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

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.

Teaching of phonics

Phonics is taught through the Read, Write, Inc synthetic phonics system. Across EYFS and KS1, children are grouped within year groups into the different phases to ensure targeted teaching and learning that maximises progress.

Although the vast majority of children will leave Key Stage 1 having progressed up to Letters and sounds phase 6, 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.

https://ruthmiskin.com/en/find-out-more/parents/

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.

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

Here is the link to the information page - https://www.tameside.gov.uk/libraries

Story Online

Book Trust

 


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.

Teaching of maths

At Moorside, we have a mastery approach to teaching maths. Children are taught in mixed ability settings which exposes all children to high expectations and gives them opportunities to be surrounded by high level thinking and mathematical language. Maths is taught in a very systematic way: children are given the opportunity to become fluent with a mathematical skill before being given the chance to apply these developing skills to word problems and reasoning.

Moorside does not follow a prescribed scheme for Mathematics. We have progression documents for each of the four rules of number and specific areas of Mathematical learning such as understanding fractions. These documents reflect the new National Curriculum and guide teachers in their planning for the stage of development children are at in order to ensure secure knowledge and understanding.

Within the Foundation Stage, mathematics is taught through practical play activities based on the EYFS (Early Years Foundations Stage) curriculum. Opportunities are planned to cover numbers, counting, calculating, shapes, measures as well as lots of investigative and problem solving experiences. 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, the day starts with Early Bird Maths, an opportunity for children to practice and develop a range of arithmetic. Children need to have a good recall of number facts and to be able to do sums in their heads. This daily practise allows the children to develop these important skills and continue to improve their speed. During maths 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).

For more information on the CLPE, visit: www.clpe.org.uk

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