Coming Soon: You will soon be able to view all of our meticulously planned curriculum maps for each subject area.
This will showcase the ambitious, coherent and well sequenced curriculum that is in place at the academy.

Curriculum Vision

At Ryecroft Academy, our vision for the curriculum permeates all aspects of our work, from our teaching and our extra-curricular offer to ongoing projects and our day-to-day activities, such as assemblies, rewards and lunchtimes!

Mapping the Taught Curriculum

We are committed to ensuring that our curriculum offer is inclusive, comprehensive and cohesive. The full range of core and foundation subjects is carefully mapped so that all children end their primary years having mastered a range concepts, procedures and skills that fuel a thirst for learning, prepare them for future study and develop an understanding of the world in which they live.

Study in mathematics follows the national curriculum using the long and medium-term planning provided by the White-Rose Maths Hub. Teaching is structured in a way that enables children to master mathematical concepts: teachers use a CPA (concrete, pictorial, abstract) sequence and ensure that children have opportunities to develop fluency, reasoning and problem solving. Our teaching of English includes phonics, guided reading, writing, handwriting and EGPS (English, punctuation, grammar and spelling). Writing is taught with a rich stimulus or context, often from the wider curriculum, which allows children to write for purpose. Reading is explicitly taught and closely monitored to ensure that children read widely and successfully.

Science is also taught discretely, as are Sports Science, RE, computing, music, MFL and PSHE. Links between subjects are made where they promote understanding. Please refer to separate subject policies for more information. Our creative curriculum brings together our teaching in geography, history, art and design technology in termly creative themes that run across phases on a two-year rolling cycle. As children progress throughout their primary years, relevant factual and conceptual links are made between themes. Please see individual subject policies for further information.

Underpinning each creative theme or unit of work is a core body of knowledge that is systematically taught, revised and revisited at distance to ensure that learning is committed to long-term memory. This knowledge empowers children: it gives them a sense of being knowledgeable, allows them to mediate social and cultural references, builds of their understanding of the world and provides valuable content for writing and reading across the curriculum. The curriculum also plans in opportunities for children to master processes and undertake activities relevant to their discipline. As historians, for example, they will gain knowledge of the key events, people and places that have shaped our world today. They will also use this knowledge analyse sources or explain cause and effect.

Spiritual, moral, social and cultural development as well as modern British values are embedded into the curriculum, with links being seeded to ensure these values are consistently revisited and consolidated. Pupil at the academy enjoy and benefit from a comprehensive and high quality approach to careers, advice and guidance, which is inclusive of all pupils in school.

Interventions are arranged for pupils who need further support to reach their full potential. Teachers carefully manage the timetables of these pupils to ensure that their curriculum is broad and balanced whilst providing opportunities for personalised learning. Our Inclusion Team offer a specialised SEMH (social, emotional and mental health) programme for those pupils who require this bespoke provision.

Our Key Drivers

Our three key drivers – communication, aspiration and community – are integral parts of our curriculum planning, curriculum delivery, our daily activities and planned opportunities. The drivers are carefully tailored to the needs of the community we serve and the context in which we work. With these drivers at the fore, we are able to ensure our curriculum is meticulously planned to meet the needs of our children, making certain that they achieve in the fullest sense. For a full breakdown of each driver, an explanation of what each driver means to us and how drivers progress throughout each phase, please see the ‘key drivers rationale’ document.

Communication is vital for expressing thoughts, opinions, ideas and information in all areas of the curriculum, work and life. Children must become effective communicators so that they are able to articulate what they think in ways which are coherent, clear and appropriate. They must become aware of the different ways in which they are able to communicate and in which others may communicate with them, in written, spoken and digital contexts. Children must be given opportunities to find their voice in all areas of the curriculum, engaging with their studies and responding appropriately. They should develop presence as speakers, performing confidently and integrating appropriate gesture, movement, body language and tone to their speaking. Those who cannot access verbal and written communication should be able to understand and express themselves using pictorial and physical communication, such as Makaton. On a social level, the explicit teaching of communication allows children to develop an understanding of how their register and their body language affects how their communication, both in and out of the classroom. As they progress through the primary stage, pupils must become increasingly more sensitive to the ideas of those around them, recognising and appreciating differences of opinion and, where necessary, challenging or questioning others appropriately. Furthermore, children should be encouraged to develop active and effective listening habits so that they can comprehend and interpret that which is communicated to them, showing respect and consideration to the speaker.

Effective teaching and learning of communication should: provide opportunities for children to communicate in different ways across contexts that are authentic, meaningful and well planned;
allow children to plan, rehearse (if applicable) and present using a range of media;
encourage sensitive and acute evaluation of a child’s own work and that of others;
develop confidence in ‘live’ presentation, debating, and when articulating their thinking across the curriculum;
encourage children to utilise stance, posture and gesture appropriately in presentations so that they develop a sense of presence.
expand each child’s range of spoken vocabulary so that they can choose the appropriate register in which they communicate, adapting their choice of language for different contexts;
allow children to develop their written communication across the curriculum, responding to genuine stimuli;
promote the social norms and etiquette of discussion;
provide opportunities for children to engage in sustained and purposeful conversation with peers and adults;
show children how to listen respectfully and attentively;
explicitly teach and model the process of formulating an idea, opinion or argument;
make children aware of bias, inaccuracy or misleading information in what they see, hear and watch;
teach children to question and probe effectively and purposefully.
This will enable children to develop: their appreciation of the range of media (spoken, written, digital) around them and in everyday life;
the ability to break down, plan, sequence and deliver a large-scale presentation;
confidence, clarity and sensitivity when articulating their ideas, thoughts and opinions;
a repertory of vocabulary, sentence structures and phrases that enable them to communicate clearly in a register which is appropriate to the context;
purposeful and high-quality written communication.
By the end of Foundation Stage, children will be able to – listen respectfully to others who are talking, paying attention to what is being said.
use their imagination to create short performances for their peers.
navigate their learning environment and other spaces effectively.
By the end of Key Stage 1, children will be able to – listen to and respond appropriately to others with confidence and clarity, where necessary, asking and responding to questions.
communicate in full sentences, using sentence stems modelled by the teacher where necessary.
speak confidently in a range of situations to different people.
By the end Lower Key Stage 2, children will be able to – read, present, perform and respond confidently and with expression.
engage in classroom conversation sensitively, offering appropriate feedback on the work of others.
apply an increasingly broad vocabulary when communicating across a range of contexts.
By the end Upper Key Stage 2, children will be able to – perform convincingly in a range of contexts using expression, stance, posture and the appropriate tone.
sensitively criticise what they see, hear and read in the media.
formulate arguments and challenge the thinking of others in a respectful and thoughtful manner.

Aspiration is the hope or ambition to achieve something. Aspirations form the basis of many of our choices, dreams and goals, whether in our personal and family lives, our employment, our academic pursuits or our interests. The development of aspirations encourages children to produce work of high quality, take pride in themselves and be the very best that they can be; therefore, it is vital that children are made aware of the range of possibilities that are open to them during their time in the primary phase and beyond. To develop a sense of aspiration, schools must understand, recognise and promote the skills, qualities and capabilities of each child. We are committed to making sure every child realises that their gender should not inhibit their interest in a career path or aspiration. We ensure that role models of all genders are promoted through school across every aspect of school life. We Resilience, problem solving and planning also need to be explicitly taught so that children can structure their approaches to achieving their goals and overcome the hurdles that will inevitably present themselves. Children must recognise and appreciate that their aspirations may chance as they grow, as do the aspirations of others.

Effective teaching and learning of aspiration should: help children to feel empowered so that they are aware of their strengths and interests, both in and outside of the taught curriculum;
make children aware of the range of possibilities (including, where relevant, employment, further study and extra-curricular activities) that are available to children during and after they leave primary school using examples from the local community, school network and beyond;
encourage pupils to recognise and develop their own goals and plan the steps towards achieving them;
develop resilience when facing difficulties that may prevent goals from being achieved.
This will enable children to – appreciate and capitalise on their strengths;
recognise the breadth of what is possible to achieve, and the qualities and skills needed for such ventures;
feel motivated to set personal goals and have the skills necessary to plan for them;
spread their sense of aspiration, purpose and determination to their families and the wider community;
break gender stereotypes that may have otherwise limited their options;
persist through difficulty and adapt their planning as needed to reach their goals.
By the end of Foundation Stage, children will be able to – recognise that everyone has talents, passions and interests and that these differ from person to person.
understand that many people have jobs and that these jobs require specialist skills.
identify achievements, both their own and of others, and recognise a sense of pride in a job well done.
By the end of Key Stage 1, children will be able to – demonstrate resilience when facing challenges independently, choosing resources that may help them overcome obstacles.
recognise and develop their own goals for the future, both in and beyond school life.
celebrate their individual achievements and plan for next steps.
By the end Lower Key Stage 2, children will be able to – demonstrate an understanding of how a goal, in the context of a career or otherwise, may need to be broken down into several smaller steps, creating a path to get there.
challenge gender stereotypes that may be linked with different aspirations.
break problems down into smaller components to solve them in a way which is well planned.
By the end Upper Key Stage 2, children will be able to – demonstrate an awareness of their personal skills, talents and areas of improvement which could shape their future choices.
demonstrate an understanding of the variety of careers and opportunities that they could pursue after leaving primary school.
Independently take pride in their own work, demonstrating a ‘the best in everything we do’ attitude.
Community is defined as ‘a group of interacting people, possibly living in close proximity, and often refers to a group that shares some common values, and is attributed with social cohesion within a shared geographical location.’ In communities, intent, belief, resources, preferences, needs, risks, and a number of other conditions may be present and common, affecting the identity of the participants and their degree of cohesiveness. The importance of a cohesive community should never be underestimated as it can provide people with raised moral standards and a sense of belonging. Teaching ‘community’ should allow children to understand their place in the community and develop their understanding of communities around the world and throughout time. They should be aware of and develop sensitivity towards minority groups (LGBTQ, BEM etc.), explore positive role models from these communities and recognise how communities may represent people with differences as well as similarities. The study of community allows children to develop as tolerant individuals, respecting the diversity of our locality, nation and beyond. It gives children the opportunity to explore issues in their own communities and inspires them to make a positive difference.

Effective teaching and learning of community should: Inform children of how decisions are made in communities (including their own) and how such decisions support the community;
Inform the children of what it means to engage in law-abiding and positive behaviour, and how this differs in different communities across the world, depending on their laws/country development;
Explore issues relating to safety and wellbeing in the locality;
Encourage children to develop positive relations and choose not to bully or discriminate and develop an understanding of what has happened and happens now to people who make the wrong choices;
Allow children to develop self-confidence and successfully deal with significant life changes and challenges. It should also show how people do this in different communities around the world;
Teach children about different communities from the past and present, from all over the world, with an emphasis on the above and how everybody can, and does, make a positive contribution;
Explore issues that arise within communities known to the children;
Encourage children to make a positive contribution.
This will enable children to develop: respect for others;
a commitment to participate responsibly in political, economic, social and cultural life;
knowledge and understanding of the world and their place in it;
an understanding of different beliefs and cultures;
make informed choices and decisions, particularly those which help the child stay safe and well;
the ability to evaluate environmental, scientific and technological issues;
informed, ethical views of complex issues;
An authentic and heartfelt reaction to issues within their own community;
The drive to make a positive contribution to their locality, environment or to the lives of others in the community;
An understanding of the ways/rules of different communities across the world from the past and present, and how these are similar and different from their life here.
By the end of Foundation Stage, children will be able to – recognise the different roles that people (themselves and others) play in their local community.
show a sense of respect for their environment, understanding how their actions affect those around them.
describe simple similarities and differences between their own community and the communities of others.
By the end of Key Stage 1, children will be able to – understand how a sense ‘community’ may be developed through common beliefs, issues, religion or other factors.
explain their responsibilities and rights as a member of their community.
further explain how decisions may be made fairly within communities.
By the end Lower Key Stage 2, children will be able to – recognise how they can contribute to their own communities and develop plans to put this into action.
further explain their understanding of the beliefs, cultures and religions of others, and the commonalities and differences between groups of people in their locality and beyond.
show and awareness of minority communities (BEM, LGBTQ) with significant depth, dealing with issues sensitively and maturely.
By the end Upper Key Stage 2, children will be able to – evaluate the decisions made that affect communities including their own.
express informed and ethical views on issues in communities.
make decisions which drive and shape the communities that they are in, including the school community.

Extra-Curricular Offer

The established extra-curricular programme is in place each lunchtime as well as after school. It ensures enriching and varied opportunities for all pupils and activities are usually led by specialist teachers and coaches. Connected closely with the academies approach to celebrating homework, pupils are rewarded for their commitment to worthwhile activities both in and out of school.

If you have any questions about the curriculum at Ryecroft Academy, please contact us on [email protected] or give us a call on 0113 7330 129.

Curriculum Overviews

Long term plan overview
Year 1 Overview
Year 2 Overview
Year 3 Overview
Year 4 Overview
Year 5 Overview
Year 6 Overview