Rangefield Curriculum Intent
Whilst based on the National Curriculum, with the age-related expectations and coverage that are included, our Rangefield curriculum is designed to meet the needs of our pupils, reflecting the diversity of the geographical area and our community of pupils, staff, governors and stakeholders.
The curriculum is founded on SMSC and on our core values, that were developed in collaboration with staff and pupils.
Through the Rangefield curriculum, we develop the whole child and their positive attitude to learning. We do this by putting our school values at the heart of what we do. The ‘Golden Thread’ of SMSC ensures that academic success, creativity and problem solving, responsibility and resilience, as well as physical development, well-being and mental health are key elements that support the development of the whole child and promote a positive attitude to learning.
The curriculum offers children opportunities to gain core knowledge and cultural capital that will be the foundation of their success. It ensures that links are built within our wider community whilst giving children the knowledge and skills to participate in school life and the life within, and beyond, our local community.
It enables our children to thrive in a fun, stimulating and supportive environment where they feel valued and can influence their learning and environment.
Pupils leave EYFS having covered the Early Learning Goals. They embark on our KS1 curriculum, based on the National Curriculum expectations. There is a transition of styles of teaching during the autumn. Throughout this period and beyond all children are still developing their phonics knowledge through daily teaching of ‘Letters and Sounds’ as well as phonics based activities. They develop their fluency in reading through the Daily Supported Reading Programme which Rangefield has adopted as one of the key vehicles for developing reading skills.
The Rangefield Curriculum is delivered using an integrated topic approach and is assessed summatively using topic, termly and annual quizzes and with Target Tracker statements (National Curriculum) as a basis to ensure coverage and progression throughout the school. The more able are challenged further in their learning and children who find aspects of their learning more difficult are appropriately supported, so that they too are enabled to experience success. National requirements and school requirements are mapped out as a whole school and then individual year groups plan the curriculum for their pupils accordingly. The curriculum is underpinned by the school’s Core Values (fairness, respect, responsibility, determination, kindness and friendship) and these are taught implicitly and explicitly through other areas of the curriculum, including assemblies. The spiritual, moral, social and cultural development of our pupils and their understanding of the core values of our school, community and society, are woven through the curriculum and daily school life, including in how we interact with partners.
The English curriculum is taught using elements of Talk for Writing (T4W) which develops children’s writing skills through imitation, innovation and independence, with skills embedded in quality first teaching. We use a range of resources and approaches to meet the needs of children in English, regardless of their starting point. Our aim is to ensure that English is threaded throughout other curriculum subjects.
Daily Supported Reading in EYFS and KS1 (DSR) and Destination Reader in KS2 (DR) form the basis of our teaching of reading across the school. Reading, as SMSC, is a ‘golden thread’ linking all areas of the curriculum. The Rangefield mathematics curriculum has been developed in house and we are currently developing a teaching for mastery curriculum which enables children to develop their reasoning, investigative and problem-solving skills.
These subjects are taught in mixed ability groups. In all year groups there are small group interventions, in order to support pupils in gaining the key skills to become successful readers, writers and mathematicians. Regular monitoring ensures impact of interventions and swift changes as appropriate.
In planning, teachers consider what they want their children to have accomplished through their learning. What knowledge will they have learnt; the skills they will have developed; how are they going to present their knowledge, skills and understanding, informally and formally assessed to demonstrate progress.
All subject leaders are given training and opportunity to keep developing their own subject knowledge, skills and understanding so they can support curriculum development and their colleagues throughout the school. Theme weeks, whole school activities and opportunities within and outside school all enrich and develop the children’s learning. After school clubs and events extend these opportunities further.
The outdoor environment and the local community are considered an opportunity for active learning for all our pupils. Pupils have opportunities to share their learning with each other, their parents and carers and other learners through school-based and external exhibitions, performances, competitions and events. Developing their independence and motivation as learners and their sense of responsibility as future citizens, is at the heart of all our teaching and learning.
The curriculum will continue to evolve in terms of content and to ensure it is suitable for the ever-changing needs and diversity of backgrounds of the children and the world in which they are learning.
Through careful planning and effective formative and summative assessment children’s attainment will be in line with or above national average. Progress will be at least expected. Children will talk with confidence about learning and demonstrate enjoyment of the curriculum. Children will feel the curriculum is reflective of their heritage. Staff will feel empowered to deliver high quality learning opportunities and will continue to develop their own subject areas in a mutually supportive environment.