The curriculum at Rivelin is underpinned by our school vision and we hope that the daily learning opportunities are helping us to fulfil our vision for the children.
The curriculum is designed to promote a love of Reading. We believe that good readers have a greater sense of wellbeing and greater opportunity for academic success.
Wherever possible the curriculum is designed to link the book to a topic in the curriculum such as Science; History or Geography. We then work to build a bespoke set of lessons that will link meaningfully for the children. There are some areas of the curriculum that will not always fit this pattern so we choose to keep these as stand-alone.
These books have been chosen to interest children to bring real life issues into the school day and to begin to develop a lifelong love of reading. Every six weeks the whole school plans a book study week, where the children are immersed in the literature. Children experience a wide range of creative activities designed to inspire interest and curiosity and give real experiences that will support subsequent learning and enrich the writing process. These topics enable teachers to deliver aspects of many other subjects like, History, Geography, Art & Design and Science. We follow the national curriculum for all subjects but will sometimes enhance the provision through the topics. If you would like to view the official national curriculum document published by the DFE, please click here.
Six Weekly Topic Overview
|Hector & the Big Bad Knight||Queen's Orangutan||Stone Age Boy||Romans on the Rampage||Beowolf||Percy Jackson|
|Jack and the Beanstalk||Snail & the Whale||Funny Bones||Horrid Henry & the Tooth Fairy||Alex Ryder||They Changed the World - Watson & Crick|
|Blown Away||The Hunter||Escape from Pompeii||Ming Lo Moves a Mountain||The Lion, the Witch & the Wardrobe||Around the World in 80 Days|
|Film: Finding Nemo||Film: Moana||Film: Valiant||Film: Happy Feet||Film: Inside Out||Film: Up|
|Woolly||Hey Diddle Diddle||Cakes in Space||When Charlie McButton Lost Power||Neil Armstrong||Evolution & Adaptation|
|Beautiful Oops||The Day the Crayons Quit (Pop Art)||The Dot||Mr Stink||Tortured Wood||Art Nouveau|
Rivelin's Curriculum for the Whole Child
At Rivelin we try to thread throughout our curriculum the importance of building character muscles. Every lesson has an element where we focus on a particular character muscle to help develop the whole child and prepare them for the next stage of their education.
In addition an important part of the hidden curriculum is pupil leadership. We are developing this through a focus on developing character muscles and the belief that our mind sets and skills are not fixed and with practice can be improved. Children in all year groups have the opportunity to take on leadership roles in school and commit to giving back something to the school and to their peers. This is really valuable for teaching resilience and responsibility.
We use the Oxford Reading Tree scheme of work throughout school starting in Reception where children can build up a familiarity with the characters. We have school reading characters which help the children to learn the skills of reading each character in charge of a particular skill e.g. Rita Retrieve, Ingrid Infers. We use the book study weeks and the half termly novel to bring reading alive for pupils so that they experience literature in more depth.
Every day all children from Y2-Y6 have a daily whole class reading session where they look at a text and understand the vocabulary and the features of the text and then work on reading comprehension. For struggling readers we use a scheme called ‘Rainbow Readers’ where the children have daily intensive support to help them catch up or make progress at their particular level.
Our early readers in Nursery, Reception and moving into Y1 have a more individualised approach to their reading. They are heard reading individually by their teachers as frequently as possible and they also get to know familiar stories more in depth particularly the characters from the Oxford Reading Tree scheme.
The school uses the Letters and Sounds scheme for phonics. Phonics is taught discretely every day from Nursery to Year 2. Some children in Key Stage 2 may still access this teaching if required.
Wherever possible we are able to link the national curriculum for science into the books being studied but where there is no link possible science is taught as a stand-alone subject. Again we use the Assertive Mentoring materials for Science and for the assessment of science.
Computing is taught weekly and the school follows the Sheffield Scheme of work which is based on the National Curriculum.
We follow the locally agreed syllabus for RE. We deliver this curriculum through planned RE days every six weeks to immerse the children into the work and create a special feel for the day. The children always have the opportunity to share the work across the school and learn from each other. By having the time blocked together it allows for visits and visitors and an extended focus on particular themes.
A scheme is used to support the teaching of music this is called Music Express this is used in all year groups Y1 – Y6 apart from Y3 where the children access whole class violin lessons for the year.
PE is taught through a scheme and all children have two sessions of PE per week. We often have specialist coaches in school working with particular year groups for half a term at a time.
Writing & Spelling
Children write every day through their main topic and in other subjects. The children are taught to join their handwriting from Nursery beginning with a cursive print to make the process easier. We use the Assertive Mentoring programme for spelling which maps out the spelling requirements for each year group and these are sent home every week for the children to practice.
We have a whole school competition for the learning of spellings relating to a Crystal Challenge and children can put themselves forward if they feel that they are ready to take the next challenge and win a badge.
For struggling spellers we use ‘Spelling Zappers’ which are a more personalised approach to learning spellings that individual children find tricky and are based on the high frequency words.
Maths is taught in six weekly blocks over four days of the week. The same topic is taught throughout school for the six week period. This allows children the opportunity to really understand the topic being studied without moving on too quickly. On one day of the week the school uses the Assertive Mentoring Programme ‘Big Maths’.
This programme has been chosen because of its proven track record in many other schools. It gives children the opportunity to check and refresh their skills in all areas of the maths curriculum for their year group whilst give children the opportunity to tracking their own week scores in all areas which is very motivating for them.
Whole School Programme for Maths
|Topic 1||Topic 2||Topic 3||Topic 4||Topic 5||Topic 6|
|Place Value||Addition & Subtraction||Multiplication & Division||Fractions & Percentages||Measures,Weig-ht, length & Capacity||Measures, Money Time, Area & Perimeter|
We use a range of commercially available resources to enable teachers to effectively differentiate in maths and build on mastery learning. We use Classroom Secrets and White Rose resources. All work is based on six weekly assessments that come from Assertive Mentoring and covers the learning objectives set out in the national curriculum.
Personal Social Health Education
We use the award winning scheme of work for Personal, Social, and Health Education (PSHE) called Jigsaw. This has a strong element of mindfulness in its implementation. This is delivered weekly for about an hour and covers all aspects of PSHE.
All children in KS2 study French and we use the Linguafun scheme of work and try to develop French speaking throughout the curriculum e.g. taking the register in French or having French based activity for Golden Time.
The school recognises the importance of philosophy for children and will try to get a lesson in as often as possible. Often the philosophy sessions lend themselves well to RE, Book Study weeks and to themes in assembly but teachers are free to choose when they can use this to develop deep thinking; give pupils a voice.