At Moor Row our curriculum has been reviewed recently to ensure that we meet the current aims and statutory requirements of the 2014 National Curriculum. We understand the importance of using this statutory framework as a basis for creating a curriculum that is unique to our school and community and meets the academic, personal, social and emotional needs of our pupils. Our curriculum is evolving and will continue to do so in the coming months as we explore, experiment and identify opportunities to deepen and enhance learning.
How We Teach Reading and Writing
Read Write Inc. Phonics
We have recently implemented the Read Write Inc. approach to teaching reading. Staff have attended two day training and we have invested in an extensive range of resources that support the programme. Read Write Inc. Phonics is a complete literacy programme for 3 to 6 year olds that are learning to read and write. The programme uses synthetic phonics to teach reading and it covers all of the National Curriculum requirements for literacy and language.
Gets children decoding and comprehending quickly. The special 'three reads' approach ensures that all children gain accuracy, fluency and a good understanding of the text
Ensures children read storybooks and non-fiction books matched to their growing phonic knowledge.
Leaves no child behind. Initial and on-going assessment to track every child's progress
Prevents downtime. Direct teaching followed by partner practice means that every child participates in the whole lesson
We begin using Read Write Inc. when our pupils are in nursery and they will start by learning the first 30 sounds in short, daily sessions. When pupils move into reception year, they begin to read storybooks and non-fiction books that are closely matched to their developing phonic knowledge. The sessions are lively and interactive and our pupils make rapid progress. They begin to write confidently and learn to spell using sounds that they know. Their progress is assessed at the end of every half term and they are grouped according to the level they are working at. This ensures that teaching is always focused precisely on what pupils need and the pace of learning is fast. If we are ever concerned about a child's progress in reading, we provide 1:1 intervention for 15 minutes a day to address this and accelerate their progress.
Read Write Inc. Literacy and Language
Most children will complete the Read Write Inc. Phonics programme at the end of Year 1 although some may continue into Year 2 for a while to develop their reading fluency. From September 2018, pupils will then move on to the Read Write Inc. Literacy and Language programme and staff are due to complete training this half term in preparation for this progression.
Read Write Inc. Literacy and Language begins in Year 2 and continues until Year 6 and is a complete literacy programme matched to the new curriculum.
Features of the programme:
It gives every child a deep understanding of what they read. Complete texts from leading authors are introduced using the special 'three reads' approach.
It fully prepares every child for writing. The teacher models planning, drafting and revising texts. Children mirror this process.
It teaches grammar in context. This enables children to apply grammar concepts to their own writing.
It supports the grammar and punctuation aspects of the Key Stage 1 and 2 statutory assessments. It includes practice tests to build children's confidence.
It creates articulate speakers. Children learn how to debate and present.
Maths work focusses on the full range of maths as set out in the National curriculum 2014. The children undertake lots of practical work during these sessions, and there is a focus on children’s ability to undertake mental calculations. Work is differentiated according to the ability and confidence of the children and children are assessed regularly to identify any areas which may need reinforcement. Children are given targets in maths to help them move forward, and one of the most useful aspects of maths is knowing their times tables and number bonds. We also plan for opportunities for children to reason mathematically in all areas of the curriculum.
We are developing a mastery approach to the teaching of maths and are in the process of adopting a programme called Maths - No Problem!
Teaching maths for mastery is a transformational approach to maths teaching which stems from high performing Asian nations such as Singapore. When taught to master maths, children develop their mathematical fluency without resorting to rote learning and are able to solve non-routine maths problems without having to memorise procedures.
Teachers plan learning opportunities that develop children’s:
mathematical fluency (rapid and accurate recall and application of facts and concepts)
mathematical reasoning skills
ability to apply maths to solve problems, to conjecture and to hypothesise
Some of the principles that underpin our approach to the teaching and learning:
We believe anyone can be a mathematician with effort and resilience. We reject the idea that some people ‘just can’t do maths'
Pupils are taught through whole-class interactive teaching, where the focus is on all pupils working together on the same lesson content at the same time
We believe in ‘keep up, not catch up’ - pre-teaching and post-teaching sessions
In a typical lesson pupils sit facing the teacher and the teacher leads back and forth interaction, including questioning, short tasks, explanation, demonstration, and discussion
Procedural fluency and conceptual understanding are developed in tandem because each supports the development of the other
We have recently introduced the Snap Science programme into our curriculum. Snap Science is a comprehensive teaching programme that supports the 2014 National Curriculum and enables us to deliver dynamic and exciting science lessons from Year 1 to Year 6.
The programme has a number of key features:
- It cultivates a spirit of enquiry in our pupils with an emphasis upon practical exploration and investigation that inspires and engages all.
- It makes challenging concepts meaningful for our pupils with a range of carefully pitched activities that are supported by high quality videos and animations.
- It reviews, tracks and records every child's progress.
- It helps every pupil to achieve with three levels of differentiated challenge in every lesson.
We teach history using Connected History for pupils from Year 1 to Year 6. Connected History is a progressive and rigorous programme that engages and motivates pupils and encourages them to see the world through the eyes of young historians.
The programme consists of a number of enquiries, each of which has a key question underpinned by several sub-questions for pupils to complete in turn as they progress through the investigation. Each enquiry includes detailed subject knowledge and is supported by a wealth of historical sources, including original texts, quotations and images of artefacts.
Examples of enquiries include:
What does it take to be a great explorer? (Key Stage 1)
How do our favourite toys and games compare with those of children in the 1960s? (Key Stage 1)
How did the arrival of the Romans change Britain? (Key Stage 2)
Why did the ancient Maya change the way they lived? (Key Stage 2)
Why was winning the Battle of Britain in 1940 so important? (Key Stage 2)
We teach geography using the Connected Geography programme for Years 1 to 6. This is an enquiry based programme which asks big questions about topics, places, themes and issues and lets pupils develop their geographical knowledge and skills. It does not attempt to teach topics in their entirety which avoids an over emphasis upon content and instead, encourages pupils to focus on the skills required of young geographers.
Examples of enquiries include:
What is the geography of where I live? (Key Stage 1)
How does the weather affect our lives? (Key Stage 1)
Why do some earthquakes cause more damage than others? (Key Stage 2)
How and why is my local environment changing? (Key Stage 2)
Why are mountains so important? (Key Stage 2)
We teach computing as a distinct subject but make use of our pupils' computing capabilities across the whole school curriculum. Our whole school teaching programme covers the following units each academic year:
- Computational thinking
- Computer networks
- Communication and collaboration
Our programme is also supported by an online safety curriculum that teaches pupils how to keep themselves safe in the ever-changing world of technology.
The introduction of the Computing curriculum in England aims to equip pupils with the knowledge, understanding and skills to use information and communication technology creatively and purposefully. Online technology has a significant role to play in this process so it is vital that we provide a broad and balanced e-safety education to our pupils.
Pupils should be taught that:
- They can use technology, including the internet, for a variety of purposes
- They need to stay safe when using the internet
Key Stage 1
Pupils should be taught to:
- Use technology safely
- Use technology respectfully
- Keep personal information private
- Know where to go for help and support
- Know what to do if they are concerned about content
- Know what to do if they are concerned about contact
Key Stage 2
Pupils should be taught to:
- Use technology safely
- Use technology respectfully
- Use technology responsibly
- Keep personal information private
- Recognise acceptable and unacceptable behaviour
- Identify a range of ways to report concerns about content and contact
- Use search technologies effectively, appreciate how results are selected and ranked and be discerning in evaluating digital content
We use the Kidsmart safety code, developed by the Childnet charity to support our teaching of e-safety. This approach encourages pupils to follow five SMART tips:
Safe - keep safe by being careful not to give out personal information when you’re chatting or posting things online.
Meeting – meeting someone that you have only been in touch with online can be very dangerous. Only do this with your parents’ or carers’ permission and even then, only if they are with you. Remember that online friends are still strangers even if you have been talking to them for a long time.
Accepting – accepting emails, IM messages, or opening files, pictures or texts from people you don’t know or trust can lead to problems – they may contain viruses or nasty messages.
Reliable – someone online might lie about who they are and information on the internet may not be true. Always check information with other websites, books or someone who knows. If you like chatting online it’s best to only chat to friends and friends from your real world.
Tell – tell your parent, carer or a trusted adult if someone or something makes you feel uncomfortable or worried, or if you or someone you know is being bullied online.
We define PSHE as the aspects of our school's provision through which pupils acquire the knowledge, skills and understanding that they need to manage their lives, now and in the future as they become adults. PSHE develops the qualities and attributes that our pupils need to thrive as individuals, family members and members of society. It is for this reason that Personal, Social, Health and Citizenship Education has its own distinct curriculum as well as underpinning everything that we do in school.
Our provision has two distinct forms:
PSHE as a curriculum subject within the classroom:
We use the Jigsaw programme to teach PSHE which integrates emotional literacy, social skills, spiritual and moral development into a teaching scheme from Years 1 to 6.
Each academic year, pupils look at 6 common themes:
- Being me in my world
- Celebrating difference
- Dreams and goals
- Healthy me
- Changing Me
We are a Kidsafe registered school and all pupils partake in workshops during the school year.PSHE that permeates all aspects of life in school:
Many aspects of the life and ethos in Moor Row Primary School strengthen and enhance PSHE provision.
Our 'Three Rights' system for promoting positive behaviour teaches pupils that they are responsible for their own actions and that their behaviour impacts upon the lives of others.
Our four point system for positive attitudes to learning ensures that pupils understand what is expected of them in the classroom and how they can maximise their learning potential.
Values education is an important part of our curriculum. Our core values are Respect, Hope and Aspiration, Tolerance, Responsibility, Unity and Honesty. These values underpin our policies, procedures and teaching in school. Each half term we concentrate on a particular value and our Monday morning assemblies focus upon this with staff exploring pupils' understanding and challenging their thinking.
The British values of democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs are inherent within the ethos and curriculum of Moor Row Primary School. These values are not unique to British society and our pupils learn that they are important in many countries across the world. We challenge any opinions or behaviours within school that are contrary to these values and are committed to the prevention of extremism within our community. We believe that sharing our values with parents, carers and our community is essential in supporting our pupils in becoming responsible citizens in British society and we do this through our school website and newsletters and by inviting parents and carers to share in the life of the school.
We use a teaching programme called Champions which is a whole school approach to teaching sport, health and fitness. The programme has three elements to it:
Sport: lessons which teach pupils important skills across the full primary curriculum including games, dance and athletics
Fitness: lessons which improve pupils' stamina and fitness levels
Health: lessons which deepen pupil knowledge of general health and well-being
The programme is accompanied by an online assessment tool that provides opportunities to measure and improve the fitness of pupils. Monitoring each child's fitness scores enables them to work towards an overall 'bronze', 'silver' or 'gold' award. The programme includes many incentives and rewards to motivate pupils and improve their self-esteem.
We use the Charanga scheme of work to support our teaching of music. Charanga enables pupils to understand musical concepts through a repetition-based approach to learning. Learning about the same musical concept through different musical activities enables a more secure, deeper learning and mastery of musical skills.
Each half termly unit of work comproses the strands of musical learning which correspond with the national curriculum for music:
- Listen and appraise
- Musical activities including games, singing, playing, improvising and composing
- Perform and share
Art and Design
We teach a skills based art curriculum with half termly units that provide progression and continuity of learning across the following six areas of experience:
Modern Foreign Language
We have chosen to teach German as our modern foreign language in Key Stage 2
Long term curriculum plans can be found on the class pages of this website.