Curriculum Policy
WHOLESCHOOL CURRICULUM POLICY
Students at the Riverbank School will experience a balanced academic curriculum and a rich extra-curricular programme. These collectively are designed to promote the spiritual, moral, cultural, mental and physical development of our students in preparation for the opportunities and responsibilities of adult life. The whole curriculum is concerned with the holistic needs of all the students. The school is committed to providing the valuable learning of the National curriculum with emphasis on the development of the positive attitudes. Our approach is to address individual needs while supporting students to fulfill their God-given talents and potential.
To provide a curriculum that
• Is broad, balanced, relevant, purposeful and enables the academic and personal progression of all students
• Provides personal and religious education which reflects the school aims and Christian ethos
• Promotes excellence in all aspects of teaching and learning
• Enables our students to experience and demonstrate continuous progress and achievement with opportunities for assessment to inform their learning needs.
• Fosters student creativity and develops essential skills for life, including learning skills.
• Fosters self-esteem and personal responsibility, linked to respect for the needs of all within the school community and beyond.
• Promotes personal, social, health and economic education
• Creates effective partnership with parents relevant external professionals and agencies
• Ensures provision of equal opportunities in recognition of all individual abilities
• Delivers our planned curriculum and subject matter appropriate to the ages and aptitudes of our students
• Ensures that the students develop the essential skills of literacy and numeracy with extensive cross-curricular links
• Ensures students experience and celebrate their own success and achievement
• Is dynamic and flexible for an ever changing world and prepares students to be global citizens.
Students have access to an enriched National Curriculum programme of study throughout each Key Stage. If a student is identified as having Special Educational Needs, the school will address those needs with the help of relevant professionals, the implementation of an Individualised Education Plan and proper inclusion to foster confidence and independence. Where necessary, the student may require a facilitator or occupational therapist which will be provided by the parents. The school will recognise and support the needs of students who have been identified as gifted and talented in identifiable ways thereby providing extended learning to cater for their individual needs.
Differentiation
Students have various learning styles and also learn at different levels. The curriculum employs a variety of teaching and learning methods, materials, aides and assessments to address the individual needs of students.
The school day begins at 7.50am and ends at 2pm. A total of 6 curricular periods in with 1 cross-curricular period help facilitate the exploration of the curriculum contents whilst enabling the students to lead their learning. This equips them with skills to become global citizens in addition to coping with our evolving world.
| 7.50am | Registration |
| 8.am- 8.45am | Period 1 |
| 8.45am- 9.30am | Period 2 |
| 9.30am- 10.15am | Period 3 |
| 10.15am | Break |
| 10.35am- 11.20am | Period 4 |
| 11.20am- 12.05pm | Period 5 |
| 12.05pm | Lunch Break |
| 12.55pm- 1.40pm | Period 6 |
| 1.40pm- 2pm | Wind down |
The reading initiative occurs between 1.40 and 2.00pm thrice a week for Years 1-6. Students bring with them an age, context and level appropriate fiction or non-fiction text, e-book or storyphones. Any of these are to be read during the independent weekly reading sessions. The aims of the initiative are to:
• Give students the opportunity for quiet reading
• Encourage students to develop a love of reading
• Encourage students to develop an interest in a wide range of texts to support their creative writing skills
Children in the Early Years Foundation Stage receive an inclusive and integrated curriculum following the National Curriculum of England (EYFS) and the Montessori system. This stage caters for students from the ages of 3 months to 5 years. It also provides the basis on which student’s future progress will be built.
The Nursery use the Early Learning Goals as our benchmark to access and record each students progress and development. All classes use the EYFS Progression chart and the profile booklets. This will provide each student with a 4 – year continuous record of developing and learning.
The curriculum is taught through discrete subjects and linked topic areas where relevant. Schemes of work set out the long term plan of what is to be taught throughout the year. Where appropriate, more detailed medium term plan set out learning objectives, teaching strategies, resources, assessments and success criteria for topics covered. Furthermore, HODs and teachers look for ways to make cross curricular links in their planning.
All students are expected to take part in the school’s Physical Education programme. Students can only be excused from PE lessons for medical reasons. A note from the parent/guardian is required.
| English National Curriculum Subjects | KS1 | KS2 | Notes |
| English Including Library Time | √ | √ | |
| Mathematics | √ | √ | |
| Science | √ | √ | |
| Topic | √ | √ | Science, History, Geography, Social Studies |
| French | √ | √ | |
| History | √ | √ | Integrated into TOPIC Lessons |
| Religious Education | √ | √ | Integrated into TOPIC Lessons |
| Computer Studies | √ | √ | |
| Art | √ | √ | |
| Nigerian Studies | √ | √ | |
| Design and Technology | √ | √ | Integrated into TOPIC and ART Lessons |
| Music | √ | √ | |
| Physical Education | √ | √ | |
| Social Studies | √ | √ | Integrated into TOPIC Lessons |
The Head of School, deputy, key stage heads, teaching and learning coordinators, Heads OF Department, level Heads all share responsibility for monitoring the way the curriculum is implemented in the school. Lesson observation by colleagues and student work scrutiny take place throughout the year. Further monitoring and review of the curriculum and its effectiveness on students learning takes place throughout the year using appropriate assessment procedures, the results of external and internal examinations and the reporting process with opportunities for feedback from parents and students.