The aim at Manorfield is to provide opportunities for children to develop as caring and confident learners who are inspired and inspire others to fulfil their potential, as well as providing a positive contribution to their community and the wider society.
Manorfield’s curriculum has been carefully designed to inspire children to a love of learning, to create high aspirations and to ensure progress. A primary focus of our curriculum is to support children in becoming caring, sharing and inspiring individuals who care for people, care for wildlife and care for the world around them
In order to do become Caring, Sharing and Inspiring individuals there are key concepts children need to learn – these are threaded throughout our curriculum.
In order to understand the importance of:
Caring- children need to understand concepts such as adversity, equality, spirituality and power to develop empathy and consider what can happen/has happened if 'Caring' is absent
Sharing- children need to understand concepts such as community, identity, spirituality and equality to comprehend why it is important and how people can suffer if we do not share
Inspiring- children will benefit from understanding the concepts such as adversity, change and power to be inspired by significant individuals from the past and to become inspiring themselves
The foundation curriculum is developed and monitored by staff teams. Within each team there are a range of focus subjects. The teams and subjects are:
KNOWLEDGE AND UNDERSTANDING OF THE WORLD: History, Geography and RE
TECHNICAL: Science, Computing and French
EXPRESSIVE ARTS: Art and Design, Design Technology and Music
HEALTH AND WELL-BEING: PE, RSE and PSHCE and British Values
The curriculum is taught through discreet Literacy, Maths, PE and RE lessons. along with combined curriculum topics through the Mantle of the Expert technique. Science is included within topics where appropriate, however some elements are taught through discreet sessions.
Mantle of the Expert is an education approach that uses imaginary contexts to generate purposeful and engaging activities for learning. Within the fiction the students are cast as a team of experts working for a client on a commission. The commission is designed by the teacher to generate tasks and activities that fulfil the requirements of the client as well as create opportunities for students to study wide areas of the curriculum. For example, in Year 3 students are cast (within the fiction) as a team of archaeologists excavating an Egyptian tomb for the Cairo Museum. To complete the commission, they research ancient Egyptian history – learning about tombs, artefacts, and rituals – and in the process study history, geography, art, design and other subjects, as well as develop their skills in reading, writing, problem solving, and enquiry. The use of this technique is to enable children to apply knowledge critically, using the heart as well as the head.
The topics studies across the school are detailed below:
ASSESSMENT AND PROGRESS
Children's progress through school is tracked using a range of monitoring strategies.
- Ongoing teacher assessment and and book looks, tracking progress from starting points and identifying areas for improvement
- Feedback booklets completed for Literacy and Maths and feedback sheets for each foundation lesson
- Three assessment points (Autumn 2, Spring 2, Summer 2) - at each point children complete a Headstart Assessment paper in Reading and Maths and a Rising Stars paper in GPS. The results from these are recorded by staff and logged on Target Tracker. Teachers also complete question level analysis for these assessments which allows them to identify the strands children need to focus on in Reading, Writing and Maths.
- Pupil interviews - to ensure children are confident about their learning and know how to improve
National Curriculum information page: