Our Curriculum
At Ryhall CE Academy, it is important to us that learning is engaging, as this is when we learn best! With the input of our children, we believe our curriculum to be inspiring and exciting, including educational visits and special visitors to give the children real experiences. Within our classes, we have a thematic approach to learning across the term - this is driven by the declarative knowledge that children will learn in either Geography, History or Science.
We follow all national curriculum subjects across the school and our planning ensures that children have the opportunity to establish links in their learning both within and across subjects. You can view our overviews for each subject in the documents below.
There is a whole school theme during one week at the end of each long term - this has an RE focus, which is in addition to our one lesson per week in all classes; all staff work together to plan creative events and activities for the children.
In order to see what the children in each year group/class learn in all subjects during each term of the year, please go to the Class Pages under 'PUPIL ZONE' - here, you will find both the Long Term Plan (year overview) and an overview of each topic - these are called 'Theme Plans' (Medium Term outlines).
Our Curriculum Statement outlines in more detail our intent and how as a school we endeavour to meet our aims. This can be viewed below together with the Trust (PDET) Curriculum Statement & Teaching & Learning Statement. A long term plan for each year group can be found in the individual class pages. An overview of key subjects together with their respective subject statements can also be found in the documents below.
If you are a parent and would like more guidance with your child's English and Maths Teaching please use the links to the left of this page. You can also ask for further information by contact your child's class teacher or by emailing office@ryhall.pdet.org.uk making your email FAO Headteacher - Curriculum.
Cultural Capital at Ryhall CE Academy
Every child and family who joins our school will have their own knowledge and experiences that will link to their culture and wider family. This might include: languages, beliefs, traditions, cultural and family heritage, interests, travel and work.
Research shows that when children and families’ cultures are valued, both the child’s experience of learning and progress can benefit (Husain et al., 2018, p. 4 and Gazzard, E. 2018 in Chalmers, H. and Crisfield, E. 2019)
What is Cultural Capital?
‘Familiarity with the legitimate culture within a society’ - PIERRE BOURDIEU (FRENCH SOCIOLOGIST) 1970s
‘It is the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement.’- SCHOOL INSPECTION HANDBOOK SEPT 2019
‘It is the role of the setting to ensure that children experience the awe and wonder of the world in which they live, through the seven areas of learning.’ - OFSTED EARLY YEARS INSPECTION HANDBOOK, SEPT 2019
‘This is an opportunity for schools to define the cultural capital that their children need and to think more widely than existing ‘legitimate culture’. This will ensure that their pupils are confident creators, able to be the ‘cultural omnivores’ that can make informed decisions about what culture they consume and participate in, and can articulate why it has value.’- CULTURAL LEARNING ALLIANCE 2019
‘Exposure not only to culture but also to situations in which they might not have previous experiences is of paramount importance to their ongoing successes. Moreover, having the understanding that economic capital is intrinsically linked to the level of a student's cultural and social capital keeps at the forefront of our minds the differences in experiences that our disadvantaged children may have had.’- TES JAN 2020 (ADAM RICHES)
Cultural capital is the accumulation of knowledge, behaviours, and skills that a child can draw upon and which demonstrates their cultural awareness, knowledge and competence; it is one of the key ingredients a pupil will draw upon to be successful in society, their career and the world of work.
Cultural capital gives power. It helps children achieve goals, become successful, and rise up the social ladder without necessarily having wealth or financial capital. Cultural capital is having assets that give children the desire to aspire and achieve social mobility whatever their starting point.
At Ryhall CE Academy, children benefit from a curriculum that builds on what they understand and know already. We believe that exposure, not only to culture but also to situations in which the children might not have previous experiences of, is of paramount importance to their ongoing successes.
Gradually widening children’s experiences as they progress through school is an important step in providing rich and engaging learning across the curriculum. We plan carefully for children to have progressively richer experiences in Reception year and beyond. These include trips to the local park, shops and visits to places of worship, museums, sports and music venues just to name a few.
Through the use of scaffolding we ensure that all children including those with Special Educational Needs and/or disabilities are able to access the curriculum. If a child has an Educational Health Care Plan then a tailored curriculum is provided where needed.
This is our bespoke map for cultural capital which combines both core learning (i.e. that which is taught) and the DfE’s Activity Passport which have been linked to the curriculum enhancing opportunities which are experienced. Our map highlights our commitment to giving all pupils the opportunity to ‘live life in all its fullness’ (John 10:10) and is also evidenced by our commitment to attaining (and renewing) key recognition awards for the school: Artsmark Gold, REQM Silver, Eco Schools Green Flag Status, School Games Mark Gold, Modeshift STARS Bronze. You can view this document as a PDF below, which also includes additional experiences in image form.
If parents wish to know about the curriculum then please email office@ryhall.pdet.org.uk
RECEPTION |
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Build a den |
Go on an Autumn/Winter walk |
Make a puppet show |
Taste a new fruit |
Watch the life cycle of a butterfly or frog |
Make leaf rubbings |
Plant bulbs and watch them grow |
Draw a self portrait |
Visit a local library |
Make a paper boat and see if it floats |
Make a treasure map |
Re-tell a story to an audience |
Get soaking wet in the rain |
Have a Teddy Bears Picnic |
Make a sandwich |
Look up where you live on a map |
YEAR 1 |
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Take a stroll along the beach |
Perform a dance |
Learn a story/poem off by heart |
Create a piece of art in the style of Andy Goldsworthy |
Walking bare foot in the sand |
Prepare a fruit kebab |
Learning from people who care for us |
Marie Curie, Mary Seacole, Edith Cavell & Florence Nightingale |
Visit a local library |
Go on a hunt for insects |
Re-tell a story to an audience |
Look at and make a map |
Bake Biscuits |
Make a bug hotel |
Design and create own invention |
Make a spoon and sock puppet |
Oakham Castle |
Plant beans and record how they grow |
Seasonal senses walk |
Learn some words from a different language |
YEAR 2 |
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Visit Rutland County Museum to see Victorian toys |
Post a letter |
Listen to Cello (Miss Watson) |
St Paul’s Cathedral, London and the Tate Modern – virtual visits |
Make a puppet |
Road Safety Pedestrian Training |
Visit the local alpaca farm |
Learn about the Taj Mahal, India |
Learn how to sew a button on |
Cook outdoors |
Build a den |
Eiffel Tower, Paris |
Create a class museum |
Walk around Village to look at houses |
Yayoi Kusama |
Van Gogh – ‘Starry Night’ |
Plant a cherry tree from Japan |
Trace the source of River Gwash |
Locating places visited on UK and World map |
Visit seaside |
YEAR 3 |
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Prepare a healthy snack |
Scooter Proficiency Training |
George Stevenson |
Abstract Art – Kandinsky & Delaunay |
Learn about a new religion and visit a new place of worship |
Visit a museum |
Create Roman Art using traditional methods |
Landscape Art: Constable & Turner |
Take rubbings from fossils |
Learn how to play a new instrument |
Sir Isaac Newton |
L S Lowry: ‘The Mill, Pendlebury’ |
YEAR 4 |
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Write in hieroglyphics |
Queen Cleopatra |
Tutankhamun |
Write in runes |
Perform in a play/musical |
Design and make an electric reading light |
Thomas Telford & Isambard Kingdom Brunel |
Hokusai – ‘The Great Wave’ |
Rivers of the World |
Design and make a pneumatic toy |
London Landmarks |
Role play as a Viking/Anglo-Saxon |
Portrait Art: Picasso, Francis Bacon and David Hockney |
Design and make a Viking purse – learn to sew |
Christian conversion – Canterbury, Lindisfarne, Iona |
Perform and record radio jingles |
YEAR 5 |
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Spend a night away from home |
Make and launch an air powered rocket |
Explore the journey of the Rutland Water Ospreys |
Pottery over time: Ancient Greek vases, Svend Bayer and Grayson Perry |
Build and ride a vehicle with friends |
Cycling Proficiency Training |
Design and create a pair of rainforest footwear |
Arts & Crafts to Art Nouveau: William Morris & Charles Rennie Mackintosh |
Climb the high ropes |
Go orienteering |
Archimedes |
Henri Rousseau: ‘Exotic Landscape’ and ‘Tiger’ |
Visit a science laboratory |
Take part in a debate |
Thomas Edison |
Leonardo Da Vinci – flying machines |
Visit the Warning Zone |
Create a campaign |
Design a recipe and prepare/taste Greek food |
YEAR 6 |
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Learn to dance the maypole |
Visit the Houses of Parliament |
Make an electric model |
Organise and perform in a Church Service |
‘Basilica of Santa Maria della Salute’ & ‘Grand Canal’, Venice (Canaletto) |
Write and read a book for younger children |
Participate in a construction event with local businesses |
Street Art: Banksy |
Write a speech |
Bikeability |
William Shakespeare |
Nikola Tesla |
Organise an afternoon tea party |
Plan and cook a 3-course meal |
Lewis Carroll – ‘Jabberwocky’ |
Visit the Warning Zone, Leicester |
Take on a leadership role |
Vote for leadership roles |
Drama workshops with local Theatre Company |
THROUGHOUT THE SCHOOL IN ALL YEAR GROUPS |
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Create a piece of art work for an exhibition |
Perform in class assemblies |
Share lessons with family members |
Plant some bulbs and watch them grow |
Visit a local library |
Take part in a collection for a local food bank |
Practice mindfulness/ meditation |
Planning and running charity events |
Create a class collage |
Perform in a play |
Go litter picking |
Showcasing talents |
Perform a dance |
Watch a theatre performance live |
Visits to places of worship |
Young Voices (KS2) |
Growth Mindset focus |
Mental Health & wellbeing provision |
Pupil Voice |
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