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28/03/20

Magna Carta Primary Academy Retweeted
Floella Benjamin

Telling one of my favourite stories for my Babies and their kids. The story is ‘The Emperor’s New Clothes’ which tells you expensive designer clothes aren’t everything. It’s not what you wear it’s how you wear it! Enjoy ❤️https://t.co/mEFrnyIAqc https://t.co/E9DfYzPevK

28/03/20

Magna Carta Primary Academy Retweeted
Clarence House

📞If you are in immediate danger, please call 999 and ask for the police. ☎️ If you are not in immediate danger, please call one of the following 24 hour helplines: England: 0808 2000 247 Northern Ireland: 0808 802 1414 Scotland: 0800 027 1234 Wales: 0808 8010 800

28/03/20

Magna Carta Primary Academy Retweeted
Clarence House

"If this is your situation, or you are worried about someone else, I want you to know that you are not alone. “Even if you cannot leave your home, you can call the National Domestic Abuse Helpline or contact one of the domestic violence charities. Please stay safe and get help."

28/03/20

Magna Carta Primary Academy Retweeted
Clarence House

“I can only imagine that being asked to stay there could feel very isolating and frightening for you and your family. “It may mean spending more time with the person who is harming you."

28/03/20

Thank you so much for doing this.

28/03/20

Beautiful and inspiring

27/03/20

Magna Carta Primary Academy Retweeted
lemn sissay MBE

Some good news: Poems for The NHS by the workers in The NHS to raise money for The NHS with an introduction by https://t.co/AGFxd7DjKG

27/03/20

Magna Carta Primary Academy Retweeted
Tes

Gloves, goggles and masks ‘lying dormant’ in schools are being offered to help protect NHS staff on the front line https://t.co/cUyxAYB1AZ

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27/03/20

Magna Carta Primary Academy Retweeted
charlie mackesy

One day we will be able to hug each other again and pop round for a cup of tea. We will look back with grief and pain but also what brought us back together and reminded us what really matters. One day we will be free, but different, kinder and better. https://t.co/lENH3wAoop

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27/03/20

Magna Carta Primary Academy Retweeted
Kevin Lufc Blueman

Chalked on a drive near me in Leeds. How so very true right now are those words 💙💙 https://t.co/IZw4fk8cHv

27/03/20

Magna Carta Primary Academy Retweeted
NHS

That was emotional 💙

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27/03/20

Magna Carta Primary Academy Retweeted
Boris Johnson #StayHomeSaveLives

On behalf of the whole country, I want to thank all the incredible nurses, doctors, NHS support staff & carers who are working flat out to fight coronavirus 👏 To help them, and protect the NHS, we need everyone to stay at home https://t.co/kpdQ5KHQiy

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27/03/20

Magna Carta Primary Academy Retweeted
SF Said

All reading is reading. If a child is enjoying reading something - PLEASE LET THEM! Never dismiss the things that they love as too young, or too silly, or not educational enough. Because those are the things that will make them lifelong readers. (Art: Bill Watterson) https://t.co/kc5qodacPf

26/03/20

Magna Carta Primary Academy Retweeted
BookTrust

Woohoo! https://t.co/P7Z2FSLGxP

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26/03/20

Magna Carta Primary Academy Retweeted
Colin West

This is a great idea! You put a bear in your front window so children can spot it when out for their daily walk. https://t.co/O1849SvHeS

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26/03/20

Magna Carta Primary Academy Retweeted
Chris Towers

This cheered me up https://t.co/n9e01ALjcR

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26/03/20

Magna Carta Primary Academy Retweeted
Roydon Primary

https://t.co/PjBWtFfUf5

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26/03/20

Magna Carta Primary Academy Retweeted
Kensington Palace

To all the doctors, nurses, carers, GPs, pharmacists, volunteers and other NHS staff working tirelessly to help those affected by : thank you. https://t.co/XnaUPJyDoX

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25/03/20

Magna Carta Primary Academy Retweeted
Jay-Louise Knight

😜 https://t.co/y5rmOkdKaS

25/03/20

How lovely. Well done girls (and mum).

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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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