Our Curriculum

In this section of the website you will find out more information about the curriculum the children explore.

We believe that learning is an enjoyable, lifelong process through which everyone can achieve their potential and exceed their expectations. We will challenge and support our pupils to do their very best by providing an extensive range of learning experiences beyond the statutory requirement.

Click on the links on the side menu to find out more about the individual curriculum areas or go to the class curriculum tab for information about each Year Groups curriculums.

CURRICULUM STATEMENT

We have carefully chosen 4 drivers for our curriculum design to best champion the ever changing cultural capital needs of our school community:

• Possibilities
• Diversity
• Environment
• Emotional Well-being and resilience

INTENT

At Richard Clarke we offer a curriculum which is balanced and broad and which:

• promotes the spiritual, moral, cultural, mental and physical development of the pupils at our school, and
• prepares pupils at our school for the opportunities, responsibilities and experiences of later life.

Our school curriculum takes its content and progression model from all national curriculum subjects and includes other enrichment experiences. The national curriculum forms one part of our school curriculum and the rest is planned by us to incorporate learning about the local area, the local history and other worthwhile experiences.

We aim for our new Curriculum to be:	We aim for it to give our children skills for life like:

See our long term curriculum maps for yearly overviews of coverage in each year group.

Each half term also has a more detailed medium term overview for each topic.  Each half term has a topic focus to which, where possible, the different subjects of the curriculum link to the main theme. Some subjects have discrete learning and stand alone themes but we aim to make meaningful connections that contextualise and deepen learning.

We intend our curriculum to have breadth that will come from it’s content and our carefully designed threshold concepts that will enable us to take a repetition model to ensure depth of learning.  At RCFS we believe learning is a change in long term memory.  Procedural, episodic and semantic knowledge that is secure in long term memory will ensure our children make progress and become truly life long learners connected to the wider world.