At Moorthorpe Primary School we believe that the School Curriculum should be broad and balanced, offering children the opportunity to achieve success in many different areas. Although our curriculum is based on the National Curriculum, there are other planned opportunities that make up the wider curriculum.
We follow a theme-based approach to learning, in the belief that children learn best when logical connections are made between different aspects of their work. The school also implements the National Cirriculum which provides detailed frameworks for the teaching of all subjects, including English and maths.
We believe passionately in giving the children ownership of their learning. We support our children in becoming ‘aspirational’ – aiming high – in order to make the most of their learning opportunities. Moorthorpe Primary School believes in an active partnership between school, pupil and home.
Teaching and Leaning is matched to pupils preferred learning styles, is differentiated to match ability and makes the most of our developing provision in ICT to support this.
English and Literacy
We are committed to developing literacy skills through uniting the important skills of reading and writing. We teach children to read initially by a synthetic phonics approach supplemented by a variety of means as children’s skills develop. The children have the opportunity to select from a wide range of good quality reading books, from a well-stocked library in both Key Stages and their own class libraries.
The development of early reading and writing skills has been a school focus for the last year and children’s progress in reading and writing is carefully monitored throughout the school. A variety of opportunities are provided across the curriculum for children to develop their writing skills. For example, writing reports, stories, poems, notes, plays, lists and diaries and a creative room to promote writing across the curriculum.
To help children progress in their learning and understand what they need to do to improve, they have individual targets each half term, which are shared with parents.
Children are provided with regular opportunities to develop the essential skills of speaking and listening. This is done through discussion, drama and specific listening activities in pairs, groups and as a class. Good oral work enhances pupils’ understanding of language in both oral and written forms.
From Foundation Stage, children are taught letter formation and joins following our cursive handwriting scheme, which enables children to develop an independent, mature style of writing. Good presentation is expected at all times and displaying children’s work is an integral part of this process. Ultimately we want each child to develop a fluent, legible and attractive style of handwriting.
Our aim is to develop children into confident mathematicians who are able to use mathematics as a tool in a wide range of activities both in and out of school. Throughout the school the children are involved in mathematical activities based on the requirements of the National Curriculum.
A high priority is given to teaching children mental strategies and times tables to calculate independently. They partake in problem solving activities and use both basic and more advanced numeracy skills as they move through the school. The use of ICT is vital to the children’s learning in some areas of mathematics, therefore children have opportunities to explore and use these teaching resources. The children are given many opportunities to gain knowledge and understanding of mathematics through practical experiences in the classroom.
We use a number of tools to support maths in school, with a particular focus on mental aritmetic and times tables. The children use Mathletics to practise their mental skills and Numicon resources within the main body of lessons.
Science teaching follows the National Curriculum guidelines through a topic approach, providing a broad, relevant science curriculum for all the children. We use the National Cirriculum to teach the children a balance between knowledge and investigational skills. Active engagement in learning is encouraged and children often work co-operatively, communicating scientific ideas to each other. Basic scientific concepts are developed with the aim of helping children understand their world and encouraging them to develop a sense of responsibility towards it. Pupils are encouraged to combine interest and curiosity with a responsible attitude towards health and safety, as well as respect for living things and the physical environment. Scientific ideas are applied to real life problems including those that require aspects of design and technology to solve them.
We teach geography throughout topic-based curriculum. The children are taught to use maps, atlases, globes and compasses. We endeavour to extend children’s interest, knowledge and understanding of people and places both near and far. The infant children are involved in local investigations such as surveys or looking at historical buildings using a simple map. Carefully planned visits are arranged for older children to study places outside the local area. Children are encouraged to think deeply about the environment in which they live and the limited resources that the Earth provides and upon which all life depends.
We teach history throughout topic-based curriculum. We encourage our children to find out about the past by looking at evidence and considering informed opinion by using original sources.
We aim to bring history to life and to instil a desire to find out about our predecessors. We organise a number of visits to sites of interest and have a wide range of historical artefacts that we use with the children. We help our children to understand that history means everything that has happened in the past, and also our actual record of what has happened.
We teach technology throughout topic-based curriculum. Design and Technology encourages the development of knowledge, skills and understanding in a practically based subject. Pupils are taught to develop, plan and communicate ideas. They work with tools, equipment, materials and components to make quality products. Upon completion of their task, they evaluate the processes and products.
In Key Stage 1 pupils learn how to think imaginatively and talk about what they like and dislike when designing and making. They build on their early childhood experiences of investigating objects around them. They explore how familiar things work and talk about, draw and model their ideas. They learn how to design and make safely and start to use computing as part of their designing and making.
In Key Stage 2 pupils work on their own and as part of a team on a range of designing and making activities. They think about what products are used for and the needs of the people who use them. They plan what has to be done and identify what works well and what could be improved in their own and other people’s designs. They draw on their knowledge and understanding from other areas of the curriculum and use computers in a range of ways.
We teach computing through out topic-based curriculum, with skills, knowledge and understanding that the children need if they are to continue life long learning and living in our fast changing world. We employ a wide selection of software including word processing; data handling, LOGO, graphics and simulation packages, which help children, acquire these necessary skills.
The school is well equipped with computers, interactive whiteboards in every classroom and Ipads, but is always seeking to develop its resources.
Modern Foreign Languages
In years 3 and 4, we introduce children to French.
In years 5 and 6, we continue with the French teaching through drama and video sessions.
There are three main strands to music – singing, listening and playing. Children are taught a wide repertory of songs appropriate to their age group. These include hymns, traditional songs from other lands and cultures and songs from former times as well as modern songs.
Children are encouraged to develop an awareness of the different effects of instruments used in music, as well as to give a thoughtful and sensitive response to recorded music.
Children are taught how to use pitched and unpitched percussion instruments. They are taught to recognise and discriminate between the various elements of music such as pitch and rhythm.
Additional Small Group Music Tuition
We have access to a Wakefield specialist who takes small groups of children for individual and group sessions.
Art & Design
We teach art through out topic-based curriculum Art for most children is a natural form of expression and a source of great pleasure. We aim to increase confidence and competence in the use of different media, such as pencil, charcoal, paint, collage, inks, textiles and clay. We promote the necessary skills for our children to develop their natural ability to be expressive and creative and we aim to instil pride by achieving finished work that is of a high standard.
Our sporting aims are to provide children with a balanced range of activities and the opportunity to develop these in more specialist clubs. Each week our children work on at least one area of the physical curriculum.
Gymnastics and dance both take place in the Hall and involve all the children following various themes. Through dance and movement, they learn how to express themselves whilst being able to work at their own level. Whereas gymnastics, involves learning how to use equipment safely and acquire, develop and gain new skills. Games, outdoors and adventurous activities take place outside and children learn a variety of skills that are developed into small games and team building situations.
Children from year 4 to 5 have a period of time each year when they learn swimming, which takes place at the local swimming pool.
After school clubs offer: Elite sports , Lunch time Zumba (Yrs 3 – 6) , forest schools, Drama and Choir. We are constantly looking to expand these after school activities.
Religious Education and Collective Worship
Religious education is non-denominational and taught through our topic approach as well as in separate RE lessons and through assemblies. The aim of religious education is to enable children to develop an understanding of the nature of religion, its beliefs and practices. Children acquiring knowledge of religion, exploring and reflecting on human experience, as well as developing sensitive attitudes will achieve this. Children will be encouraged to develop sensitive attitudes towards others.
Parents retain the right to withdraw their children from religious education. In such cases, this is done after prior arrangement with the Head teacher, and alternative arrangements are made.
There is a daily act of collective worship for each child, sometimes as a whole school or in a smaller group. This is an important feature of school life, and a positive focus of its ethos and values. As a voluntary controlled school, collective worship is wholly or mainly of a broadly Christian nature. Parents also retain the right to withdraw their children from collective worship by prior arrangement with the Head teacher.
As part of our ethos we value the Spiritual, Moral, Social and Cultural (SMSC) education and provide opportunities for pupils to have ‘reflection’. This is often delivered within RE or PSHE.
International and Wider school Links
The school has an international link with a South African school and the children write and share letters. We also have links with other schools in London and the more local area. This has proved very popular with the children. An area we are looking to expand in here is developing video links via computers to these schools.
If you would like further information regarding the curriculum please either:
contact the head teacher via email email@example.com
See our school Prospectus
See our year group curriculum plans