Curriculum Intent Implemenation Impact for Art & Design

Computing in Action

Children in years 4, 5 and 6 from our three schools worked together with Yorkshire Dales Millenium Trust to create this stunning animation about our local wildlife.
 

Intent, Implementation, and Impact in Computing 2022/2023

Click to view our long term plan 

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Information for Parents

Phonics and Early Reading Policy

Reading Together 

Click here to view the English Intent, Implementation and Impact

Intent, Implementation, and Impact in History 2022/2023

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

Click to view our History Action Plan

 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

Intent, Implementation, and Impact in Music 2022/2023

Click to view our music long term plan 

Click to view our music action plan 

PSHE Curriculum Intent

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

Primary Languages Action Plan

French Action Plan

French Intent

French Progression

Primary Languages Information

Primary Langauges Intent

Languages Long Term Plan

Long Term Plan French

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

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.

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.