Manor Junior School

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Curriculum Subjects

Curriculum-Gallery (ID 1006)

  • English
  • Maths

    Maths

    INTENT

    Our Mathematics curriculum encompasses the 4I’s and is rooted alongside the school values ERIC

    Our pupils are from a diverse and aspirational community. They are curious and fascinated about the world and the living things in it. It is interconnected with all areas of the curriculum including the statistics and interpreting data in many contexts Pupils have a strong desire to deepen their understanding of mathematical knowledge and apply their skills to meaningful situations and used to support pupils understanding of the role mathematics in the wider world as well as theirs.

    Our curriculum enables our pupils to build on their mathematical knowledge and experience from key stage 1 and to build strong foundations through key stage 2 ready for the next step towards key stage 3.

    Pupils develop their fluency, reasoning and problem solving skills across the key stage.

    To make learning exciting our interactions with the pupils personalise feedback and promote independent study. We encourage risk-taking by rewarding process as well as the final outcome.

    Pupils develop a growth mindset as a result of deeper learning and increased risk-taking. This is a result of prolonged thinking time and top-down differentiation when responding to teacher’s questions.

    IMPLEMENTATION

    The mathematics curriculum incorporates the statutory requirements of the National Curriculum 2014.The teaching, learning and sequencing of the curriculum follows:

    - A spiral curriculum approach which has been implemented to ensure coverage, repetition and progression in all mathematical areas.

    • - An overview that groups objectives per term to allow for the sequencing of prior learning and the fluent development of new skills, which are repeated within the year and year on year.
    • - Children are taught units of work that are broken down into objectives that are skills based and developed with extensions to allow for challenge.
    • - Lessons will develop long term memory by allowing for repetition of learning within the year and year on year.
    • - Teachers have the opportunity to use the outdoor spaces and are encouraged to use them where appropriate
    • - Times tables is taught discretely in all year groups with a particular focus in years three and four to ensure the children have met the curriculum objectives by the end of Year Four.
    • - Maths is assessed using the whole school feedback policy and lessons are adapted daily to meet and personalise learning needs.

    Arithmetic is taught within Maths lessons and discretely to ensure children are becoming more fluent with their basic Maths skills.

    Staff development is a priority and the school ensures they are skilled and confident in the teaching of maths.

    The school has adapted and uses the White rose scheme of work which helps every child to understand, enjoy and succeed in mathematics.

    For those pupils who have additional needs – an interleaving, augmented maths curriculum is provided allowing our pupils to develop mathematical skills and access a range of maths investigations- leading on to supporting their reasoning skills.

    IMPACT

    Our pupils:

    • - Have positive attitudes, take pride in their work, enjoy consolidating their understanding and are confident when participating in lessons
    • - Enjoy mathematical competitions and multiplication games
    • - Demonstrate an increased ability to articulate a reasoned mathematical argument.
    • - Articulate questions and with increased thinking time allow articulate a reasoned mathematical argument.
    • - Explain their reasoning to their peers
    • - Retain and apply mathematical understanding to other areas of maths
    • - Have excellent fluency and improved reasoning and problem solving skills

    Outcomes of the assessment of mathematics demonstrates the majority of our pupils are working at or above their age group across the school. Recent KS2 outcomes show that a greater percentage of pupils are achieving at a higher level in mathematics compared to national figures. With a maths progress score of 1.8, placing us in the top 21% of schools in England.

  • Science

    Science

    INTENT

    Our science curriculum is designed to be a stimulating curriculum that nurtures children’s natural curiosity, excitement and their intellectual development. It also incorporates the 4I’s which ensures it is inspiring, interleaved with other subjects including math's and English, inclusive and empowers independence. Pupils in our community are from a diverse and aspirational background, we inspire pupils and focus on building science capital, which ensures our children acquire knowledge, skills, and attitudes to better prepare them for modern life. Studying science at MJS allows pupils to appreciate how new knowledge and skills can be fundamental to solving arising global challenges.

    Our pupils:

    • - develop scientific knowledge and conceptual understanding through the specific areas of biology, chemistry and physics
    • - develop understanding of the nature, processes and methods of science through different types of science enquiries
    • - are equipped with the scientific knowledge required to understand the uses and implications of science today and future
    • - are inspired by their local environment and make use of it
    • - are encouraged to challenge misconceptions and demystify truths
    • critically think, with the ability to ask perceptive questions and explain and analyse evidence
    • - develop scientific literacy using wide-ranging, specialist vocabulary
    • learn about past and current national and international scientists.

    IMPLEMENTATION

    The school uses the Kapow scheme of work which meet the aims of the National curriculum for Science. Kapow Primary’s Science scheme is a spiral curriculum, with essential knowledge and skills revisited with increasing complexity, allowing pupils to revise and build on their previous learning. A range of engaging recall activities promote frequent pupil reflection on prior learning, ensuring new learning is approached with confidence. The “working scientifically” strand interwoven throughout the scheme to make the concepts and skills relevant to pupils and inspiring for future application.

    Each unit is based upon one of the key science disciplines; Biology, Chemistry and Physics.
    Pupils explore knowledge and conceptual understanding through engaging activities and an introduction to relevant specialist vocabulary. As suggested in Ofsted’s Science research review (April 2021), the ‘working scientifically’ skills are integrated with conceptual understanding rather than taught discretely. This provides frequent, but relevant, opportunities for developing scientific enquiry skills. The scheme utilises practical activities that aid in the progression of individual skills and also provides opportunities for full investigations.

    Lessons incorporate various teaching strategies from independent tasks to paired and group work, including practical, creative, computer-based and collaborative tasks. This variety means that lessons are engaging and appeal to those with different learning styles. Guidance for adapting the learning is available for every lesson to ensure that all pupils can access learning, and opportunities to stretch pupils’ learning are available when required. Knowledge organisers for each unit help to identify prior and future curriculum links to make the scheme as meaningful as possible and reinforce key technical terms.
    Strong subject knowledge is vital for staff to deliver a highly effective and robust Science curriculum. Each unit of lessons includes multiple teacher videos and resources to develop subject knowledge, target fundamental misconceptions effectively and support ongoing CPD. Kapow has been created to build confidence amongst teachers who are required to deliver and assess the full Science curriculum and maximise pupil progression. Videos created by subject specialists feature troubleshooting advice for practical work that does not go to plan, suggested questioning and support for tackling misconceptions, as well as recordings of practical tasks that can be utilised as demonstrations in the classroom or to support pupil reflection on their own observations.

    Our science curriculum is taught using learning philosophies of DeBono’s Thinking Hats and Blooms Taxonomy.

    IMPACT

    Our pupils:

    • - develop the ability to be independent thinkers empowering them to be enthusiastic which enables them to build their science capital to become resilient and enquisitive
    • - are able to interlink their skills and knowledge to other areas of their learning
    • become resilient, independent and curious scientists who ask questions and find things out for themselves
    • - evaluate and identify the methods that ‘real world’ scientists use to develop and answer scientific questions; using scientific vocabulary in the process
    • - Identify and use equipment effectively to accurately gather, measure, record and analyse data and be able to convey data in a variety of ways
    • - Use evidence to formulate explanations and conclusions
    • - have an awareness of the full range of scientific careers and pathways available to them and will be keen to pursue STEM subjects at secondary school.
    • - leave for secondary school equipped with the science knowledge and skills needed to succeed in their further education.

  • Geography

    Geography

    INTENT

    - Our geography curriculum encompasses the 4I’s and is rooted alongside the school values ERIC.

    - Our pupils develop an understanding of the world, prepares them for their future and their place in it.

    - Our geography curriculum inspires a curiosity and fascination about the world and its people.

    - Our pupils explore their own environment and challenges pupils to make connections between their local surroundings and that of contrasting settlements.

    - Where our curriculum is interleaving- inspirational texts with geographical and eco themes drive and support the learning.

    - Geography is integrated with other national curriculum subjects including English, maths, science and art which enables sticky learning.

    - Not only does our curriculum follow the national curriculum objectives, the inspirational topics promote pupil’s spiritual, moral, social and cultural aspects of their development.

    - Our geography curriculum equips children with an understanding of diverse places, people, resources and environments around them.

    IMPLEMENTATION

    • - Our geography curriculum is a bespoke curriculum which has its own progressive scheme of work created at MJS.
    • - The geography national curriculum objectives are organised so that they build on pupil’s prior experiences, therefore making learning memorable and transferable.
    • - Pupils begin their year group with a world and UK map of prior learning which is then built on as they learn their geography topics.
    • - A geography progression of skills is organised into four main themes: locational knowledge, place knowledge, human and physical geography and geographic skills and fieldwork and teachers can clearly see pupils start and end points.
    • - Within each year group there are inspirational questions and at least one or two Geographical/Eco key drivers.
    • - Our teaching and learning of geography is implemented via DeBono philosophy of learning and Bloom’s taxonomy- this enables all pupils to access the geography objectives thus an inclusive curriculum.
    • - For those pupils who have additional needs – an interleaving, augmented geography curriculum is provided allowing our pupils to develop geographical skills and access geographical knowledge.

    IMPACT

    • Our pupils:

    - Develop the ability to be independent thinkers empowering them to be enthusiastic on for example climate change and the challenges it brings.

    - Critically assess similarities and differences of their locality, within Europe for example our visit to France impacts greatly on this as well as international locations such as Brazil.

    - Recognise and respect global and local geographical issues and their role with these issues.

    • - Our recent Green flag achievement demonstrates how far the school has made progress with our pupils’ recognition of ecological themes.
    • - Out of class opportunities ensure geography is ongoing and embedded which provides pupils to take responsibility for looking after their environments.
    • - Outcomes of the assessment of geography demonstrates the majority of our pupils are working at or above their age group across the school.

  • History

    History

    INTENT

    • - Our history curriculum encompasses the 4I’s and is rooted alongside the school values ERIC.
    • - Our pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and inspires pupils’ curiosity to know more about the past
    • - Our history curriculum offers enriched experiences with quality literature that inspire our pupils.
    • - Our History curriculum uses an interleaved approach- it is integrated with other national curriculum subjects including English, Science, and Art, which enables sticky learning. In addition, our inspirational texts with historical themes drive and support the learning.
    • - Not only does our curriculum follow the national curriculum objectives, the inspirational topics promote pupil’s spiritual, moral, social and cultural aspects of their development.
    • - Our pupils gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
    • - Our pupils are posed with perceptive and thought-provoking questions that structure independent and metacognitive thinking so that pupils are able to make connections, sift arguments, analyse trends, and frame historically valid questions.
    • - Pupils understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
    • - Our history curriculum is representative of the pupils and ethos at Manor Junior, promoting inclusivity.

    IMPLEMENTATION

    • - Our teaching and learning of History is implemented by using the Kapow scheme of work (linked to NC) which has been adapted to incorporate DeBono's philosophy of learning and Bloom’s taxonomy- this enables all pupils to access the History objectives thus an inclusive curriculum.
    • - The history national curriculum objectives are organised chronologically and build on pupil’s prior experiences, therefore making learning memorable and transferable.
    • - Within each year group there are inspirational questions and in each year group there are at least one or two historical key drivers.
    • - Our teaching and learning of geography is implemented via DeBono philosophy of learning and Bloom’s taxonomy- this enables all pupils to access the history objectives thus an inclusive curriculum.
    • - Teaching equips pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.
    • - For those pupils who have additional needs – an interleaving, augmented history curriculum is provided allowing our pupils to develop historical skills and access historical knowledge.

    IMPACT

    Our pupils:

    • - become increasingly critical and analytical within their thinking. They make informed and balanced judgements based on their knowledge of the past.
    • - become increasingly aware of how historical events have shaped the world that they currently live in.
    • - have a further understanding of History on a local level and on a small-scale.
    • develop enquiry skills to pursue their own interests within a topic and further questioning.
    • - will have encountered or participated in high-quality visits/visitors to further appreciate the impact of History.
    • - retain prior-learning and explicitly make connections between what they have previously learned and what they are currently learning.

  • Art and Design

    Art and Design

    INTENT

    Art and design teaching instils an appreciation and enjoyment of art. Art and design stimulates imagination and creativity; involving children in a range of visual, tactile and sensory experiences, which enable them to communicate what they see, think and feel through the use of the elements of colour, texture, form and pattern. Art and design promotes careful observation and an appreciation of the world around us. Through learning about the roles and functions of art, they can explore the impact it has had on contemporary life and on different periods and cultures.

    The aims of teaching art and design in our school are to:

    • - engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.
    • - think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute - to the culture, creativity and wealth of our nation.
    • - produce creative work, exploring their ideas and recording their experiences.
    • - become proficient in drawing, painting, sculpture and other art, craft and design techniques
    • - evaluate and analyse creative works using the language of art, craft and design.
    • - know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

    IMPLEMENTATION

    Our curriculum is taught using the learning philosophies of De Bono’s Hats and Bloom’s Taxonomy. All pupils thrive in MJS’ inclusive learning community enabling them to engage in inspiring discussions and understand key concepts. To ensure high standards of teaching and learning in art and design, we implement a curriculum that uses an integrated approach of quality, representational art and artists to support our decolonised curriculum which challenges, expands and broadens pupils’ ambitions and address cultural, racial and social disadvantage. Our Art and Design curriculum has been structured in a cross-curricular way to effectively facilitate this and to provide maximum inspiration to our artists and inspires them by providing them with knowledge, experiences and the cultural capital to flourish in society.

    Art projects are linked to a class topic to enhance the pupils’ understanding of the key historical or geographical concepts covered. Where appropriate, Art and Design projects may also be linked to a community or cultural issue to engage our artists in the world around them and to help them understand the role that they play as an individual. Each of our artists has their own sketch book, in which they can record ideas, practise new techniques and to further refine their skills. These sketchbooks give our artists the opportunity to study an existing piece of art, create a constructive and reflective critique of this work and to use these ideas to develop their own piece of related art work, enabling pupils to show perseverance and dedication to complete any project to the best of their ability. Artists form different eras are studied throughout the school to give our artists a balanced knowledge and understanding of Art concepts and skills. School visitors and trips are facilitated where appropriate to enhance the pupils’ understanding and skills further.

    The school has adapted the “Kapow” scheme of work, which has progressive activities that are designed to inspire and engage pupils.

    IMPACT
    Our Art and Design curriculum is high quality, well thought out and is planned to demonstrate progression. Pupils make good or better progress. In addition, we measure the impact of our curriculum through the following methods:

    • - Individual sketch books continued over each year group to show progression, record observations and to review and revisit ideas.
    • - Sharing good practice with other staff members.
    • - Through discussions with pupils about their learning.
    • - Art displays and galleries

    - Pupils apply their artistic skills to flipped curriculum homework, when outstanding art pieces are produced at home.

  • ICT / Computing

    ICT / Computing

    INTENT

    Our whole curriculum is shaped by our school vision, which aims to enable all pupils, regardless of background, ability, additional needs, to flourish to become the very best version of themselves they can possibly be. We aim to prepare our learners for their future by giving them the opportunities to gain knowledge and develop skills that will equip them for an ever changing digital world. Our vision is to prepare our pupils to be ‘lifelong learners’ with the confidence and ability to develop their skills and understanding when meeting challenges. Our computing curriculum will provide pupils with the skills and opportunities to prepare for an ever changing digital world which will result in our pupils to be online-safe, online- inspired, and online-confident as well as understanding technology. These strands are revisited repeatedly through a range of themes during pupils’ time in school to ensure the learning is embedded and skills are successfully developed.

    IMPLEMENTATION

    We follow the 'Rising Stars' scheme of work, which supports the National Curriculum guidance. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all pupils. Our teachers are clear with pupils’ prior learning and future learning. To ensure a broad range of skills and understanding, Computing is taught across three main strands: digital literacy, computer science and information technology. As part of information technology, pupils learn to use and express themselves and develop their ideas through computing for example writing and presenting as well as exploring art and design using multimedia. Within digital literacy, pupils develop practical skills in the safe use of computing and the ability to apply these skills to solving relevant, worthwhile problems for example understanding safe use of internet, networks and email. In computer science we teach pupils to understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation. Online safety is an integral part of our computing curriculum and online safety procedures are communicated with all staff and parents.

    We are proud to have a computing suite which is utilised daily by classes as well as each class resourced with their own lap tops for small groups which are used across the curriculum daily.

    IMPACT

    After the implementation of this robust computing curriculum, pupils will be digitally literate and able to join the rest of the world on its digital platform. They will be equipped, not only with the skills and knowledge to use technology effectively and for their own benefit, but more importantly – safely. The biggest impact we want on our children is that they understand the consequences of using the internet and that they are also aware of how to keep themselves safe online.

    As children become more confident in their abilities in Computing, they will become more independent and key life skills such as problem-solving, logical thinking and self-evaluation become second nature.

  • Design and Technology

    Design and Technology

    INTENT

    • - Our Design Technology curriculum encompasses the 4I’s and is rooted alongside the school ERIC values
    • - Our pupils are from a diverse and aspirational community. Our D&T curriculum inspires our pupils to use their creativity and imagination.
    • - Our pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.
    • - Our curriculum enables our pupils to build on their D&T knowledge and experience from Key Stage 1.
    • - Our pupils learn how to take risks, become resourceful, innovative, enterprising and capable citizens.
    • - We use an interleaved approach by allowing our children to learn two or more related concepts or skills, whilst also developing an enjoyment in learning about products and achieving success in their own creations.
    • - Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world.
    • - The D&T curriculum promotes inclusion by giving the opportunity to every pupil to develop their ability to be independent thinkers. This empowers them to be enthusiastic which equips our students with the skills to become resourceful, and innovative
    • D&T is integrated and with other NC subjects including mathematics, science, art and computing which enables sticky learning
    • - Cooking and nutrition will be a key focus within our D&T curriculum. Pupils will learn how to cook and apply the principles of nutrition and healthy eating. This links with the school’s healthy living and healthy eating drive.

    IMPLEMENTATION

    • - The D&T NC objectives are organised so that the build on pupil’s prior knowledge, understanding and skills, therefore making learning memorable and transferable.
    • - Our teaching and learning of D&T is implemented by using the Kapow scheme of work (linked to NC) which has been adapted to incorporate DeBono philosophy of learning and Bloom’s taxonomy- this enables all pupils to access the D&T objectives thus an inclusive curriculum.
    • - Within each year group there is a food technology topic focusing on cooking and nutrition. This is interleaved with the school’s healthy living and healthy eating drive.
    • - Through creative and practical activities, our D&T curriculum teaches our pupils the knowledge, understanding and skills needed to engage in the process of designing and making. They work in a range of relevant context.
    • - For those pupils who have additional needs – an interleaving, augmented D&T curriculum is provided allowing our pupils to develop D&T skills and access D&T knowledge.
    • - D&T is integrated with STEM and other NC subjects.

    IMPACT

    • Our pupils:

    - Develop the ability to be independent thinkers empowering them to become innovators of the future.

    - Pupils will have clear enjoyment and confidence in design and technology that they will apply to other areas of the NC.

    - Pupils will ultimately know more; remember more and understand more about D&T, demonstrating their knowledge, understanding and skills in a range of context.

    - Pupils will confidently use the iterative process of designing, making and evaluating their work.

    - Pupils will understand and apply the principles of a healthy and varied diet, when cooking predominately savoury dishes.

    • - Outcomes of the assessment of D&T demonstrates the majority of our pupils are working at or above their age group across the school.

  • Physical Education

    Physical Education

    INTENT

    At Manor Junior, we have developed a cross-curricular, high-quality PE curriculum that inspires and enriches pupils to develop their social, emotional, physical and cognitive skills.

    Through our PE lessons, pupils are taught how to cooperate and collaborate with others while understanding: respect; fairness; health; fitness; competitiveness and life-long skills and values. Pupils are provided with opportunity in PE lessons to express themselves in order to develop resilience and helping them to face challenges independently and positively. With the combination of inclusive practice and teaching of the development of growth mind-set, pupils are able to gain valuable lessons in challenging social and racial injustice in our society. All pupils are encouraged and given the opportunity to develop a range of skills and knowledge that allow them to progress and transfer skills as they move up the school and to their everyday life.

    IMPLEMENTATION

    Pupils take part in high quality PE lessons that meet the requirements of the National Curriculum.

    All pupils engage in two hours of physical activity each week, with one lesson taught by a PE specialist and the other by their class teacher. One indoor and one outdoor activity is taught each week featuring, gymnastics, dance, athletics or games. Pupils have the opportunity to continue to develop a broad range of skills such as running, jumping, throwing and catching which then incorporated into competitive games such as: basketball, football and hockey. In year 6, pupils will have the opportunity to engage in outdoor adventurous activities such as orienteering and archery either on site or at their residential.

    The school has adapted the “Complete PE” scheme of work, which has progressive activities that are designed to inspire, engage and challenge pupils.

    This programme is intended to provide specialist teaching as well as support pupils to build water confidence and competence before moving onto lessons so that children are able to enjoy swimming at both a leisurely and competitive level, whilst ensuring they also understand the health and wellbeing benefits of swimming.

    Pupils engagement in the school playground has allowed for more physical activities amongst pupils during break and lunchtimes.

    IMPACT

    All pupils are aware of the importance of PE, not just on their physical wellbeing but also on their social and emotional wellbeing too; it has provided opportunity for them to view the subject as a way that can help them during difficult times. The curriculum has allowed pupils to participate and test themselves in multiple sports and physical activities, thus broadening their understanding of the subject and building confidence in their own skills and abilities. Sports events and meet-ups, both in and out of school, ensure all of our pupils have the opportunity to take part in a range of sports that can be competitive or non-competitive. Pupils attending the residential develop confidence, independence and an opportunity to develop core skills including character building across, land, water and air.

  • Music

    Music

    INTENT

    At Manor Junior School, we aim to engage, motivate and inspire pupils to develop a love of music and their talent as musicians, helping them to: increase their self-confidence, creativity and sense of achievement.

    Music is a universal language that embodies one of the highest forms of creativity. As pupils progress with the use of our curriculum, which interleaves with our 4Is one, they should develop critical engagements with music, allowing them to compose while expressing their thoughts and ideas in order to broaden their musical knowledge and understanding. With the inclusive music lessons in our school, pupils are able to have opportunity to collaborate without discrimination and develop the growth mind-set to face life challenges.

    Music promotes an appreciation of the world around us. Through learning about music, functions of music and experiences gained in school, they can explore the impact it has had on contemporary life and culture.

    IMPLEMENTATION

    Music teaching follows the requirements of the National Curriculum for Music through the use of the Charanga scheme; providing a broad, balanced and differentiated curriculum; ensuring the progressive development of musical concepts, knowledge and skills. Music is a unique way of communicating, it is a vehicle for personal expression, and it can play an important part in personal and cognitive development.

    Music aims to reflect the culture and society that we live in, and so the teaching and learning of music enables pupils to better understand the world they live in and those around them.

    Weekly collective worship includes exposure to classical, traditional and modern musicians as well as pupils singing at celebration assemblies and a dedicated weekly singing assembly. Songs from various eras and backgrounds are often selected based on the weekly theme.

    IMPACT

    We recognise that music plays an important part in helping pupils to feel part of a community and so we provide opportunities for all pupils to create, play, perform and enjoy music, to develop their skills, to appreciate a wide variety of musical forms, and to begin to make judgements about the quality of music.

    Pupils are exposed to a wide range of music from different cultures, artists and composers to encourage music appreciation; this is linked closely to the main theme taught in class.

    Those pupils who learn a musical instrument have opportunities to present their skills within school assemblies and talent shows.

    Pupils participate in school, borough and national concerts including the O2 young voices. The school choir have presented carol concerts at our local tube station and neighbouring schools.

  • Religious Studies

    Religious Studies

    At Manor Junior School, Religious Education involves pupils developing a structured understanding of religions and worldviews, viewed through the perspective of ethical living and personal reflection. Our vision statement: Motivation, Joy, Success helps us to see the meaning and purpose of our school. It gives us clear reasons that what we do benefits a larger goal.


    Our school ERIC values are embedded within the Religious Education curriculum:
    - We strive to spark a sense of wonder and curiosity among our students, encouraging them to explore the world's diverse religions and worldviews with enthusiasm.
    - Respect is central to our program, promoting understanding and appreciation of various beliefs.
    - Inclusivity ensures that all students, regardless of their backgrounds, are able to confidently share personal worldviews and know they will be valued and heard.
    - We aim to challenge pupils through critical thinking and meaningful discussions about their own beliefs and others'.


    Religious Education is taught at Manor Junior School (MJS) because it makes:
    “A major contribution to the education of children and young people. At its best, it is intellectually challenging and personally enriching. It helps young people develop beliefs and values, and promotes the virtues of respect and empathy, which are important in our diverse society. It fosters civilised debate and reasoned argument and helps pupils to understand the place of religion and belief in the modern world”. (RE: realising the potential, Ofsted 2013).


    Religious education enables our children to investigate and reflect on some of the most fundamental questions asked by people. At MJS, we develop the children’s knowledge and understanding of the major faiths, and address fundamental questions concerning, for example, ‘how Jesus and Buddha made people stop and think’ and ‘what people believe about life after death’. Whilst children reflect on what it means to have a faith, they also investigate how those without a religious faith lead their lives. Thus, developing their own spiritual, knowledge and understanding.


    Our school curriculum for religious education meets the requirements of the 1988 Education Reform Act (ERA). The ERA stipulates that religious education is compulsory for all children. RE is part of the basic curriculum. The school’s Religious Education Curriculum is based on Barking and Dagenham’s Agreed Syllabus, which is agreed by the Standing Advisory Committee on RE (SACRE). The curriculum has been designed to contribute to the spiritual, moral, social and cultural (SMSC) development of children, taking into consideration the diversity within our community. Therefore, we do not advocate selective withdrawal from Religious Education or collective worship sessions. Whilst parents/carers have a legal right to withdraw their child from Religious Education, at Manor Junior School, we always aim to find a way to keep all children involved in Religious Education: as this is imperative for successful character development.

    Nonetheless, a parent seeking to withdraw a pupil from lessons must do so in accordance with the school policy, and make an appointment to discuss the matter with the subject leader in the first instance.


    Collective worship makes an important contribution to developing pupils’ understanding of fundamental British values as defined by Ofsted. Effective SMSC development can support pupils in better understanding and applying these fundamental British values.


    At MJS, we aim to provide Collective worship opportunity for all pupils:
    - to worship to consider spiritual and moral issues and to explore their own beliefs
    - to encourage participation and response, whether through active involvement in the presentation of worship or through listening to and joining in the worship offered, and
    - to develop community spirit, promote a common ethos and shared values, and reinforce positive attitudes.

    At MJS, we strive to help our children recognise and value the things we share in common across cultural, religious, ethnic and socio-economic communities, while exploring, improving and showing respect for different faiths and cultural diversity.


    This statement of intent is reviewed annually by Governors in the Spring Term

  • PSHE

    PSHE

    At Manor Junior School, Personal, Social, Health and Economic (PSHE) education is an embedded part of our broad and balanced curriculum. Pupils’ spiritual, moral, social and cultural (SMSC) development is at the heart of our school ethos. British Values are promoted through the overarching aims and objectives of PSHE by supporting our children to become healthy and responsible members of society, as well as preparing them for life and work in modern Britain.

    INTENT

    At Manor Junior School, Personal, Social, Health and Economic (PSHE) education enables pupils to become healthy, independent and responsible members of a society. It aims to help them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. Pupils are provided with opportunities to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society. Pupils are encouraged to develop their sense of self-worth with a range of pupil leadership and position as of responsibility being offered for pupils to play a positive role in contributing to school life and the wider community.

    Our intention is that, when children leave Manor Junior School, they do so with the knowledge, understanding and emotions to be able to play an active role in today’s society. We want our children to have high aspirations, a belief in themselves and realise that anything is possible if they put their mind to it.

    What do we want for our pupils?

    • - Develop a confidence in sharing their own thoughts and opinions with others
    • - Develop skills and attributes to keep themselves healthy and safe
    • - Develop an attitude of a responsible global citizen
    • - To show tolerance of others beliefs, religions and life choices.
    • - To build positive, respectful relationships with other people

    To build a PSHE curriculum which develops learning and results in the acquisition of knowledge and skills which enables children to access the wider curriculum and prepares them to be a global citizen now and in their future roles, within a global community.

    The curriculum will demonstrate appropriate subject knowledge, skills and understanding to fulfil the duties of the Relationship and Health Education (RHE) whereby schools must provide a ‘balanced and broadly-based curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils and prepares them for the opportunities and responsibilities and experiences for later life.

    IMPLEMENTATION

    We believe that PSHE (Personal, Social, Health and Economic education) plays a vital part of primary education and is therefore timetabled to be taught at least an hour a week to ensure that quality time is dedicated to these areas. There are always occasions where teachers may feel it necessary to teach PSHE as a result of an issue that has arisen in their own class, whole school or contextual factors locally, nationally and globally. Many objectives from the curriculum will also be covered as an important part of school assemblies, where children’s spiritual, moral, social and cultural curiosity is stimulated, challenged and nurtured. The distribution of the lessons complements key campaigns throughout the year, such as Anti-bullying week and Online Safety week.

    Teachers follow a Primary Scheme of Work called SCARF – Safety, Caring, Achievement, Resilience, Friendship (Coram Life Education). Centred on a values-based and ‘Growth Mindset’ approach, SCARF’s lesson plans and resources help to promote positive behaviour, mental health, wellbeing, resilience and achievement. Whilst we use SCARF, we also supplement the scheme with local and contextual PSHE and workshops from relevant providers, such as Ben Kinsella’s Knife Crime and Prevent in Education.

    SCARF lesson plans are organised around the PSHE Association’s Programmes of Study Learning Opportunities, which includes three core themes of Health and Wellbeing; Relationships; and, Living in the Wider World. These themes have been broken down into six main areas for termly coverage, and can be accessed on the SCARF website (https://www.coramlifeeducation.org.uk/scarf/).

    In addition to dedicated PSHE lessons, the curriculum is supported by weekly Votes for schools sessions. It is hoped that our overall curriculum is designed to directly support the pastoral education of our pupils as well as the academic outcomes that the school aims for.

    IMPACT

    We firmly believe that a meaningful PSHE curriculum is the key to children becoming confident, tolerant and well-rounded adults. Following their time at MJS:

    • - Pupils will approach a range of real life situations and apply their skills and attributes to help navigate themselves through modern life.
    • - From exposure to a range of global issues and problems, children will build up tolerance and a sense of responsibility of being a global citizen.
    • - From engagement with a variety of texts and topics, pupils will understand the different lifestyles that people may live and be respectful and tolerant towards those leading different lives to themselves.

    By the time they leave MJS, pupils will become healthy and responsible members of society, on their journey preparing them for life and work in modern Britain.

  • French

    French

    INTENT

    It has never been more important or exciting to be able to speak a foreign language in our increasingly globalised and connected world.

    At Manor Junior our MFL curriculum:

    • - Equips pupils with a well-rounded knowledge of the basics of French whilst providing all students with the opportunity to communicate and participate in a range of language experiences.
    • - Offers a clear progression of skills from Year 3 to Year 6 which involves new learning and recapping on previous teaching, building upon vocabulary and language.
    • Encourages pupils to develop their confidence in both written and spoken communication.
    • - Promotes the speaking and listening skills which contribute to further development of oracy at our school.
    • - Celebrates the diversity of language and fosters pupils’ curiosity whilst deepening their understanding of the world and cultures around them.
    • - Helps to develop confident life-long learners as it provides a balance of spoken and written language which lays the foundations for further foreign language teaching at Key Stage 3.
    • - Enables our pupils to utilise their skills in an annual trip to France

    IMPLEMENTATION

    • Our French curriculum is a bespoke curriculum which has its own progressive scheme of work created by Barking Abbey Secondary School.
    • Our French objectives are built upon the national curriculum objectives and are organised so that they build on pupil’s prior experiences, making learning memorable and transferable.
    • French lessons are taught weekly for 30 minutes.
    • Our teaching and learning of French is implemented via DeBono’s philosophy of learning and Bloom’s taxonomy. Low-level remembering and understanding questions are constantly used so that pupils are able to retain knowledge and vocabulary.

    IMPACT

    Our pupils:

    • - Become confident to engage in simple conversations and have an awareness of the vocabulary and language needed in a variety of situations.
    • - Gain an understanding of simple French which will lay the foundation for future French lessons in Key Stage 3.
    • - Develop an awareness and respect of different cultures.
    • - Pupils are able to utilise their skills on their trip to France in Year 5.

  • Eco-Schools

    Eco-Schools

    INTENT

    The teaching sustainability and active citizenship, within our curriculum, increases pupils’ awareness of a variety of current global environmental issues. It empowers them to form their own opinions, act in ways to mitigate their own impact on the earth and have a strong voice that will be heard (as outlined within Article 12 of the United Nations Convention on the Rights of the Child). By learning about the fragility of the environment and diversity across the planet, pupils will be inspired, developing a curiosity and fascination about the world and its people, that will remain with them for the rest of their lives.

    Pupils will be enthusiastic about initiatives and knowledge that protects our environment, be respectful to our environment, inclusive and challenge themselves to make a difference to their own futures and the world.

    IMPLEMENTATION

    As part of the study of human and physical geography topics, pupils in each year group will focus on different environmental issues, which different climate zones and biomes are facing due to human economic activity and a changing climate. These, along with Science topics, will focus on a number of the eco schools topics: water, biodiversity and consumerism (including litter, waste, energy, transport and global citizenship). Children will be provided with an expansive world view examining different cultures and indigenous people, within a variety of settings, allowing them to develop a respect for humanity and the diversity within it.

    IMPACT

    A focus on indigenous populations within geography brings to life topics and allows children to see the value of diversity and increases respect for people that are different from themselves. Children will also look at the cultures of indigenous people and how a changing climate will affect them and their way of life. This will allow them to appreciate how humanity has grown and changed throughout history increasing their understanding of where we have come from, allowing them to better understand where we, as humanity, are going. Pupils will gain an understanding of a variety of eco schools topics that will enable them to make informed decisions about how to protect our environments for year to come.

  • Online Safety

    Online Safety

    Click on the link below to find out more about staying safe online.

    How to Stay Safe Online – Guidance for Adults and Young People with Learning Disabilities – Digital Safeguarding

  • Homework Timetable

    Homework Timetable

    Why is homework important?
    • - It can inform parents/carers about learning going on in class;
    • - It can further stimulate enthusiasm for learning;
    • - It can promote a level of independence and organisational skills
    • - It takes advantage of the home environment and resources and the chance for one to one adult time;
    • - It can be a great source for gathering topic information to share with all the children;
    • - It is a great opportunity to rehearse key skills such as reading, times tables,
    • spellings, handwriting;
    • - It helps to foster good habits of organisation and self- discipline in preparation for the demands of Secondary School.
    At Manor Junior School
    Teachers set challenging homework, appropriate for the age and stage of children, that consolidates learning, deepens understanding and prepares pupils very well for work to come.
    We value the support of parents/carers and we believe that this policy is successful because there is a strong partnership between the home and school which is reflected in the Home-School Agreement. If you come to any difficulty, you can contact the class teacher. If we have concerns about a child’s homework, we will contact the parents/carers.
    A breakdown and guidance of how home learning is structured is provided below.
    Marking and Feedback
    Online activities will be automatically marked with immediate feedback for the child. Teachers will also be able to access the outcomes which will in turn inform the teaching and learning at school.
    The speaking and listening and enrichments tasks will be celebrated and shared at school.
    Provision before school and at lunch times will take place for those who cannot access online activities.

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