Hide Search Bar

Twitter Wall

@bmatmagnacartaclose
Twitter Image

01/06/20

Magna Carta Primary Academy Retweeted
Miss Fleming

Perhaps there is a space mad pupil who would be interested within BMAT 🚀🚀 https://t.co/v5CI7AYOrX

Twitter Image

29/05/20

Magna Carta Primary Academy Retweeted
UK Prime Minister

From Monday, groups of up to 6 people can meet outdoors in England. You must follow strict social distancing guidelines. ➡️ https://t.co/zzn1gaII7p https://t.co/v28yHJwRL8

Twitter Image

29/05/20

Magna Carta Primary Academy Retweeted
Dept for Transport

If your child is going back to school on 1 June, walk or cycle with them to and from school if possible. Find out more 👉 https://t.co/GDy7xiumWX https://t.co/fgoMdZNlaR

28/05/20

Magna Carta Primary Academy Retweeted
Dee Conlon

https://t.co/usbToh4DG3

28/05/20

Magna Carta Primary Academy Retweeted
The Duke and Duchess of Cambridge

If you are feeling anxious, lonely, worried, overwhelmed or in need of support, don't go through it alone. Text 'Heads Up' to 85258 to be connected with a trained Crisis Volunteer for free, confidential, 24/7 support 👇 https://t.co/LI5ZLmFakU

28/05/20

Magna Carta Primary Academy Retweeted
The Duke and Duchess of Cambridge

We would like to thank everyone that contributed to the ‘Football, Prince William and Our Mental Health’ documentary. There is no better time to talk about your mental health, than right now. That first conversation can open so many doors.

Twitter Image

28/05/20

Magna Carta Primary Academy Retweeted
Forest Hall School

Since late March we have had the wonderful staff and children from based at FHS. It’s been such a pleasure. We are going to miss them when they return to their school building next week. We’ll have to keep visiting! https://t.co/9ibKrydl81

Twitter Image

28/05/20

Our key worker children designed Dandelion Puff thank you cards for the cooks . They also used their hand prints to create a Thank You poster for the whole of FHS staff who have been https://t.co/xD9OyzwIwb

Twitter Image

27/05/20

Magna Carta Primary Academy Retweeted
Forest Hall School

Extremely happy to have been awarded this for our exceptional safeguarding initiative during Covid-19. https://t.co/GXzM44jm7Q

27/05/20

We second that. Definitely two in a million! https://t.co/xBNW9Fxd7m

26/05/20

Magna Carta Primary Academy Retweeted
J.K. Rowling

I have a small announcement, but before I get started, I want to head off one possible source of confusion. ******************************************** THIS IS NOT A HARRY POTTER SPIN-OFF ******************************************** 1/13

24/05/20

Eid Mubarak to our families and staff who are celebrating.

Twitter Image

23/05/20

Magna Carta Primary Academy Retweeted
MissG

For those that need it x https://t.co/xDpCG2fGsS

Twitter Image

23/05/20

Magna Carta Primary Academy Retweeted
Mrs Darlington

Outdoor art ideas number 4 - Take One Leaf. There are so many creative opportunities that come from a single leaf, here are just a few! https://t.co/39qFvZTJea

23/05/20

That’s very good news. We look forward to returning with stories and poetry when he is better. https://t.co/SpLdGQwTZu

Twitter Image

22/05/20

Magna Carta Primary Academy Retweeted
LAURA PANAYIOTOU

Nature inspired Rainbow Fish https://t.co/JgXoul0dvC

22/05/20

This is beautiful. Well done Reuben.

22/05/20

Magna Carta Primary Academy Retweeted
Tes

The scientific evidence underpinning the government's decision to reopen schools to more pupils from 1 June will be published today, the prime minister's office has confirmed https://t.co/BdNmqoWR0w

Twitter Image

22/05/20

Magna Carta Primary Academy Retweeted
Nip in the Bud Film

Children with are not ill and they are capable of feeling emotion and empathy as any children do. Some children with Autism are so socially aware that they are masters of hiding their challenges from others. https://t.co/KqMPg6R4eT https://t.co/gfaz3v1EBK

Twitter Image

21/05/20

Art work created by our key worker children today, using twigs they have been collecting since the provision began Seeing the acronym of the school name like this is a symbol of the strength of our school community. https://t.co/5C6WnlYkMX

BMAT Logoclose

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

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?

 

Website Design By Cleverbox