Our curriculum is based around the National Curriculum 2014.
The national curriculum is a set of subjects and standards used by primary and secondary schools so children learn the same things. It covers what subjects are taught and the standards children should reach in each subject.
Follow this link to the Department of Education website.
Please use the links below to find out what our children will be taught.
At the Ribblesdale Federation of schools we are all committed to helping children become independent thinkers who are curious about and ready to contribute to and succeed in the world where they live.
The Ribblesdale Federation is built on strong values (love, friendship, kindness and respect) where relationships across our three schools are highly regarded. We have a positive and purposeful environment that values the individuality of each member of our federation community and celebrates their achievements.
Our curriculum is designed to help all Ribblesdale Federation children develop a passion for learning and a love of life so they succeed in school and beyond and is underpinned by our vision ‘Do everything in love’.
Our Curriculum Tree sets out our curriculum offer:
Our Curriculum Roots
Developing as people – Healthy and Active (regular exercise and hydration, staying safe, healthy lunches, healthy minds)
The Ribblesdale Way – Living life through our federation values (love, kindness, friendship, respect)
A strong moral compass – Being the difference we wish to see (sense of community, global connection, social justice, spiritual awareness)
Developing as learners – Intellectual curiosity (resilience; communication; reflection; critical thinking).
Our Curriculum Trunk
Sets no ceiling on learning and aims to inspire.
Allows children to learn the essential knowledge they need to become educated and well-rounded citizens, preparing them for life beyond our schools.
Reflects our local communities and the wider world.
Is inclusive and responds to children’s needs, overcoming potential barriers for individuals and groups of children.
Values language, literacy and a love of reading as integral to the teaching of all subjects.
Engages children through memorable learning experiences.
Our Curriculum Crown
Performances as audience and participator (musical instruments, singing, productions, theatre)
Outdoor and adventurous activities (outdoor learning, forest schools, residential trips, 60 things to do before you leave Primary School)
Memorable curriculum experiences (theme days, educational visits, visitors)
Sporting opportunities (swimming for all, daily mile, school games, intra-school leagues, clubs)
Leadership Opportunities (school council, eco-council, digital leaders, playground buddies, sports leaders, assembly leaders)
Art and Design
Design and Technology
Personal ,Social, Health, & Economic Education (PSHE)
SMSC and British Values
Spiritual Moral Social and Cultural Education
SMSC stands for spiritual, moral, social and cultural education. Section 78 of the Education Act 2002 states that;
“The curriculum for a maintained school or maintained nursery school satisfies the requirements of this section if it is a balanced and broadly based curriculum which—
(a)promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and
(b)prepares pupils at the school for the opportunities, responsibilities and experiences of later life.”
The Ribblesdale Federation of Schools (RFS) provides a holistic approach to learning, incorporating SMSC and British Values into curriculum learning as well as school life.
The following sets out definitions of SMSC, and what SMSC may look like across the RFS.
Exploring beliefs and experience; respecting values; discovering oneself and the surrounding world; using imagination and creativity; reflecting. Pupils’ spiritual development is shown by their:
- beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings and values
- sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible
- use of imagination and creativity in their learning willingness to reflect on their experiences.
Some examples of what Spiritual development may look like:
- RE, Music and Art lessons
- Collective worship
- Forest schools
- Children’s self-expression and opinions
- Church visits
Recognising right and wrong; understanding consequences; investigating moral and ethical issues; offering reasoned views.
Pupils’ moral development is shown by their:
- ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives
- understanding of the consequences of their actions
- interest in investigating, and offering reasoned views about, moral and ethical issues.
Some examples of what Moral development may look like:
- RE, PSHE, History and Science lessons
- Collective Worship
- Class Charters
- Rights Respecting Schools
- School Rules/ Behaviour Policy
- Anti-Bullying Week
Using social skills in different contexts; working well with others; resolving conflicts; understanding how communities work.
Pupils’ social development is shown by their:
- use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds
- willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively
- interest in, and understanding of, the way communities and societies function at a variety of levels.
Some examples of what Social development may look like:
- RE, PSHE, History and Geography lessons
- Worry Monster
- Community events
- Visits out of school
- Visitors in school
- Sports Day
- Charity events
- Collective Worship
Appreciating cultural influences; participating in cultural opportunities; understanding, accepting, respecting and celebrating diversity.
Pupils’ cultural development is shown by their:
- understanding and appreciation of the wide range of cultural influences that have shaped their own heritage
- willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities
- interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.
Some examples of what Cultural development may look like:
- RE, Music, Art, English, Geography and History lessons
- Collective Worship
- Visits out of school
- Visitors in school
- ‘Things to do before you leave Primary School’
The RFS actively promotes British Values through SMSC in both curriculum learning and in school life. British values are promoted in the following ways:
- Whenever possible children are reminded that The Ribblesdale Federation of Schools, Giggleswick Primary School, Hellifield Community Primary School, Long Preston Endowed VA Primary School, Craven and North Yorkshire are part of the UK, which is a democratic community and that they are expected to actively contribute and to benefit from this involvement.
- All children are encouraged to debate and discuss topics of interest, express their views and make a meaningful contribution to the running of the school on matters that directly involve pupils. Children also have the opportunity to have their voices heard through pupil questionnaires and pupil surveys.
- We have an active school council whose members are elected by their Peers. Where possible decisions are taken by the Council on behalf of the children.
- The principle of democracy is explored in the curriculum as well as during assemblies and special days.
- Where possible significant events at local, National and International level are discussed.
Rule of Law
- At RFS we have a consistently applied set of school rules that are designed to emphasise and reward positive behaviour.
- School rules and expectations are clear, fair and regularly promoted.
- Pupils are always helped to distinguish right from wrong, in the classroom, during assemblies and on the playground.
- Pupils are encouraged to respect the law and at RFS we enjoy visits from authorities such as the Police, Fire Service, Ambulance, etc. to help reinforce this message
- The Behaviour and Anti-Bullying policies set out a zero tolerance baseline for any form of aggression, abuse or violence, which extends to pupils, staff and parents and carers.
- We are towards Rights Respecting School status. All of our children are made aware of the UN Convention of the Rights of the Child.
- Within school, pupils are actively encouraged, and given the freedom to make choices, knowing that they are in a safe and supportive environment.
- Pupils are supported to develop their self-knowledge, self-esteem and self-confidence.
- Pupils are encouraged to take responsibility for their behaviour and our pastoral support reinforces the importance of making the right choices.
- Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, e.g. through our e-safety teaching and PSHE lessons.
- Vulnerable pupils are protected and stereotypes challenged. A strong anti-bullying culture is embedded in the school and any form of bullying is challenged and addressed. The school also operates a robust system of logging incidents.
- Pupils have key roles and responsibilities in school e.g. Eco-Schools Councillors and School Councillors.
Mutual Respect and Tolerance
- Respect is one of the core values of our school. The pupils know and understand that it is expected that respect is shown to everyone, adults and children.
- Pupils are helped to acquire an understanding of, and respect for, their own and other cultures and ways of life e.g. through our Connecting Classrooms partnership with schools in Delhi, India.
- Staff and pupils are encouraged to challenge prejudicial or discriminatory behaviour.
- Links and visits are promoted with local faith communities and places of worship e.g. Members of different faiths or religions are invited to school to share their knowledge and enhance learning within assemblies and in class.
- Through the PSHE and RE curriculums pupils are encouraged to discuss and respect differences between people, such as differences of faith, ethnicity, disability, gender or sexuality and differences of family situations.
- Assemblies and discussions involving prejudices and prejudiced-based bullying have been followed and supported by learning in RE and PSHE.
- We offer a culturally rich and diverse curriculum in which all major religions are studied and respected and global dimension work embedded in many of our Curriculum topics. These curriculum topics offer children the chance to reflect on our core values and British values.