Curriculum 2018-2019

Click here to view Letter from Mr Keyworth & Mrs Toal re: Assessment Assessment-letter-to-parents

Click here to view our Reading and Phonics Schemes Reading-Schemes-in-use-at-St.-Richards

To read the British Values Statement for St Richard’s Primary School please click here 

St. Richard’s Curriculum Statement

St. Richard’s is committed to meeting the requirements of the new primary curriculum from September 2014.

We have updated our school-based schemes of work to reflect the content and challenge of the new curriculum.  Teachers have and are receiving training in the key areas of curriculum change and we are ready to provide an outstanding curriculum.

The curriculum will be taught with the consideration of the needs of all learners.  Our curriculum will continue to be exciting and will inspire the children to nurture a passion for learning.  It will be taught in an engaging and stimulating way which will include trips (using our three school mini-buses) to motivate and widen our pupils’ experiences; in school subject specialist days (i.e. Greek and Roman Days); topic based cross-curricular learning to help inspire and motivate; whole school entries to competitions; and will promote the key values and prepare all our pupils for life in modern Britain.

Curriculum Subjects


Welcome, Witness, Word, Welfare, Witness -

This year, we have launched our very own Caritas Ambassadors Team. The role of a Caritas Ambassador is to promote and develop social action projects within our school, parish and local community; by demonstrating ‘faith in Action’ they will raise awareness of Caritas Diocese of Salford. The team went along to Salford Cathedral with Mrs Bentley where they took part in a training day and commissioning to introduce them to their new role. Keep your eyes peeled for updates of what they have been up to. 








Mr North visited Class 12 this term to deliver a full day workshop on ‘Evolution’.  We first learned about the different groups of animals: cnidarians, molluscs, vertebrates and arthropods and examples of each.  We discussed the ‘Tree of Life’ and how we are all related, followed by a practical activity where we placed animals into different time periods, going back millions of years to periods such as the Cretaceous and Jurassic periods, amongst others.  In groups, we then placed fossils on our own timelines, naming the type of animal and the period it belonged to.  We moved on to discussing ‘Adaptations’ and how animals have changed over time to aid their own survival.  Interesting clips on feeding, teeth, mouth, nose, limbs, stingers and traps, and farming adaptations were explored and discussed leading into a range of group tasks.  We rotated around lots of stations engaging in practical activities including:  ’Habitats’ – we placed the animals on the board according to whether they were land, sea or air animals, discussing their adaptation and how this was useful to them.  ’Transitions’ – we ordered pictures and discussed the changes over time, stating how these changes were useful.  ’Peppered Moth Experiment’ – we timed each other to see how many light and dark moths we could spot on light and dark trees discussing how the moths were affected by the pollution in the 1800s causing trees to darken and therefore endangering the light moths that could be easily seen.  ’Teeth’ – we examined a range of teeth, noting the difference between carnivore and herbivore teeth, and mammal/non-mammal teeth.  As a whole-class we played a ‘mimicry’ game, discussing how some animals adapt to look like others, to help them survive.  We also played a ‘camouflage’ game discussing this adaptation for survival. 





Design Technology