Curriculum Organisation

There are three Key Stages: Early Years Foundation Stage, Key Stage 1 and Key Stage 2.

Early Years Foundation Stage:  

Reception (aged 4/5 years) one class of 30 children

In Reception, we follow the Statutory Framework for the Early Years Foundation Stage guidelines available at:

https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2

Key Stage One:

- Year One (aged 5/6 years) one class of 30 children

- Year Two (aged 6/7 years) one class of 30 children

Key Stage Two:

- Year Three (aged 7/8 years) one class of 30 children

- Year Four (aged 8/9 years) one class of 30 children

- Year Five (aged 9/10 years) one class of 30 children

- Year Six (aged 10/11 years) one class of 32 children

In Key Stage One and Key Stage Two we follow National Curriculum guidelines; full details can be found at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335133/PRIMARY_national_curriculum_220714.pdf.

We deliver the curriculum throughout Key Stage 1 and Key Stage 2 through discrete subject teaching.

The curriculum time for each Key Stage is 24 hours and 35 minutes per week. This time excludes registration (2 x 5 mins per day), Collective Worship (15 mins per day), Break time (15 mins per day) and Lunch time (1 hour per day)

Each subject is allocated a sufficient amount of teaching time from the total time available to ensure that there is full curriculum coverage across the academic year.

Core subjects are taught regularly, so that children develop skills and knowledge across the week, term and year.  

Foundation subjects may be taught as blocks either over a week, or over a number of weeks.  

Class teachers have flexibility to adapt the timetable to enable the curriculum to be taught most effectively.

Our curriculum provides opportunities for our children to revisit learning to consolidate and deepen their knowledge and skills in each subject.  

Our curriculum subject overviews identify the skills and knowledge that are taught in each subject.

Our teachers plan lessons in each subject that provide meaningful opportunities for children to learn, apply and further develop, their knowledge, skills and dispositions in each discrete subject.  Teachers actively seek opportunities to enable children to make links between different subjects and to connect current learning to previous and future learning.  

We aim to place reading at the heart of our curriculum.  Teachers identify books to inspire children’s learning; providing meaningful opportunities to read for the purpose of gaining knowledge whilst promoting children’s love of reading.  We are now working with a local library service to increase opportunities for reading to develop their knowledge across the curriculum.  

Teachers plan a series of lessons across each subject, to enable children to make meaningful connections across subjects; developing effective learning behaviours, challenging their thinking, deepening their learning and developing their higher-level thinking skills.

Teachers develop and have access to a wide-range of high-quality resources, to enable them to plan and deliver lessons that provide meaningful, practical, hands-on learning experiences that engage children in their learning.

Teachers’ planning capitalises on opportunities for children to develop oracy, vocabulary, reading, writing and mathematical fluency within subjects, applying and consolidating skills from Core subjects in Foundations subjects.

Teachers nurture children’s spiritual, moral, social and cultural development; identifying and planning opportunities to explicitly teach our Christian values of hope, courage, compassion, thankfulness, trust and forgiveness.

Senior Leaders and teachers consider progress to be 'knowing more and remembering more'.  Progress is analysed and evaluated throughout the year by looking at books, speaking to children, professional discussions and considering assessment information from tests and assessed pieces of work.    Summative assessment data is collected as part of our annual monitoring and evaluation cycle and is used to evaluate the of the effectiveness of our curriculum.  Decisive action is taken by teachers and senior leaders to implement necessary changes to our curriculum throughout the year to address gaps in performance and accelerate children’s progress.

Careful planning, assessment and record-keeping arrangements, ensure coverage of all subjects and aspects of the curriculum, including: the Early Years Foundation Stage Curriculum; the National Curriculum; Personal Social and Health Education (PSHE) and Religious Education (RE). This ensures progression, balance, coherence and continuity throughout the school’s age range.

Teachers use formative assessment to inform quality first teaching across the curriculum. Ongoing formative assessment enables the class teacher to identify misconceptions and identify children who are struggling or who need further challenge. Teachers use this information to adapt ‘in the moment’ teaching and weekly and medium term planning so that lessons are planned effectively to meet all children’s specific, individualised learning needs in all lessons across all subjects.

We set consistently high expectations for all children in all subjects across our curriculum.  We encourage all children to take care and show pride in their work in all subjects. At Moseley CE Primary School we believe that neat, well-formed handwriting and presentation of written work helps to raise standards, as the pupils take pride in and have a sense of ownership of their work. Teachers consistently set high expectations for presentation; promoting the school’s handwriting and presentation policy in all written work and encouraging children to try their best, so that they produce their best work in all subjects.

All teachers set high expectations for all pupils. They will use appropriate assessment to set ambitious targets and plan challenging work for all groups, including:

Teachers plan lessons so that pupils with SEND can study every National Curriculum subject, wherever possible, and ensure that there are no barriers to every pupil achieving.

Teachers also take account of the needs of pupils whose first language is not English. Lessons will be planned so that teaching opportunities help pupils to develop their English, and support pupils to take part in all subjects.

Further information can be found in our statement of equality information and objectives, and in our SEND policy.