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Curriculum Statement 2021-22

At Moreland our aim is to provide the very best education and the most exciting opportunities to inspire our children. The curriculum we offer is bespoke and is based upon our ‘Learning for Life’ vision which is central to every decision we make. This vision is based on our mission as we adults and children:

‘Reach higher than we dream to become the person we really want to be as we do the best we can for the world, for each other and for ourselves.’

At Moreland our inspiring curriculum is all about developing creative, critical thinkers with access to rich embedded knowledge who are equipped with the confidence, ability and desire to make the world a better place. Children are given opportunities to develop their knowledge, understanding and skills through:


  1. A foundation of solid reading, writing and mathematical knowledge, understanding and skills that enables children to fully access the broad curriculum and have the skills they need for the next stage in their education.
  2. An understanding of global citizenship in the 21st century including ecological awareness and responsibility, British values, consideration and respect for others, seeing things from a different point of view, understanding equality, rights and responsibilities and positive use of technology that helps develop a clear sense of social responsibility.
  3. Building aspiration and effective learning characteristics including learning for life, exposure to jobs and careers and experiences of the working world, opportunities beyond everyday life for all children, developing a Growth Mindset, resilience and confidence, the ability to self- regulate and an understanding of metacognitive strategies (learning to learn), active and enquiry led learning at the heart of the curriculum with opportunities to think, discuss, ask questions, be creative and solve problems in all subjects.
  4. Developing social and emotional intelligence through a comprehensive personal development curriculum that teaches our children to be kind, respectful, considerate and empathetic, helping them learn about their own feelings and those of others and giving them the skills they need to be emotionally literate, self-aware, safe and mentally well.
  5. Equality of access to the arts and nourishing creativity including a culturally rich curriculum with creativity at its heart, making the most of London on our doorstep, creative partnerships that enrich the curriculum, nurturing creative expression in all its forms and all children learning an instrument and performing regularly.
  6. Access to nature including Forest school for all, regular learning outside the classroom, residential trips and the opportunity to complete the National Trust’s 50 things to do before you are 11 ¾.


Key skills and competencies give children the means to successfully unlock learning and ensure they are prepared for the next stage of education. The 4 key competencies that we focus on are:


  1. Communication – understanding and communicating ideas
  2. Creativity – thinking outside the box
  3. Critical Thinking – solving problems
  4. Collaboration – working with others.




The teaching of English is at the heart of our learning and teaching and is essential to every area of the curriculum. We aim to develop a child’s love of reading through widespread reading for enjoyment. We promote and encourage children to discover the value of strong communication skills and the importance of reading and writing in all aspects of their futures. (More information can be found in the Curriculum Statement for English, including approaches to teaching Reading, Writing, Spelling and Handwriting).



At Moreland we want our children to receive a high quality mathematics education that ensures all pupils are fluent in the fundamentals of mathematics, have the ability to reason mathematically and can apply their knowledge and understanding to solve problems. We also want them to have an appreciation of the power of mathematics and a sense of fun and curiosity about the subject. We use a mastery approach to teaching maths. Inspire Maths- our chosen Singapore Maths scheme uses accessible textbooks to introduce concepts in a highly scaffolded way through concrete, pictorial and abstract learning. This enables children to develop critical thinking skills, make mathematical connections and become confident mathematicians. The Singapore scheme is a whole school commitment.


Other Subjects:

We study the separate subject disciplines for the Foundation Subjects, however, we  have a joined up approach to the curriculum for Geography, History, Art and DT (with strong links to the English curriculum also) to allow children to re-enforce their knowledge and make links in their understanding. We follow separate schemes of work for RE, PSHE, Computing, Music, Spanish and Science making links to other subjects where appropriate. Topics of study have been carefully selected so that there is even coverage of the National Curriculum, opportunities to explore ideas in depth, revisit and expand upon previous learning and make links between subjects. In English children study quality books, plays and poems that are chosen to deepen children’s understanding of the focus topic. All units of study are built around planned practical learning opportunities such as field work, museum visits and workshops that enrich children’s learning further. We take full advantage of our location in the heart of London through curriculum topics that explore the richness of London past and present and Moreland are proud to be the Museum of London’s champion school. The organisation of the curriculum in this way helps knowledge to “stick”, to join up learning and ensure breadth and depth in the study of all subject disciplines. All children are also taught Philosophy for Children (P4C), Global Citizenship and Emotional Literacy in addition to the National Curriculum subjects offering a broad curriculum that prepares children for life and the next stage in their learning.

Please see the Teaching and Learning policy and curriculum statements for each subject for more information.


A portrait of a Moreland Child

When a child leaves Moreland at the end of Year 6 we aspire for them to have developed the following characteristics:


Expected characteristics How do we deliver these?
  • To be resilient and develop a Growth Mindset
  • To be able to self- regulate their emotions
  • To understand the importance of physical and emotional wellbeing and have strategies to achieve this
  • To be compassionate, show respect for others, value difference and diversity and be able to work collaboratively
  • An understanding of how their brain works and how to manage the emotions they experience.
  • A compassionate and safe environment in which to develop their sense of self, make mistakes and explore including access to therapeutic support if needed
  • A wide range of sporting and fitness opportunities with a focus on physical health and fitness
  • To be able to think critically and creatively and have the skills to find things out, ask questions, solve problems, reason, analyse and debate
  • To be curious, have a thirst for knowledge, make connections between things they have learnt about and apply their learning in different contexts
  •  To have a love of reading and the arts and find pleasure in creating and experiencing different art forms
  • A broad and balanced curriculum that is relevant to their lives, reflects and celebrates their cultural background, broadens their horizons and is rooted in first hand experiences and enquiry
  • Opportunities to visit the best museums, art galleries, music venues, theatres and other cultural venues
  • The chance to perform and exhibit to share their creative learning through concerts, exhibitions, dramatic productions and publishing their writing
  • Opportunities to share their learning with a range of audiences including inter school competitions and events, sharing assemblies, community partnerships, exhibitions and social media
  • Opportunities to use technology in a positive way to support and enhance learning across the curriculum
  •  To be an active citizen with the tools to participate in a democratic society and make a difference
  •  To be aspirational for themselves with a sense of their own potential and how they can succeed in what they want to achieve
  •  Opportunities to take part in democracy and express their views in a meaningful way that is listened to and has influence on decision making
  • Access to a wide range of extra curricular activities including the arts, a range of sports and STEM
  • Links with local businesses and organisations and community groups including inspirational Dream Catcher Assemblies
  • A wide range of activities to support children's active participation including School Council, Eco Team, Digital Leaders, Head Boy and Girl elections and Debate It club
  •   To have a love of and respect for nature, a desire to spend time in natural environments
  • Regular time to learn and be outside, experience natural environments and visit green spaces including Forest School


We believe this approach will embed the school’s ‘Learning for Life’ ethos and support the development of happy children who are ready for the next stage of their educational journey, have high aspirations for themselves and a strong sense of respect and belonging for their community.

Written by Catherine Lawrence July 2020

Update December 2021


We consider our duties, under The Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014 to make our curriculum accessible for those with disabilities of special educational needs.  Pupils receive a personalised curriculum which is relevant to their development and learning needs. The curriculum is planned and differentiated to meet the range of individual needs of all pupils. The curriculum is further modified on a short term planning basis to meet specific individual’s SEN including a clear pathway that illustrates and demonstrates the steps a pupil takes to overcome their challenges.  Our school has a clear approach to identifying and responding to SEN. We recognise the benefits of early identification – identifying need at the earliest point and then making effective provision improves long-term outcomes for the child or young person. All our pupils have access to a broad and balanced curriculum. We set high expectations for every pupil, whatever their prior attainment. Teachers at our school use appropriate assessment to set targets which are deliberately ambitious. We identify potential areas of difficulty and ensure these are addressed at the outset. Lessons are planned to address potential areas of difficulty and to remove barriers to pupil achievement. By planning this way, our pupils with SEN and disabilities are able to study the full national curriculum. Our school regularly reviews and evaluates the quality and breadth of the support we can offer or can access for children with SEN or disabilities. The quality of teaching for pupils with SEN, and the progress made by pupils, is a core part of our school’s performance management arrangements and internal tracking and monitoring.


Further details can be found in the following policies within our Policy Section:

SEN Policy

SEN Information report

Accessibility Plan

Single Equality Plan



Year 1 Long Term Curriculum Map

Year 2 Long Term Curriculum map

Year 3 Long Term Curriculum Map

Year 4 Long Term Curriculum Map

Year 5 Long Term Curriculum Map

Year 6 Long Term Curriculum Map

Enrichment Opportunities

Growth Mindset