, craft makers and designers and understand the historical and cultural development of their art forms
• Develop their ability to observe, investigate, respond to and record the world around them through a growing variety of forms and media.

Art and design is principally cross-curricular and, where possible, links are made with the half-termly topic. Essential key knowledge and skills have been carefully planned and structured so that they build progressively across the key stages.

You can find out more about the sequence of knowledge and skills here:

Art and Design Sequence Y1 – Y6

Curriculum Impact

By the end of each key stage, pupils are expected to know, apply and understand the knowledge and skills set out in the relevant programme of study from the National Curriculum:

• Art and design programmes of study: key stages 1 and 2

St Richard’s CE Primary School artwork is celebrated all around the school, in classroom and corridor displays, as well as in the main hall. Exhibitions of children’s work take place following Stay and Create/Innovate sessions, as well as being shared in school.

Curriculum Intent

In D&T, our aim is to show pupils that through using their imagination and creativity, they can design and make products that solve real and relevant problems. We encourage them to draw on their knowledge from other subjects, take risks, develop their resourcefulness and innovation with aim of nurturing the designer, entrepreneur or engineer within them.

Curriculum Implementation

At St Richard’s CE Primary School, we aim to offer opportunities for children to:

• Foster their creativity and problem-solving skills in real-life contexts.
• Develop the creative, technical and practical skills needed to participate in an increasingly technological world.
• Become proficient in using a wide range of tools and equipment to perform practical tasks.
• Select and use a wide range of materials and components.
• Design and make a range of high-quality prototypes and products for different purposes.
• Test and evaluate their ideas and products and the work of others.
• Apply the principles of healthy eating and nutrition and learn how to cook.

Similar to art and design, design and technology is principally cross-curricular and, where possible, links are made with the half-termly topic. Essential knowledge and skills are revisited and built upon progressively.

You can find out more about the sequence of knowledge and skills here:

Design and Technology Sequence Y1 – Y6

Curriculum Impact

By the end of each key stage, pupils are expected to know, apply and understand the knowledge and skills set out in the relevant programme of study from the National Curriculum:

• Design and Technology programmes of study: key stages 1 and 2

Curriculum Intent

We recognise that our children are growing up in a rapidly developing technological world and consequently, understanding information technology is a vital life skill. Therefore, St Richard’s CE Primary School believes that all children are entitled to gain the necessary knowledge and skills to flourish in modern society. As well as building competence, we also want to inspire confidence in our children as they use technology to find things out, develop ideas, make things happen, exchange and share information and review, modify and evaluate their work.

Curriculum Implementation

At St Richard’s CE Primary School, we aim to offer opportunities for children to:

• Foster computational thinking and creativity, making links with their learning in Maths, Science and Design & Technology.
• Understand the principles of information, computation and how digital systems work through programming.
• Use information technology to create programs, systems and a range of content for different purposes.
• Use analysis and evaluation skills to solve problems.
• Become digitally literate and be able to communicate and express themselves coherently and confidently using information and communication technology.
• Be responsible and active participants in the digital world with an acute awareness and application of online safety guidance.

Computing is taught as a specific subject in both key stage 1 and 2 and classes are given weekly timetabled slots for the Computer Suite. Pupils will also use laptops, computers and other digital and multimedia aids to support and enhance their learning in other curriculum subjects.

You can find out more about the Computing sequence here:

Computing Sequence Y1 – Y6

Curriculum Impact

By the end of each key stage, pupils are expected to know, apply and understand the knowledge and skills set out in the relevant programme of study from the National Curriculum:

Computing programmes of study: key stages 1 and 2

Curriculum Intent

We aspire for our children to become skilled and knowledgeable explorers, with a deep understanding and appreciation of the world they live in, including their local area. We want our pupils to be fascinated about different places and their people and curious about the diversity of physical and human environments across the globe. We hope that this sense of exploration will remain with them throughout their future lives.

Curriculum Implementation

At St Richard’s CE Primary School, we aim to offer opportunities for children to:

• Foster a sense of awe and wonder about the world.
• Develop locational knowledge and understanding at both a national and global scale.
• Learn concepts, skills and knowledge through a variety of approaches and experiences, including external visits and fieldwork.
• Explore people and places through the use of high-quality resources including multimedia resources, maps and virtual tools.
• Interpret a range of sources and geographical information and communicate geographical information using their numerical and written skills.
• Understand and evaluate the key physical and human processes that have shaped our world.
• Develop a concern for the environment and become increasingly aware of the wider world and the global impact of human actions.
• Develop an appreciation of the ethnic, cultural, economical and political diversity of human society and the interdependence of people, places and environments throughout the world.

As with other subjects, where possible, the acquisition of geographical knowledge and skills is linked to the half-termly topic and is planned for carefully, ensuring progression throughout the school.

You can find out more about the sequence of knowledge and skills here:

Geography Sequence Y1 – Y6

Curriculum Impact

By the end of each key stage, pupils are expected to know, apply and understand the knowledge and skills set out in the relevant programme of study from the National Curriculum:

Geography programmes of study: key stages 1 and 2

Curriculum Intent

History at St Richard’s is taught with the aim of developing our children’s critical thinking skills, so that they become historical detectives with an inquisitiveness about the past. We encourage our pupils to ask questions, gather evidence and develop their own perspective and conclusions about historical events and periods. Through this, our pupils gain an understanding of the complexity of people’s lives, the process of change, the diversity of societies and different groups, as well as their own identity and the challenges of the modern world.

Curriculum Implementation

At St Richard’s CE Primary School, we aim to offer opportunities for children to:

• Foster an interest and intrigue about historical events and periods of time.
• Visit places of historical significance
• Develop the skills of historical enquiry, investigation, evaluation and presentation
• Use words and phrases relating to the passing of time, as well as vocabulary linked to specific events or eras confidently in both verbal and written form.
• Understand where the people and events they study fit within a chronological framework.
• Compare and contrast different periods throughout local, British and world history and respond with open-mindedness and sensitivity to the context of those periods.

Many of the half-termly topics taught throughout our school curriculum have a strong historical focus and are sequenced chronologically. Some topics have been selected purposefully to link to the school’s location and local history.

You can find out more about the sequence of knowledge and skills here:

History Sequence Y1 – Y6

Curriculum Impact

By the end of each key stage, pupils are expected to know, apply and understand the knowledge and skills set out in the relevant programme of study from the National Curriculum:

History programmes of study: key stages 1 and 2

Music Curriculum Information Booklet

PE Curriculum Information Booklet

PE Vocabulary Pyramids

PE Progression of Skills Ladders

Curriculum Intent

We believe that the learning of a foreign language provides a valuable educational, social and cultural experience for our pupils. It helps them develop communication skills, including the key skills of speaking and listening and extends their knowledge of how language works. It also gives our children a new perspective on the world, encouraging them to understand their own cultures and those of others.

Curriculum Implementation

At St Richard’s CE Primary School, we aim to offer opportunities for children to:

• Foster an interest in learning new languages and learning about other cultures; laying the foundations for future language study.
• Participate in enjoyable and accessible lessons where they can experiment freely and confidently in a new language both in verbal and written form.
• Develop their oracy skills, particularly those of speaking (pronunciation) and listening.
• Develop an awareness of linguistic and cultural similarities and differences.

The language chosen by our school is Spanish. Children in key stage 2 are taught specific skills, concepts and vocabulary in a weekly 30-minute lesson with a specialist teacher.

You can find out more about the sequence of Spanish teaching and acquisition of language here:

Spanish sequence Y3 – Y6

Curriculum Impact

By the end of key stage 2, pupils are expected to know, apply and understand the knowledge and skills set out in the relevant programme of study from the National Curriculum:

Languages programme of study: key stage 2

Curriculum Intent

Health Education

At St Richard’s, our aim is to teach children the characteristics of good physical health and mental wellbeing, so that they can lead happy, healthy and fulfilled lives. As per the new mandatory guidance, we will teach our children about the importance of mental wellbeing; internet safety; physical health and fitness; healthy eating; drug, alcohol and tobacco use; health and prevention; basic first aid and about their changing adolescent body.

Relationships and Sex Education

Our children learn about relationships and sex from the very youngest age, even if we don’t talk with them about it. Some of the things they learn from the media-based world they love in are incorrect, confusing or frightening. Mutual respect and trust are central to all relationships at St Richard’s CE Primary School. We strive to ensure that all pupils develop the skills, knowledge and self-understanding necessary to make informed decisions about their relationships with others.

Curriculum Implementation

At St Richard’s CE Primary School, we aim to offer opportunities for children to:

• Learn how to develop healthy lifestyles, so that they are physically and mentally well.
• Develop positive relationships with others, including when online.
• Consider and evaluate how the choices they make can have an impact on their own health and well-being.
• Consider and evaluate how the choices they make can have an impact on the health and well-being of others.
• Understand how they will change physically and emotionally as they begin puberty and enter adolescence, including the key facts about the menstrual cycle.

Children are also given the opportunity to be a member of the School Council and pupils in Year 5 and 6 can become a Young Leader.

The school also participates in local and national events, such as Healthy Schools Week, Anti-Bullying Week and Black History Month.

The school uses the PSHE Association’s thematic scheme of work to deliver Relationships and Health Education.

Relationship and Sex Education is delivered in the summer term using the Christopher Winter Project resource ‘Teaching RSE with Confidence in Primary Schools‘. More information about the specific teaching of Relationships and Sex Education can be found in the policy on the policies section of our website.

You can find our more about the sequence of knowledge and skills here:

Relationships, Health and Sex Education Sequence Y1 – Y6

Relationships and Sex Education YR – Y6

Curriculum Impact

By the end of each key stage, pupils are expected to know, apply and understand the knowledge and skills set out in the relevant programme of study from the National Curriculum:

Relationships, Health and Sex Education: Statutory guidance