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22/08/19

Congratulations this is terrific news. https://t.co/ageLdwOMfq

19/08/19

Magna Carta Primary Academy Retweeted
Samaritans

'Anxiety is just like the rest of life: everyone experiences it differently. There’s no one-size-fits-all solution, so if someone close to you is struggling, one of the most important things you can do is talk to them about it.' https://t.co/Z1XFdiFI95

16/08/19

Magna Carta Primary Academy Retweeted
Michael Rosen

Please please parents do not express disappointment at your offspring’s exam results. Your children are young, life is long, there are many paths, many possible changes. Disappointment is a burden that makes for unachievable goals. This can weigh people down for a lifetime.

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15/08/19

Magna Carta Primary Academy Retweeted
Numberblocks

You can always make a number bigger by adding.... Tomorrow is the last episode in this series, but don't get sad because as One said today "Numbers go on for ever and ever...." https://t.co/uy7f8ueb4k

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15/08/19

Magna Carta Primary Academy Retweeted
Samaritans

Best of luck to students receiving their A-Level results today. Remember your results don't define who you are. We're here to listen if it's all too much and you need to talk 📱116 123 📧jo.org https://t.co/kSCLKcmtuJ

14/08/19

Lovely idea. https://t.co/SLhMWPndaG

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13/08/19

Magna Carta Primary Academy Retweeted
CBeebies Grown-Ups 🎉

These are animated stories for primary school children about relationships, written in an LGBT+ inclusive way! 🌈👨‍👨‍👧👩‍👩‍👦 https://t.co/k6FEtLHAGY

13/08/19

This is very similar to the true story we share with our pupils to show them https://t.co/Fhg4snMiSo

13/08/19

This is our philosophy. Learning isn’t about passing an exam. https://t.co/06kdKMj7BY

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12/08/19

Magna Carta Primary Academy Retweeted
CBeebies Grown-Ups 🎉

Happy with your month or would you like to swap? 🤔 *CBeebies is not responsible for any sitting arrangements! 😜 https://t.co/XQKD7EyFKs

12/08/19

Magna Carta Primary Academy Retweeted
NHS

Depression isn't just an adult issue. Children can become depressed as well. Read about the warning signs on our page. https://t.co/TvTmsTahhu

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12/08/19

Magna Carta Primary Academy Retweeted
Literacy Trust

Has your child completed the yet? This year's theme is Space Chase, so we've put together a great book list of space-themed titles to help them reach their six book target! https://t.co/QvhicD1laa https://t.co/hlrfkYRlLB

11/08/19

Eid Mubarak to all our Muslim pupils, families, staff and followers.

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08/08/19

Magna Carta Primary Academy Retweeted
early play

Educational success should be measured by how strong your desire is to keep learning. ~ Alfie Kohn https://t.co/WH59DTA7yo

05/08/19

Magna Carta Primary Academy Retweeted
Children's Book Circle

If this isn't something that will brighten your I don't know what will! https://t.co/r8QKf7A6Na

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04/08/19

Magna Carta Primary Academy Retweeted
Literacy Trust

Whether it's breakfast time, bath time or bed time, there are so many opportunities in the day to chat to your child and help improve their communication. https://t.co/M8KaJRDB92 https://t.co/t29YI2olV1

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04/08/19

Magna Carta Primary Academy Retweeted
Heads Together

Today’s marks the official launch of - our new campaign with The to change the conversation on mental health. | | | Sporting Chance ➡️ https://t.co/S1ywnstJLo https://t.co/G6XGvAO8AJ

04/08/19

Magna Carta Primary Academy Retweeted
tricia wood

Privileged to have heard Wendy Radcliff speak recently & completely agree with how cultural capital is integral within good quality EYFS provision https://t.co/zdJle4sRgI

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02/08/19

Magna Carta Primary Academy Retweeted
Roald Dahl Museum

Celebrate all things James and the Giant Peach at the Roald Dahl Museum this summer. Saturday 20 July to Sunday 1 September. Find out all you need to know to plan a visit > https://t.co/FLlXwfYTLn https://t.co/mWJ3z2rxRU

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31/07/19

Magna Carta Primary Academy Retweeted
Kensington Palace

"We will use our national game to spread the message that mental health isn’t a sad, difficult topic. It is just part of everyday life." , officially launching at the , aims to spark the biggest-ever conversation around mental health. https://t.co/Ol2MGEnnxf

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Outstanding Education

Supporting primary and secondary schools across Essex and North & East London, BMAT is a growing multi-academy trust with a singular vision: schools, teachers and pupils freed to succeed.

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Curriculum

Education is the most powerful weapon which you can use to change the world. Nelson Mandela

The Case for Knowledge

Primary school is not just a place where basic skills are developed. It is where fundamental knowledge and vocabulary should be built up, and that will determine that pupil’s long-term ability to gain further knowledge and vocabulary. Knowledge is necessary for far more than being able to access the English Literature A Level paper. It’s crucial to society and feeling part of it.

Read this extract from A Hope in the Unseen by Ron Suskind:

‘He begins to wander, gazing at titles and authors: Sylvia Plath’s The Bell Jar, Hemingway’s For Whom the Bell Tolls, a biography of Theodore Roosevelt, another of Woodrow Wilson. All people from another country. Some of the names sound vaguely familiar. Most draw a blank… He looks to his left. Martin Gilbert’s new biography Churchill, A Life is piled five feet high… Oh god, he thinks. I should know who that is.’

Add to that, Virginia Woolf, Karl Marx and other intellectuals of western culture. Our pupils will not be able to take part in conversations about them if they are cut off from knowledge- a cultural capital- that others may take for granted. The national curriculum is not enough.


 

Principles of the Curriculum

 

Magna Carta’s curriculum:

 

  • Is underpinned by aims, values and purpose. These are the curriculum drivers. 
  • Draws on the knowledge children need.
  • Has a local, national and global dimension.
  • Drives what is taught and what is assessed.
  • Is filled with rich, 1st hand purposeful experiences.
  • Develops the whole person- intellectual, creative, skills, understanding, social, moral, physical and attitudes.
  • Is flexible, responsive to individual needs and interests.
  • Embeds the principle of sustainability.
  • Develops talents to the full.
  • Is broad, balanced and has clear progression in subject knowledge and skills.
  • Is designed and taught by experts.
  • Keeps an eye on the future and needs of future citizens.
  • Encourages the use of environments and expertise beyond the classroom (identify and exploit local resources).
  • Makes meaningful links between areas of knowledge across the curriculum and the major issues of our time.

     

Practicalities of the Curriculum:

 

  • The teaching and learning of core knowledge.
  • Fewer topics studied within curriculum areas.
  • Topics studied in depth.
  • A scheme of work in every subject, in every key stage.
  • Termly assessments in every subject in key stages one and two (to include learning from previous terms and years within the key stage).
  • The teaching and development of thinking skills (embedded within subjects).
  • The teaching of Classics, including Latin from Key Stage 2.
  • The teaching of Religious Education and Theology from Key Stage 1. 
  • The teaching of Biology in Key Stage 1.
  • The teaching of Biology, Chemistry and Physics from Key Stage 2.
  • Subject specialist teaching in PE and Spanish, with a view to subject specialist teaching in Music, Art and Design Technology. 

 

The Curriculum Drivers

 

Our curriculum is driven by:

  • embedding a knowledge of the world;
  • enabling investigation and enquiry;
  • encouraging enterprise and aspiration;
  • affording a local, national and global perspective.

 

What is meant by each curriculum driver?

 

Knowledge of the World

  • ensures pupils have a core knowledge of historical events and figures and the impact they have had on our world;
  • ensures pupils have a core knowledge of classical civilisations and their impact on our world, including references made in literature;
  • equips pupils with a comprehensive knowledge of world geography;  
  • promotes cultural awareness and celebrates diversity;
  • relates learning to real life contexts;
  • develops pupils’ cultural literacy by giving them a secure knowledge of theology and are mindful of the universal questions that have troubled humankind through the ages;
  • explores the impact of important individuals in our world;
  • enables pupils to discover how and why things work;
  • raises environmental awareness;
  • uses technology effectively.

 

Enterprise and Aspiration

  • exposes pupils to a non-exhaustive range of career possibilities;
  • promotes enterprise;
  • teaches pupils to be financially responsible;
  • enables pupils to learn from failed enterprise initiatives.

 

Investigation and Enquiry

  • promotes pupils being inquisitive and questioning;
  • encourages pupils to be resourceful and independent in their learning;
  • provides opportunities for independent thinking and application of skills;
  • develops collaborative learning;
  • provides opportunities for purposeful 1st hand experiences;
  • encourages positive risk taking;
  • equips pupils with the skills they need to manage information;
  • actively requires pupils to persevere and improve through evaluation;
  • nurtures problem solvers.

     

Local, National and Global

  • maximises opportunities for purposeful learning in the outdoors;
  • develops a sense of awe and wonder, adventure and respect for nature;
  • supports parents in teaching pupils to distinguish between right and wrong and to be responsible for their behaviour and respect the laws of England;
  • encourages respect for democracy, public institutions and services in the UK;
  • provides pupils with opportunities to make a difference and contribute positively to the school and wider community;
  • encourages the use of environments and expertise beyond the classroom;
  • encourages harmony by appreciating and respecting pupils’ own and other cultures;
  • inspires pupils to travel the world;
  • examines global and social mobility.

 

Questions to ask of our curriculum

David Didau's  book, Making Kids Cleverer  includes a chapter on deciding what knowledge to teach in a school curriculum. He asks a series of questions. We feel our curriculum stands up to this test.

 

  1. Does it add to children's knowledge of what others in society consider to be valuable?
  2. Does it enable children to take part in discussion or debate that they would otherwise be excluded from?
  3. Does it enable children to critique what others have decided is important or true?
  4. Does it allow children to think beyond the confines of their experiences outside of school?
  5. Does it open up new ways of considering the world?
  6. Does it allow children to better critically evaluate what they have already been taught?
  7. Does it make it easier for children to speak to others about abstract concepts?
  8. Is it rooted in how to perform a task, or in why the task should be performed?
  9. Would this be good enough for my own children?
  10. How do I know this choice is better than an alternative?

 

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