EXPLORE PERSEVERE BE INDEPENDENT COMMUNICATE
These are the 'drivers' around which our curriculum is centred. Whilst our ‘Curriculum to Inspire’ is based on the EYFS Curriculum and the National Curriculum, we have been proactive in our school by developing a Curriculum which inspires our children to learn and is relevant to their needs now - and in the future. We are not static in our thinking regarding the Curriculum we plan to deliver; we believe that on-going Curriculum review is essential, refreshing and exciting.
We want to provide a curriculum that allows for our EPIC ‘drivers', or ‘learner attributes’, to be instilled in our pupils in order that they become EPIC Learners; we want them to:
As of 2018, we have 5 Curriculum Teams made up of teaching staff, each with a team leader:
These teams have been charged with further reviewing and revising our 'Curriculum to Inspire @ MfL', focusing upon what we are trying to achieve; our Intent; how we wish to deliver this; our Implementation, and how we know if we are 'getting it right' for our learners; our Impact.
The 5 teams each have a specific focus and by the end of the 2019-20 school year we will have another 4 new Curriculum Statements, one each for Reading, Science, Art and PE and a revised Maths Calculation Statement.
The Curriculum Statements for Maths, Writing, Computing, Music and PSHE were written last year and have replaced the previous Curriculum Policies. Further Curriculum statements will be written in subsequent years.
Year 1 - Year 6
Our curriculum is organised into themes, which make the most of links between the traditional curriculum subjects. Each Age Group (Y1/2, Y3/4 and Y5/6) has a number of themes throughout a two-year cycle which may be as short as several weeks or as long as a whole term, with inspiring titles such as – ‘Food, Glorious Food’, ‘Attack!’ and ‘Crack the Code’. In English and Maths, whilst links are made with the other curriculum subjects when appropriate – most teaching is through discreet rigorous teaching and learning activities focussed on progress in essential skills and knowledge.
As well as the broad overviews within our Curriculum Maps, we have created Progression Maps which indicate the learning that will take place within Y1/2, Y3/4 and Y5/6, ensuring that children are expected to progress in their acquisition of knowledge, understanding and skills as they move through school. They also ensure that learning is not repeated unnecessarily. Fundamental to our approach is that we want our children to develop a deep understanding of their knowledge, understanding and skills and to be able to apply these and, where possible, make links between them; this is what we are working towards in our on-going Curriculum Review.
We have also decided on the key characteristics that we believe will make our children successful learners in each subject – we call these our, 'How to be a good…' (Historian, Coder, Speaker etc.).
However, as we further review our Curriculum these are now being incorporated in to our new Curriculum Statements which is why some cannot be found in the list below.
Click on the links to view our ‘How to be a good…e.g.mathematician’ and Progression Maps. .
In RE, we use a scheme of work based on the Leicester City Local Authority ‘Diversity and Harmony’ resource which explores major world religions, their beliefs, practices and also some of the moral questions common to humanity.
During their first year at school our children continue to follow the ‘Foundation Stage’ curriculum which comprises seven areas of learning - three ‘Prime’ areas and four ‘Specific’ areas.
• Personal, Social and Emotional Development
• Communication and Language
• Physical Development
• Understanding the World
• Expressive Arts and Design
Teaching and learning is designed to be multi-sensory and engage children in fun and stimulating activities across all of the areas above, making use of our inspiring outdoor areas as well as the classrooms. Our children’s learning is recorded in two "Learning Journeys': the Online Learning Journey 'Tapestry' and in a scrap-book type learning journey in school. Staff and parents observe and support the learning of pupils through photographs, drawings and mark making/writing presented in these Learning Journeys.
The teaching of reading uses a range of strategies, with phonics playing a key role in this.
Synthetic phonics is the primary approach used in reading for children in early school life. Phonics provides pupils with the tools to decode words when reading and to segment words for writing and spelling. Using phonics to read enables children to explore literacy, develop their vocabulary, learn across the curriculum from many sources, enter imaginary worlds and to answer their many questions.
An amalgamation of the most effective elements from Jolly Phonics, Letters and Sounds and Read Write Inc. methodology are combined to create a clear and engaging Mountfields Lodge Phonics curriculum. This combination of programmes gives each individual phoneme/grapheme a clear identity; allows children to build up a large bank of sight words and equips them with the skills to blend and segment.
Phonics is taught daily for approximately 20 minutes.
Characteristics of successful phonics teaching: