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Congratulations to Maple for 100% attendance (again!)

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Magna Carta Primary Academy Retweeted

Come and visit us at our Sixth Form information evening! Wednesday 23rd October 4-7pm at BMAT STEM Academy, next to Harlow College. For more information and to register your interest online - head to https://t.co/ON2TBeo0J9 https://t.co/DUJqBSsNwu

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Magna Carta Primary Academy Retweeted
Brian Aspinall

I still don’t know the source of this but it makes me think every time I see it. https://t.co/dxcx7MhagL

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Magna Carta Primary Academy Retweeted
Penguin Books UK

We're absolutely delighted to hear that 's and 's Girl, Woman, Other are joint winners of the ! 🎉🎉🎉🎉🎉 https://t.co/PniYGtqDok

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Magna Carta Primary Academy Retweeted
Forest Hall School

The annual Stansted Mountfitchet firework display will be at FHS again this year. https://t.co/bhFYJu79Mw

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Unlikely friendships are being formed between young children and their older neighbours for the benefit of all. Pupils at Magna Carta Primary Academy are spending time at Mountfitchet House care home to build relationships with residents. https://t.co/tdJo3SB7R0 https://t.co/iO9onMB9QD

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Magna Carta Primary Academy Retweeted

Fantastic explanation of fractions using morphology. We 💚 it! Thx https://t.co/186xl8jp7f


Incredible achievement. Eliud Kipchoge breaks two-hour marathon mark by 20 seconds. https://t.co/EphGztKOMa

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Magna Carta Primary Academy Retweeted

Reading together provides important one-to-one time, helps develop empathy, and allows to explore new situations, emotions and perspectives with their children 👪 Check out some helpful tips from 📚 👇 https://t.co/cP7MLbz1dF https://t.co/LH6FKiT69L

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Magna Carta Primary Academy Retweeted

We’re very excited to invite you to our information evening on Wednesday 23rd October. You will have the opportunity to speak to staff about our unique combination of academic and technical subjects and all aspects of our brand new sixth form. https://t.co/dDufh7neaB

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Magna Carta Primary Academy Retweeted

We're excited to announce the launch of our consultation to expand Forest Hall School . More information is available here: https://t.co/IIOhN8WJuN https://t.co/gELKAdlI9W


Magna Carta Primary Academy Retweeted

"Ensuring that children hear language is important – studies are clear that the number of words a child is exposed to can matter. However ... the quality of talk a child is involved in is as important as the amount of words they hear" - in TES: https://t.co/RwxynfUjDH


We all have mental health just as we all have physical health. https://t.co/KwAI1Mo8On

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Magna Carta Primary Academy Retweeted
Teaching School

Monday morning post! Thrilled to receive this Gold Award 🥇 for our outstanding support to our Initial Teacher Education Partnership trainees https://t.co/vbEsDqA2db

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Magna Carta Primary Academy Retweeted
Burnt Mill ADT

Food Teacher CPD Cross Trust https://t.co/rq6UHbqPct


Magna Carta Primary Academy Retweeted
New York Times Books

Mordicai Gerstein, illustrator and author, dies at 83. “All stories are about this mystery of being a human being. What are we here for and what are we doing? What are we supposed to do? How do I be me?” https://t.co/L45kjfbymd


We’d love to see it when it’s finished.


Happy World Teachers’ Day to all our staff- because to our pupils, everyone is a teacher. https://t.co/KWechnXAoc


Congratulations to Maple class for 100% attendance this week.

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Magna Carta Primary Academy Retweeted

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

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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.

Visit BMAT


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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