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:
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:
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.
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.
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?|
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 Information report
Single Equality Plan