The Rise curriculum has been thoughtfully designed to ensure that when pupils leave us they are equipped with both the qualification and key skills needed in order to independently take their next steps, whether that is further education or meaningful employment.
KS1 – 4 Provision
Pupils are taught in groups of up to eight and access the curriculum at approximately age appropriate levels. Pupils at The Rise will achieve a suite of qualifications at 16 years old.
The curriculum is divided into eight zones, each of which contributes to the development of the key skills (academic and personal) in order to be successful.
The school is co-located with Springwest Academy, a mainstream secondary school to offer our secondary phase pupils integration opportunities. We also have partnerships with The Reach Academy, Capel Manor College and West Thames College each of which provides valuable opportunities for the pupils to apply their learning in different environments.
The Primary Carousel
To ensure pupils have the opportunity to study subjects in depth, we have an “Arts Carousel.” This involve the subjects of Art, Dance, Music and Swimming/Drama. This means that pupils do concentrate on one (of the four) subjects each week for a half-term block . They then rotate and do the next subject. The Arts Carousel takes place twice per week – therefore when they are on the “Swimming/Drama” block, they will go swimming during one of their lessons and do drama for the other.
The Secondary Carousel
The Secondary carousel is very similar to the Primary Carousel except that it only takes place once per week and therefore there is no Drama option.
As our first cohort progresses through the school we will introduce a Sixth Form provision at The Rise. KS5 pupils will follow a suitable course of study commensurate with their ability. Lesson delivery will take place either within the mainstream school wherever possible or within The Rise School. In addition, pupils will be offered support to prepare for their application and transition to university. All pupils will be offered a mentor to support them with this transition process and the challenges they might encounter.
At The Rise School, we believe that both written and oral communication is the key to educational success. We aim to equip our pupils with the skills, knowledge and experiences they need to use language effectively. We strive to instil in pupils a love of stories, books and language from a very young age. Children are read to regularly all the way through primary phase. Teachers discuss books with pupils and share their love of literature.
A guided reading session included in the timetable across primary every morning. Pupils normally read with an adult. Some more able pupils in KS1 have made great progress since September, now they read in pairs. They listen to each other and then ask questions about the book using Bloom`s questioning guide. It helps to develop their comprehension but also questioning skills.
At The Rise School we are passionate and committed to raising the attainment of reading throughout primary. We aim for our pupils to develop a love for literature and value the importance of reading as a gateway to a wealth of knowledge about the world around them.
As well as the teaching of reading through strategies such as phonics, we aim to develop each child’s comprehension skills through careful questioning that will enable children to infer and deduct information from the text.
We use the Read, Write Inc programme throughout Key Stage 1 (and LKS2 to further develop reading skills and close the gap), working systematically through the different stages, up to Phase 6. By this time children will have developed a secure grasp of complicated letter strings which enables them to decode two and three syllable words. Reading evolves from learning to read, to reading to learn. Then they are ready to start RWI Literacy and Language programme.
Phonics lessons are taught every day.
Pupils are placed in groups depending on their stage in phonics development. This enables them to move on to new sounds and letter patterns if they are ready, or to revisit sounds and letter patterns to ensure their knowledge is embedded.
Some pupils receive additional phonics support. Two pupils in Tiger class work 1:1 with a member of staff every morning. They both need Phonics intervention
The school uses a range of books for our early readers, including Oxford Reading Tree books, Project X books as well as Read, Write Inc books. These are supplemented with other ‘real’ books (books that are not written specifically to help develop children’s reading). We believe that children need exposure to a variety of reading material to appeal to their different learning styles.
At the early stages of reading development, the pupils initially use books without text and progress to books that are linked to the phonics sounds that they are learning. Children progress through the reading scheme at their own pace; they do not need to read a certain number of books in each stage before moving on to the next level. We do stress the importance of understanding and chatting about what they are reading – and not just simple de-coding of the words. We ask that parents and anyone hearing children read always chat about the story with them. This is a vital skill all children need throughout their school life. When it is felt that a child is ready, they become a free reader.
At The Rise School we work hard to instil a joy of language into the hearts and minds of all our pupils. We have found that the teaching of writing works well when it is embedded in talk for writing and other speaking, listening, role play and reading activities. Children need to have exposure to a wide range of stories and genres of writing to develop a structure to build upon and add their own ideas. Good progress is made when children open their eyes and ears to the language modelled around them. We encourage children to ‘magpie’ from what they read and hear in the classroom and experiment with interesting words and phrases to use in their writing tasks. It is also essential to give our students the literacy tools that they will need throughout their life.
Spelling, punctuation and grammar are taught as discreet skills throughout the school and as children grow they are taught a range to strategies to support their ability to spell the most frequently used words.
Pupils sit a spelling test every Friday, results are recorded and displayed.
For more information regarding our curriculum please contact the school via the Contact Us page.