Curriculum & Assessment
Visit each Year Group to find out more about our Curriculum plans and visit information about other subject areas to find out specific information about how we teach individual curriculum areas like reading, SMSC, British Values etc:
CURRICULUM STATEMENT 2020
We have carefully chosen 4 drivers for our curriculum design to best champion the ever changing cultural capital needs of our school community:
- Emotional Well-being and resilience
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.
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.