Our Curriculum and Teaching & Learning Explained
Russell Street School Curriculum
Russell Street School’s curriculum provides exciting experience-based integrated educational opportunities for children of all backgrounds that allow each child to develop the long term knowledge and skills needed to reach their full potential, in order to take full advantage of opportunities, responsibilities and experiences of later life.
- develop the appropriate subject specific knowledge, skills and understanding as set out in the National Curriculum, so that children can flourish, reach and exceed their potential academically, physically and artistically.
- have a holistic set of values that prepares them for life in the modern world in a diverse and ever changing community.
- develop the behaviours learners need to succeed in the world such as concentration, perseverance, imagination, co-operation, the enjoyment of learning, self-improvement and curiosity.
- understand spirituality in themselves and others, develop social skills and understand society, build a firm set of personal morals, and to engage in the culture they live in and understand the cultures of others.
Question and challenge
Make connections and see relationships
Envisage what might be
Explore ideas, keeping options open
Reflect critically on ideas, actions and outcomes
Young children are naturally good thinkers and our foundation stage curriculum enhances this way of learning. We will encourage the children to bring everything they know to their learning, everything will be linked and everything will be relevant. If they are learning about gardens, then they read and write garden stories, sort and draw plants, count seeds, weigh soil, study and taste food that grows in a garden, sing about gardens, print gardens, draw gardens, paint gardens, dig gardens and plant gardens.
At Russell Street School our fully integrated curriculum offers rich and exciting programmes of learning that give cohesion, meaning and motivation, developing the creativity, curiosity and energy of young people. The units of work pull learning into a single field of study and a therefore understandable unity. This means that classroom environments are focused centres of learning, and with such a shared focus and consistency between year groups and key stages, this ensures the whole school becomes a high quality learning zone for all children and staff.
By linking subjects, timetabling the required curriculum to be covered is simple. There is more time for children to gain hands on experiences, have more problem solving/research tasks and therefore learn in greater depth. Facts learnt are anchored to meaning and have definite relationships with each other. There is ‘learner centred learning’. Pupils work in teams, exploring and helping one another while the teacher sets directions, offers opportunities and acts as a guide and resource. The children ask better questions, seek their own answers and gain deeper insights than they had before.