The curriculum is the totality of pupils’ learning experiences. It is the vehicle by which we inspire learning and develop the essential knowledge, skills, and understanding which are the building blocks for later life. The curriculum encompasses not only the formal requirements of the National Curriculum and Strategies but also the range of extra-curricular activities that the school organizes, to enrich the experience of the children. Our commitment to Values Education enhances the curriculum. At RIS, we provide learning experiences which promote confident, self-disciplined pupils, eager for lifelong learning.


At RIS our curriculum is underpinned by the values that we hold dear. The curriculum is how the school achieves its objective of educating children in the knowledge, skills, and understanding that they need to lead fulfilling lives.
These are the main values of our school, upon which we have based our curriculum:
We value the way in which all children are unique, and our curriculum promotes respect for the views of each individual child, as well as for people of all cultures. We value the spiritual and moral development of each person, as well as their intellectual and physical growth.
We value the importance of each person in our community. We organise our curriculum so that we encourage co-operation and understanding between all members of our community, promoting community cohesion.
We value the rights enjoyed by each person in our society. We respect each child in our school for their individuality, and we treat them with fairness and honesty. We aim to enable each person to be successful, and we provide equal opportunities for all the children in our school.
We value our environment and encourage sustainability. We aim, through our curriculum, to teach respect for our world; how we should care for it for future generations, as well as our own.

Aims and objectives

The aims of our school curriculum are:

to promote a ‘go-for-it’ attitude towards learning, so that all children enjoy coming to school and embrace new challenges and possibilities;
to enable children to develop their knowledge, understanding and skills; being ‘determined to succeed’ and becoming independent thinkers and questioners; acquiring a solid basis for lifelong learning;
to promote Values Education;

The Early Years Foundation Stage

The curriculum that we teach in the Nursery and Reception classes meets the requirements set out in the revised Curriculum at Early Years Foundation Stage of the National and Global . Our curriculum planning focuses on developing children’s skills and experiences, as set out in this document.
Our school fully supports the principle that young children learn through play, and by engaging in
well-planned learning activities. Learning in the Nursery and Reception class builds on the experiences of the children in their previous environments.
During the children’s first term in the Nursery and Reception class, their teacher carries out a baseline assessment to record the skills of each child on entry to the school. This assessment forms an important part of the future curriculum planning for each child.

Key Skills and Thinking Skills

At RIS we are committed to the development of skills throughout the school. Key Skills and Thinking Skills are at the heart of our curriculum and are developed through well-planned activities and the use of questioning based on Bloom’s Taxonomy model. Through the development of these skills, children will become independent thinkers with the tools to develop their full potential as learners.

All subjects contribute to a child’s progress in these skills. Key Skills and Thinking Skills are developed in each session and the Bloom’s Taxonomy questions are designed to add to the development of these skills.

Key Skills:
• Communication
• Application of number
• Information Technology
• Working with others
• Improving own learning and performance
• Problem-solving.

Thinking Skills:
• Information Processing
• Reasoning
• Enquiry
• Creative Thinking
• Evaluation.


Assessment for learning takes place in all subjects in every phase. This then builds a clear picture of the children’s attainment and enables the teachers to plan for future learning.

Extra-Curricular Activities

We are committed to developing the whole child. We extend the curriculum by offering extra-curricular activities, including: football, swimming , cricket , Taekwondo , Indoor Games , computing, Dance , debates , elocutions , quiz , declamations and choir.

The role of the subject leader

The role of the subject leader is to:
• provide a strategic lead and direction for the subject.
• support and offer advice to colleagues on issues related to the subject.
• keep up to date with new initiatives.
• monitor pupil progress in that subject area, particularly at the end of each key stage.
• provide efficient resource management for the subject.

The school gives subject leaders non-contact time so that they can carry out the necessary duties involved with their role. It is the role of each subject leader to keep up to date with developments in their subject, at both international and local level. They review the way the subject is taught in the school and plan for improvement. This development planning links to whole-school objectives. Each subject leader reviews the curriculum plans for their subject ensures that there is full coverage of the National and International Curriculum and that progression is planned for. The subject leader carries out book trawls, learning walks, and lesson observations to ensure that the children are achieving their full

Monitoring and review

Our governing body is responsible for monitoring the way the school curriculum is implemented.
We have named governors for each subject. The governors liaise with the subject leaders, and monitor teaching and learning strategies and attainment at the end of each key stage.
The Coordinator is responsible for the day to day organization of the curriculum. The Principal along with Coordinators monitor planning, ensuring that lessons are challenging, with appropriate learning objectives, and make use of a variety of learning styles which promote progression.