Curriculum Overview

The RIA curriculum is grounded in the National Curriculum for England (2014). We use the standards and content of this curriculum to inform our core content. It has high, but we feel appropriate, expectations for attainment and learning, yet also offers the flexibility for us to adapt our teaching according to our international context and our commitment to personalised learning. 

This curriculum guides our work with children aged 5 to 14. Attainment is monitored through using the National Curriculum system of Levels. These levels give a clear and reliable view of progress, and of student ability in relation to the UK’s academic expectations. The content and levels of our curriculum also translate well to other education systems worldwide, meaning that transition to and from other schools is generally seamless.

At 15 years old, most of our students start to study towards Cambridge IGCSEs. These are formal qualifications that allow entry to UK ‘A’ Levels, the IB Diploma, or US or Canadian Upper High School programmes, as well as most other post-16 English speaking courses worldwide.

 Subjects  

 Primary (KS1)

Age 5-7

 Literacy

Numeracy

Science

Geography/History (integrated)

Computing

Mandarin

Art

PE

Music

Well-Being

.

Upper Primary (KS2)

Age 7-11

 English

Maths

Science

Geography

World History

Computing

Mandarin

Technology and

Design

Art

PE

Music

Well-Being

 Secondary (KS3)

Age 11-14

English

Maths

Science

Geography

World History

Computing

Mandarin

Technology and

Design

Art

PE

Music

Well-Being

Upper Secondary (KS4) 

Cambridge IGCSEs 

English Language (1st or 2nd Language )

English Literature

Mathematics

Biology

Chemistry

Physics

Geography

World History

Mandarin  

Art

Not Examined

PE, Music, Technology, Well-Being

The School Day

We split the school day into four main sessions. Within the morning sessions, teachers will apply their own routines and timings according to the nature of their class. Morning lessons focus on Maths, English and Humanities. With the younger children, there will often be a weekly theme around which lessons are built. Afternoon lessons are generally the more active or practical subjects, such as Science, Art, PE, Computing, Technology, Music and Well-being. Mandarin lessons occur either just before or just after lunch. Arrival time is 8.30-8.45, with lessons starting at 8.50. The end of the day is 3.45, except on days when After School Activities run, when it is 4.45.

The Arts

 

Humanities  (Geography and History)

 

There are two weekly art lessons for every student. Children experience a wide range of activities, skills, knowledge and styles. The children enjoy a broad range of activities including, sculpting, painting, fine art, handicrafts, pottery and lots more. Art is a prominent part of our curriculum and we believe that young people gain great benefit from developing the inner qualities that come with such self-expression. 

Music with the younger children tends to focus on song, dance, basic instrumentation and percussion. As the children grow older, music theory and opportunities for more advanced instrumentation are introduced. We have twice yearly school performances where children can showcase their enthusiasm and talent. 

The skill sets for these subjects are developed as per the UK curriculum, but the subject matter is often altered so as to reflect our international setting. Geography, for example will look at features from around the globe whilst History is altered so as to give a broader world view. 

Mandarin 

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Computing

Mandarin lessons happen four times a week and are delivered by a team of specialist Chinese teachers. Our children come from a range of backgrounds and have greatly differing levels of competency in Mandarin. We split our regular classes into different groups for this subject, so that all children will be receiving lessons that are appropriate for them. 

 

A very important subject in our modern world, computing skills are developed from an early age. As well as the  standard set of software usage skills, we address topics such as coding, 3D printing, typing skills, animation and robotics.  Internet safety is an issue we take very seriously. Safe, responsible and appropriate use of social media and the internet is a topic we address in both our computing sessions and within our Well-being programme.

Well-being

PE

 

Often called Personal, Social and Health Education (PSHE), our Well-being programme focuses on many aspects of growing up, relationships, personal health, being part of a society, safety, and self-management. Students engage in specific activities to help them reach personal conclusions about themselves and the world, and they are encouraged to apply their ideas to their daily interactions and to their school work.

Contributing thoughts about how their school should run is also part of this strand of the curriculum under the label of Student Council. We also encourage aspects of the well-being programme through our Friday afternoon whole-school assemblies, encouraging children of all ages to interact and to develop their shared interests. and values.   

Having a small campus doesn’t stop us doing lots of fun and active PE. Lessons are twice a week, and we use a local outdoor sports field for many of our team and general activity PE lessons. In addition, we have probably the best swimming pool in Shekou just 100 metres from our back gate, and there are range of indoor and specialist venues that we utilise too. Whilst having small classes restricts our ability to field say, a school rugby team, it does offer us opportunities to engage in more specialist activities that perhaps would not be possible with larger groups.

Here’s part of a (long) list of some examples: archery, rock-climbing, ice-skating, taekwondo, golf, horse-riding, swimming, gym work, ballet, pool, yoga, dance, drone flying, netball, fishing, kayaking …. and more …… 

And just in case you don’t believe me, here are some pics! :))

 

ASAs and Extra-Curricular

School Outings, Visiting Specialists and Practical Skills

Assessment NC Levels Chart

 

Transition

More info