Junior Academic

During their Art lessons, pupils are encouraged to develop their confidence and self-expression in a relaxed and creative environment.  The children explore a range of 2 and 3 dimensional projects whilst experimenting, inventing and creating.  We develop skills in drawing, painting, textiles, printmaking, sculpture and ceramics.  Within these areas, pupils are encouraged to explore the qualities found in line, tone, colour, pattern, shape and form.

Art lessons are delivered through inspiring teaching, Art Clubs, Scholar Discussion Groups, Artist visits and Art Enrichment Days.

The children are taught the main elements of Art in a natural progression of activities and skills.  Projects are changed annually to keep a fresh and engaging perspective.  We are inspired by the work of other artists, craftspeople and designers and often work alongside other cross curricular topics.

By the end of their time at Richard Pate, we hope that the children will be proficient in the main Art elements and have a good understanding of other artists. We hope too that pupils will continue to develop their own style, confidence and independence as they move on to the next stage of their education.

In an ever-changing world, at Richard Pate we aim to equip pupils with the knowledge and skills they need to navigate the digital world in which they find themselves. E-safety is a constant theme throughout the curriculum. Children are encouraged to develop both computational thinking and creativity, and our Computing curriculum encompasses Computer Science, Information Technology, as well as supporting digital literacy. We follow a curriculum designed by The National Centre for Computing Education, whose vision is that every child in every school in England should have a world-leading computing education.

In our ICT suite, as well as through the use of iPads, children participate in hands-on lessons where they learn in a practical way. Programming Club, led by a subject specialist, allows children to extend their learning beyond the expectations of the classroom and further develop their understanding of this crucial curriculum subject.

Each year group covers a range of topics outlined below:

In Year 3, pupils learn about computing systems and networks; they create media in the form of stop-frame animations; sequence sounds, events and actions in programs; explore the use of data bases and desktop publishing.

In Year 4, amongst other topics, children build upon their prior learning and explore how the Internet works; they create media in the form of a podcasts and a photo editing topic; and further develop their programming skills using Scratch and Logo.

Year 5, Internet Safety is explicitly taught using resources from Google’s Be Internet Legends scheme. Other topics include video production, selection in physical computing and in quizzes, as well as learning about flat-file databases.

Finally, in Year 6, pupils work in groups and carry out a project involving K’Nex and Raspberry Pi. Coding skills are developed further through more complex Scratch projects, and pupils also have the opportunity to design and make their own website using the tools of Google Sites.

When our pupils move on to the next stage of their education, we want them to have developed a love and passion for this subject. They should have all the tools to be responsible, confident, competent, inquisitive, analytical, evaluative and creative users of information and communication technology.

At the Richard Pate School, pupils take part in weekly drama lessons which help to build confidence, creativity and language and communication skills. Pupils are encouraged to cooperate and to work together as they take part in a wide range of fun and enjoyable activities.

The children in Year 3 and 4 take part in an annual mini musical which aims to combine music and dramatic performance.  Musicals about the Ancient Greek Olympics (Go for Gold) and The Wind in the Willows are among the highlights of recent years.

In Years 3 and 6, the children all have the opportunity to develop their confidence at speaking in front of others. They undertake an internal assessment which involves learning a poem, reading a passage from a book and giving a presentation.

In Year 6, the children all take part in a fully costumed and staged production.  From attending auditions to the final performances, they are immersed in the dramatic process by helping to paint or make the backdrop, make props, learning and rehearsing dialogue, dance moves and songs.

Design Technology lessons at Richard Pate are very hands-on, practical, fun and stimulating and appeal to the pupils’ natural curiosity and creative thinking.

We encourage pupils to develop their creativity and imagination from an early age and we teach them the necessary practical skills and processes to solve design problems.  Pupils from Year 3 onwards enjoy the freedom of being able to come up with their own ideas and solve problems independently.

Examples of Design Technology projects include:

• In Year 3, children enjoy making Roman shields, stone age tools and puppets.
• In Year 4, children create pop-up books in conjunction with their English lessons and sew bags.
• In Year 5, children build bridges and make jewellery.
• In Year 6, children experience animation, computer-controlled fairground rides and building shelters.

Through projects such as these, our pupils learn to analyse and evaluate existing products, develop their technical knowledge and understanding of materials and mechanisms, and explore, describe and refine their own design ideas. The many opportunities for working together with a partner or team encourage their ability to communicate their ideas clearly and in a range of formats, work cooperatively and compromise where necessary. Above all, the pupils experience the satisfaction and enjoyment of seeing their own ideas become a reality and in most cases, will be able to take the final products home.

The skills acquired through literacy are the building blocks needed for the children’s entire school career; the key areas of speaking and listening, reading and writing underpin all subjects studied.  We offer a varied and accessible curriculum for all children, which presents opportunities for development and progress through stimulating themes and tasks.

To enrich our English curriculum, we are fortunate to enjoy wonderful opportunities to enhance learning, including the annual Cheltenham Literature Festival, trips to the Everyman Theatre, visits from authors, book fairs, and the celebration of national events such as World Book Day and National Poetry Day.

English lessons are often lively hubs of activity where pupils foster a love of literature and language. Speaking and listening skills are enhanced through a range of activities such as describing, narrating, discussing, debating, persuading, speculating and summarising. Reading for pleasure is actively encouraged and we focus on nurturing the ability to read a range of texts of varying genre with a depth of understanding. The Juniors enjoy quality time in our well-stocked library where they can discover a wide variety of books and authors, give reviews and share book suggestions, as well as develop their vocabulary along the way. Pupils at the Richard Pate School are encouraged to use the written and spoken English language imaginatively, confidently and accurately for a range of purposes and audiences; spelling, punctuation, grammar and syntax are reinforced by all staff in other subjects.

Each year group covers a range of texts and genres, both traditional and modern. In line with the National Curriculum, the expectations of English skills focus on the following areas:

• Reading
• Comprehension
• Creative writing
• Handwriting
• Spelling
• Grammar and punctuation

Our Year 3 and Year 6 children all take an English Speaking Board exam which involves learning a poem, reading a passage from a book and giving a presentation.

By the end of Year 6 we hope to have inspired a lasting enthusiasm for language and literature, a passion for reading with developed critical responses, and confident and articulate speakers who are ready to take the next step in their education.

Building on an introduction to French in Year 1 and 2, the children are taught by a specialist teacher in a classroom devoted to language teaching.  The early emphasis is on vocabulary acquisition through speaking and listening skills.  By Year 4, the children start learning grammar and spoken and written accuracy are prized.

By using a variety of teaching resources and methods, the children learn through enjoyment and involvement. They gain an understanding of how language is put together.

Each year group covers a range of topics outlined below:

• In Year 3, children add to their vocabulary (e.g. colours, animals, family, body, days, months, weather, food) and meet the concept of masculine and feminine nouns.
• In Year 4, children learn to say the date, spell in French, express likes and dislikes, describe themselves and learn about adjectival agreement. They start to read short French readers.
• In Year 5, children learn to tell the time, talk about themselves in more detail, express opinions and say where objects are using prepositions. They start a reader series.
• In Year 6, children encounter regular and irregular verbs, learn about shopping, clothing, sports and leisure activities. They start to speak and write in longer sequences of language. They finish a reader series and prepare for the French trip.

Children can express themselves on a variety of topic areas simply and confidently on paper and orally. They have learnt a wide range of vocabulary and have secure knowledge of basic grammatical rules in order to construct successful sentences.

Children understand and start to communicate in French with the instructors during the Year 6 residential trip in Normandy. They are in an excellent position to further their learning in senior school; many parents report their children are top of the class in Year 7 due to the grounding they received at Richard Pate.

The teaching of geography in the curriculum is very distinct in that it teaches about the physical and human elements of the world and the effects our actions have on the environment. Through our teaching of geography, our aim is to enable children to gain knowledge and understanding of places in the world and to increase children’s knowledge of other cultures and, in so doing, teach a respect and understanding of what it means to be a positive citizen in a multi-cultural country.

Children learn geographic skills, including how to use, draw and interpret maps and enable children to know and understand environmental problems at a local, regional and global level. We encourage a commitment to sustainable development and an appreciation of what ‘global citizenship’ means. Through the teaching of geography, we develop a variety of other skills, including those of enquiry, problem solving, ICT, investigation and how to present their conclusions in the most appropriate way.

We use a variety of teaching and learning styles in our geography lessons and believe that fieldwork is integral to our geography teaching as is practical geographical research and enquiry. Presentations by visitors provide excellent first-hand experience for children to make geographical inquiries to gain a greater understanding of their environment.

Each year group covers a range of topics outlined below:

• In Year 3, children study the United Kingdom, North America and South America.
• In Year 4, they move on to study local Geography (Cheltenham), the Living Planet and Europe.
• In Year 5, they study Mapping, Europe, Volcanoes and Earthquakes.
• In Year 6, they study Mapping, Rivers, Biomes and Natural Resources.

By the end of their geographical journey at Richard Pate School, we hope to have developed an enquiring mind into different world cultures, natural resources and the living planet and to think about what we can do to help our future planet today.

With hands on learning at Richard Pate, we aim to create an environment which promotes a curiosity about the past. Through the teaching of History, we hope to give pupils an appreciation of how today’s world came about.

We deliver this through active and inspirational lessons, workshops and visits to historical sites, allowing our pupils to learn the key skills needed to become confident historians. These include an understanding of chronology, the ability to analyse sources with a critical eye and the capacity to demonstrate empathy for historical characters.

Each year group covers a range of topics outlined below:

• In Year 3, children study the Stone Age, Bronze Age and Iron Age, Romans, Anglo-Saxons and Vikings.
• In Year 4, they move on to study the Normans and Medieval period from 1066 – 1485.
• In Year 5, they study the Tudors and Stuarts and Ancient Egypt.
• In Year 6, they study from the Victorians to World War 2.

By the end of their time at Richard Pate, we would hope that our children have developed an understanding of these periods of history as a coherent, chronological narrative, from the earliest times to the present day.

In Year 5, all children learn Latin. They are introduced to basic Latin vocabulary, grammar as well as exploring topics about Roman times.  The aim is to give the children an enjoyable time through success. Learning Latin words and grammar gives the children access to a greater understanding of English vocabulary and heightened awareness of language construction for learning additional foreign languages.

Using the Minimus and Cambridge Latin Course books, children learn about Latin roots in English. They are taught grammar which enables them to write sentences. Drawing on a rich local Roman heritage, the children learn about a number of aspects of everyday Roman life. A range of interactive visits are run including The Corinium museum in Cirencester and Chedworth Roman villa.

Each year group covers a range of topics outlined below:

• In Year 5, children learn how to write a basic, short sentence in Latin. They are taught about adjectival agreement, adverbs and prepositions. They are taught about Roman villas, education, baths, army, Roman Britain and The Empire.
• In Year 6, children learn additional noun cases and all the verb conjugations in the present tense. They look in greater depth at the topics of Roman religion and afterlife, slavery, forms of public entertainment and Vesuvius and Pompeii.

By the end of Year 6, children learning Latin have gained a greater understanding and appreciation of their own language and vocabulary through learning Latin words and grammar. They are ready to build on solid foundations at senior school. They have learnt about life in Roman times both locally and throughout the Empire.

Confidence with maths and numeracy is hugely important and relevant to everyday life and we believe that all children, regardless of ability, can enjoy and succeed in maths. We offer a stimulating and interesting curriculum designed to enable all pupils to develop their true potential whilst developing a positive growth mindset.

Our whole school approach to Mastery in Maths ensures that all pupils develop key skills. Daily ‘flashback’ sessions allow pupils to reinforce previous learning and fluency work develops understanding and accuracy. Mathematical reasoning and problem solving permeate through every lesson enabling children to think for themselves about how they might use their mathematical knowledge to work out a solution so that they learn to see the value of maths in the wider world.

To enrich our Maths curriculum, we subscribe to Timestable Rockstars and Mathletics, an online curriculum aligned programme which structures learning and investigation for children at their level. Outside of the classroom, our pupils have had great success in local Maths competitions against local state and independent schools.

Each year group covers a range of mathematical areas. In line with the National Curriculum, the expectations of Maths skills focus on the following areas:

• Number, place value, approximation and estimation/rounding
• Calculations
• Fractions, decimals and percentages
• Measurement
• Geometry
• Statistics

By the end of Year 6, we hope that Maths is a subject the children not only understand and feel confident in but that they also enjoy. As well as giving them a solid grounding in the four operations of number and a thorough knowledge of times table and division facts, we also want them to get those ‘Eureka’ moments that come through exploring and thinking deeply.

Music must be accessible to all, a chance to develop new skills individually, collectively and above all else fun.  We provide a structured core music curriculum for all children that will allow children to enjoy and participate in active music-making. They will develop an understanding of musical concepts and cultivate practical skills, enabling them to respond and communicate musical ideas, thoughts and feelings.

Music lessons are delivered through creative, practical and hands on teaching that centres on singing, performing, composing, listening and appraising. We really believe in the importance of children being able to read different forms of notation, and follow the Kodaly method to ensure that all pupils can contribute and engage fully.

We understand the importance of providing the children with access to live performances and engaging visiting musicians as well as music workshops and school trips, making full use of the outstanding opportunities Cheltenham offers.   In addition, we run a number of popular extra-curricular activities including choirs, ukulele group, orchestra, string group, guitar club, brass group and flute ensemble.

For pupils who are committed to instrumental study we offer a wide range of peripatetic lessons.

We provide many opportunities for budding musicians to perform in solo and ensemble performances. These include assemblies, lunchtime concerts and concerts on and off site.

For every age group, we teach knowledge, skills and understanding of music. The teaching units are progressive and linked to curriculum topics where possible; for example, linking composers and genres to History and Cultures. Currently we weave the musical curriculum around school based topics, so that we will cover subject topics such as World music, Jazz, Samba, Historical Events, The Blues, programme music, WW2 and song writing.

By the end of Richard Pate, we hope that all our pupils will develop an understanding and enjoyment of a broad spectrum of musical styles, and become confident singers! Music lessons are really important in developing personal qualities such as concentration, memory, responsibility, self-criticism and improvement, and commitment to long-term goals. But above all else we want our pupils to learn to appreciate music on their own terms, whether they actively pursue it or simply listen to it.

At Richard Pate, sport plays an integral part in the wider curriculum and we offer a full and balanced sports and extra-curricular activities programme.  Every child at Richard Pate is encouraged to participate at the level which suits them. Whatever their ability, our goal is that all pupils enjoy their sport through the provision of outstanding teaching and training to help them recognise their full potential. We have a  good team of teachers and specialist coaches on board to deliver games lessons and also extra-curricular.

Every age group enjoys weekly PE lessons and activities include:

• PE: gymnastics, dance, swimming, athletics
• Games: hockey, rugby, football, netball, tennis and cricket.

All the children get opportunities to experience a range of health and fitness activity, multi skills and other multi-sport. They focus on the skills needed to play the sports competently and safely and will gain experience of competition in school teams or our inter-house competitions during the course of the year.

By the end of their time at Richard Pate, we want our children to understand the importance of how being active and healthy can help contribute towards a happy life.  All our children are encouraged to have a positive growth mind-set towards sport and to feel that they have worked hard and made progress during their Richard Pate sports journey.

At the Richard Pate School, we are committed to equipping children with the knowledge, skills and values they need to thrive as individuals and as members of their wider community. To achieve this, we follow the Twinkl PSHE scheme for Years 3 to 6, which provides a well-rounded, structured approach to personal, social, health and economic education. Additionally, we incorporate the Bank of England’s ‘Money and Me’ scheme to enhance economic education and financial literacy.

Intent

Our PSHE curriculum aims to:

• Develop children’s confidence, resilience and ability to manage their emotions and relationships effectively.
• Provide a safe and inclusive environment to explore themes of health, wellbeing and responsibility.
• Foster an understanding of the importance of respect, empathy, and diversity in modern society.
• Introduce children to economic principles and the value of money to prepare them for life beyond school.

By embedding these principles, we aspire to create confident, informed and socially responsible individuals by the end of their primary education.

Implementation

The Twinkl PSHE scheme is delivered through weekly lessons covering three key themes:

1. Health and Wellbeing: Encouraging pupils to understand the importance of physical and mental health, strategies for self-care and the significance of a balanced lifestyle. Units include managing feelings, personal hygiene and staying safe online and offline.
2. Relationships: Focusing on building positive and respectful relationships, managing conflict and understanding different types of relationships. Topics include anti-bullying, teamwork and celebrating diversity.
3. Living in the Wider World: Equipping children with the skills to navigate their responsibilities as members of society. Units address environmental awareness, digital citizenship and the role of rules and laws.

In addition to the Twinkl scheme, the Bank of England’s ‘Money and Me’ programme is taught to develop pupils’ economic understanding. This scheme explores practical financial topics such as:

• Saving and spending wisely.
• Understanding needs versus wants.
• Budgeting and planning.
• The role of banks and businesses in society.

Lessons are interactive and engaging, incorporating discussions, role-play and collaborative tasks to bring these concepts to life.

Impact

Through the consistent and structured delivery of the PSHE curriculum, pupils will:

• Demonstrate an improved ability to manage emotions and maintain positive relationships.
• Show increased awareness of personal safety and wellbeing.
• Display a clear understanding of societal values, responsibilities and diversity.
• Gain a foundational understanding of financial literacy, preparing them for real-world economic decisions.

By the end of their primary education, we aim for all pupils to be well-prepared for the next stage of their education, equipped with the skills and knowledge needed to make informed decisions about their health, relationships and role in society. We believe this comprehensive approach will enable our pupils to make meaningful contributions to their communities and lead fulfilling lives.

Through explaining and analysing the beliefs of different world religions, children learn about the role of faith in today’s world.

Children are taught the main beliefs, symbols and central stories of different religions and are encouraged to evaluate their meaning in a modern world through higher order thinking and questioning.

Each year group covers a range of topics outlined below:

• In Year 3, children learn about the world in Jesus’ time, what it is like to be a follower of God, the Easter and Christmas story and have an introduction to the Hindu faith.
• In Year 4, they learn about Judaism, Jesus as the Messiah and the importance of the Bible today.
• In Year 5, they are taught about God’s kingdom, how Christians live, Pentecost and study the Hindu faith in greater depth.
• In Year 6, pupils debate creation versus science, learn about Humanism and acts of worship in a variety of faiths as well as being introduced to Islam.

Children leave the school able to learn facts about different faiths but are comfortable in asking “so what?” in order to derive meaning and relevance for themselves and their society today. They are able to examine the validity of different belief systems for themselves whilst understanding the need for respect and tolerance towards people who do not share the same beliefs.

In Science, our primary aim is to encourage curiosity about the world around us through the study of relevant, current scientific theory and practical involvement with scientific experiments. We also try to instil a sense of responsibility in our children, with a view to humans as custodians of the Earth for future generations.

We do this through active and inspirational lessons, which include a practical approach to learning and understanding of the main scientific concepts. Children are given the freedom to experiment safely within our well-equipped science laboratory and to explore our extensive pond and woodland area in order to expand their knowledge and skills in the three sciences.

Each year group covers a range of topics outlined below:

• In Year 3, we study Rocks, Fossils and Soils; Nutrition and the Body; Light and Forces; Plant Life.
• In Year 4, we study Teeth, Digestion and Food Chains; Sound; States of Matter; Electricity; Living Things and Habitats.
• In Year 5, we study Living Things and Habitats, Properties and Materials, Earth and Space and Forces and their Effects.
• In Year 6, we study Evolution and Inheritance, Metals and Non-Metals, Light, Circulation and Keeping Healthy and Electricity.
• By the end of their time at the Richard Pate School, we hope that our pupils will have developed enquiring minds with respect to the way things work, a curiosity about scientific concepts and the skills needed to investigate these concepts.