At Ravensfield Primary School we follow the National Curriculum and link it together through topics, using the Cornerstones Curriculum.
The Cornerstones Curriculum is a creative and thematic approach to learning that is mapped to the National Curriculum to ensure comprehensive coverage of national expectations. This curriculum will be delivered through Imaginative Learning Projects (ILP's) which will provide a rich menu of exciting and motivating learning activities that make creative links between all aspects of children’s learning. This curriculum will require children to solve problems, apply themselves creatively and express their knowledge and understanding effectively across the curriculum.
Use the drop down menus below to view information about each area of our curriculum:
The English curriculum is designed to support pupils in their acquisition and use of English from nursery through to year 6. It is based on the 2014 National Curriculum and as such sets a high standard for all.
The National Curriculum for English is broken down in these areas:
- Spoken Language.
- Reading (word reading and comprehension).
- Writing (composition and transcription).
- Spelling, Vocabulary, Grammar and Punctuation.
Each of these builds on the relevant sections of the Early Years Foundation Stage Curriculum which are the focus in nursery and reception years.
This information seeks to give you an outline of how the curriculum is constructed. Your child’s teacher will be able to give more information as you require.
At Ravensfield, we teach and apply the required English skills across all levels and all subjects within Cornerstones and as stand-alone skill based lessons.
Below are the National Curriculum objectives for each year group:
Following the changes to the National Curriculum from 2014, the aim of Maths at Ravensfield is to develop the three main areas; the fluency, reasoning and problem solving of maths. We aim to encourage children to think for themselves, build on the knowledge they already have and apply their maths skills to a range of everyday problems and activities.
Maths is delivered daily across the school and children are encouraged to deepen their knowledge and understanding through a variety of different problem solving and reasoning tasks, such as answering questions posed in different ways and in different contexts as well as explaining their processes and thinking in a clear and systematic way. Children’s understanding is developed through the use of physical objects to allow them to make sense of number.
Children in Early Years are beginning to develop, through play, an understanding of the value of number and initial counting. This prepares them for working towards the National Curriculum objectives in Year 1.
In Key Stage 1 Maths is delivered using lots of equipment to allow children to show what they are thinking. Where possible, maths is based on real-life situations.
In Key Stage 2 we follow a programme of study designed by the White Rose educational team to deliver our Maths lessons. In order to enable children to deepen their understanding children are given a range of challenges which help to develop the three main areas of the curriculum and make links between their knowledge.
In Key Stage 2 all children will complete a pre-assessment at the beginning of each unit to allow them to show what they already know and move quickly away from fluency activities and on to Reasoning and Problem Solving challenges.
Throughout primary school children will be taught arithmetic. Arithmetic is the methods children use for solving calculations. Arithmetic starts in EYFS and KS1 with children using equipment to add, subtract, multiply and divide whole numbers. Children will then progress onto using a number line and other methods of ‘working out’. By Year 3, children are introduced to formal methods of working out for addition and subtraction and eventually move onto formal methods for multiplication and division. These include column methods for addition, subtraction and multiplication and ‘bus stop’ for division. As children make their way through the school they will work with larger numbers and also with decimals, fractions and percentages.
RE and Collective Worship
Through Religious Education, pupils are give opportunities to reflect on the nature and role of beliefs, the attitudes and values underpinning these, and the practices and behaviours that arise because of them. Skills developed through the teaching of RE include developing self -awareness, respect for all, open-mindedness, appreciation and wonder.
RE is taught in all classes and follows the procedures and guidelines laid down in the Tameside LA Agreed Syllabus, which introduces and discusses Christianity, Judaism, Islam and Hinduism.
This is Christian based but not exclusively so. A daily act of collected worship is held either as a whole School, in Key Stages or in the classroom. It is an important part of our school day.
Visitors are invited to take our Key Stage assemblies and Friday assemblies are special because we celebrate achievement and share good work. The school has no affiliations to any specific religious order but does have regular contact with local churches and pupils visit these and other places of worship as part of the RE programme.
Parents have the right to withdraw their child from RE lessons and religious assemblies if they wish. You will need to talk to the Headteacher before doing so. Alternative provision will be made for your child.
Aims – To work scientifically
- To understand plants.
- To understand animals and humans.
- To investigate living things.
- To understand evolution and inheritance.
- To investigate materials.
- To understand movement, forces and magnets.
- To understand the Earth’s movement in space.
- To investigate light and seeing.
- To investigate sound and hearing.
- To understand electrical circuits.
The Vision for Science
Science is an important part of our curriculum. We believe that when learning about science, children should learn to be scientists. This means our pupils will have:
- The ability to think independently and raise questions about working scientifically and the knowledge and skills that it brings.
- Confidence and competence in the full range of practical skills, taking the initiative in, for example, planning and carrying out scientific investigations.
- Excellent scientific knowledge and understanding which is demonstrated in written and verbal explanations, solving challenging problems and reporting scientific findings.
- High levels of originality, imagination or innovation in the application of skills.
- The ability to undertake practical work in a variety of contexts, including fieldwork.
- A passion for science and its application in past, present and future technologies.
In Key Stage 1 they will:
• Identify, classify and describe the basic structure.
• Observe and describe growth and conditions for growth
• Look at the suitability of environments and at food chains
Animals and humans
• Identify, classify and observe
• Look at growth, basic needs, exercise, food and hygiene
• Identify name, describe, classify and compare the properties and changes
• Look at the practical use of everyday materials
• Describe basic movements.
Earth and Space
• Observe seasonal changes
In Key Stage 2 they will:
• Look at the functions of parts of flowering plants, requirements for growth, water transportation in plants, life cycles and seed dispersal.
Evolution and Inheritance
• Look at resembling offspring.
• Look at changes over time.
• Look at adaptation of environments.
• Look at differences in offspring
• Look at adaptation and evolution.
• Look at changes to the human skeleton over time.
Animals and Humans
• Look at nutrition, transportation of water and nutrients in the body and muscle and skeleton system of humans and animals.
• Look at the digestive system in humans.
• Look at teeth.
• Look at the human circulatory system
All living things
• Identify and name plants and animals.
• Look at classification keys.
• Look at the life cycle of plants and animals.
• Look at classification of plants, animals and micro organisms.
• Look at reproduction in plants and animals and human growth and changes.
• Look at the effect of diet, exercise and drugs.
Rocks and Fossils
• Compare and group rocks and describe the formation of fossils.
States and matter
• Look at solids, liquids and gases, changes of state, evaporation, condensation and the water cycle.
• Examine properties or materials using various tests.
• Look at solubility and recovering dissolved substances.
• Separate mixtures.
• Examine changes to create new materials that are usually not reversible.
• Look at sources, seeing, reflections and shadows.
• Explain how light appears to travel in straight lines and this affects seeing and shadows.
• Look at sources, vibration, volume and pitch.
• Look at appliances, circuits, lamps, switches, insulators and conductors.
• Look at circuits, the effect of voltage in cells and the resistance and conductivity of materials.
Forces and magnets
• Look at contact and distant forces, attraction and repulsion, comparing and grouping materials.
• Look at poles, attraction and repulsion.
• Look at the effect of gravity and drag forces.
• Look at transference of forces in gears, pulleys, levers and springs.
Earth and Space
• Look at the movement of the Earth and the Moon.
• Explain day and night.
Aims – To listen carefully and understand, to develop a wide and interesting vocabulary, to speak with clarity, to tell stories with structure and hold conversations and debates.
The Vision for Communication
Communication is an important part of our curriculum. We believe that when learning to communicate, children should learn to be communicators. This means our pupils will have:
- an exceptional talent for listening attentively so as to understand what is being said.
- a rich and varied vocabulary that gives clarity and interest to conversations.
- clear speech that can be easily understood by a range of audiences.
- an excellent grasp of the rules used in English conversation, such as tenses and the grammatical structure of sentences.
- a highly developed ability to tell stories that capture the interest and imagination of the audience.
- a delight in initiating and joining in conversations.
- respect for others when communicating, even when views differ.
In Key Stage 1 & Key Stage 2 they will:
- Engage in meaningful discussions in all areas of the curriculum.
- Listen to and learn a wide range of subject specific vocabulary.
- Through reading identify vocabulary that enriches and enlivens stories.
- Speak to small and larger audiences at frequent intervals.
- Practise and rehearse sentences and stories, gaining feedback on the overall effect and the use of standard English.
- Listen to and tell stories often so as to internalise the structure.
- Debate issues and formulate well-constructed points.
Aims – To read present neatly, spell correctly, punctuate accurately, write with a purpose, use imaginative description, organise writing appropriately, use paragraphs, use sentences appropriately, analyse writing and present writing.
The Vision for Writing
Writing is an important part of our curriculum. We believe that when learning to write, children should learn to be writers. This means our pupils will have:
- the ability to write fluently and with interesting detail on a number of topics throughout the curriculum.
- a vivid imagination which makes readers engage with and enjoy their writing.
- a highly developed vocabulary and an excellent knowledge of writing techniques to extend details or description.
- well-organised and structured writing, which includes a variety of sentence structures.
- excellent transcription skills that ensure their writing is well presented and punctuated, spelled correctly and neat.
- a love of writing and an appreciation of its educational, cultural and entertainment values.
In Key Stage 1 they will:
- write stories set in places pupils have been.
- write stories with imaginary settings.
- write stories and plays that use the language of fairy tales and traditional tales.
- write stories that mimic significant authors.
- write narrative diaries.
- write labels, lists, captions, instructions, recounts and glossaries.
- present information.
- write non-chronological reports.
- write poems that use pattern, rhyme and description.
- write nonsense and humorous poems and limericks.
In Key Stage 2 they will:
- write stories set in places pupils have been.
- write stories that contain mythical, legendary or historical characters or events.
- write stories of adventure.
- write stories of mystery and suspense.
- write letters.
- write plays.
- write stories, letters, scripts and fictional biographies inspired by reading across the curriculum.
- write instructions.
- write recounts.
- write persuasively.
- write explanations.
- write non-chronological reports.
- write biographies.
- write in a journalistic style.
- write arguments.
- write formally.
- learn by heart and perform a significant poem.
- write haikus.
- write cinquains.
- write poems that convey an image (simile, word play, rhyme and metaphor).
Here at Ravensfield, we believe that physical education is an essential part of a child’s educational development. Ravensfield aims to develop a balanced program offering a variety of activities to enhance skills in physical education. Positive participation in physical education will enable children to build self-esteem, team work and positive attitudes in P.E.
We aim to:
- Develop agility, coordination and confidence through physical activity.
- Develop confidence, leadership skills and knowledge that will help the children not only in sport, but in life.
- Pursuit for excellence.
- Be proud of our achievements.
- Promote fair play, respect and tolerance.
- Educate children to improve health and wellbeing.
- Provide quality opportunities for children outside of school time.
Most pupils have two sessions of PE a week. Dance, gymnastics, swimming, games and athletics are taught. We encourage a competitive spirit while recognising the value of cooperation, fair play and teamwork.
We have an after-school gymnastics, football club, rugby club, dance club and cricket club run by qualified coaches and staff .There is an annual Sports Day held in the summer term.
At Ravensfield Primary School Spanish is taught as a modern foreign language by Miss Garcia. We believe that learning a foreign language prepares children for life in modern Britain, in which work and activities often involve using languages other than English.
Through learning Spanish we want children to:
- Enjoy using a language other than English.
- Develop a better understanding of the English language, language learning and communication.
- Develop an awareness of cultural differences and develop a tolerance of diversity in society.
- Be open-minded and adventurous in all aspects of their learning.
A variety of techniques are used to ensure children enjoy learning Spanish. These include games, songs, storytelling and interactive ICT programmes. To bring Spanish to life real objects are used e.g. food, clothes, puppets and toys .We watch videos and listen to recordings to expose the children to more than one voice in Spanish. Lessons are fun and enjoyable in order to develop a positive attitude towards learning a foreign language.
Spiritual, Moral, Social and Cultural (SMSC)
Throughout the curriculum at Ravensfield teachers promote SMSC aspects of life and promote British Values, such as: democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs.
Assemblies play a huge role in developing SMSC learning at Ravensfield. Topics/themes for assemblies include:
- Celebrating learning and achievements both in and out of school.
- Celebrating attendance and punctuality.
- Learning about different cultures, festivals and celebrations.
- Learning about British Values.
- Weekly singing assemblies.
- Visitors and outreach activities.
By integrating SMSC into the life of our school we aim to develop a sense of society, tolerance and collaboration that tackles prejudice and promotes equality. We aim to teach children to make senseof the world we live in, how to interact positively with others, how to know themselves and the person they may become in the future.
This will be done formally; through taught lessons, informally; through providing activities and experiences and through the hidden curriculum/ ethos as displayed though the expectations, relationships and attitudes of everybody in school.
We aim to instil a sense of pride in being part of the Ravensfield community and in the school as a building where all can learn and belong. Our learning environment is bright, relevant and well cared for. Our children feel safe and cared for. School council means the children have a say in changes that are made. Many visitors to our school comment on the positive ethos and welcoming atmosphere. We believe that the behaviour, manners and attitudes of our pupils is a real strength.
- Pupils are encouraged to be reflective during collective worship and in R.E, PSHE lessons.
- The school follows the Local Agreed syllabus for R.E, which is supported by other curriculum areas such as art, science and geography and through visits.
- The school has a supportive ethos where pupils can be individuals, develop respect and be respected and are provided with opportunities through SEAL and collective worship to explore specific strategies to support them with this.
- Pupils lead celebration assemblies and share achievements using music, images.
- Pupils take part in prayer and are helped to reflect on how bible stories are relevant to their lives todaythrough R.E. lessons.
- Pupils visiting special places (Places of worship/The Local Cenotaph). Experiences that inspire awe and wonder. Celebrating talents to develop a sense of self/sense of values.
- Policies and curriculum planning provide opportunities for children to explore questions of right and wrong and explore moral codes in their own and others’ cultures.
- Pupils regularly raise funds for related charities and understand what is happening in other parts of the world.
- Pupils feel comfortable to express their views and usually show good sportsmanship.
- Children participate in community projects.
- Pupils participate in class council discussions and contribute to school improvement.
- SEAL and behaviour management systems that promote fairness and morality based on intrinsic motivation.
- School rules, rewards and sanctions clearly defined and understood.
- Staff and older children act as role models during everyday life.
- Teaching the difference between right and wrong. Discussion of outcomes and consequences of actions.
- Staff help pupils develop a ‘good moral compass’ and reward good behaviour and attitudes.
- New pupils adjust well to the school and are firmly accepted by their classmates.
- Nurture suite helpschildren to reach the right place emotionally in order to learn effectively.
- A critical skills approach to learning means that children are happy to collaborate with a range of pupils from other classes and year groups as well as their own.
- School housesmean children collaborate with pupils across the age groups.
- A range of afterschool clubs are offered and are usually oversubscribed.
- A Residential trip isoffered in upper KS2.
- Pupils join with other pupils from local schools to participate in sports contests and collaborate in teams to compete against other clusters of schools.
- Sports Leaders develops a sense of fun and participation for all at lunchtimes.
- Circle time and social stories activities help children understand different social situations and acceptable behaviour and develop emotional intelligenceMrs Plackett SMSC coordinator
- Help pupils appreciate their own cultures and traditions and those of others.
- Pupils enjoy participating in a range of cultural experiences and are keen to develop their knowledge of others’ way of life, however more could be done to challenge pre-conceived stereotypes and develop children’s knowledge of other places in the UK.
- Through the curriculum and collective worship children learn about the traditions, challenges and experiences of people in less economically developed countries and show empathy and understanding.
- Themed meal days allow children to experience tastes linked to other parts of the world. Assemblies, PSHE and R.E lessons introduce the children to a range of cultures by looking at stories, festivals, traditions from a range of cultures so that they better understand the global communities in which we live.
- Our library contains a variety of story and text books about other cultures and countries
We are passionate about supporting our children's social and emotional well-being. We want our children to grow into happy, secure, resilient children grow up to have the skills to cope with all the things that life throws at us as adults. To help our children we use 'The Thrive Approach' and have a number of specially trained practitioners on the senior leadership team as well as in classrooms.
The Thrive Approach has been developed over many years by experts working in mental health, emotional development and education. Thrive is all about helping children to flourish. It supports their emotional and social development and helps them feel happy and secure, able to enjoy friendships, relate well to others and be ready and able to learn.
Thrive is a specific way of working with all children that helps to develop their social and emotional wellbeing, enabling them to engage with life and learning. It supports them in becoming more self-assured, capable and adaptable. It can also address any troubling behaviours providing a firm foundation for academic attainment.
As part of our curriculum we teach our children the importance of E-Safety and how to stay safe online. The E-Safety curriculum is taught in a fun and engaging way from Year 1 through to Year 6.
Below is the whole school overview and along with links to each year groups curriculum.