Curriculum

Our Curriculum 

At Richmond Methodist Primary and Nursery School we have designed our own unique, knowledge-rich, sequential curriculum with high quality teaching and learning underpinned by our school vision –doing all the good we canOur exceptional curriculum and enrichment opportunities have a real impact on both academic and personal development and enable children to flourish as individuals.  Our curriculum empowers children to make a positive difference for each other; their families; our community and the world 

Our curriculum has been designed ‘by all, for all’. Our whole team; children, parents, staff and Governors have worked together to ensure that our curriculum meets the needs of all children in our local context. Our unique curriculum, enables all children to have a strong voice, to be aspirational about their own future and to leave a legacy for the school, the community and the wider world.  

Assessment  

Assessment is rigorous and robust and used very effectively to fine-tune the next stages in children’s learning. At it’s lightest-touch, through high-quality conversations with children, through observations, looking in books and providing feedback and marking. More formally, we use termly summative assessments in maths, reading, writing, grammar and spelling. 

Our curriculum is based around the National Curriculum 2014.

Overview

The national curriculum is a set of subjects and standards used by primary and secondary schools so children learn the same things. It covers what subjects are taught and the standards children should reach in each subject.

Follow this link to the Department of Education website.

Please use the links below to find out what our children will be taught.

 

Our Curriculum

please expand the topics below for more information

Art and Design

Art is highly valued in school and our enthusiastic staff have provided children with a wide range of projects and opportunities over the years.  Art takes place in classroom lessons and on large-scale.  Sometimes, school goes ‘off timetable’ absorbing themselves in projects.  Children thrive on having a purpose for their work, whether it’s to be shown at an art exhibition, windows of local shops, to be sold to raise money at school fairs or for display around school.  The school gained Arts Mark status and  offered an Art Award to children who took part in Art Club.

The school seeks to develop the children’s enjoyment and appreciation of art alongside creative practical experience, developing key skills throughout the Foundation Stage , and Key Stages 1 and 2. The children will experience drawing , painting, printing, collage, textiles, sculpture and digital media. They will be taught appropriate techniques and skills and explore a wide range of materials. The children will be taught to present their ideas in creative ways. They will study the work of a wide variety of artists. Their work may reflect the themes studied in other areas of the curriculum.

Click here to view the Two year curriculum overview for Art

British Values

At RMS our values are underpinned by the British values of Individual Liberty, Democracy, Tolerance, The Rule of Law and Mutual Respect. Every classroom has a British Values display which is referenced during class discussions where appropriate and a larger, interactive display is situated in the hall where children can record their own thoughts or opinions. This display is referenced in our weekly assemblies by adults and children.

These over arching British Values feed directly into our whole school values, inspired by Christian Values.

We feel this focus on Christian, yet also global generic values, provides preparation for an appreciation of life in modern Britain. This runs along side our learning about people, faiths and cultures both within and beyond Richmond.

 

Design and Technology

Throughout the school, the children will be encouraged to explore and discuss a range of technological developments. They will be given opportunities, through practical experiences, to explore and test solutions to problems, choosing both the method, and the materials. This will involve investigation, disassembling, and evaluating products and will also include learning of specific practical skills. The children will experience the designing, making and evaluation of products that meet particular needs and purposes.

Click here to view the Two year curriculum overview for DT

English

At RMS, we strive to deliver engaging teaching and learning which will inspire our children to love the written and spoken word and develop skills necessary for their future.

The aim of our English curriculum is to develop our children’s ability to read, write and speak fluently, as well as develop grammar knowledge, spelling strategies and handwriting skills. We foster a love of English through books, poetry, drama and other communication media. We follow the statutory National Curriculum guidance.

Reading at RMS

Early Years Foundation Stage and Key Stage 1 (Years 1 and 2)

Children enjoy lots of reading opportunities in the school day, including adults reading and sharing stories with children, staff hearing children read and children reading to each other (in phonics sessions). Children are taught to read using a variety of strategies. The learning of a sight vocabulary is accompanied by the structured learning of phonics, and the development of the child’s use of contextual and syntactic clues. Vital too in our approach to reading is the encouragement of pleasure and joy in books. The children’s understanding of text is also developed through discussion and questioning. They have a carefully balanced programme of reading, which is targeted to their needs. The school provides a weekly programme of guided reading and shared reading, which is reinforced by a home reading programme.

Lower Key Stage 2 (Year 3 and 4)

Children develop the ability to read independently and for sustained periods of time. In the same way as it applies in Key Stage 1, the children’s reading entitlement is balanced to need. Emphasis moves to the development of the understanding of a wider variety of texts. Reading for pleasure and the introduction of a wide selection of books is a vital part of the approach.

Upper Key Stage 2 (Year 5 and 6)

Reading continues to be developed to include higher order reading skills, where greater emphasis is placed on inference and deduction. Reading for understanding, skimming, scanning, precise, note taking, combining information from various texts, making references or supporting a view are all important features of the upper KS 2 reading. Time is given for reading for pleasure and the experience of a wide variety of media.

Reading Books

We follow the Collins Big Cat reading scheme. For SEN children, we use “Rapid Reads” by Heinemann and Wolf Hill.

You can find out more about Collins Big Cat books here.

https://collins.co.uk/pages/collins-big-cat

Collins Big Cat Book Bands Guide

Key Stage 1 Reading Book Bands Explained

Our KS1 reading books are colour-coded as follows:

Key Stage 2 Reading Book Bands Explained follows

Our KS2 reading books are colour-coded as:

Writing at RMS

Early Years Foundation Stage and Key Stage 1 (Years 1 and 2)

As part of our continuous provision, writing is promoted through opportunities in every area. The children are encouraged to write about things that spark their interest. The teachers deliver an input around a focus task and then are able to work with and support small groups throughout the day. Written language begins here, with a gradual development of a predominantly spoken language, to the ability to write independently in a structured and purposeful way. Children are taught to use their phonic knowledge to spell words. Pupils are taught to write both fiction and non-fiction, and also to compose for a variety of purposes and audiences. A wide variety of experience is given in speaking, and they are exposed to oral language in many styles through different media.

Lower Key Stage 2 (Years 3 and 4)

At RMS, we use exciting and inspiring texts to engage children in exploring and writing in a variety of styles and for differing purposes and audiences, using a rich and varied vocabulary. Children are taught to vary the structure of their sentences and to continue to increase the range of their vocabulary. Children’s experience of texts and media of communication, written and oral, continues. Grammar and punctuation skills are taught through each lesson.

Upper Key Stage 2 (Years 5 and 6)

The skills of grammar are further developed within the context of written work. We provide many experiences where children can develop their spoken fluency and ability to communicate independently in many situations.

Phonics and Spelling at RMS

KS1:

In EYFS and Year 1 + 2, we follow “Letters and Sounds” for Phonics teaching.

https://www.gov.uk/government/publications/letters-and-sounds

Spellings are sent home and are required to be learned, ready for our weekly spelling test.

KS2:

In KS2, we follow the “No Nonsense Spelling” scheme. “No Nonsense” believes that:

  • Spelling should be taught, not caught – children need to learn spelling patterns and rules, statutory words, common exceptions and personal spellings. No Nonsense Spelling teaches spelling in a ‘Little-but-often’ structure which allows children to revisit and review, learn new strategies and apply.
  • A variety of strategies are suggested so that children with different learning styles can find out what works well for them. Handwriting activities are also included, to develop muscle memory of the spelling pattern.

Spellings are sent home and are required to be learned, ready for our weekly spelling test.

More information can be found here in the National Curriculum document.

Appendix 1 – Spelling

Two Year Curriculum Overview – Reading

Two Year English Writing Overview

Two Year English Overview

Geography

From early experiences working in their immediate and local surroundings, the children will progress to more detailed study of the earth and natural, and human, social political and cultural influences. The aim is to stimulate children’s interest in and curiosity about their surroundings, to create and foster a sense of wonder about the world around and to inspire a sense of responsibility and care for the environment from the local to the global. Relationships between their own environment and the influences upon it will continue to be an important factor throughout. Such studies may be made in the context of wider themes or in specific geographical topics. A two yearly cycle of topics enables full coverage of skills, concepts and content as defined in the National Curriculum.

Our Geography curriculum aims to stimulate children’s interest in and curiosity about their surroundings and the wider world, inspiring a sense of responsibility and care for the world in which they live.

At KS1 the children learn about people, places and environments in the UK and across the world. They learn about the different countries that make up the UK and their capital cities and explore their local area in detail. Weather patterns and seasonal change are observed. The children look at geographical similarities and differences through studying a small area of the UK and a contrasting small area in a non-European country. Throughout their study there is an emphasis on the development of geographical skills and the children use a variety of resources including maps, globes, photographs and digital technology to assist their learning.

At KS2 the children extend their knowledge and understanding to include Europe and North and South America, learning about environmental regions, countries and major cities. They study National Parks and rivers with a particular focus on the local area. The children compare and contrast the human and physical geography of a region of the UK, a region in a European country and a region in South America. They further develop their fieldwork skills using a wider range of apparatus including Ordnance Survey maps, compasses and our school weather station. Children are encouraged to ask questions, research answers and to take an interest in environmental issues.

Please click here to view the Two year curriculum overview for Geography

History

From early experiences working in their immediate and local surroundings and historical background, the content studied progresses both in depth and range across the key stages. The children move from a focus on changes in their own lives to those of people around them, to those beyond living memory. Study of famous personalities and significant events develops into the study of particular times, periods and societies. A two -yearly cycle of historical topics in Key Stage 1 and a four-yearly cycle in Key Stage 2 enables full coverage of the historical skills and concepts as defined in the National Curriculum.

Children in Key Stage 1 are given the opportunity to develop an awareness of the past and of the ways in which it is different from the present. They are helped to set their study of the past in a chronological framework and to understand some of the ways in which we find out about the past.

Children in Key Stage 2 are taught about important episodes and developments in Britain’s past from the Stone Age to modern times, about ancient civilizations and the history of other parts of the world. They are helped to develop a chronological framework by making links across these different study units. They are given the opportunities to investigate local history and to learn about the past from a range of sources.

Please click here to view the Two year curriculum overview for History

ICT / Computer

Computing is taught both as a subject in its own right and through other curriculum areas. It focuses on how computers and computer systems work.

The school has a dedicated computer suite where the children are taught the skills and techniques they need to enhance their use of COMPUTING. The children have access to computers/tablets within their classrooms, and these are used to support their learning throughout the curriculum. All workstations are part of a school network that enables the sharing of work and other files linked by a wireless network. The school has a broadband Internet connection, and this is used in conjunction with the school’s e-safety guidelines to enable the children to use the Internet and World Wide Web creatively, responsibly and safely.

Please click here to view the Two year curriculum overview for Computing

Maths

Our aim is to develop the children’s numeracy skills: their understanding and concept of numbers, including fractions. We want the children to be confident when approaching calculations independently, selecting appropriate mental or written strategies. Alongside this, the children learn to use and interpret a range of tables, charts and graphs and develop their concept of shape, space and measures. Through each of these strands the children employ and extend their skills in problem solving and investigation, often in real life contexts.

Click here to view the Two Year Curriculum Overview for Maths

Modern Foreign Languages

At Richmond Methodist Primary School, we aim to stimulate children’s curiosity about languages and cultures from around the world, with a particular focus on French language and culture.

The children at KS1 and KS2 have 30 minutes of French per week. At KS1, the children learn about the language and French culture in a fun way through songs, games and creative activities. At KS2, where a foreign language is now statutory, French is taught following the North Yorkshire Scheme of Work and is delivered by a French language specialist. Here children extend their oracy skills and develop literacy skills as well in a variety ways including songs, games and poetry. As far as possible, cultural knowledge and oracy skills are consolidated and extended in other areas of the curriculum.

Click here to view the Two year curriculum overview for MFL

Music

The children will learn to listen to, appraise and respond to a range of live and recorded music from different times and cultures. They will use voice, tuned and un-tuned instruments to rehearse and perform with others. From year 3 children have the opportunity to receive recorder tuition during school time.

Other instrument tuition is provided by the North Yorkshire Music Service.   There are costs involved, and full details of the scheme are available from the school.  Currently brass, flute, clarinet, violin, cello, guitar, percussion and keyboard are taught. These lessons are in school time.   Some privately taught lessons also take part during the school day.  The school tries to rotate the lessons as much as possible to reduce the impact of time out of lessons. 

At school, we provide an extra curricular orchestra, and we encourage all those who learn instruments to take part. There is also a very active choir, which, like the orchestra is available to all Key Stage 2.  In addition to this, there is a fun Singing Club for the Year 1 and Year 2 children.

We hold a bi-annual musical concert to allow the children to showcase their instrumental playing and singing.  We take part in other musical concerts throughout the year, such as the Richmond Town Carol Service, aswell as performing at the events held by our ‘Friends of Richmond Methodist School’ (FORMS).  We compete in the Wensleydale Tournament of Song taking both the Orchestra and Choir.

Click here to view the Two year curriculum overview for Music & NC

Click here to view the Two year curriculum overview for General Music

Personal ,Social, Health, & Citizenship Education (PSHCE)

Click here to view the Two year curriclum overview for P.S.H.E

Intent

Here at RMS, our Personal, Social, Health and Economic Education Curriculum (P.S.H.S.E.E) is the core of our wider curriculum and through which our pupils develop the knowledge, skills and attributes they need to keep themselves healthy and safe, and prepared for life and work. We want our children to thrive in the development of personal attributes such as kindness, integrity, generosity, and honesty. All at Richmond Methodist Primary School, (RMS), inclusive of adults and children, endeavour to ‘do all the good we can’ and we aim to enable children to continue to be reflective, resilient and responsible members of their local, national and global communities. In particular, we seek to ensure our curriculum is tailored around the specific needs of our children, creating a school community that sets inclusiveness and equality at the heart of everything we do. Our school is a welcoming place and our children believe in the values both British and Christian that underpin who we are. Alongside our Religious Education Curriculum, we aim to place our P.S.H.E curriculum as integral to our Spiritual, Moral, Social and Cultural education. We also ensure our children gain a sound understanding of financial themes.

Implementation

Our curriculum is well planned, sequential and structured. It builds in developmental progression by revisiting themes in each year group, so learning is age appropriate and continually enhances prior learning. In line with the PSHE Association recommendations, our curriculum develops skills and attributes such as resilience, self-esteem, risk-management, team-working and critical thinking in the context of three core themes: health and wellbeing, relationships and living in the wider world (including economic wellbeing and aspects of careers education). Our planning incorporates trends identified through data generated through the Growing Up in North Yorkshire Bi-annual Questionnaire and also Pupil Conferencing on themes that matter most to the children themselves. We deliver our P.S.H.E.E. curriculum through a question-based model, using age appropriate stimulus including stories, discussions, role play and online resources. We provide opportunities for children to safely try out their new knowledge, ideas and skills so it can be used confidently in real life situations. Relationships and sex education (RSE), is delivered sensitively and inclusively, with respect to the cultural context of each child and as in integrated part of our developmental PSHE education programme. School recognises that for many themes, parents and carers are the prime educators and school builds on this prior learning.

Impact

Our children are ‘ready, respectful and safe’. They feel welcomed and are welcoming to all people and new experiences. They are reflective, respectful, responsible and resilient. They understand how to keep themselves and others safe.

NYCC Curriculum Entitlement Framework for PSHE and Citizenship

Guide for Parents & Carers Educating Children at Home

Relationships and Health Education

What does Relationships and Health Education mean for your child?

Sex and Relationships Support for Parents

Understanding Relationships and Health Education in your child’s primary school: a guide for parents

Relationships education, relationships and sex education (RSE) and health education: FAQs

Talking to your child about Sex and Relationships

The School has a Relationships and Sex Education (RSE) Policy, available on request, formed after consultation with parents, teachers and governors. It determines our curriculum which has been planned using statutory guidance and in line with the P.S.H.E Association Programmes of Study. Our RSE content is interwoven within our P.S.H.C.E curriculum and also through other relevant curriculum areas such as Science. The key content of our RSE Policy is detailed in the following letter to parents. LETTER TO PARENTS

British Values

At RMS our values are underpinned by the British values of Individual Liberty, Democracy, Tolerance, The Rule of Law and Mutual Respect. Every classroom has a British Values display which is referenced during class discussions where appropriate and a larger, interactive display is situated in the hall where children can record their own thoughts or opinions. This display is referenced in our weekly assemblies by adults and children.

These over arching British Values feed directly into our whole school values, inspired by Christian Values.

We feel this focus on Christian, yet also global generic values, provides preparation for an appreciation of life in modern Britain. This runs along side our learning about people, faiths and cultures both within and beyond Richmond.

PREVENT – what does it mean and how can I help

All teaching and non teaching staff have attended the PREVENT training.

Protecting children from radicalisation: the prevent duty

Educate Against Hate – Parents Hub

Mental Health

Please click here to see sleep and Tiredness – NHS advice

Please click here to see Yoga ideas for children page

(school is not responsible for content- parents and careers should always follow ideas and suggestions as they feel is appropriate)

Anti Bullying

At RMS we whole heatedly agree with the Anti-Bullying Week aims and spent the week discussing:

  • The definition of respect
  • That bullying is a behaviour choice
  • That we can respectfully disagree with each other i.e. we don’t have to be best friends or always agree with each other but we do have to respect each other
  • That we all need to choose to respect each other both face to face and online

We hope this work enables us to continue to learn and grow as members of the school and wider community.

pshce-approach-to-bullying-pack

Top tips for children and young people

Top tips for parents and carers

Economic well being

My Money Week

Safeguarding support for parents and carers

https://youtu.be/fn6AVSZk008

Talking Pants – NSPCC

Roadwise for Schools

Healthy food & activity tips for you & your kids | Change4Life

Talk to Frank

Friendly and confidential drug advice for parents

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Physical Education

The children will receive physical education through exploring their physical environment and developing their bodily co-ordination and motor skills. The emphasis is put upon exploration and creative co-ordination in movement. PE is broadly divided into four strands:

Games –which include ball skills and ball games in Key Stage 1, and in Key Stage 2 football, rugby, netball, hockey, cricket, basket ball, volley ball, tennis and rounders.
Gymnastics – involves developing skills on the floor and apparatus.
Dance – a variety of themes are taught, some linking with other subjects, others taught as discrete dance projects.

Outdoor and Adventurous Activities – this element of the curriculum is largely covered by two residential visits that take place in Years 4 and 6.

In Key Stage 2 athletics is taught. There are opportunities for extra curricular teaching in football, netball, hockey, cricket, rugby and basket ball. In years 3 /4 swimming is taught. It is also available to those children in Year 5 and 6 who have not achieved their 25 metre certificate. Parents should note that there is a request for a voluntary donation to cover the cost of pool fees and transport. However, no child is excluded on grounds of cost.

Please click here to view the Two year curriculum for PE

Religious Education

Please click here to view the Two year curriculum overview for R.E

Curriculum Intent (Why we teach R.E and Spiritual, Moral, Social and Cultural Education)

At RMS, our Spiritual, Moral, Social and Cultural (S.M.S.C.)curriculum is omnipresent throughout all our learning but particularly, Religious Education, and ensures each child maximises their personal development, enabling them to be the best version of themselves. We do this by encouraging children to learn about faiths, (including humanism, agnostic and atheist identities) and reflect on what this means to them. Through this process, the children’s sense of self thrives and flourishes. We want children to strive to ‘do all the good they can, by all the means they can, in all the ways they can, in all the places they can, at all the times they can, to all the people they can, as long as ever they can’. This is our Methodist ethos, we promote it in every interaction in our school . Our Religious Education gives us the opportunity to reflect on ways we can ‘do all the good we can’, using the teaching of different faiths to guide our ideas so as to better understand the influences on ourselves and our communities. We value the SMSC learning children experience at home and work in partnership with both families and the Methodist Church. To be a responsible Global citizen, we need to know and understand our global communities. Understanding and a shared cultural capital enables peace and harmony.

 

Implementation (How we teach R.E and S.M.S.C)

Spiritual development

We explore beliefs and experiences. We foster awe and wonder. We respect the ideas of people of all faiths and people with no faith. We value each other’s feelings and opinions. We enjoy learning about ourselves, others and our world. We use imagination, creativity and offer opportunities to reflect in our collective worship, R.E, PHSE and school environment. We welcome and support all in school and look for opportunities to care for our community.

 

Moral development

We learn to make the right choices. We respect the law and understand the consequences of positive and negative choices. We appreciate the role of Britain’s democratic parliamentary system. We investigate moral and ethical issues without conflict, prejudice or bias. We study philosophy to enable us to question, evaluate and grow our sense of self. We offer reasoned views through engaging with our twelve ‘Values for All’ our ethos and our behaviour policy.

 

Social development

We use a range of language and communication skills. We all have a voice. We participate in the local community. We appreciate diverse viewpoints. We participate, volunteer and cooperate. We empathise to develop strategies to resolve conflict and learn the value of democracy. We strive towards understanding so we promote peace and harmony.

 

Cultural development

We appreciate our shared culture and explore fully our together heritage. Our History is an important part of our present and future. We look for links, causes and effects. We learn about other cultures, celebrating both similarities and differences. We appreciate diversity but understand the need for community. We participate in as many cultural opportunities as possible so we can appreciate their influences.

 

What is the difference that this makes? (Our impact)

Through our SMSC learning, we aim to improve academic standards but also create an equality of opportunity and maximize our children’s life chances. We will build a cohesive, harmonious community through a well-rounded understanding of both self and a respect, through understanding, for others.
Our children leave KS2 able to look back on an secure, engaging and happy primary education and can be proud of their successes. They are able communicators, responsible citizens and resilient life-long learners. We want them to be confident that they have always done ‘all the good they can’ and both made and been good friends. The children are able to encourage others – when necessary have leadership skills, but above all, interested in the world around them and keen to make a positive contribution to society. We hope that they will be willing to share and reflect upon their own and others perspectives and thoughts, be able to work with others, without prejudice, understand changes and be eager for challenge.

 

The children take part in acts of worship during assemblies.

Parents have the right to withdraw their children from RE teaching and should contact the headteacher should they wish to do so.

 

 

 

 

 

 

 

 

 

 

 

 

Science

We aim to develop the children’s own natural curiosity in the world around and to develop careful investigation and exploratory skills. Through these we endeavour to extend understanding and knowledge of a wide variety of natural physical phenomena through study of biology (living things), chemistry (materials and their behaviour) and physics (e.g. forces, light and electricity). Children will participate in scientific enquiries, including; observing changes over a period of time; looking for patterns in their results; classifying and grouping; testing out their ideas practically and researching using secondary sources such as books and the internet.

Please click here to view the Two year curriculum overview for Science