Subject and phase leaders, at all levels, have clear roles and responsibilities within the implementation, design and delivery of the curriculum. Subject leaders are responsible for design, standards and resources. The Senior Leadership Team support subject leaders by ensuring teacher adherence to the teaching and learning policy.
Regular training (CPD), on the content and delivery of the curriculum, is planned within the academic calendar. Through the use of careful monitoring and evaluation, leaders identify any additional or individual training that may be required. The sharing of good practice and subject knowledge is systematically planned for and encouraged.
We plan our curriculum in three phases:
Long term planning (subject leader): the sequence of key constructs for each year group, for each national curriculum subject
Mid-term planning (subject leader): a unit of work, covering key constructs, taught over a given number of lessons
The unit will outline expected learning, prior learning and future learning. Suggested teaching strategies may also be included at this level.
Short term planning (teacher): weekly planning of lessons designed to facilitate lesson delivery
These are in flipchart format, for direct use on classroom interactive whiteboards, supported by annotation to schemes of work, where necessary.
The monitoring of the curriculum is undertaken as follows:
Teachers at MPA uses both formative and summative assessment to assess how well pupils have mastered key constructs. Formative assessment is ongoing, while summative involves more formal assessment, which may include testing.
Teachers undertake ongoing, formative assessment through the careful observation of pupils in class, including the use of questioning, reading pupils’ work and by the marking of books. This knowledge is then used to adjust short term planning through the adaption of lessons and/or the facilitation of the appropriate, additional support to deepen pupils’ understanding.
Summative assessment is used to assess whether pupils know more, remember more and are able to do more.
Summative assessment takes the form of teacher assessment and/or formal testing. This allows teachers and senior leaders to triangulate pupil progress and identify trends within cohorts, including those identified as being specially disadvantaged and/or with SEND. Summative assessment is also used in the planning of consolidation lessons which will then form part of the curriculum. Assessments are validated via one of more of the following methods: sampling test marking; moderation and standardisation. Validation is undertaken by subject leaders, senior leaders, SIP partners and the local authority.
In order to implement each area of the curriculum we have embedded well-designed schemes of work which support our teachers in the delivery of excellent lessons, day to day. The core curriculum approaches as listed under each subject.
Read Write Inc: a complete literacy programme taught in Reception and KS1
‘Read Write Inc’ fosters a love of reading through a systematic approach to the teaching of early reading skills. This includes the teaching of synthetic phonics through specially designed texts, the teaching of decoding alongside the development of reading comprehension and the development of writing skills through phonic knowledge.
Further information can be found at www.ruthmiskin.com
Destination Reader: a structured whole class approach to teaching reading taught from Year 2 – 6
A love for reading is fostered across the academy through diverse and inspiring lessons that promote a love for books. Pupils are encouraged to understand the value of strong communication and the importance of reading in all aspects of their futures. Pupils read for 25 minutes a day to develop their stamina and to increase their reading mileage, whilst participating in discussion about the text. Lessons focus on developing comprehension skills by teaching pupils to use key strategies to understand texts
Read Write Inc Fresh Start: for KS2 readers struggling with decoding
The programme uses a systematic approach to synthetic phonics, with specially designed texts to suit older readers with a lower reading age. Pupils are taught to decode words fluently and to develop their comprehension skills. Pupils are assessed at least half-termly to ensure support is tailored to need.
Power of Reading: a whole school literacy programme
The ‘Power of Reading’ programme helps pupils to become articulate and confident communicators, in any situation, in preparation for the future. Pupils’ speaking, listening and writing skills are developed through the use of high-quality texts covering a broad range of genres and purpose. Lessons are taught creatively to provide meaningful contexts for pupils’ writing. Individual pupil needs are met through the setting of challenging tasks and provision of appropriate scaffolding.
Daily Supported Reading: Reception to Year 2 (4 days per week, 15 minutes a day)
To support the lowest attaining pupils to make accelerated progress, this programme, coherently and systematically, builds on our main reading approach (RWI). ‘Daily Supported Reading’ is led by trained adults who use differentiated lesson guides to assess progression and move pupils on. To generate an enthusiasm for reading and contextual understanding, pupils access a wide range of books where they may practise and apply their decoding and comprehension skills.
Daily Supported Handwriting: Reception – KS2
Introduced from September 2019, for 15 minutes a day at least 4 times a week, this programme prioritises handwriting as part of the daily classroom routine, with the aim of ensuring all pupils leave our academy with correctly formed, joined, cursive handwriting. The handwriting style, known as the ‘continuous cursive’, means pupils learn to use joined-up writing where each letter is written without taking the pencil off the paper. This ensures that each word is formed in one flowing movement.
Read Write Inc Spelling: Years 2 – 6
Taught for 15 minutes a day, a minimum of 4 times a week, ‘Read Write Inc’ builds on pupils’ understanding of phonics and grapheme-phoneme correspondences (GPCs). The programme develops pupils’ knowledge and understanding of root words, suffixes and common exception words through regular directed practice.
Mathematics Mastery: a ‘mastery’ approach
The curriculum for mathematics is cumulative. Each school year begins with a focus on the concepts and skills with the most connections; concepts are then applied and connected throughout the school year to consolidate learning. This gives pupils the opportunity to ‘master maths’ through prior learning, and pupils develop mathematical fluency and conceptual understanding. Four key skills underpin our mathematics curriculum: conceptual understanding; mathematical thinking; language and communication; mathematical problem solving. Our daily maths lessons are split into two distinct sessions: one hour is spent exploring new concepts in mathematics and a separate, 15-minute, session is spent rehearsing
key fluency elements that help pupils to develop greater competence in computation. Further information can be found at www.mathematicsmastery.org
MPA uses Chris Quigley’s ‘Essentials’ curriculum to structure our provision for science and most foundation subjects. The curriuclum is underpinned by threshold concepts for each subject. These are broken down into ‘Milestones’, each detailing the key constructs that are used to formulate the long and medium term plans for the subject.
Science lessons are taught weekly, in unit blocks of a half term, with pupils building their scientific knowledge and skills between units. The progression of skills and knowledge between milestones allows pupils to build on previous learning, and to deepen their understanding of key scientific concepts.
The Foundation Curriculum
The key constructs and skills in the foundation subjects are taught through the vehicle of focus topics. The humanities’ curriculum utilises the milestones of the ‘Essentials’ framework to create a knowledge-based, immersive experience. Each year group learns humanities through thematic, creative learning. Pupils experience thought-provoking and imaginative learning, centered around the development of knowledge and the formation of key skills which helps to ensure the creation of lifelong learners.
The art and design curriculum provides our children with an eclectic range of opportunities to create, investigate and develop a rich foundation of artistic vocabulary, knowledge and skills. Children study a wide range of focus artists, through analysing and evaluating their work, while undertaking a rigorous progression of artistic concepts and skills. Artistic tasks are challenging and incorporate a wide range of objectives, underpinned by discussion and critical thinking, as pupils tackle broad ideas and artistic concepts.
Through religious education, our children form a thoughtful and respectful understanding of a wide variety of religions, while focusing on the six major world faiths. We believe that an understanding of the beliefs and practices of all faiths is an important cornerstone in our values of community, and strength in diversity.
Musical education at MPA provides our children with a diverse range of experiences to elicit enjoyment and engagement in the performing arts, including music technology. Pupils develop and practice their musical skills through specialist teaching, singing and performing with their peers at weekly music assemblies, and may take advantage of our wide range of instrumental tuition in violin, voice, drums and guitar. At MPA, we believe that the provision of exciting musical experiences supports our pupils in the building of self-esteem, confidence and formative self-expression.
Spanish at MPA is taught through a combination of technology–based learning, and the incorporation of speaking, listening and recording tasks designed to develop pupils’ abilities in the communication and comprehension of the Spanish language. Spanish is taught from Years 3 to 6, with pupils undertaking weekly lessons that challenge learners to extend their vocabulary base and linguistic dexterity, alongside the development of confidence and communication skills.
The PSHE curriculum at MPA drives the development of thoughtful enquiry, adaptive creativity, and informed resilience. The topics and key constructs for the MPA curriculum utilises the PSHE Association’s programme of study. Our pupils learn the value of community, building mutually respectful relationships and employing positive choices. Though this programme, children learn to discuss and evaluate ideas and scenarios, and develop a strong knowledge of the ethical and moral principles that underpin their academy and community. Through PSHE, our children gain a reflective understanding of their own physical and mental development, and build their knowledge of safe, ethical and informed strategies which will enable them to take their place in a global community.
Physical education is taught across MPA by specialist coaches from ‘Fit for Sport’; specific skills, incorporated into each lesson, ensures progression across the academy. Our pupils develop core knowledge of the rules of different sports,
develop their understanding of cohesive teamwork and learn how a healthy and active lifestyle affects their body and mind. In Year 4, pupils learn to swim through lessons held at the Kings Hall Leisure Centre, in addition to their regular weekly physical education lessons.
Further information can be found at https://www.chrisquigley.co.uk/product/essentials-full-spectrum-curriculum/
and http://www.greatlearning.com/ipc/ , and
At MPA, we offer an engaging and exciting range of after school activities and classes, stretching from sport, music and the creative arts, to robotics and food science! Our pupils have a wide range of opportunities to explore new skills and interests, while developing friendships and working as part of a team. We work alongside visiting professionals, including the Arsenal Foundation and Hackney Music Service, to offer expert instruction for our pupils in a range of disciplines.
Our pupils benefit from a variety of opportunities to share their learning and talents with their families, with each other, and with the community. Through theatrical performances, concerts and competitions, MPA’s pupils develop their independence and self-esteem. Pupils attend a weekly assembly, performed by their peers, presenting their learning in innovative and creative ways while also developing their self-expression. Our ever-expanding range of drama activities and musical performances, alongside experts such as St Paul’s Cathedral Choir and the Abram Wilson Foundation among others, enrich our pupils’ experiences and evokes their passion for creative originality.
Our curriculum ensures pupils make the enduring connections that foster understanding, and we believe that ‘if nothing in the long-term memory has been altered nothing has been learnt’ (Research Ed, 2018). We assess the impact of our curriculum via assessments. Summative assessments are used to assess if pupils know more, remember more and are able to do more, and take the form of teacher assessments and/or a formal test. These are used by subject and senior leaders to triangulate pupil progress and identify trends within cohorts, especially for disadvantaged and SEND pupils.
Through our ever-expanding, extensive extra-curricular programme, MPA pupils take advantage of an extensive and fully inclusive range of opportunities which enrich and expand their learning. At MPA, pupils develop as involved and informed citizens through their exploration and development of new skills and interests which enhance their resilience, life chances and lifelong love of learning.
MPA’s KS2 SATs results and Performance Data can be found on the Government’s School & Colleges Performance Data website.
|MPA EYFS GLD||73||75||76|
|National EYFS GLD||71||72||TBC|
|MPA Phonics Pass (Y1)||65||81||83|
|National Phonics Pass||85||82||82|
|MPA Reading (Exp/GD)||73/17||74/10||77/7|
|National Reading (Exp/GD)||76/25||75/26||75/25|
|MPA Maths (Exp/GD)||70/8||67/9||65/7|
|National Maths (Exp/GD)||75/21||76/22||76/22|
|MPA Writing (Exp/GD)||60/10||62/5||63/2|
|National Writing (Exp/GD)||68/16||70/16||69/15|
|MPA Reading Progress||-3.9||0.0||-3.5|
|MPA Reading (Exp/GD)||62/17||66/12||52/7|
|National Reading (Exp/GD)||72/25||75/28||73/27|
|MPA Maths Progress||-1.0||0.0||-0.4|
|MPA Maths (Exp/GD)||70/20||76/8||67/20|
|National Maths (Exp/GD)||75/23||76/24||79/27|
|MPA Writing Progress||-0.8||-0.0||1.5|
|MPA Writing (Exp/GD)||75/18||70/19||80/17|
|National Writing (Exp/GD)||76/18||78/20||78/20|