Curriculum at Moorside

At Moorside Primary we are passionate about excellent teaching and learning. All our classes from Nursery to Year Six base their learning on high quality texts which immerse the children in a highly engaging and interesting curriculum throughout the year. English is taught through topics but also stand-alone lessons on specific skills or knowledge. Our Maths curriculum follows the mastery approach where pupils focus on an area of learning until they have grasped the concept and are able to apply their understanding. All children are also given the opportunity through quality first teaching and challenging task design to show how they can apply their understanding with greater depth.

Each half termly topic starts with an Enquiry Question and strives to find the answer through a wide range of subjects and the quality texts, informed by the Centre for Literacy in Primary Education.

Curriculum Plan

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Underpinning our Core Curriculum is a rigorous approach to Science, PE and Computing as well as a planned and coherent approach to Personal, Social, Health and Emotional learning (PSHE).

How we adapt the curriculum for children with Special Educational Needs and Disabilities (SEND) 

All staff are aware of the SEND Code of Practice, September 2014. Quality First Teaching is at the heart of every teachers practice at Moorside. We have high aspirations for all pupils, including pupils with SEND. All our staff are trained so that we are able to adapt to a range of SEND. This includes: 

  • Communication and Interaction needs, such as speech and language needs or Autistic spectrum condition (ASC) 
  • Cognition and learning needs, such as specific learning difficulties (SpLD) like dyslexia, dyspraxia and dyscalculia 
  • Social, emotional and mental health difficulties (SEMH), such as attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD) or attachment disorder (AD). SEMH also encompasses a variety of mental health issues such as anxiety and depression 
  • Sensory and/or Physical needs, such as visual impairment (VI), hearing impairment (HI), multi-sensory impairment (MSI) or a physical disability (PD)  

 All our staff are trained to adapt resources and work, so that every child is able to learn at their own pace and in their own way. Staff do this whilst still providing an appropriate level of challenge. Where appropriate, we use interventions tailored to the pupil’s needs. Interventions/extra support take 

place within the classroom where possible, either on a one to one or small group basis and where appropriate out of the classroom in a small, quiet room. 

 We have a Pastoral Team who offer support in social and emotional development. This includes: 

  • One to one support 
  • Mentoring sessions to talk about worries/feelings  
  • Lego Therapy for team building and communication 
  • Emotional wellbeing sessions 

We are a dyslexia friendly school. We use visuals, neutral backgrounds, first/then boards, Clicker 7 (Literacy programme), IDL (Literacy/Numeracy programmes) and Nessy (Reading and spelling programme). Staff regularly attend training internally and externally so that they can further support the ever changing needs of specific pupils with SEND. 

For further information, please see the SEND page.

If you require any additional information about our curriculum, please contact us at the Academy Office.

Teaching of reading



Reading is at the heart of the curriculum at Moorside. Throughout school a love of reading and an appreciation of books is fostered through highly engaging learning opportunities and immersive experiences linked to high quality texts.

At Moorside, we are committed to enabling children to become motivated and independent readers, by building a range of inference, comprehension and understanding skills. Within each half term theme, our classes explore, share, read and investigate a high quality text to drive their learning across the curriculum.

In the Early Years our classrooms house an inviting reading area which provides a space for children to engage with, retell, discuss and share stories, non-fiction texts, poems and picture books. Opportunities for role play and the development of story language are provided through the use of resources such as puppets, masks and pictures.

In Key Stage One and Two, reading corners promote class reads and are a social context for reading and are used by children to recommend and review books age related books. Our library is well resources with a range of texts, including novels, picture books, non-fiction texts, graphic novels and poetry.

Our library is a place for all classes to choose, appreciate and experience a wider range of texts. Our children are provided with a comfortable, cosy and relaxing environment to enjoy a book of their choosing. Children are able to borrow books to enjoy within the school day and at home. Reading club takes place in the library.

Reading is embedded within the whole school curriculum and takes place throughout the school day. In Early Years, stories are a key part of daily teaching and drive the learning in all areas. High quality texts are used throughout Key Stage 1 and 2 alongside a number of different teaching approaches to develop speaking and listening skills, writing in different genres and reading skills. Additionally, daily guided reading sessions take place in all year groups where children develop their ability to predict, clarify and use new language in context and answer a range of different questions using a number of different skills linked to reading.


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Stuck at home? - You can still use the Tameside Digital Library Service

Here is the link to the information page -

Story Online

Book Trust

Sooper Books


Teaching of writing

At Moorside, our approach to writing, helps us to develop inspired, creative and enthusiastic writers.

We do this by immersing pupils in rich and diverse experiences, stimulating high quality texts taken from The Power of Reading (CLPE), and the work of a wide range of authors, poets and playwrights. We develop language through music, media and drama so that when children put pencil or pen to paper they want to write, linking writing to real life experiences and other curriculum work. They are made aware of the basic skills of grammar, punctuation and spelling whilst at the same time appreciating the subtleties of syntax, structure and flow which makes their writing come alive. Non Fiction texts are developed through real experiences. For example pupils are encouraged to write letters, news reports, keep diaries, send e-mails, contribute to blogs, write persuasively when working on theme projects, science and maths enquiry, international links, school council projects and many more, using links to topic work.

Within the Foundation Stage, writing is taught through mark making practical play activities based on the EYFS (Early Years Foundations Stage) curriculum. Opportunities are planned to cover a range of skills needed to write. As in the rest of the school, the children`s next step targets are key, even in the foundation stage.

In years 1 to 6, daily literacy is made up of sentence, word level work, interrogating texts and writing opportunities. Drama and speaking and listening activities also make up lessons on a daily basis. During English lessons, teachers in years 1 to 6 plan for children to discuss their thoughts and ideas, as well as for children to mark their own work (self assessment) and their partner`s work (peer assessment) using differentiated success criteria.

For more information on the CLPE, visit:

Teaching of phonics

At Moorside, Phonics is taught through the systematic, synthetic phonics programme out lined in Read, Write Inc. 

Although the vast majority of children will leave Key Stage 1 having finished the Read, Write Inc. Phonics scheme, children in Key Stage 2 who have gaps in their phonics knowledge are supported by a phonics intervention group until their understanding is secure.

Phonics is assessed and monitored to enable progression through the phases. In Year One, all pupils are tested through the Phonics Screening Test in June. Results are recorded and used for assessment purposes. Any Year One pupils who do not meet the required pass rate for the test re-take the test when they are in Year Two.

Phonic sessions are taught daily.

For more information on how you can support your child with the phonics learning please follow the links below.


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Teaching of Maths

At Moorside, our approach to Maths is underpinned by the Journey To Mastery model, where all students are fluent in the unfamiliar and can apply their skills in any new situation. Mastery of the curriculum requires that all pupils:

-Use mathematical concepts, facts and procedures appropriately, flexibly and fluently;

-Recall key number facts with speed and accuracy and use them to calculate and work out unknown facts;

-Have sufficient depth of knowledge and understanding to reason and explain mathematical concepts and procedures and use them to solve a variety of problems.

Our pupils begin their Journey to Mastery in the Early Years Foundation Stage (EYFS), where mathematics is taught through practical play activities based on the EYFS curriculum. Opportunities are planned to cover numbers, counting, calculating, shapes, measures as well as lots of investigative and problem-solving experiences. These crucial early experiences provide the foundations on which future mathematical learning will develop. 


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At Enquire Learning Trust, we believe that it is vital for all our pupils to learn from and about Computing and Technology, so that they can understand the world around them. Through teaching our computing curriculum, we aim to equip our children to participate in a rapidly changing world where work and leisure activities are increasingly transformed by technology. It is our intention to enable children to find, explore, analyse, exchange and present information as well as having the skills to manipulate, develop and interpret different forms of technology in an ever-changing world.

In such a fast-moving curriculum, we are constantly looking at new ways of delivering relevant and exciting activities, while still delivering the fundamental skills needed for computing. Using technology safely and responsibly is a main priority and ensuring all pupils are able to use the internet and equipment appropriately is of paramount importance. We encourage our pupils to make links across the curriculum, the world and our local community, to reflect on their own experiences, which are designed in our curriculum, allowing horizontal and vertical links with previous year groups.

The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world. 

Our ambitious computing curriculum is now structured in 3 areas that allow all pupils from EY to year 6 to progress through different categories of knowledge.


The Enquire Learning Trust bespoke computing curriculum offers a cross curricular scheme of work for EYFS, Key Stage 1 and Key Stage 2 which matches the expectations of the National Curriculum. The curriculum looks at the progression needed for all pupils to develop and embed skills and knowledge within the strands of: computer science, information technology and digital literacy. The curriculum is designed to support teaching and learning and the acquisition of subject knowledge in all areas. Children will have the opportunity to explore and respond to key issues such as digital communication, cyber-bullying, online safety, security and social media.


The impact this curriculum will have shows that:

  • Children will be confident users of technology, able to use it to accomplish a wide variety of goals, both in school and at home. 
  • Children will have a secure and comprehensive knowledge of the implications of technology and digital systems which is important in our ever-evolving society. 
  • Children will be able to apply the British Values of democracy, tolerance, mutual respect, rule of law and liberty when using digital systems. 
  • Solve problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems 
  • Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems 
  • Are responsible, competent, confident and creative users of information and communication technology.


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Look after yourself

Click here - Learn how to look after yourself and others with Scratch 

CoderDojo Scratch

Click here - Learn Scratch by working through these fun projects!

Barclays Code Playground Activities for pupils

Click here for activities



Code Monster from Crunchzilla is an interactive tutorial for kids that focuses on action. Code changes immediately yield visible results.



Rapid router has been created to teach the first principles of computer programming that are covered in the National Computing curriculum.


For students who want to experience one of the most-loved coding games in the world.

  Tynker | LinkedIn

Everything needed to learn computer programming the fun way! Ages 5+


Try a one-hour tutorial designed for all ages    

Blockly Games

Games for tomorrow's programmers.

Scratch Logos

Create stories, games and animations.



BBC Bitesize Computing KS1

BBC Bitesize Computing KS2

Scratch Projects

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BBC Bitesize KS1

Who uses computers and how are they used in everyday life to help people in their jobs or at school?



BBC Bitesize KS2

 The internet plays a big part in how we communicate. Find out how we keep in touch online.


Welcome to Dance Mat Typing, a fun way to learn touch typing.

Create your own maps and stories in Google Earth




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The Play Like Share animations and Band Runner game are part of a package of resources created by the National Crime Agency’s CEOP Command, designed to help 8-10 year olds learn how to stay safe online.






These cartoons illustrate 5 e-safety SMART rules and include a real life SMART Crew of young people, who guide the cartoon characters in their quest, and help them make safe online decisions. 


Is your child spending a bit more time on tech right now? If you haven't caught it yet, The Legends Family Adventure from Google and Parent Zone will give your family the tools you need to explore the online world in safer, savvier ways. It's really fun to watch together. Find out more: The Legends Family Adventure





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Modern Foreign Languages

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Music Progression of Skills

Progression of Skills PE

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PSHE Teaching Plan

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Clubs and Extra-Curricular Activities




Year 6 - PGL Winmarleigh Hall



After School Clubs





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EYFS Curriculum Information

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EYFS Parent Carers

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Click Here - Parent Video - How to say the sounds.