Curriculum & Assessment

Visit each Year Group to find out more about our Curriculum plans: 

Information about subject areas
Reception
Year 1
Year 2
Year 3
Year 4

 

Curriculum Statement

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.
  • Prepares pupils at our school for the opportunities, responsibilities and experiences of later life.
  • Our school curriculum comprises learning in all national curriculum subjects and 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:
Our curriculum wordall aims Our curriculum wordall skills

Assessment

Assessment is fundamental to be able to extend and challenge the children’s learning so that they can reach their potential. It also provides a whole school framework at which all different levels and perspectives merge so that educational objectives can be set and used to inform class planning, children’s next steps, resources, support, whole school objectives and training.

Assessment should be incorporated systematically into teaching strategies in order to assess, progress diagnose any needed developments whether on an individual, group, class or whole school basis.

Assessment is only effective if there is a regular review, communicated and acted upon at all levels. Our assessment procedures are free from bias, stereotyping and generalisation in respect of gender, socio-economic groups, race and stage on the SEND code of practice. However we do analyse the progress of different groups in order to ensure that we meet individual and group needs.

Please read our Assessment and Reporting policy for further details or speak to your child’s class teacher if you have any questions.

 

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