At Morven Park Primary School the uniqueness of every child is recognised and valued. The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values and builds on prior learning to ensure depth of knowledge and understanding. Our curriculum encompasses not only the formal requirements of the National Curriculum but goes beyond the experiences of the classroom to ensure that our children experience the richest and most varied opportunities that we can provide. Our aim is to enrich every child's school experience by creating an environment which engages learning and celebrates the individual talents of our pupils, recognising everyone as unique with their own ambitions, skills and dreams. Community involvement is an essential part of our curriculum through which our pupils develop a strong sense of belonging and the skills to play an active part in the school community and beyond. Morven Park’s Curriculum is vocabulary rich. This enables and encourages children to access high quality texts and vocabulary and improve speech, language and communication. Vocabulary development allows children to learn effectively and to become active and positive members of the school community and the outside world. As they move on from Year 6, pupils are confident and independent with the skills to make decisions, self-evaluate, make connections and thrive in future environments whatever they may be.
Key knowledge, skills and vocabulary are taught discreetly in subject areas so that our children gain a broad understanding of each subject and know exactly which subject they are studying. However, the curriculum is designed to embed transferable skills throughout, without weakening essential skills-based learning. There are many opportunities for cross-curricular learning and writing in other subjects. The quality of our classroom environments serves to stimulate and engage higher order thinking. At MPPS, we also recognise the importance of feedback, both adult and peer, as an integral part of the teaching and learning cycle and aim to maximise the effectiveness of its use in practice.
We plan our lessons with clear learning objectives shared during the lesson. Learning is adapted from teacher’s detailed knowledge of each child, to ensure that all tasks set are appropriately matched to each child’s level of ability. Our sequence of learning plan makes clear the expected outcomes for each lesson in every subject. Prior learning is referred to and pupils know what they will be learning about in the future.
During every lesson, in the moment feedback is a crucial method of assessment which provides instant feedback to the child. AfL strategies are used in all lessons to support children in knowing and remembering more. These strategies provide a clear picture of a child’s level of understanding and, ensure that teachers can quickly assess when a child does not understand and needs greater support. Lessons should be flexible enough to allow teachers to adapt to the needs of the child. AfL is used to inform planning for subsequent lessons and ensure that work is appropriately matched to each child.
Progress is assessed regularly. At the end of each term, assessment data is gathered currently in English and mathematics and progress is checked by subject coordinators and the SLT. Children are expected to make good or better progress in all subjects and this individual progress is tracked.
If you would like to know more about our school curriculum please contact the school office