Soaring High
  • Ravensfield Primary School
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Curriculum Overview

 

At Ravensfield, we have written our curriculum to ensure that all children develop strong knowledge, skills and understanding of the full range of national curriculum subjects. Our curriculum is designed to enhance children’s understanding of

Possibilities-which helps pupils to build aspirations and appreciate the unlimited possibilities for their future lives.

Locality-which helps pupils to develop a pride in their heritage through an understanding how Dukinfield and our wider local area has contributed to the development of the UK and continues to do so today.

Cultural Capital-which ensures our children benefit from first hand experiences which makes learning more relevant and memorable

We offer a thoughtful range of experiences that support our culture: pupils enjoy a ‘full spectrum’ of academic, physical, spiritual, moral, social, cultural activates which enrich their lives and give them the confidence and skills for a fulfilled and happy life.

Use the drop down menus below to view information about each area of our curriculum:

English

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.
  • Phonics

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:

Mathematics

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.

Arithmetic

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.

Themed Learning

Science, humanities and creative subjects are brought together in our Ravensfield themes. They have been carefully crafted to promote children’s aspirations for the future and enhance the pupils’ understanding of our local area and how it is linked with history and the wider world.

Each subject stands in its own right with a clear progression of knowledge, skills and understanding to ensure children are able to excel throughout their time at Ravensfield.

 

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.

Learning Opportunities

In Key Stage 1 they will:

Biology:

Plants
• Identify, classify and describe the basic structure.
• Observe and describe growth and conditions for growth

Habitats
• 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

Chemistry:

Materials
• Identify name, describe, classify and compare the properties and changes
• Look at the practical use of everyday materials

Physics:

Forces
• Describe basic movements.

Earth and Space
• Observe seasonal changes

In Key Stage 2 they will:

Biology:

Plants
• 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.

Chemistry:

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.

Materials
• 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.

Physics:

Light
• Look at sources, seeing, reflections and shadows.
• Explain how light appears to travel in straight lines and this affects seeing and shadows.

Sound
• Look at sources, vibration, volume and pitch.

Electricity
• 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.

History

The Vision for History

History is an important part of our curriculum.  We believe that learning about History through significant events and people can lay the foundations for enquiring and questioning minds, for our children to become Historians.  We hope to inspire curiosity to know more about the past and investigate how history can shape the future, through an understanding of the process of change, diversity of different societies and the relationships between different groups of people and how this has an impact on the challenges we face today and the development of British Values.

This means our pupils will have the opportunity to:

find out about the features and culture of different eras
develop critical thinking skills – weighing evidence, sifting arguments, reflecting on perspectives and judgements from a range of sources
gain knowledge of Britain’s past and our place in the world
take part in role play and educational visits
 

Links will be made with other subject areas, as topics have overriding themes, and it will be incorporated into other areas of the curriculum to help contextualise and motivate children’s learning. Learning objectives will be drawn from the National Curriculum.

 

In Key Stage 1 they will:

Investigate the lives of significant individuals in Britain’s past who have contributed to our nation’s achievements –
Explore key events in the past that are significant nationally and globally, particularly those that coincide with festivals or other events that are commemorated throughout the year.
Describe significant historical events, people and places in their own locality.
 

In Key Stage 2 they will:

• Changes in Britain from the Stone Age to the Iron Age. 

• The Roman Empire and its Impact on Britain.

• Britain’s settlement by Anglo Saxons and Scots.

• The Viking and Anglo Saxon struggle for the Kingdom of England.

• A local history study: the Industrial Revolution. 

• A study of a theme in British history: Realms and Kingdoms 

• Early Civilizations achievements and an in-depth study of Ancient Egypt.

• Ancient Greece.

• A non- European society that contrasts with British history 

chosen from: Mayan Civilization 

    History of interest to pupils*

Links will be made with other subject areas, as topics have overriding themes, and it will be incorporated into other areas of the curriculum to help contextualise and motivate children’s learning. Learning objectives will be drawn from the National Curriculum.

Geography

The Vision for Geography

Geography is an important part of our curriculum and we would like all children to see themselves as Geographers.  We believe that Geography can inspire curiosity and a fascination about the world and its people, which we hope will remain with each child for the rest of their lives. 

This means our pupils will have the opportunity to:

develop a base of geographical knowledge and vocabulary
use a range of investigative and analytical problem solving skills to help them interpret geographical enquiries
learn about diverse places, people, resources and environments
develop a deepening understanding of the earths key physical and human processes, which inform the formation of landscapes and environments over time and how these are connected and interrelated
 express opinions rooted in knowledge and understanding about issues related to the environment

 
In Key Stage 1 they will:

• Investigate the countries and capitals of the United Kingdom.

• Compare and contrast a small area of the United Kingdom with that of a non-European country (Austrialia).

• Investigate the world’s continents and oceans

 

• Explore weather and climate in the United Kingdom and around the world.

• Use basic geographical vocabulary to refer to and describe key physical and human features of locations.  

• Use world maps, atlases and globes.

• Use simple compass directions.

• Use aerial photographs.

• Use fieldwork and observational skills.

 

In Key Stage 2 they will:

• Locate the world’s countries, with a focus on Europe, North and South America and countries of particular interest to pupils.

• Identify key geographical features of the countries of the United Kingdom, and show an understanding of how some of these aspects have changed over time. 

• Locate and understand the significance of the geographic zones of the world.

• Understand geographical similarities and differences through the study of human and physical geography of a region or area of the United Kingdom.

• Understand geographical similarities and differences through the study of human and physical geography of a region or area in a European country. 

• Understand geographical similarities and differences through the study of the human and physical geography of a region or area within North or South America (Mexico).

• Describe and understand key aspects of:

physical geography, including: climate zones, biomes and vegetation belts, rivers,   

              mountains,  volcanoes and earthquakes and the water cycle
human geography, including: settlements, land use, economic activity including trade links and the distribution of natural resources including energy, food, minerals and water supplies.
• Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

• Use the eight points of a compass, four-figure grid references, symbols and keys (including the use of Ordnance Survey maps) to build knowledge of the United Kingdom and the world.

• Use a wide range of geographical sources in order to investigate places and patterns.

• Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs and digital technologies.

Links will be made with other subject areas, as topics have overriding themes, and it will be incorporated into other areas of the curriculum to help contextualise and motivate children’s learning. Learning objectives will be drawn from the National Curriculum.

Art and Design

The Vision for Art and Design

Art and Design is an important part of our curriculum.  We believe that when learning about art and design, children should learn to be artists.  This means our pupils will have:

• The ability to use visual language skillfully and convincingly (for example, line, shape, pattern, colour, texture, form) to express emotions, interpret observations, 

convey insights and accentuate their individuality.

• The ability to communicate fluently in visual and tactile form.

• The ability to draw confidently and adventurously from observation, memory and imagination.

• The ability to explore and invent marks, develop and deconstruct ideas and communicate perceptively and powerfully through purposeful drawing in 2D, 3D or 

digital media.

• An impressive knowledge and understanding of other artists, craftmakers and designers.

• The ability to think and act like creative practitioners by using their knowledge and understanding to inform, inspire and interpret ideas, observations and feelings.

• Independence, initiative and originality which they can use to develop their creativity.

The ability to select and use materials, processes and techniques skillfully and inventively to realise intentions and capitalise on the unexpected.

• The ability to reflect on, analyse and critically evaluate their own work and that of others.

• A passion for and a commitment to the subject.

Learning opportunities

Key Stage 1

Use experiences and ideas as the inspiration for artwork.

• Share ideas using drawing, painting and sculpture.

• Explore a variety of techniques.

• Learn about the work of a range of artists, artisans and designers.

Key Stage 2

Use experiences, other subjects across the curriculum and ideas as inspiration for artwork.

• Develop and share ideas in a sketchbook and in finished products.

• Improve mastery of techniques.

• Learn about the great artists, architects and designers in history.

Links will be made with other subject areas, as topics have overriding themes, and it will be incorporated into other areas of the curriculum to help contextualise and motivate children’s learning. Learning objectives will be drawn from the National Curriculum.

 

 

Design Technolgy

 

 

RE and Collective Worship

The Vision for RE

The principal aim of RE is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.

Our RE teaching and learning will enable pupils to

Know about and understand a range of religions and worldviews
Express ideas and insights about the nature, significance and impact of religions and worldviews.
Gain and deploy the skills needed to engage seriously
In Key Stage 1 they will:              

·         Study Christianity, Islam and Judaism

·         Study other religions of interest to pupils.

In Key Stage 2 they will:

·         Study the beliefs, festivals and celebrations of Christianity.
Study at Hinduism, and Islam and Humanism
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.

Collective Worship 

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 our Soaring High assembly on Friday assemblies when we celebrate excellent work and behaviour. 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.

Spiritual, Moral, Social and Cultural (SMSC)

The Vision for  SMSC

The development of pupils’ SMSC awareness is core to our school’s ethos. It is established across the curriculum teaching and learning. It has a strong visibility in the ethos, life and work of the school through pupils’ behaviour, relationships, and attitudes. This means our pupils will have the opportunity to

increase their spiritual awareness and development by  being exposed to opportunities of awe and wonder that will contribute to their spiritual growth.
to develop good moral values and understand about the importance of truthfulness and to know the difference between right and wrong.
build an understanding of justice, fair play and honour..
to get on well together as a school community and develop the personal and interpersonal social skills that make for harmony and empathy for others.
to understand about the wider society in which they live as citizens and the rights and responsibilities that come with that.
have an  understanding of the rich culture in which they live and to increase their knowledge and understanding of the wider cultures that make up our societies and the diverse world in which they live.
 

Collective worship will be provided to enable children to develop their spiritual awareness and spiritual understanding Across the curriculum, teaching and learning pupils will experience awe and wonder as they have new experiences that lift their spirits.

On every appropriate occasion teachers will use first-hand experience, visits, visitors, artefacts and the local and wider environment to provide good opportunities for pupils to experience awe and wonder.

In religious education, through their understanding of the different faiths and beliefs children will be encouraged to develop their feelings and ‘empathy and understanding for others.

Through history and geography and their increasing knowledge and understanding of the world, learners will be helped to develop an understanding of the British society in which they live and its cultural diversity. They will also learn about the diversity of cultures across time and across the world..

Children will learn about the influence of religion, faith and belief on democracy, our government, the Monarchy, citizenship, and the Law. They will learn about rights and responsibilities, moral, spiritual, social, ethical and environmental issues.

Pupils will be taught how to develop the social skills that build society including how to work harmoniously with others, how to have empathy for others and how to respect the beliefs and cultures of others.

Across the curriculum, in teaching and learning pupils will learn how to behave, the importance of truthfulness and honesty. They will learn about the importance of kindness and care for others and of the importance of justice and fairness.

PHSE

The Vision for PHSE   

We will equip pupils with the knowledge, understanding, skills and strategies required to live healthy, safe, productive, capable, responsible and balanced lives. 

Throughout Keys Stage One and Two our pupils will learn about and understand

  1. Identity (their personal qualities, attitudes, skills, attributes and achievements and what influences these)
  2. Relationships (including different types and in different settings)
  3. Lifestyles (including physically, emotionally and socially) balanced lifestyle (including within relationships, work-life, exercise and rest, spending and saving and diet)
  4. Risk (identification, assessment and how to manage risk rather than simply the avoidance of risk for self and others) and safety (including behaviour and strategies to employ in different settings)
  5. Diversity and equality (in all its forms)
  6. Rights (including the notion of universal human rights), responsibilities (including fairness and justice) and consent (in different contexts)
  7. Change (as something to be managed) and resilience (the skills, strategies and ‘inner resources’ we can draw on when faced with challenging change or circumstance)
  8. Power (how it is used and encountered in a variety of contexts including persuasion, bullying, negotiation and ‘win-win’ outcomes)
  9. Careers (including enterprise, employability and economic understanding)

Music

Music is an important part of our curriculum.  We believe that when learning about music, children should learn to be musicians.  This means our pupils will have:

a rapidly widening repertoire which they use to create original, imaginative, fluent and distinctive composing and performance work
a musical understanding underpinned by high levels of aural perception, internalisation and knowledge of music, including high or rapidly developing levels of technical expertise
very good awareness and appreciation of different musical traditions and genres
an excellent understanding of how musical provenance-the historical, social and cultural origins of music-contribute to diverse musical styles
the ability to give precise written and verbal explanations, using musical terminology effectively, accurately and appropriately
a passion for and commitment to a diverse range of musical activities.
 

In Key Stage 1 they will:

use their voices expressively by singing songs and speaking chants and rimes
play tuned and unturned instruments
listen with concentration and understanding to a range of high-quality live and recorded music
make and combine sounds using inter-related dimensions of music
 
In Key Stage 2 they will:

play and perform in solo and ensemble contexts, using voice and playing instruments with increasing accuracy, control and expression
improvise and compose music using the inter-dimensions of music separately and in combination
listen to attention to detail and recall sounds with increasing aural memory
use and understand the basics of the stave and other musical notations
appreciate and understand a wide range of high quality live and recorded music from different traditions and from great composers and musicians
develop an understanding of the history of music

Computing

Computing is an important part of our curriculum.  We believe that when learning computing, children will learn to be digitally literate, safe online   and be able to write, develop and debug code.  This means our pupils will have:

Competence in coding for a variety of practical and inventive purposes, including the application of ideas within other subjects.
The ability to connect with others safely and respectfully, understanding the need to act within the law and with moral and ethical integrity.
An understanding of the connected nature of devices.
The ability to communicate ideas well by using applications and devices throughout the curriculum.
The ability to collect, organise and manipulate data effectively.
In Key Stage 1 they will:

Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions.
Write and test simple programs.
Use logical reasoning to predict the behaviour of simple programs.
Organise, store, manipulate and retrieve data in a range of digital formats.
Communicate safely and respectfully online, keeping personal information private and recognise common uses of information technology beyond school.
 

In Key Stage 2 they will:

Design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
Use sequence, selections and repetition in programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programs.
Use logical reasoning to explain how a simple algorithm works, detect and correct errors in algorithms and programs.
Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration.
Describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely.
Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Physical Education

 

The Vision for P.E

P.E is an important part of our curriculum.  We believe that when learning about P.E, children should learn to be sports men and women.  This means our pupils will have:

  • The ability to acquire new knowledge and skills exceptionally well and develop an in-depth understanding of PE.
  • The willingness to practise skills in a wide range of different activities and situations, alone, in small groups and in teams and to apply these skills in chosen activities to achieve exceptionally high levels of performance.
  • High levels of physical fitness.
  • A healthy lifestyle, achieved by eating sensibly, avoiding smoking, drugs and alcohol and exercising regularly.
  • The ability to remain physically active for sustained periods of time and an understanding of the importance of this in promoting long-term health and well-being. 
  • The ability to take the initiative and become excellent young leaders, organising and officiating, and evaluating what needs to be done to improve, and motivating  and instilling excellent sporting attitudes in others. 
  • Exceptional levels of originality, imagination and creativity in their techniques, tactics and choreography, knowledge of how to improve their own and others’ performance and the ability to work independently for extended periods of time without the need of guidance or support.
  • A keen interest in PE. A willingness to participate eagerly in every lesson, highly positive attitudes and the ability to make informed choices about engaging fully in extra-curricular sport.
  • The ability to swim at least 25 metres before the end of Year 6 and knowledge of how to remain safe in and around water.

In Key Stage 1:

  • Participate in team games, developing simple tactics for attacking and defending.
  • Perform dances using simple movement patterns.

In Key Stage 2 they will:

  • Play competitive games, modified where appropriate, such as football, netball, rounders, cricket, hockey, basketball, badminton and tennis and apply basic principles suitable for attacking and defending.
  • Take part in gymnastics activities.
  • Take part in athletics activities.
  • Perform dances.
  • Take part in outdoor and adventurous activity challenges both individually and within a team.
  • Swimming and water safety: take swimming instruction in Key Stage 2.

 

 

Languages: Spanish

The Vision for Spanish

Spanish is an important part of our curriculum.  We believe that when learning a language, children should learn to be inquisitive linguists.  This means our pupils will have:

  • The confidence to speak with good intonation and pronunciation.
  • Fluency in reading.
  • Fluency and imagination in writing.
  • A strong awareness of the culture of the countries where Spanish is spoken.
  • A passion for languages and a commitment to the subject.
  • The ability to use language creatively and spontaneously.
  • An independence in their studies and the ability to draw upon a wide range of resources.

In Key Stage 2 in Spanish they will: 

  • Speak
  • Read
  • Write 
  • Look at the culture of the countries where the language is spoken. 

 

Thrive

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.

 

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