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05/07/20

Magna Carta Primary Academy Retweeted
The Royal Family

Today marks 72 years of In April, The Queen thanked & healthcare workers for their “selfless commitment & diligence” and spoke of how their dedication to service “in these most challenging of circumstances, is an example to us all.” https://t.co/3CbNULafoQ

05/07/20

Magna Carta Primary Academy Retweeted
Michael Tidd

Every now and then I think I'm getting my head around what September looks like, and then I remember that we won't be able to sing together, and it just breaks my heart every time.

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04/07/20

Magna Carta Primary Academy Retweeted
Wina

" The average dog is a nicer person than the average person...." ~Andy rooney~ (Dm for credit) https://t.co/Tnlv0yfgcf

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30/06/20

Magna Carta Primary Academy Retweeted
Department for Education

Many little things light up hungry little minds. Kids take everything in, and even the smallest things you do with them can make a big difference. Visit our website for simple tips and activities👇 https://t.co/3DjauwFzkb https://t.co/CUVqdAUIAO

30/06/20

There is a great sequel to The London Eye Mystery called The Guggenheim Mystery which is about the theft of a painting. Most suited to Year 5 or 6.

27/06/20

Magna Carta Primary Academy Retweeted
Teaching School

Courage in the Classroom reviewed in SchoolsWeek https://t.co/k0fyIKuTOz

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26/06/20

Our Bumblebees (Keyworker group) have been making dreamcatchers. https://t.co/gnKxR2JgOs

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25/06/20

Magna Carta Primary Academy Retweeted
Mountfitchet Castle & The House on the Hill Museum

It's official! We will open on Saturday 4th July from 10am. We are now putting into place the final Covid-19 measures to make your visit safe as well as a whole lot of fun! https://t.co/cY55PIae9o

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25/06/20

Magna Carta Primary Academy Retweeted
BBC News (UK)

Tip 9: Keep an eye on your children Children are normally quite sound sleepers once they nod off, but changes to routine can unsettle, so keep bed and bath times the same Babies will sleep best when the temperature is kept between 16C and 20C https://t.co/t6MO7Um467 https://t.co/3m3wKLmVEJ

25/06/20

Congratulations Liverpool. https://t.co/UmQN5Orq84

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25/06/20

Magna Carta Primary Academy Retweeted
BMAT

Out Now! The new issue of Latitude - The magazine for BMAT Schools, Parents and Communities. Read it online here - https://t.co/aqc2Xy6VVz https://t.co/vQykuMBGEI

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22/06/20

Magna Carta Primary Academy Retweeted
BMAT

Magna Carta Primary Academy in Stansted Mountfitchet, Essex, have a vacancy for a Co-educator for pupils with learning difficulties. For more information visit - https://t.co/WLPKZQbQkB https://t.co/QcnLrEGiLu

20/06/20

This is a terrific message for our pupils. https://t.co/dis5PIakCa

19/06/20

Some good news for our pupils. https://t.co/0o8UQNe2AU

19/06/20

Congratulations to you Malala. You are an inspiration to so many.

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18/06/20

Magna Carta Primary Academy Retweeted
The Duke and Duchess of Cambridge

Using a lesson plan from Mentally Healthy Schools, The Duchess spoke about the importance of spreading kindness during her assembly for and . Watch the full video here: https://t.co/qdhxpgZKFH https://t.co/2AjZNIihfk

18/06/20

Magna Carta Primary Academy Retweeted
Captain Tom Moore

A message from Tom. ‘A real shame, I really thought Vera Lynn would live longer she’s been speaking so well on TV recently. She had a huge impact on me in Burma and remained important to me throughout my life. My thoughts are with Dame Vera Lynn's family at this sad time’

17/06/20

Magna Carta Primary Academy Retweeted
Tes

We are delighted that the Duchess of Cambridge will be leading the and assembly on Thursday morning – make sure you bookmark the page below and join us tomorrow at 10am to watch! https://t.co/uAcvo1vaOh

16/06/20

Magna Carta Primary Academy Retweeted
Gary Lineker

Great to see ’s number 10 changing policy at number 10. Extraordinary campaign and win for the brilliant

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16/06/20

Please read this open letter to Covid-19 written by one of our Year 2 pupils. It will resonate with children (and adults) everywhere. https://t.co/TUNS1aU8Gj

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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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