Giggleswick: 01729 822248 / Hellifield: 01729 850215 / Long Preston: 01729 840377
Curriculum

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)

Our Curriculum

please expand the topics below for more information

Computing

Intent, Implementation, and Impact in Computing 2022/2023

Intent

Implementation

Impact

 

We aim to for our pupils to develop resilience, independence, critical thinking, communication and problem-solving skills.

 

Pupils will become confident users of IT and responsible digital citizens, who are ready to meet the challenges of their digital future.

 

As they move through school, they develop an understanding of how technology and digital systems work.

 Pupils will develop their digitally literacy, showing that they know how to use technology respectfully and safely.

Pupils engage and develop a deep understanding of computer science, knowing how to develop and create their programs for a range of purposes.

 

 

 

Computing lessons focus on collaboration and creativity by providing extended periods of time to work independently and with others to solve problems and develop the knowledge and skills required to be computational thinkers

 

Computational themes are revisited regularly, and pupils revisit each theme through a new unit that consolidates and builds on prior learning. Topics are revisited yearly so this reduces the amount of knowledge lost through forgetting and connections are made.

 

Lessons are sequenced so that they build on the learning from the previous lesson, and where appropriate, activities are scaffolded so that all pupils can succeed and thrive. Scaffolded activities provide pupils to reach the same learning goals as the rest of the class. Exploratory tasks foster a deeper understanding of a concept, encouraging pupils to apply their learning in different contexts and make connections with other learning experiences

 

Staying safe online is taught specifically in computing and within PSHE.

 

 

Pupils will feel confidently prepared with the skills and knowledge to continue to build on their computing journey, within the next stage of their education and beyond.

 

Pupils will be able to implement a range of strategies to ensure their safety when working Online

 

Standards in Computing will be good and will match standards in other subjects such as English

 

Links established between the school and the local high school

 

Monitoring to reflect a rise in the use of computing and an increase in the pupils’ skills in Computing.

 

 

 

Click to view our long term plan 

Click to view our action plan

Design and Technology

Forest Schools

Geography

History

Intent, Implementation, and Impact in History 2022/2023

Intent Implementation Impact

In our Federation of Schools, we intend:

 

·        to instil a love of history in our
children

 

·        to inspire our children’s curiosity to know more about the past in their locality and beyond

 

·        to promote an understanding of the
way people lived in the past including their values, beliefs and attitudes and how this compares with our own

 

·        to help our children to become aware of what is involved in understanding and interpreting the past – to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgment

 

·        to establish each child’s awareness of the passing of time, acquiring a knowledge of chronology.

 

·        to develop questioning skills, empathy and an understanding of why people acted the way they did, why events happened and what happened as a result

 

·        to develop each child’s understanding of historical vocabulary

 

   

Click to view our History  Long Term Plan – 2022/23 

Click to view our History Action Plan

Maths

 Intent for Mathematics

At the Ribblesdale Federation of Schools, we view mathematics as essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, and a sense of enjoyment and curiosity about the subject.

Our intent is to provide children with a mathematics curriculum that will allow them to become confident individuals through developing their mathematical skills to their full potential. We also aim to present maths as a challenging, exciting, creative and relevant subject in order to promote a positive and confident attitude.

In line with the National Curriculum (2014), our overall intent focuses on all pupils being able to:

  • use and understand a wide range of appropriate mathematical language to discuss, explain and justify their mathematical thinking and reasoning.
  • explore and deepen their mathematical understanding through a C-P-A approach, allowing exploration, acquisition of fluency skills and application of skills to a range of problems and lines of enquiry.
  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • move fluently between different representations of mathematical ideas.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
  • solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
  • make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
  • apply mathematical knowledge across the curriculum in science and other subjects relating mathematical knowledge and skills to real life situations.
  • access challenges of rich and sophisticated problems when they grasp fluency concepts rapidly rather than progressing to new content.
  • consolidate learning and concepts through repetition and intervention to acquire sound foundations for fluency of mathematics.

Click here to view the Maths Long Term Plan

Music

Intent, Implementation, and Impact in Music 2022/2023

Intent Implementation Impact

Music is vital to human experience. As an art form, it enables communication across time and cultures, providing children with a huge range of opportunities to grow, flourish and express themselves in a structured yet creative way.

 

In our Federation of Schools, we intend:

 

·        to instil a love of music in our
children

 

·        to design a curriculum where children gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres

 

·        to build upon key vocabulary and progression of knowledge and skills as the children move up through school

 

·        to give all children the opportunity to find and develop their singing voice

 

·        to give children the opportunity to perform to a range of audiences.

·        to ensure that all children receive opportunities to learn a musical instrument

 

·        for all children to have opportunities to hear a range of live music

 

·        for all children to experience the shared nature of music-making, in small groups, whole class or school activities and wider Federation or community events

 

·        to continue to monitor, reflect and update the music curriculum to ensure that staff and children experience good musical experiences and improve and broaden their knowledge,
understanding and opportunities.

 

   

Click to view our music long term plan 

Click to view our music action plan 

 

Personal ,Social, Health, & Economic Education (PSHE)

PSHE Curriculum Intent

Curriculum Intent

Implementation

Impact

Our Vision is taken from 1 Corinthians 16:14, “Do everything in love”. This is reflected in our collective worship policy through embracing daily opportunities to share acts of collective worship which are well planned and thought about, therefore enabling all to flourish.

The spiritual, social, cultural and moral welfare of all pupils, whatever their background, is of prime concern to us as a school. However, our core values of love, kindness, friendship and respect are built into our ethos and teaching and are reflected in the themes on which our daily acts of worship are based.

The curriculum we follow is the PSHE Association which focuses on Relationships, Living in the Wider World and Health and Wellbeing. The scheme of learning fosters a deeper knowledge of the British values, Spiritual, Moral, Social and Cultural and allows our pupils to engage with issues around equality and diversity, understanding those from different faiths and backgrounds through organised events.

The aim of PSHE across all of our three schools in the federation is to nurture and inspire our children to become responsible, aware, and safe as they mature as adults in their wider communities.

We aim to foster an atmosphere of respect, tolerance and an appreciation for others regardless of faith or culture. We provide all of our learners with the opportunity to share their responses and ideas, to respect and support the views of others and how to challenge ideas and misconceptions in a constructive manner both in school and the wider community.

We encourage personality and tailor the curriculum to suit the individual needs of our pupils, groups and school community to ensure all of our children are able to develop their own character in a safe and enriching environment.

PSHE is woven into all aspects of school life including other subject areas such as RE, Music, History, Geography amongst others. It is our aim that children see PSHE content as underpinning all aspects of learning and personal development throughout their school experience and beyond.

PSHE is taught weekly through a range of stimuli including visual representations, written tasks, artistic interpretations and drama which encourages all students to develop their confidence in alternative methods of expression, participation and communication.

Curriculum Overview

Relationships

Children are taught about safe relationships, how to respect the views of others, show tolerance whilst acknowledging their own boundaries and how to develop healthy relationships and friendships. They also study risks associated with unhealthy relationships such as peer pressure, managing conflict, demonstrating kindness and respecting ourselves and others.

 

In our classrooms, we acknowledge the little ‘Acts of Kindness’ shown to us by others. Children are encouraged to independently write a thank you card to someone for showing kindness to them, no matter how small the act. We believe in fostering healthy relationships and friendships focussing on the good acts that we witness others doing to encourage those behaviours in ourselves and within our school community.

Living in the Wider World

As part of our curriculum, we focus on resilience when dealing with money and finance as well as online safety providing our learners with important life skills for events they may experience outside of school. Children also look at the wider world including take care of their environment, belonging to a community and showing care and respect to their surroundings.

Health and Wellbeing

Finally, as part of the curriculum, children learn about the importance of a healthy lifestyle including exercise and diet and making the right lifestyle choices to support physical and mental wellbeing. Looking at risks and hazards associated with unknown territory helps our young people to assess danger and risk and make logical decisions. For RSE, growing and changing, we use Yasmin and Tom resources to educate our young learners about the changes they can expect to experience as they grow and mature. These resources are shared with parents and carers for full transparency and sensitivity to meet the needs of all our learners.

Our learning journey is documented in our class ‘big books’ and provides a holistic overview of learning covered through images and written tasks.

Our daily acts of worship in our school involve the whole school family meeting together. We conduct worship in a dignified and respectful way. We tell children that worship time is a period of calm reflection. We regard it as a special time and expect children to behave in an appropriate way. We create an appropriate atmosphere by using music and candles or other objects that act as a focal point for the attention of the children. We have a large screen to use visual aids to enhance the children’s spiritual experience.

Weekly child led collective worship assemblies enable our year 4/5/6 children to share their learning experiences in PSHE lessons and discuss topical issues and events such as Anti-Bullying, Black History and Children in Need amongst others with regards to the British values, school values and policies with our younger pupils. Such calendar events are featured in our school diary and pupils are immersed in relevant learning activities to deepen their knowledge, awareness and understanding of issues and events.

We monitor the impact of PSHE content through termly pupil voice questionnaires where pupils have the opportunity to feedback their opinions on their learning tasks and opportunities in PSHE.  This feedback from our pupils enables us to assess the impact of the learning content on all learners ensuring all of our children receive a high quality and holistic PSHE curriculum to best prepare them for the wider world.

It is our intention that all children will experience a PSHE curriculum that encourages mental well-being, confidence and tolerance towards others where children feel safe to express their opinions as well as managing situations in a responsible, safe and constructive way.

 

 

 

Click here to view the PSHE Curriculum Long Term Plan for Y1

Click here to view the PSHE Curriculum Long Term Plan for Y2 and Y3

Click here to view the PSHE Curriculum Long Term Plan for Y4, Y5 and Y6

Physical Education

Religious Education

Intent for RE

At the Ribblesdale Federation of Schools, we believe RE both supports and strengthens what we aim to do in every aspect of school life linked to our values of love, kindness, friendship and respect.

It is our aim for all children to acquire and develop a deep knowledge and understanding of principal world faiths and world views practised in Great Britain today. These include Christianity, Hinduism, Islam, Judaism and Humanism each of which is represented in North Yorkshire and the wider community. At Long Preston Endowed VA Scholl, we ensure at least 50% of the RE curriculum is based on Christianity. It is important that children appreciate the way that religious beliefs shape life and behaviour, develop the ability to make reasoned choices and informed judgements about religious and moral issues and enhance their spiritual, moral, social and cultural development.

RE is a great subject to drive forward our school vision, ‘Do everything in love’ (1 Corinthians 16:14), and allows all pupils to develop an understanding of faith and celebrate other cultures within our community. Through RE, pupils develop a mutual respect for other religions and cultures, based on an academic understanding, which is a key British value.

RE is a key subject to encourage deeper thinking skills and to explore issues in the world around them. Pupils are encouraged to share their own thoughts and beliefs on key issues and develop an empathy and understanding towards those who share different beliefs. Our curriculum is designed to encourage creativity, imagination, enquiry, debate, discussion and independence.

Click here to view the Long Term Plan

Science

Click here to view the Science Long Term Plan

Intent –

Science is vital to our future prosperity and it is important that our children are engaged with all aspects of science. All pupils across the Ribblesdale Federation of School will be provided with the foundations to understand the specific disciplines of biology, chemistry and physics and to develop an understanding of the world around them at an age-appropriate level.

We develop the natural excitement and curiosity of all children, including those with SEND, and inspire them to pursue scientific enquiry now and in further life. Throughout the primary years, children should learn to work scientifically by investigating, explaining and analysing phenomena, making predictions, questioning the world around them and solving problems.

Teachers nurture a love for the natural world, excitement for future possibilities in science and provide many opportunities for pupils to grow their own growth mindset and rational thinking.

Implementation –

The Curriculum –

  • The National Curriculum statutory requirements are taught and assessed in each year as a basic minimum.
  • Teachers are familiar with previous and subsequent year groups’ content in order to link learning and build on previous knowledge.
  • When planning, teachers refer to the progression document for their current topic and to the ASE PLAN resources to ensure teaching is progressive throughout school.

Timetabling –

  • Science is taught discretely once per week by the class teacher.
  • When there is a natural link between a science topic and other curriculum areas, teachers should endeavour to work in a cross-curricular manner e.g. to link the teaching of evolution with the history topic of Stone Age.
  • Science content being covered through a cross-curricular approach must include a learning objective taken from the year group’s science curriculum and recorded in the science exercise book.

Teaching –

  • Teachers follow children’s interests and lines of inquiry.
  • Each lesson includes a working scientifically element to ensure working scientifically skills are covered over a two- year period.
  • Working scientifically skills are progressive.
  • Time should be taken to identify and teach the specialist vocabulary associated with each topic.
  • Teaching is differentiated either by resource, support or ability grouping
  • Use of open ended enquires to allow all children to access learning at their level.
  • More able learners are challenged to make connections within science and to apply their knowledge to real world situations
  • Teachers help to develop open mindedness in relation to scientific theories.
  • Teachers aim to close the gap for PP children
  • Teachers support SEN children in line with support plans. This could include;

–           Pre-teaching

–           Use of Vocabulary lists

–           Scaffolding for scientific experiments

–           Providing additional equipment to meet individuals’ needs

–           Alternative methods of recording work, including the use of ICT

  • Outside visitors and trips should be utilised as much as possible.
  • Challenging stereotypes where possible – encouraging girls into STEM careers
  • Resources made readily available to staff to carry out all lessons.
  • Science topics will encompass an element of both maths and English.
  • Science should refer to SMSC concerns in the modern age e.g. climate change, genetic modifications.

Assessment –

  • Children rate vocabulary knowledge at the beginning and end of a topic.
  • Children given the opportunity to demonstrate prior knowledge and then add to this over time and new learning occurs.
  • Knowledge quiz allows the teacher to clearly see and address any misconceptions.

Impact –

  • Impact measured through: low-stakes quizzes; vocabulary learning; responses to open ended questions and mini assessments carried out once the topic has been completed
  • Children acquire appropriate age-related knowledge.
  • Children are equipped with investigative and experimenting skills.
  • Children develop on learning skills – concentration, imagination, self-improvement.
  • Children develop curiosity and excitement for the word around them.
  • Children have a rich vocabulary to help them in science and also to access the wider curriculum.
  • Children have high aspirations.
  • Children are inspired to continue science learning or pursue a STEM career.
  • Children develop their questioning skills.
  • Children develop a strong growth mind-set.
  • Children can make connections throughout the years e.g. fossils in y3 linked to evolution in y6.
  • Children can confidently report and explain outcomes, both written and orally.
  • Children can record findings using a range of graphs and tables.
  • Children can describe methodology and accurately to allow for retesting.
  • Children are prepared for science in further education and able to understand the world around them.
  • Children are able to work collaboratively with peers.
  • Children are aware of the SMSC concerns surrounding science in the modern age.

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.

SMSC

The following sets out definitions of SMSC, and what SMSC may look like across the RFS.

Spiritual

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

 

Moral

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
  • Debates
  • E-safety
  • Anti-Bullying Week
  • Fundraising

 

Social

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
  • Teamwork
  • Worry Monster
  • Community events
  • Visits out of school
  • Visitors in school
  • Sports Day
  • Charity events
  • Collective Worship

 

Cultural

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’

 

British Values

The RFS actively promotes British Values through SMSC in both curriculum learning and in school life. British values are promoted in the following ways:

Democracy

  • 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.

Individual Liberty

  • 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.