Curriculum Overview

At Rosedale Primary, we are committed to delivering a curriculum which is broad and balanced, rich and varied, being flexible and responsive to each child’s wider needs.

To this end, Rosedale Primary School meets the requirements of the Early Years Foundation Stage and the National Curriculum at Key Stages 1 and 2.  Equally, there is great emphasis on learning beyond the classroom, particularly at the Foundation Stage where the outdoor environment is an essential resource in planning curriculum activities.  As the children get older, so the opportunities to offer first hand practical experiences within the wider community increase.  This includes special visits, educational trips and residentials.

Our school is guided by the principles, values and policies, which have delivered success for learners consistently across The Rosedale Hewens Academy Trust (The Trust).  As such, one of our fundamental beliefs is that children thrive in educational settings where they are each known as individuals. Rosedale Primary is committed to ensuring that members of staff actively engage with parents, guardians and carers in planning each child’s learning journey.

We aim for all of our children to foster the enjoyment of learning through reading for pleasure and reading for life, acquiring key skills that will benefit them across all subject areas and allowing them to become independent, motivated learners.

Our curriculum enables our pupils to see the connections between the past and present, as well as the connections between their lives and their communities, seeing and appreciating commonalities and contrasts. Pupils will discover how our world continues to change and advance through global communications and innovations.

Our setting is a place where children are happy and enjoy their learning, experiencing inspirational standards of teaching which allow them each to flourish and reach their full potential.

We encourage courtesy and respect and recognise that the development of these and other social skills will be significant, enabling each child to be successful. As parents, guardians and carers, you are vital partners in all the work we do.  It is important that together we build a firm relationship between home and school.  As each year passes, we hope that your child will enjoy the stimulating and caring environment in order to achieve as much or reach as far as they can, both socially and academically, by striving for ‘excellence every day’.


Curriculum Subjects

At Key Stage 1 and Key Stage 2, pupils are taught English, Mathematics, Science, Design and Technology, History, Geography, Art and Design, Music, Physical Education, Religious Education and Computing. Pupils in Key Stage 2 are taught French. There is also a programme of Personal, Social, Health and Economic education (PSHE) for all children. The School benefits from the expertise of the neighbouring Rosedale College, to support with specialist teaching.

You can access the national curriculum framework for Key Stage 1 and Key Stage 2 here: Click to view 


The 6 Rs

We provide an atmosphere which enables our children to acquire a wide range of knowledge, skills and practical abilities.  Whatever your child's ability, we shall meet their needs.  We strive for excellence in all we do.  Our school ethos is built around the 6 Rs of:

Respectful   Responsible   Reflective   Resourceful   Rational   Resilient

These 6 Rs are used as a cornerstone in how we deal with all situations at our school and how we reward our children. We believe that by demonstrating the 6 Rs every day, children will become positive members of their school and local community.
Numeracy and Mathematics
Our school uses every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum.

We aim to develop pupils’ numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of Mathematics. Pupils are taught to apply arithmetic fluently to problems, understand and use measures, make estimates and sense check their work.

Pupils apply their geometric and algebraic understanding, and relate their understanding of probability to the notions of risk and uncertainty. They should also understand the cycle of collecting, presenting and analysing data. They are taught to apply their Mathematics to both routine and non-routine problems, including breaking down more complex problems into a series of simpler steps.


Literacy and English

Our school develops pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. English is both a subject in its own right and the medium for teaching; for pupils, understanding the language provides access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects.


Spoken language

Pupils are taught to speak clearly and convey ideas confidently using Standard English. They learn to justify ideas with reasons; ask questions to check understanding; develop vocabulary and build knowledge; negotiate; evaluate and build on the ideas of others; and select the appropriate register for effective communication. They are taught to give well-structured descriptions and explanations and develop their understanding through speculating, hypothesising and exploring ideas. This will enable them to clarify their thinking as well as organise their ideas for writing.


Reading and writing

Teachers aim to develop pupils’ reading and writing in all subjects to support their acquisition of knowledge. Pupils are taught to read fluently, understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasure. Pupils should develop the stamina and skills to write at length, with accurate spelling and punctuation. They are taught the correct use of grammar and build on what they have been taught to expand the range of their writing and the variety of the grammar they use. The writing they do should include narratives, explanations, descriptions, comparisons, summaries and evaluations: such writing supports them in rehearsing, understanding and consolidating what they have heard or read.

Reading is central to our curriculum and we aim to constantly develop the skill of reading and the joy of reading for all children. Reading comprehension and inference skills are taught from the Early Years, and we ask parents, guardians and carers to support their child by reading outside of school. We run a regular programme of ‘Stay and read’, as well as workshops to help adults best understand how to help with reading.

We are also a Reading Recovery school. Reading Recovery is a literacy programme designed for the lowest achieving children aged around six that enables them to reach age-expected levels within 20 weeks. It involves a short series of daily one-to-one lessons for 30 minutes with a specially trained teacher. Reading Recovery is different for every child, starting from what the child knows and what he/she needs to learn next. The focus of each lesson is to comprehend messages in reading and construct messages in writing, learning how to use letter and word detail fluently without losing focus on meaning and comprehension. Research shows that Reading Recovery achieves good results that are swift and long lasting.
Curriculum enrichment
Many activities are designed to develop some of the softer social skills such as the ability to concentrate and work quite independently. By contrast, there is also great emphasis placed on the ability to work effectively and cooperatively with others.  Above all else, we aim to provide a stimulating environment, always instilling the importance of patience, persistence and resilience at every stage. 


Rising Stars                                                                                   

Rising Stars are assessment resources for Reading, Grammar and Mathematics, which are used by all primary schools within The Trust, to help us when measuring children’s progress each term. These summative assessments are used alongside teacher assessments, which together, give us a reflection of the children’s knowledge and abilities. This allows us to see where the gaps are, ensuring that there are no areas that your child has not fully understood. These assessments have been written by curriculum and assessment experts, including classroom teachers, and are quick and easy to use. Rising Stars were trialled over time in schools with children where the results were evaluated for their effectiveness.
For further information about our curriculum, please see the weekly School News publications, speak to your child's classroom teacher or contact the School directly on 020 8845 6634.
 

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