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Congratulations and thank you for entertaining and inspiring us.


Fantastic performances by Y1 today.Confident speaking, tuneful singing & wonderful storytelling of the Nativity.Great staff, amazing volunteers & the most supportive parents.Tomorrow festivities continue with for & a delicious Christmas Dinner


Love it

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Eden in Aspen class chose to make this card at home to show everyone that everyone is different and that’s something to be celebrated rather than feared. https://t.co/ozMD0JjZzb

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Maple class have continued their anti-bullying work. When someone has shown them kindness they write their name on their poster https://t.co/DxknFKyVH4

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Santa's ready in his grotto. https://t.co/j5Uh2LcYPw

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Magna Carta Primary Academy Retweeted

We've teamed up with to make it even easier for you and your organisation to hire our facilities. Find out more on https://t.co/eu0qIqJcYa https://t.co/DVYRCjEagu


Magna Carta Primary Academy Retweeted
Malorie Blackman

How I wish I could send these back through time to my History teacher who, when asked by me, 'How come you never talk about black scientists and inventors?', replied, 'Because there aren't any.' Lies! She inspired chapter 30 of Noughts and Crosses. Thanks for that, Miss! https://t.co/FDNh1f0Ydx

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Magna Carta Primary Academy Retweeted
The Female Lead

Imperfect men have been empowered and permitted to run the world since the beginning of time, it's time for imperfect women to grant themselves permission to join them. 👏 https://t.co/s4oCeH3NRA

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Magna Carta Primary Academy Retweeted

Hire our facilities - we have sites across Essex and East London with a variety of resources available, including Football Pitches, Swimming Pools, Classrooms, Drama Studios, Meeting Rooms, Sports Halls, Libraries, Theatres and more. Find out more on https://t.co/eu0qIqJcYa https://t.co/yIRj2zbZSW


Well done, this is a great achievement. https://t.co/PbZiHzKFxw

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Magna Carta Primary Academy Retweeted
Kids Coach Jason

"Time Spent Playing With Children Is Never Wasted", Dawn Lantero. 🤗💞 https://t.co/z6YDnpVoVf

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Magna Carta Primary Academy Retweeted
Forest Hall School

The art of sign language is being learnt by young people keen to expand their skills. Students at Forest Hall School requested the opportunity to learn the communication skill. https://t.co/XyakYCxl92 https://t.co/rqcDDIZbE8

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Magna Carta Primary Academy Retweeted

10 FREE copies! Like and RT - That’s all! https://t.co/g3WFOrThnL


Thank you very much

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The difference between evergreen and deciduous trees has been taught to young children – in their wellies in the great outdoors. Year 1 pupils at Magna Carta Primary Academy had a hands-on lesson with visiting botanist Rachel Hamilton. https://t.co/Lb9YkuBWCB https://t.co/5U4t0eIooq

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With budgets within schools stretched further than ever, parents at Magna Carta are being given the opportunity to offer gifts of vital reading material. An wish list has been populated with hundreds of book titles to benefit each class. https://t.co/q7LAhAsJVm https://t.co/r4PW1LiLox

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Magna Carta Primary Academy Retweeted

WE ARE HIRING - Estates and Facilities Assistants We are looking for Estates and Facilities Assistants on a temporary and casual relief basis. These roles have flexible working hours – weekdays, evenings and weekends. Email recruitment.org.uk Phone (01279) 621572 https://t.co/kpFHPunXxB

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A week dedicated to the anti-bullying message saw young children explore their differences. Pupils at Magna Carta learnt who they can go to for support, which behaviours are friendly and unfriendly and how to promote a happy and safe school environment. https://t.co/mVFnEDSBXn https://t.co/gDBWrs1H1M

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Thank you to for the book delivered to us today. Such an important book for children to read and listen to. https://t.co/NZTslUo0Sv

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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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