Learning for the future and from the past

Ideas

Mission

Learning for the future,
learning from the past.

Richmond Park School is an educational centre focusing on the academic and holistic development of each student. Core moral and ethical values such as respect, kindness and integrity underpin our working philosophy which, together with our broad, rigorous and challenging curriculum, empower our students to fulfil their potential through the acquisition of high-level knowledge, understanding and skills.

Within this carefully structured, effective framework, our students develop into creative, independent and reflective thinkers, ultimately becoming valued professionals and individuals capable of taking the lead in their own lives as well as making a positive and effective contribution to the world.

Vision

To create an ideal environment for the development and learning of children from 2 - 18 years old.

To be the best place to enjoy learning.

To become a key reference amongst British schools.

To achieve a unique identity for our students and staff.

For the whole school community to be proud of the school and to value and support its mission.

Values

In order to ensure our vision is put into practice, Richmond Park School has defined the following approaches to learning:

Our pupils will learn according to a curriculum firmly based on the English National Curriculum, significantly extended through global topics and projects.
Our teachers will dedicate time and pay special attention to global knowledge, thinking skills, communication skills, mindfulness and personal integrity through the curriculum and special projects.
Our pupils will also learn and develop through co-curricular experiences, which provide different contexts for learning, reinforce other skills and provide a wider understanding; for example, of other people, different environments and different cultures.
Our teachers will ensure that pupils have a strong knowledge base, but will also reinforce the development of their comprehension, abilities and skills, adapting what they have learnt to real life situations.
During the learning process, we shall stimulate the pupils appropriately and realistically, and we set high expectations.
We shall help the pupils to think, act creatively and reflect on their learning.
We shall efficiently and continuously assess, record and report the pupils’ progress in all educational aspects.
Each child will receive care and support in terms of personal, social, emotional and academic development.
We shall help the pupils develop strong moral and ethical values, and the desire to help and support others.
Assessment will be continuous and constructive, defining the next steps in pupils’ learning.
Personal and academic achievement will be recognised and celebrated.
We shall create a structured system for the pupils’ additional learning needs, which includes early identification, continuous monitoring, planned intervention, and reviews.
In all its educational work, this school will highlight the importance of leading a healthy lifestyle and keeping fit. We shall provide a wide range of options so the pupils can actively participate in sports activities, as well as specific and high-performance training for those who request it.
The school will raise far greater awareness of environmental issues and ecological lifestyles and organise collective efforts to solve problems or support communities.

Curriculum

Joy in learning

Richmond Park School offers a curriculum based on the English National Curriculum but significantly broadened by the inclusion of co-curriculum subjects such as communication and thinking skills. We want our students to be fully prepared for a fast-changing world both 'Learning for the future, learning from the past'.

While traditional values and approaches support our broad and rigorous academic programme, our co-curriculum extends and enriches learning experiences, providing academic excellence and sound personal and inter-personal skills. This programme, together with our emphasis on good health and well-being ensures our students are well prepared for the opportunities and challenges of the 21st century and life beyond school.

The first three years

The youngest children need opportunities to develop their self-confidence socially and emotionally by meeting new challenges on a daily basis in a safe and stimulating environment. Children are encouraged to be curious and creative through active and varied learning opportunities both inside and out in the fresh air.

Pre-Nursery2 to 3 years

A British programme is provided, based on the 0-5 years learning programme:

Emotional and social development
Learning basic routines and developing autonomy and independence
Becoming familiar with English through stories, songs, games and art activities

Nursery 3 to 4 years

Reception 4 to 5 years

The Early Years Foundation Stage curriculum is introduced. Areas of Learning:

Communication and language
Physical development
Personal, social and emotional development
Literacy
Mathematics
Understanding the world
Expressive arts and design

Primary

Enthusiasm for learning is encouraged through a wide variety of teaching approaches that include investigation and discovery, questioning and creative responses.

Academic and personal learning are consolidated and extended during the Primary years. Students are encouraged to be independent learners and also to work co-operatively with others. We expect our pupils to show an increasing awareness of the world community and their own social responsibility as they move on to Secondary education.

The next six years are divided into two
stages as follows:

Key Stage 1 - Years 1 and 2 (5 to 7 years old)
Key Stage 2 - Years 3 to 6 (6 to 11 years old)
Years 3 and 4 are referred to as Lower Key Stage 2
Years 5 and 6 are referred to as Upper Key Stage 2

The curriculum for these Key Stages is based on the National Curriculum for England with the inclusion of the official Spanish language and humanities (Conocimiento del Medio)

Subject Areas:

Literacy (core subject)
Maths (core subject)
Science
Computing
Geography
History
Art and Design
Music
PE
PSHE
Spanish

The core subjects are taught discretely while others are integrated within our topics.

We recognise that young people develop with different needs and progress at different rates. We aim to recognise, encourage and support such as for dyslexia and also those who are particularly able or gifted.

Secondary

In the secondary school, we aim to provide continuity and progression from the primary section. It is vital that students keep learning in creative, varied and stimulating ways. They have to be motivated and curious, wanting to discover more knowledge and ideas, finding new ways to think and resolve problems, working together, listening to, and learning from each other. Above all, students must never lose the joy of learning, even when they face the challenge of external examinations.

We provide a broad and balanced curriculum, complemented by co- curricular themes such as communication and thinking skills. Students are well prepared for the multiple opportunities and challenges of modern society.

Key Stage 3 curriculum:

English language and literature
Mathematics
Science
Spanish studies
Computing
Geography
History
Art and design
Music
Physical education
PSHE

Key Stage 4 curriculum:

English language and literature
Mathematics
Science (3 sciences)
Spanish studies
Physical education
2 optional subjects

Students usually study seven obligatory subjects and two optional subjects, leading to examination at the level of International General Certificate of Secondary Education (IGCSE).

CO - Curriculum

Sustainable development goals

Co-curricular projects and experiences sit alongside the main curriculum and provide greater breadth and depth.

Our sustainability programme is a perfect example of how Richmond Park School will enable our pupils to know and understand so much more about the world. Over the years, they will participate actively and creatively in integrated projects based on the 17 United Nations Sustainable Development Goals.

In the second and third terms of our initial academic year, pupils will focus on the themes of water, energy, and peace. After that, the programme -gradually covering all the UN objectives-will be a permanent feature of the pupils’ education. In a deep sense they will develop their own inner sustainability, founded on key values, thoughtfulness, empathy and compassion, which will allow them to sustain other people and cultures, and the global environment.