Curriculum
At Malin Bridge Primary School we strive to provide an engaging, relevant and broad curriculum which develops children’s skill and knowledge, whilst also celebrating diversity. All aspects of the curriculum have been designed with progression in mind, to ensure children build on existing skills and knowledge, which enables them to make links to new learning more easily and commit this knowledge to their long term memories. In order to provide children with opportunities to revisit previous learning, and build their long term memories, the curriculum at Malign Bridge follows a 3D approach.
Firstly, vertical links are made through key concepts taught in each subject. As children progress through school, they will revisit these ideas, building on what came before. For example, the concept of ‘empire’ is taught through a range of different History topics throughout different year groups.
Secondly, horizontal links are made in each year group or phase to ensure purposeful links across different subjects can be made. For example, learning about Ancient Egypt in History and rivers in Geography.
Finally, diagonal links are made which tie together key concepts across both year groups and across subjects. For example, pupils learning about the Islamic Empire in UKS2 RE will build on the idea of empire from History in KS1.
By making these purposeful links, and allowing children regular opportunities to revisit learning (remembering), ensures that key knowledge is committed to their long term memories.
The curriculum at Malin Bridge significantly focuses on Speaking and Listening, Maths, Reading, Writing and Computing as we feel these provide children with the skills needed to access a wide range of learning. For more information about English and Maths at Malin Bridge, please use the tabs on the left.
Children are assessed using PITA Scores in all subjects. Please see our PITA Guidance for Parents document for more information: PITA Guidance for Parents
Foundation Stage (FS1 and FS2)
The period from birth to 5 years old is described as the Foundation Stage. It is a distinct stage and important both in its own right and in preparing children for later schooling.
In the first year of Foundation Stage, children attend nursery or Pre-School (Foundation Stage 1 – FS1) and in the second they start school (Foundation Stage 2 – FS2).
The Early Years Foundation Stage Profile provides clear descriptors against the ages and stages that practitioners will use to assess children’s attainment at the end of each stage. It is based on ongoing observation and assessment in the three prime and four specific areas of learning, and the three learning characteristics, which are set out below.
At the end of FS2, children will be assessed using the Early Learning Goals. For each Early Learning Goal teachers will assess whether a child is meeting the level of development expected at the end of the Reception Year (expected), exceeding this level (exceeding), or not yet reaching this level (emerging).
The Early Learning Goals establish expectations for most children to reach by the end of the Foundation Stage (i.e. end of Reception year). By the beginning of Year 1, some children will have exceeded the goals, but other children will be working towards some or all of these goals.
The Foundation Stage curriculum has been designed around six topics, which aim to lay the foundations for further learning in KS1 and beyond. Each of the six topics has a ‘Topic Story’ which outlines the learning the unit will cover, including the ambitious vocabulary children will be introduced to.
FS2 – Topic Story – Farms
FS2 – Topic Story – Hot and Cold
FS2 – Topic Story – Wizard School
FS2 – Topic Story – Woodland
FS2 – Topic Story – Animals
FS2 – Topic Story – Dinosaurs
Primary Curriculum (KS1 and KS2)
Our curriculum is built around the objectives set out in the National Curriculum, which covers the following subjects: English, Mathematics, Science, Computing, History, Geography, Art and Design, Design Technology, Music, Physical Education, Languages (French), Religious Education and Citizenship, which includes RSHE and PSHE.
Each subject has a ‘Subject Story’ which explains what the main concepts are we wish to explore with the children, and how the topics selected enable children to build a solid understanding of them, from FS to UKS2 and beyond.
 Art Subject Story & Glossary |
 |
 DT Subject Story & Glossary |
 Geography Subject Story & Glossary |
 History Subject Story & Glossary |
 |
 RE Subject Story & Glossary |
 |
|
To ensure consistency across each year group or phase, each unit has a knowledge sheet available which details the exact knowledge the unit should cover. This ensures all classes deliver the same knowledge to pupils and provides an easy to use system for recapping and embedding previous learning. Below is an example of a knowledge sheet; further knowledge sheets are available on request.
To further explore the concept of diversity, each phase across school has been assigned at least one continent which they will use as an ‘anchor point’ across the whole curriculum in order to develop children’s understanding of diverse places, people, cultures, historical events and environments.
Many wider curriculum topics link to the continents assigned, for example LKS2 have been assigned the continent of Africa and they learn about Ancient Egypt, The Kingdom of Benin and the Maasai Mara. To further compliment children’s learning about diverse people and places, phases have also been assigned a number of significant people using the Little People, Big Dreams books, to support with ensuring representation of all groups of people within the curriculum is achieved.
By the time children leave Malin Bridge, they should have a broad and balanced understanding of key events, significant people, places and cultures from across the globe, as well as a solid understanding of the key concepts studied, which they can build on in KS3 and beyond.
Our aim is for pupils leaving Malin Bridge to be aspirational, enquire about the world and celebrate diversity in all its forms.
Engage/Enrichment and Express
When planning any learning, teachers will consider and identify how they plan to enrich the learning for the children. This may take a variety of forms for example through an educational visit, visitors into school or topic linked activity days. Teachers also identify how the learning is to be shared with an audience. This can take many forms, from putting on an event for parents/carers, sharing learning with designated partner classes, sharing learning and photographs through Twitter, undertaking an investigation to demonstrate application of skills, or presenting learning through drama or various ICT. We strive to ensure children are given a real sense of purpose to their learning wherever possible.
Religious and Collective Worship
All staff and children meet for daily collective worship, which takes a variety of forms. The content of our assemblies encourages a positive school ethos of tolerance, caring and understanding for all. Assemblies are used to reinforce and develop our school standards.
Religious Education (RE) at Malin Bridge seeks to promote the school values of celebrate diversity and enquire about the world. Through RE, pupils will develop a deep understanding of other people, different faiths and world views, as well as different ways of life. RE lessons are built around an enquiry approach which develops children’s’ critical thinking skills, enabling them to make informed decisions concerning religion and belief. Each religion covered is given equal treatment, and will not be promoted in any way. RE does not try to persuade, but rather to inform and develop skills with which evaluation can take place. Each unit covered will reinforce the notion of variation with the faith studied, emphasising that the common beliefs shared are not the beliefs of all members of that particular religion.
Parents have a legal right to exempt their child from collective worship and RE and should consult with us if they wish to do so. Alternative arrangements will be made if necessary.
Relationships, Sex and Health Education (RSHE) and Personal, Social, Health and Economic Education (PSHE)
Relationships, Sex and Health Education (RSHE) and Personal, Social, Health and Economic Education (PSHE) is the aspect of the curriculum concerned with the process of growing up and maturing physically and emotionally. Our aim is that children are prepared to meet the range of changes in their lives with accurate information and the confidence and skills to make healthy choices.
The materials used through school are those commonly used in schools within the city and are available for parents and carers to view and discuss. Topics covered include:
Families and friendships
Forming healthy relationships
Physical health and mental wellbeing
Exploring personal identity and emotions
Identifying stereotypes and prejudice
Reducing discrimination and bullying
Celebrating diversity and promoting equity
Learning about community and governance
Understanding nationality and belonging
Exploring cultures, traditions and religious perspectives
Understanding puberty (physical and mental changes)
Sex Education (optional in Year 6)
Parents and carers have the right to withdraw their children from sex education, but we would, as ever, encourage any parent or carer to discuss their concerns with the school first.