Richmond Hill Primary AcademyCurriculum Information
Richmond Hill Primary Academy's Curriculum
The curriculum at Richmond Hill has been carefully designed in order to meet the needs of our children and wider community. We have developed an ambitious and thought provoking curriculum, that allows our children to nurture their skills, whilst allowing them to hone their own interests. We want to inspire children to dream big and set themselves ambitious goals, supporting them to visualise themselves as the next big future historians, archetects, and authors, for example. At Richmond Hill, we believe that in order for our children to fully succeed in this challenge, they need a caring, stimulating and knowledge rich environment, in which they can flourish.
In order to ensure this happens, we have developed our curriculum around the following five key strands;
Strand 1 - Developing Resilient and Aspirational Learners
Strand 2 - Developing Self-Regulated Learners
Strand 3 - Developing an Understanding of Equality, Diversity and Creating Culturally Rich Learners
Strand 4 - Developing Risk Assured Learners
Strand 5 - Developing Environmental and Sustainability Aware Learners
We feel that these five strands will support our children to become independent, responsible young people, giving them the skills and attributes needed for them to thrive in their adult life. Every aspect of our curriculum has therefore been carefully sequenced and designed to ensure that our children make progress within these key strands.
The link below expands further on how each strand is an intrinsic part of a child's school journey at Richmond Hill. /uploads/547/files/RHPA - Main Strands that curriculum is underpinned by.docx
At Richmond Hill Primary Academy, we start with our composites which relate to the National Curriculum; these are our top-level outcomes. Subject leaders have then worked diligently to break these composites down, into their constituent parts, called components. Subject leaders have decided what the key information is within thier subject, focusing on how the substantive knowledge is sequenced and built, towards developing the childrens' disciplinary knowledge. This component knowledge is taught through cycles and topics, where appropriate, and long and medium term plans reflect the progression throughout each year group.
Learning is revisited and links are made to prior knowledge to ensure that learning is transferred into the long term memory. Low stakes quizzes are utilised to support retrieval practise alongside pre and post teaching tasks. Subject leaders then break the component knowledge down into small steps, also known as granular knowledge, so that class teachers know what the most important learning is within each lesson.
Please see each individual subject pages for more information on how the subjects are taught and sequenced, and please see the year group long term plans attached as files.