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Rampton Primary School

Enrich Empower Inspire

Curriculum

What does your child learn at Rampton Primary School each day?

What makes our provision unique?

Find information about our curriculum intent here.

The Curriculum at Rampton School

As a state-funded school, Rampton offers a broad and balanced curriculum which:

  • promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society
  • prepares pupils at the school for the opportunities, responsibilities and experiences of later life

 

Our Curriculum Intent
Rampton Primary School aims develop the whole child. Our priority is to create conditions to enable every child to stimulate their natural curiosity and apply their creative thinking. Our curriculum has been designed to empower all our pupils to have curious minds and become active, confident, independent learners, giving each child ‘the opportunity to think’ rather than telling them ‘what to think.’ We embrace and celebrate every child’s uniqueness, continually providing opportunities to develop their resilience, knowledge and skills, thus providing them with the cultural capital necessary to live a happy, healthy, truly fulfilling life.


Our Big ideas

In addition to the curriculum content, these key concepts are taught throughout the school in each year group and class, to provide a deeper level of thinking, learning and personal development. 

 

Humankind
Understanding what it means to be human and how human behaviour has shaped the world.

 

Processes
Understanding the many dynamic and physical processes that shape the world.


Creativity
Understanding the creative process and how everyday and exceptional creativity can shape the world.


Investigation
Understanding the importance of investigation and how this has led to significant change in the world.


Materials
Understanding the properties of all matter, living and non-living.


Nature
Understanding the complexities of the plant and animal species that inhabit the world.


Place
Understanding the visual, cultural, social, and environmental aspects of places around the world.

 

Comparison
Understanding how and why things are the same or different.


Significance
Understanding why significant people, places, events and inventions matter and how they have shaped the world.


Change
Understanding why and how things have changed over time.

General principles
Our curriculum will give children the opportunity to:


• experience the challenge and enjoyment of learning
• understand the purpose and value of their learning and see its relevance to their past, present and future
• develop and demonstrate their creativity
• see clear links between different aspects of their learning
• develop a rich and deep subject knowledge


Purpose 
Our pupils are unique and therefore our school demands a unique curriculum. The principles outlined here, will enable all our pupils experience the challenges of working beyond their known limits and explore their natural curiosity and creativity. Through our progressive, spiral curriculum, our pupils will secure and then revisit the skills and knowledge necessary to develop their own cultural capital to succeed in the next part of their journey and then in later life.


SMSC/FBV
Our curriculum will give children the opportunity to:
• Spiritual - Explore beliefs, experience and faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity and reflect on experiences
• Moral - Recognise right and wrong and respect the law; understand consequences; investigate moral and ethical issues and offer reasoned views
• Social - Use a range of social skills to participate in the local community and beyond; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict
• Cultural - Appreciate cultural influences; appreciate the role of Britain’s parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity
• Democracy - Be part of a system where everyone plays an equal part
• Rule of law - Learn that all people and institutions are subject to and accountable for their actions and behaviour 
• Individual liberty - Be free to express views or ideas
• Tolerance and respect - To respect and tolerate the opinions or behaviour of others

Purpose
Rampton Primary aims to develop the whole child; where personal development is just as important as academic performance.


Wellbeing
Our curriculum will give children the opportunity to:
• develop self-esteem and confidence in their abilities
• build respectful friendships
• learn how to respect themselves and others
• reflect and think mindfully about their learning


Purpose
We aim to provide every pupil with opportunities to create their own unique 'Tool Kit' that they are able to call on whenever required to build resilience and a bounce back approach to overcoming personal challenges they may meet everyday.


Pupil voice
Our curriculum will give children the opportunity to:
• make a positive contribution to the school and local community
• explore ways of becoming an active citizen
• make choices about things that are important to them
• contribute to planning their own learning
• express their opinions on a range of different topics and issues


Purpose
To ensure that all pupils feel valued and respected as members of the school community.

Pedagogy
Our curriculum will be taught through a pedagogy that:
• excites, promotes and sustains children’s interest
• promotes problem solving, creativity and communication
• enables and fosters children’s natural curiosity
• offers all children a memorable experience at the start of every project
• promotes innovation and entrepreneurialism
• enables children to reflect on and evaluate their learning


Purpose
Our three drivers: Enrich; Empower; Inspire and we aim to deliver these.


Enrichment
We will enrich our curriculum by:
• providing on and off-site subject or project related activities
• offering opportunities for children to learn outdoors
• welcoming parents and carers to take part in children’s learning and experiences
• using quality resources in and out of the classroom


Purpose
We are a rural school, set outside its own community. Our catchment has poor transport links and limited facilities. We therefore aim to provide pupils with opportunities they may not otherwise be able to access. We do this by exposing them to new experiences outside their community and by inviting professionals in as often as possible to take part in lessons centered around their profession.


Structure

The national curriculum forms one part of the school curriculum. All maintained schools in England are legally required to follow the statutory national curriculum which sets out in programmes of study, on the basis of key stages, subject content for those subjects that should be taught to all pupils.

 

The national curriculum is organised on the basis of 4 key stages and 12 subjects, classified in legal terms as ‘core’ and ‘other foundation’ subjects.

 

 

 Key stage 1

Key stage 2

Age

5-7

7-11

Year groups

1-2

3-6

Core subjects

   

English

Mathematics

Science

Foundation subjects

   

Art and design

Citizenship

Computing

Design and technology

Languages

Geography

History

Music

Physical education

 

The following links set out the statutory programmes of study and attainment targets for all subjects taught at Rampton School in key stages 1 and 2.

 

 

As all our classes contain two year groups, we run a two year cycle. Each of the projects we teach our curriculum through, has a subject lead. Other subjects will also be taught alongside this, where appropriate links are made. Additional scientific investigations are conducted within each half term to further enrich our curriculum. 

 

 

     Our Long Term Curriculum Planning 2019-2020 / 2020-2021 

Please scroll through the following document detailing an overview of the projects for each year group in each term. Beneath each project, you will see the various scientific investigations conducted alongside the other foundation subjects covered. In addition to this, you will also find information regarding how we intend to further enrichment these projects through school trips or visits from external professionals. Here, we are aiming to give parents as much notice as possible to organise payments using our sQuid account.

Please feel free to contact the office if you have any queries regarding our curriculum coverage.

How we teach pupils to read

At Rampton Primary School, we use Letters and Sounds to teach phonics from Foundation Stage upwards. Once our children have completed the final phase of Letters and Sounds, and their phonics knowledge is secure, SPAG (spelling, punctuation and grammar) lessons will be taught where the children will be given a range of reading and writing activities related to SPAG. 

 

Reading books are organised into book banded colour groups. The book band boxes contain a wide range of books including Oxford Reading Tree, Collins Big Cats and others to supplement the range of choice. Pupils can select any book from their band colour to read at home and in school. Staff regularly assess pupils’ reading through reading comprehension activities, guided reading sessions, reading across the curriculum and individual reading times. Progress through the bands is carefully monitored to ensure that pupils are challenged appropriately.

 

Early Reading Long Term Plan EYFS/Year 1/Year2

 

 

 

Foundation Stage 1

Foundation Stage 2

Year 1

Autumn 1

1

 

Phase 2 recap

Baseline assessment/phase 3 recap

2

 

Phase 2, set 4 (ck, e)

Phase 3 recap

3

Phase 1

Phase 2, set 4 (u, r)

Phase 3 recap

4

Phase 1

Phase 2, set 5 (h, b)

Phase 4 recap

5

Phase 1

Phase 2, set 5 (f, ff)

Phase 4 recap

6

Phase 1

Phase 2, set 5 (l, ll, ss)

Assessment

Autumn 2

1

Phase 1         

Phase 3, set 6 (j, v, w, x)

Phase 5 (zh, wh, ph)

2

Phase 1

Phase 3, Set 7 (y, z, zz, qu)

Phase 5 (ay, a-e, eigh, ey, ei)

3

Phase 1

Phase 3 (ch, sh)

Phase 5 (ea, e-e, ie, ey, y)

4

Phase 1

Phase 3 (th, ng)

Phase 5 (ow, o-e, o, oe)

5

Phase 1

Phase 3 (oa, oo)

Phase 5 (ew, ue, u-e, u)

6

Phase 1

Phase 3 (ar, or)

Assessment

Spring 1

1

Phase 1         

Revisit

Phase 5 (aw, au, al)

2

Phase 1

Phase 3 (ur, ow)

Phase 5 (ir, er, ear)

3

Phase 1

Phase 3 (oi, er)

Phase 5 (ou, oy)

4

Phase 1

Phase 3 tricky words

Phase 5 (ere, eer, are, ear)

5

Phase 1

Revisit & tricky words

Phase 5 (c, k, ck, ch)

6

Phase 1

Assessment

Assessment

Spring 2

1

Phase 1

Phase 3 (igh)

Phase 5 (ce, ci, cy, sc, stl, se)

2

Phase 1

Phase 3 (ear)

Phase 5 (ge, gi, gy, dge)

3

Phase 1

Phase 3 (air)

Phase 5 (le, mb, kn, gn, wr)

4

Phase 1

Phase 3 (ure)

Phase 5 (tch, sh, ea)

5

Phase 1

Revisit

Phase 5 suffixes (ed, ing)

6

Phase 1

Assessment

Assessment

Summer 1

1

Phase 1

Revisit

Phase 5 suffixes (s, es)

2

Phase 1

Revisit

Phase 5 prefixes (re, un)

3

Phase 1

Phase 4 CVCC

Revisit trigraphs

4

Phase 1

Phase 4 CCVC

Revisit ce/ci/cy, ge, gi, gy

5

Phase 1

Phase 4 CVCC, CCVC

Revisit stl, dge, tch, le, mb

6

Phase 1

Phase 4 tricky words

Revisit phase 5

Summer 2

1

Phase 2, set 1 (s, a)

Revisit

Revisit split vowel digraphs

2

Phase 2, set 1 (t, p)

Phase 4, polysyllabic words

Phonics screening test

3

Phase 2, set 2 (I, n)

Phase 4, polysyllabic words

Revisit all

4

Phase 2, set 2 (m, d)

Revisit all

Revisit all

5

Phase 2, set 3 (g, o)

Revisit all

Revisit all

6

Phase 2, set 3 (c, k)

Assessment

Assessment

 

 


 

Parent Information Booklet

Online Letters and Sounds phonics lessons

From Monday 27 April, online phonics lessons are available from Letters and Sounds for home and school

 

Written and presented by phonics experts and funded by the Department for Education, the online lessons are designed to cover new phonics teaching that that children would have received over the summer term had they been in school. This resource is for use by teachers and parents who will find planning and teaching phonics challenging when schools are closed due to Covid-19.

 

Three sets of lessons will be available. One set for Reception and one for Year 1, based on where children are expected to be in their learning in the summer term. A third set of lessons aims to reach the lowest 20% of children; focusing on areas children find the most challenging. A guidance film for parents to explain the basics of Phonics and how parents can support their child is also available.

 

From Monday 27 April, a new lesson will be uploaded Monday to Friday at the times below during the summer term. *After upload, each lesson will then be available to watch throughout the summer term.

 

Please see the above letter with information on the lesson schedule.

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