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Ryhall CE Academy

“Look back with pride and move forward with confidence”

Our Curriculum

In this section...

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 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 


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



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



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 




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’



Write in hieroglyphics

Queen Cleopatra


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



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


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



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


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



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




Get in touch

Ryhall CE Academy

Church Street

Ryhall Stamford