Curriculum Overview
Moorfield School Curriculum
We have developed a curriculum that is ambitious and designed to give all pupils the knowledge, skills and cultural capital they need to succeed in life.
Our school has a 2-year rolling programme in Key Stage 1, Lower Key Stage 2 and Upper Key Stage 2 which follows the national curriculum and adapts to changing needs. Please see the subject progression documents for how knowledge is carefully planned and built upon from EYFS to Y6.
Through our curriculum we intend to:
- Provide a broad curriculum that provides pupils with a foundation of knowledge and skills so they are ready for their next steps and can succeed.
- Aim for children to know more, remember more and do more. We underpin our teaching and learning with an understanding of how children’s schemata grow; where children build and connect their knowledge because of the carefully planned out progression. Our curriculum maps are evaluated to reflect research and often include Ofsted’s most recent subject reports and reviews.
- Raise standards with rigorous (knowledge rich, progressive and well-sequenced) subject teaching that builds on prior learning. This includes every child being able to read at an age-appropriate level and has an enjoyment of reading and language to carry them through their education and beyond.
- Enable children to understand and embrace their place in a multicultural, diverse world. This understanding is aided through seeing first hand a variety of places and people.
- Actively promote our positive values and the British values so that we have respect and love for ourselves, our communities and our environment.
- Create equity of opportunity with high ambition and expectations for all children.
Through the implementation of our curriculum we aim to:
- Deliver our sequenced and well-structured curriculum in carefully considered manageable chunks with clear, progressive core knowledge and skills.
- Ensure pupils can make links in knowledge (we know knowledge cannot sit in isolation).
- Give pupils regular opportunities to recall knowledge and practice skills (to strengthen memory, fluency and automaticity). We use a variety of retrieval techniques to support pupils and check what has been learnt. (For example ‘fluency grids’). We know that learning is an alternation in the long-term memory and the importance of supporting this in a variety of ways.
- Teachers check pupils understanding systematically, identify misconceptions and provide clear feedback and support.
- Where necessary teaching will be adapted (for example: with pre-teaching, booster sessions where additional practice may take place; breaking information into smaller parts; well-chosen resources or scaffolds) to ensure the achievement of all.
- Inspire and excite pupils so they develop an active love of learning which empowers their self-agency (sense of control in your life). Units of work are carefully resourced (including through the use of textbooks) and will include enriching experiences to help bring learning to life.
We check our curriculum is having impact through:
- Continual evaluation by teachers and subject leaders (informal and more formal: lesson monitoring; discussions with pupils and book looks). A key indicator is always whether children can explain it in their own words.
- Continual assessment for learning: this is the ongoing checking of children’s understanding to inform teaching.
- Formally considering the assessment data of subjects (for example core subjects termly)
- Engaging in external consultancy. Our school invites educational experts to work with us and objectively consider the impact of our work. Our Governors also consider the impact of our curriculum through our Curriculum Working Group.