Information Computer Technology (ICT) - Miss Mc Donnell 

ICT is incorporated throughout our curriculum. We use it to support teaching and learning in English, Topic and Maths where children develop skills such as presenting information and researching information. The effective use of technology is central to how and what we teach.

We ensure our pupils leave RHS equipped with the skills and motivation to become effective, productive, creative and safe users of technology.

Effective and innovative use of technology leads to improved outcomes for writing, motivated and engaged pupils, broader access to digital resources and increased opportunities for creativity coupled with the development of the life skills needed to achieve this.

Pupils are involved in blogging, film-making, website development, coding and many other technology related activities. We are using Video Conferencing to provide our pupils with unforgettable learning opportunities and experiences which make links outside of the classroom. Initially pupils will be taught that an algorithm is a set of instructions. This is learnt through a variety of ways including programming bee bots and remote control cars and then progressing onto designing their very own online games.

Rutherford House School has its own computer room, mobile laptops, Classroom Ipads and weekly Coding clubs.

E-Safety

To view a copy of our school E-safety policy, please look in the policy section of the website. 

If you are worried about Online Safety or would just like to know more about how your child can use technology responsibly then have a look at these useful websites.

http://www.thinkuknow.co.uk/   

https://www.ceop.police.uk/safety-centre/  

CEOP Safety Centre - internet safety - CEOP  

http://www.yhgfl.net/eSafety/Parents 

http://www.childnet-int.org/kia/parents/cd/ 

http://www.hectorsworld.com/island/index.html 

Vodafone - digital parenting  (highly recommend)

NSPCC - Share Aware 

A parents guide to Facebook

Childnet Guide for Parents on Social Networking 

How to manage privacy settings on Facebook 

 

Humanities - Miss Odika 

Our Geography and History curriculum aims to enrich children’s learning about the local and wider community, and to further expand their knowledge about important historical events. 

We work hard to ensure our humanities curriculum is linked to other subject areas. Such as:  English, Science, Numeracy, ICT and Art. 

Our children have opportunities to study locations around the world, and the human and physical processes which help to shape it. Pupils have a chance to study their local area (through such things as Forest School) and then compare that to other places around the world.

We alternate Geography and History units every half-term in order to meet the breadth of the new curriculum and to ensure skills are being developed.  Medium term planning outlines specific learning objectives linked to the new curriculum, leaving teachers to be able to plan creative skills based lessons weekly. 

Geography skills progression Key Stage 1 and 2

The new curriculum has a greater emphasis on geographical knowledge (this could be introducing new geographical vocabulary or confidently naming continents or countries in the UK) and throughout the academic year, your child(ren) will be learning the following geography skills through engaging lessons linked to the following areas; 

  • Location Knowledge
  • Place Knowledge
  • Human and Physical Geography
  • Geographical Skills and Fieldwork

 

History skills progression Key Stage 1 and 2 

Lesson are focused on giving children a detailed understanding of what has happened in the past and why. 

Key Stage 1

  • Increase awareness and understanding of British History
  • Chronological understanding through different historical periods

Key Stage 2

There will be a greater focus on British History from years 3-6. Children will learn how the British History has evolved over centuries and the impact the wider world has had on the British economy and landscape. Pupils will study their local area; making comparisons to the past. Focusing on the following areas; 

  • Knowledge and understanding of the wider world history
  • Chronological knowledge and understanding
  • Historical enquiry-using evidence and communication

 

Educational websites

Geography

Primary Game Arena places a tick against the year that the resources would be the most appropriate for.

http://primarygamesarena.com/Subjects/Geography 

Crickweb is a free online education resource

http://www.crickweb.co.uk/links-geography.html 

“Barnaby Bear’s Where Do I Live in Britain?”

This activity would support:

  • Location knowledge skill
  • Geographical skills and field work in KS1

http://www.bbc.co.uk/schools/barnabybear/games/where_in_britain.shtml  

Information Finder will aide children in knowing where they can find information. The questions provided will help them identify which information text they need to do their research and the type of questions they might need to think about when searching for book in the classroom book corner/library or via a computer search engine.

History

“Barnaby Bear’s: What has changed?”

EYFS and KS1: This would support their chronological awareness and help them identify things that have changed over a century and within their life time.

http://www.bbc.co.uk/schools/barnabybear/games/changed.shtml 

BBC History games.

The site hasn’t been updated for a while but the activities are still useful. Would better support the learning in KS2

http://www.bbc.co.uk/history/interactive/games/ 

Crickweb activities for KS1 and 2

http://www.crickweb.co.uk/ks2history.html 

The British Museum

http://www.britishmuseum.org/

 

Art and Design - Miss Green 

At Rutherford House the children are exposed to a wide range of media, drawing, painting and creative experiences. Children of all year groups have weekly Art lessons in a specialist classroom and undertake a variety of projects. The children are taught new skills in both Art and Design & Technology. We encourage children to be creative and independent with their art work whilst also trying out new skills. Resilience and Ambition are the values which link well to Art and Design at Rutherford House. Teachers support all children to reflect on their Art or Designs too. The process of designing, creating and evaluating is a valuable skill that the children learn throughout the school.   

 

Personal, Social, Health and Citizenship Education (PSHCE) and Thinking Skills - Miss Archer  

At Rutherford House, there is a strong ethos that promotes and raises children’s self-esteem, self-awareness and decision making skills, whilst building and encouraging individuals to take on more active roles and responsibilities within the community of the school, the local area and the wider world. Our school values reflect this and we believe once a child leaves our school to go on to secondary school they will be equipped with the necessary tools to succeed in the wider world.

Our PSHEE curriculum incorporates three main topic areas which are expanded on within each year group. These three areas are:

  • Health and Wellbeing
  • Relationships
  • Living in the Wider World

The children will be taught about and discuss different topics within these concepts.

At Rutherford House School, we are working towards becoming a Thinking School. This means the whole school will be taught similar concepts and tools for thinking. As we develop these will include: Bloom’s Taxonomy, Thinking Maps and Philosphy4Children. Together these three methods will develop the children’s higher level thinking and challenge them to be thoughtful and reflective in their choices and opinions. 

 

Religious Education - Miss Chaffer 

Rutherford House is a non-denominational school with a caring ethos which embraces the multi-cultural community and neighbourhood in which we live.  Tolerance, courtesy and mutual respect are at the forefront of all we do and we provide the children with an opportunity to share and respect their beliefs and practices.

During RE lessons the children are encouraged to share their ideas providing valuable opportunities for them to ask questions and discuss topics in a supportive environment. As a part of our cross curricular education, we cover all of the six main world religions and take part in learning about and celebrating religious festivals and holidays such as Christmas, Diwali, Easter, Eid al-Fitr and Chinese New Year.

During their time at Rutherford House School, children will have the opportunity to visit local synagogues, churches, mosques and temples to learn about and gain a deeper insight into different aspects of worship and prayer.  

 

Music - Mr Spall 

All Rutherford pupils from reception onwards receive specialist music tuition every week in which they:

  • learn to play instruments,
  • develop their voice,
  • compose their own music,
  • become familiar with a range of different styles of music,
  • develop their understanding of how music works,
  • use traditional and other notations to communicate and discover musical ideas.

Singing assembly each week helps all children to develop their voice in a large ensemble.

Clubs such as choir and drumming club provide opportunities to develop further.

Instrumental tuition on a one-to-one basis and in groups is available in guitar/ukulele, piano and keyboard, drum kit, saxophone, flute and clarinet, and the range of instruments offered will continue to expand – watch this space! 

 

Physical Education - Mr Richards 

At Rutherford House, we believe that Physical Education forms an important part of the education of each pupil. We aim to deliver a high quality physical education curriculum which inspires all our pupils to achieve their best. We aim to provide opportunities for pupils to become physically confident in a way which supports their health and fitness.

Our vision is to engage all pupils in physical activity for a sustained period, help build their character and embed lifelong values such as fairness and respect, whilst developing their competence in a broad range of sports and give them the opportunity to compete both inter school and against other schools.

Key Stage 1

Pupils should develop core movement, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and co-ordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

Pupils will have the opportunity to;

  • Master basic movements such as running, jumping, throwing and catching
  • Develop balance, agility and co-ordination, and begin to apply these in a range of activities
  • Participate in team games, developing simple tactics for attacking and defending
  • Perform dances using simple movement patterns

Key Stage 2

Pupils should continue to implement and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing. They should develop an understanding of how to succeed in different activities and sports and learn how to evaluate and recognise their own success.

Pupils will have the opportunity to:

  • Use running, jumping, catching and throwing in isolation and combination
  • Play competitive games, modified where appropriate, such as football, netball, rounder’s, cricket, hockey, rugby, badminton and tennis, and apply basic principles suitable for attacking and defending
  • Develop flexibility, strength, technique, control and balance, for example through gymnastics and athletics
  • Perform dances using a range of movement patterns
  • Be introduced to water/aquatic activities, learn basic skills such as floating, gliding, kicking, rhythmic breathing and to develop a variety of strokes in swimming lessons
  • Take part in outdoor and adventurous activity challenges both individually and within a team
  • Compare their performances with previous ones to achieve their personal best

At Rutherford House, we are committed to recognising the importance of physical activity of children outside the curriculum. We believe that links with local sporting clubs and organisations and the provision of extracurricular activities organised by the school is a positive experience.

Pupils are given regular opportunities to represent Rutherford House School in various sporting events through both inter and intra school fixtures.

We also run an extensive pre/after school club programme. Pupils are encouraged to participate in these clubs, where possible, to further promote an awareness of the value of physical activity. 

 

Spanish - Mrs Mulloy 

The Curriculum

Since the opening of RHS, MFL as an integral part of the Curriculum, has grown significantly and all children are taught Spanish from Reception onwards. Our Vision for languages has developed in harmony with a love of languages and ambition to gain the best elements from languages that enhance pupil development and benefits the wider school community.

Children in RHS enjoy Spanish lessons, have a wide vocabulary and speak confidently with an authentic Spanish accent. In EYFS and KS1, the focus is on speaking and listening. The children learn the vocabulary through songs, stories, games, role-play and oral and reading or writing activities. The aim in primary school is to develop the children’s confidence and ability in speaking and understanding a foreign language but as the children move into KS2, they will also learn Spanish phonics and basic grammar to enable them to read and write correctly in Spanish. To facilitate memorisation of the key vocabulary, we have introduced homework for Spanish as from Year 3.

It is worth noting that since 2014, MFL has become a compulsory subject in KS2.

Celebrating Languages at RHS – making connections

As a result of an initiative by the Spanish Embassy Education office, we have established a link with a primary school in Segovia, Spain called “Juan Fray de la Cruz”. The children in Year 3 and Year 4 will continue to develop this link with our partner school.

After our successful application for a training grant for teachers from the Erasmus for Schools Programme by the European Union, 17 teachers will be sent to Spain on a Spanish course. This will enable staff to support the children with their language learning and help embed Spanish in the school curriculum in and in school life.

Language learning is celebrated in different way:  Spanish Day we have a whole day of Spanish activities throughout the school and we usually also organise activities for the European Day of Languages.

At RHS we offer French and Italian Clubs for children to further their language learning.

Vision

Our vision for MFL is to gain progress and confidence for individual pupils and the school community based on the success of learning a foreign language. MFL needs to incite a curiosity about the world that we live in and lead to a better appreciation and understanding of other cultures. Being able to speak, write, and understand Spanish can be the start of a lifelong approach that will sustain pupils through their lives and careers, adding to their intellectual development.

At Rutherford House, we have a fantastic opportunity to set the bar high in standards, innovation, and inventive joyful learning in languages – this will showcase pupil development across all ranges and bring wider benefits to the school community. 

 

Forest School - Mrs Hancock 

 At RHS children in Reception and Year 1 go to Forest School every week at Tooting Common. Children in Year 2 participate in Forest school every other week and children from Year 3 up attend Forest School once a term when it links to their topic and learning objectives.

Children gain a variety of skills from the Forest School Programme including confidence, social skills, resilience, physical skills and independence.

Forest School takes a holistic approach. It nurtures the whole child by incorporating the following areas of development simultaneously:  

1. Social development - learning how to work and play together, relating to one another and cooperating. As well as understanding social issues, hazards and their effect on environments.

2. Physical development - use of fine and gross motor skills, hand and eye coordination and balance. This occurs through the use of tools, tree climbing and handling materials.

3. Intellectual development - understanding the environment better through observing changing seasons; identifying different trees and going on bug hunts.

4. Communication development - both verbal and non-verbal, as they learn to communicate with others in their group.

5. Emotional development – learning to control and understand feelings and emotions. It also involves how a child perceives themselves, their identity and self-esteem. Forest School provides opportunities for success and risk taking.

6. Spiritual development – feeling a sense of awe and wonderment when being in the Forest

 

In Forest School, children also develop curiosity and understanding about the world they live in and become excited and inspired by the deep dark woods that surround our local area. The children get to take part in activities that encourage creativity and exploration. All of the activities are designed to be fun and interesting, and importantly something they would probably never otherwise experience.

Forest School programmes run over a minimum of 6 sessions. The lessons are designed to offer a continuum of learning, over which children will gradually build up their skills and confidence of working and playing in the natural environment. They progress towards activities involving tool use and fire at a rate suitable to the individual group. All of the activities we do during Forest School are designed to challenge children - but also to be achievable. This way children are able to stretch their skills whilst also building their confidence.

Example activities for Early Years and Key Stage 1:

  • Woodland walks and nature trails
  • Nature crowns
  • Minibeasting
  • Shelter building
  • Making teddy homes
  • Forest School stories
  • Using Fire Steals
  • Puddle splashing, mud painting, mud sliding
  • Exploring and collecting woodland materials to make natural art
  • Scavenger hunts
  • Clay creatures
  • Natural music

 Example activities for Key Stage 2:

  • Nature detectives
  • Fire Lighting
  • Tarpaulins
  • Use of sheath knives
  • Tying knots
  • Map work 

Some of the activities mentioned above involve tool use and fire building. As an unfamiliar activity this can sometimes cause a safety concern to parents.  Children's safety is absolutely paramount to us - activities are always fully risk assessed and we always ensure children are prepared and capable before beginning any task involving tools or fire.

All children are requested to bring to school navy raincoat, waterproof trousers and wellies to protect their clothing and to keep them warm and dry in all weathers.