The Curriculum at Moorfield Primary School
At Moorfield Primary we place a high level of importance on developing children's positive mental health and wellbeing. Evidence has shown that pupils learn more effectively if they are happy in their work, believe in themselves and have good relationships. Through our Behaviours for Learning Policy, Values Curriculum and the additional support that we provide (Pastoral 1:1 sessions, Group Sessions, ELSA, Play Therapy and Turn the Page Counselling) we ensure that all children have an opportunity to develop their social and emotional skills alongside the academic subjects. This is at the core of our whole school curriculum.
(Also see our Visions and Values, School Values and British Values, and our SMSC pages)
As a state-funded school from 2014 we will offer the new National Curriculum.
Early Years Foundation Stage
During this year, the foundations of learning are set and the behaviours for learning are created. At Moorfield we ensure that we have extremely high expectations of our children and no learning time is lost. We have one class teacher supported by a team of highly effective Higher Level Teaching Assistants (HLTAs) and Teaching Assistants. The EYFS curriculum is catered for across learning zones which also include access to an outdoor learning quadrant, playground and woodland area.
The curriculum is thoroughly planned out to incorporate teacher and TA led focus sessions, exploration with independent application time, an opportunity to work meaningfully outside and is carefully balanced between ‘free flow’ and focus teacher led learning. It is vital to ensure that our children develop the prime areas of learning and in particular for our children, manage their feelings and behaviour and developing their speaking, listening and understanding skills. Thus, ‘free flow’ and exploration is very important and a large part of our EYFS curriculum.
The areas of learning and development
There are seven areas of learning and development that shape educational programmes in early years settings. All areas of learning and development are important and inter-connected. Three areas are particularly important for building a foundation for igniting children’s curiosity and enthusiasm for learning, forming relationships and thriving.
These are the prime areas:
- Communication and Language
- Physical Development
- Personal, Social and Emotional Development
Providers must also support children in four specific areas, through which the three prime areas are strengthened and applied.
The specific areas are:
- Understanding the World
- Expressive Arts and Design
The environment is set up to ensure that all areas of learning are catered for both inside and outside.
Our aim is to develop individuals who are creative, independent and who have a love of learning.
The National Curriculum
In Key Stage 1 and 2, children follow a variety of subject areas from the National Curriculum. To view this document in its entirety please follow this link:
The Core Subjects are:
The Foundation Subjects are:
- Art and Design
- Design and Technology
- Modern Foreign Languages
- Physical Education
We also teach:
- Personal, Social, Health and Economic Education
- Relationship and Sex Education
- Religious Education
We follow the National Curriculum and provide each child with a range of English skills to equip them with skills for life including; reading, writing and spoken language. We believe that spoken language is an essential skill which feeds into effective reading and writing. “If you can’t say it, you can’t write it”.
Reading & Phonics - Teaching the essentials
We use Essential Letters and Sounds (ELS) for planning, delivering and assessing phonics. ELS is a systematic approach for teaching children to read using phonics. It is split into six phases, from starting to learn about sounds at Phase 1 to becoming fluent readers by Phase 6.
Book Banded Books - Progression in fluency and understanding
Children are expected to read at home daily and progress through book banded books. It is important to develop knowledge and understanding of texts as well as fluency of reading. Parents are encouraged to discuss books with their child at home and are supported with home reading strategies through workshops in school.
Reading, Comprehension and Understanding - Promoting a love of reading
To support our love of reading we have implemented the use of 'Reading Rotation' in Key Stage 1 and 'Reading Skills' in Key Stage 2. Children engage in learning sessions which focus on different reading content domains using 'VIPERS'.
VIPERS stands for:
Sequence or Summarise
The 6 domains focus on the comprehension aspect of reading and not the mechanics: decoding, fluency etc. As such, VIPERS is not a reading scheme but rather a method of ensuring that teachers ask, and pupils are familiar with, a range of questions. They allow the teacher to track the type of questions asked and the children’s responses to these which allows for targeted questioning afterwards.
In addition, children are taught and read a range of high quality texts and genres which may relate to their topic or learning in other subjects. This is to ensure children leave Moorfield with a rich and diverse understanding and love of books and reading.
Spoken Language - Speaking, listening and performing
Children develop their vocabulary, speaking and listening skills, and confidence on a daily basis through a series of activities which lays down the foundations for children to put their thoughts into writing.
Spoken language is developmental across the school covering a range of aspects, including;
- Vocabulary and standard English
- Reasoning, justification, exploring ideas and asking questions
- Speaking fluently and audibly for a range of audiences and purposes
- Debating and discussion
- Performance and drama
- Listening, responding appropriately and valuing the views of others
Writing - From the spoken word to the written word
Pupils are taught how to write for a range of purposes and audiences giving them the ability and expectation to apply their skills across the curriculum and become creative writers.
At Moorfield we following the Literacy Tree. Our lessons are based on a wide range of high quality and significant children's literature chosen to engage, challenge and support children to be critical readers and confident and informed writers. All National Curriculum requirements of grammar, spelling, vocabulary, literary language and composition are embedded leading towards a variety of purposeful and exciting shorter, longer and extended writing outcomes where the audience and purpose is clear. Self and peer editing is key in order for pupils to be reflective and take ownership of their learning, enabling them to be clear on next steps and become confident writers
We also use Grammar Bug and follow the Martin Harvey Handwriting Programme.
We follow the National Curriculum and endeavour to provide and equip our children with a range and depth of mathematical knowledge, skills, fluency, understanding and reasoning that they can apply across and beyond the curriculum. The planning, delivery and assessment of maths at Moorfield is supported by a range of tools and resources including the North West and White Rose Maths Hub to ensure opportunities of mastery for all and greater depth.
A progressive set of mathematical aspects and skills are covered through the curriculum including;
- Number (Place value, addition/subtraction, multiplication/division, fractions, decimals/percentages, algebra)
- Geometry (properties of shape, position and direction)
- Problem solving (arithmetic and reasoning)
Maths is an interconnected subject and pupils are required to move fluently between representations and structures of mathematical ideas, thinking and variation.
Coherence - Lessons are broken down into small connected steps that gradually unfold the concept, providing access for all children and leading to a generalisation of the concept and the ability to apply the concept to a range of contexts.
Representation and Structure - Representations used in lessons expose the mathematical structure being taught, the aim being that pupils can do the maths without recourse to the representation. Pupils will be taught a range of methods through the Concrete, Pictorial, Abstract (CPA) approach.
Mathematical Thinking - When taught, ideas are to be understood deeply, they must not merely be passively received but must be worked on by the pupil: thought about, reasoned with and discussed with others.
Fluency - Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics.
Variation - Variation is twofold. It is firstly about how the teacher represents the concept being taught, often in more than one way, to draw attention to critical aspects, and to develop deep and holistic understanding. It is also about the sequencing of the episodes, activities and exercises used within a lesson and follow up practice, paying attention to what is kept the same and what changes, to connect the mathematics and draw attention to mathematical relationships and structure.
Mathematical language and vocabulary - High importance is placed on ensuring adults and pupils are using and developing appropriate mathematical language and vocabulary; visually, verbally and in the written form.
Number Bond recall - 'Star Bonds' - Pupils are expected to develop their rapid recall of number facts through Year 1 and by the end of the Autumn term in Year 2.
Times table expectations - Pupils are expected to learn their multiplication and division facts up to the 12 times table. We use our own developed 'Moorfield Tables' to challenge pupils both in school and through home learning. Pupils are expected to complete their multiplication tables by the end of Year 4.
We endeavour to deliver the science national curriculum in a creative and enjoyable way making science accessible relevant and stimulating.
We aim to create a learning environment that encourages children to make decisions, explore and experiment in an atmosphere of mutual respect. We aim to support and extend knowledge, understanding, skills and confidence through a combination of adult and child led activities to provide the children with an understanding of the world and how science changes our lives. All children participate in Science lessons each week and plan and conduct at least one experiment per half term.
Children are taught a variety of science units throughout the year to develop their knowledge and understanding and develop their scientific enquiry.
Working scientifically will underpin the development of scientific knowledge and conceptual understanding, the children’s understanding of the nature, processes and methods of science and the uses and implications of science today and in the future.
Science offers exciting, relevant and practical opportunities for children to learn, grow and develop through practical experience. We aim to provide authentic science experiences which are based on answering scientific questions and solving problems.
We provide opportunities to allow children to experience and develop all aspects of working scientifically:
- Observing changes over time
- Looking for naturally occurring patterns and relationships
- Identifying and classifying things
- Researching using secondary sources
- Comparative and fair testing
Children develop skills in the use of equipment and measurement and work with proper regard for their own safety and that of others, using safety equipment where necessary.
We give each pupil the opportunity to apply and develop their technological understanding and skills across a wide range of situations and tasks using the Barefoot Computing Curriculum in EYFS and Kaleidoscope, and the Teach Computing Curriculum in KS1 and KS2. We will use a range of resources, such as iPads, interactive whiteboards and laptops, to provide children with these opportunities and ensure that children are equipped with effective and transferrable life skills.
The core of Computing is coding, in which pupils are taught the principles of information and computation. They will learn how digital systems work, and how to put this knowledge to use through programming.
In Key Stage 1 pupils will learn to use logical reasoning and computational thinking in order to build and debug simple computer programs. They will also be taught to understand what algorithms are and that programs are executed by following precise and unambiguous instructions.
In Key Stage 2 pupils will build on previous learning to design, write and debug programs that accomplish specific goals. Pupils will also be taught to use sequence, selection, and repetition in programs; work with variables and various forms of input and output. They will use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
Computing and the use of technologies at Moorfield are underpinned by E-safety being central to the curriculum. While showing children the benefits of using new technologies we are also rigorous in teaching them about how to use technology safely and responsibly. E-safety is taught across the school and by the end of Year 6, pupils will be able to use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour and identify a range of ways to report concerns about content and contact.
Art and Design
At Moorfield we follow the Kapow scheme of work. By using many different materials, children develop their skills in many areas of art. Through creation and appreciation of art, the children learn use of colour, pattern, texture, line shape, form and space, as well as design techniques such as drawing, painting and sculpture using a range of materials - pencil, charcoal, paint clay etc. They are introduced to artists and art forms from different periods and cultures, and encouraged to develop their own ideas.
Design and Technology
At Moorfield we follow the Kapow scheme of work. By using creativity and imagination, children design and make products that solve real and relevant problems through the evaluation of past and present design. Pupils are encouraged to take risks, becoming resourceful, innovative, enterprising and capable citizens. They also learn to evaluate and test their ideas and products and the work of others.
There is a four stage process that is followed:
- Technical Knowledge
Children deepen their understanding of their locality and the wider world as well as encourage a responsible attitude to the world and its resources and to appreciate and value the local environment.
In Key stage 1, pupils develop knowledge about the world, the United Kingdom and their locality. They develop an understanding of basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.
In Key stage 2, pupils extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe (including Russia), North and South America. This includes the location and characteristics of a range of the world’s most significant human and physical features as well as developing the use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.
Pupils learn the following:
- Locational knowledge
- Place knowledge
- Human and physical geography
- Geographical skills and fieldwork
Children develop an awareness of the past, using common words and phrases relating to the passing of time. They know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They use a wide vocabulary of everyday historical terms and understand some of the ways in which we find out about the past and identify different ways in which it is represented. They develop a secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods studied and develop the appropriate use of historical terms.
Pupils learn the following:
- Changes within living memory
- Events beyond living memory that are significant nationally or globally
- The lives of significant individuals in the past
- Significant historical events, people and places in their own locality
- (Y3) Changes in Britain from the Stone Age to the Iron Age
- (Y3) A local history study - Hazel Grove
- (Y3) The achievements of the earliest civilisations (an overview of where and when the first civilisations appeared - Ancient Sumer, The Indus Valley, Ancient Egypt, The Shang Dynasty of Ancient China) and a depth study of Ancient Egypt
- (Y4) Ancient Greece - a study of Greek Life and achievements and their influence on the western world
- (Y4) The Roman Empire and its impact on Britain
- (Y5) Britain’s settlement by Anglo-Saxons and Scots
- (Y5) The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
- (Y5) A non-European society that provides contrasts with British History - a study of Mayan c.AD 900
- (Y6) A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
We use the ‘Language Angels’ programme to support us in teaching Modern Foreign Languages – Spanish. Language Angels is an online teaching resource that allows our teachers, irrespective of their linguistic ability, to teach Spanish from Year 1 to 6.
Our Year 1 pupils start on the Early Language Units - for children with little or no previous foreign language knowledge. As they move through Key Stage 2 the children will move on to the Intermediate Units - for pupils building up their foreign language expertise. Then on to the Creative Curriculum Units which tie in to familiar curriculum topics. Finally to the Progressive Units which extend and challenge pupils with a sound understanding of the basics of the language they are learning.
We also use the Charanga programme to support us in teaching Music. The Charanga Musical School Scheme is an online teaching resource that allows our teachers, specialist or non-specialist, to teach music from Year 1 to Year 6. The Scheme supports all the requirements of the National Curriculum and is based on: Listening and Appraising; Musical Activities - creating and exploring; and Singing and Performing. We have a specialist Music teacher working with staff and children each Thursday, sharing their expertise and modelling effective lessons, enabling teachers to use these strategies and ideas in their own Music lessons.
Each class is taught a variety of gymnastics, dance and games lessons throughout the school year. Pupils are encouraged to explore and encounter a wide range of challenging and creative activities in dance, gymnastics, games, outdoor and adventure.
We provide the children with the skills to:
- develop competences to excel in a broad range of physical activities
- be physically active for sustained periods of time
- be engaged in competitive sports and activities
- lead healthy, active lives
All children participate in two PE lessons each week, as well as physical activities at lunchtime and numerous after school clubs on offer. Sporting competitions, inter and intra ones are available to encourage and enable children to develop their physical development further.
We have a specialist PE teacher working with staff and children each Tuesday and Thursday, sharing their expertise and modelling effective lessons, enabling teachers to use these strategies and ideas in their own PE lessons.
PSHE & RSE (also see SMSC Development)
Personal Social, Health and Economic (PSHE) Education is a subject through which pupils develop the knowledge, skills and attributes they need to keep them healthy and safe, and prepare for life and work in modern Britain. We use the ‘One Decision’ programme and aspects from the PSHE Association, Christopher Winters and the DATE Spiral Curriculum.
There are three core themes for PSHE learning:
- Health and Wellbeing
- Living in the Wider World (including economic wellbeing, aspects of careers education and citizenship)
The citizenship element involves children learning about their place in society, their growing responsibility as citizens and as members of the global community, and their developing understanding of systems such as democracy.
The programme develops skills and knowledge in a values-based context which supports our own values, learning and behaviour, developing and enhancing pupil wellbeing and consists of six broad, progressive topics from Year 1 to Year 6 and includes the non-statutory aspects of primary sex education in Year 6:
- Healthy and happy friendships
- Similarities and differences
- Caring and responsibility
- Families and committed relationships
- Healthy bodies, healthy minds
- Coping with change
We encourage the children to acquire reasoned and positive attitudes and beliefs which include a respect for and understanding of other peoples’ spiritual, religious, moral and cultural ways of life. We help them to appreciate the world in which they live and the interdependence of individuals, groups and nations.
Through our RE curriculum (Manchester, Salford, Stockport, Tameside and Trafford Agreed Syllabus for Religious Education in conjunction with RE Today), we promote knowledge and understanding of the underlying principles of Christianity and other major faiths so as to encourage children to be confident and productive members of their local and worldwide multi-faith community, with an awareness and understanding of the multi-cultural and diverse society we live in.