Curriculum Intent

At Morecambe Bay Community Primary School, we design our curriculum, with the following objectives in mind:

1. Our children will be successful learners.

2. Our children will become confident and happy people.

3. Our children will become responsible citizens

We believe that a successful school curriculum in Morecambe Bay School is one that emphasizes the relevance and purpose of learning with particular reference to the context of our school. Because of this it is an ever-evolving work of art, which is responsive to and inclusive of the dynamic nature of staff, child and community interests and enthusiasms.

The nationally agreed requirements of national curriculum form the structure of our curriculum experience, as do the warp strands on a weaving loom. Through these national statutory elements are woven, the enthusiasms and interests of specific staff and the children in their classrooms as well as the events, physical and human features of their local area, and national and global events of interest.

At Morecambe Bay School it is essential that we use the curriculum experience to address key challenges facing our children and ensure we meet their needs. In response to this, the following are identified as curricular priorities:

· To promote a sense of self efficacy and self esteem

· Build a rich vocabulary, maturity of language and love of reading

· Develop a sense of their place in the world and an appreciation of their world

· Find talents and enthusiasms that will enhance their sense of self

· Build positive attitudes to learning and life

· Live healthy lifestyles

Curriculum Implementation

To promote these priorities, we insist on children learning positive values, including identified British Values, but with a particular focus on five school values – Responsibility, Respect, Bravery, Kindness and Happiness. Our school year is split into six half term blocks, with cross curricular topics assigned to each. Because of our mixed age classes, a two-year rolling programme of topics is maintained in each Phase.

Foundation Stage – Nursery and Reception, Key Stage 1 – Years 1 and 2, Lower Key Stage 2 – Years 3 and 4, Upper key Stage 2 – Years 5 and 6

Our Topic Matrices are made up of whole school topics with age specific focus and content and a clear progression and sequence in expectation across year groups; building a spiral experience of knowledge, understanding and skills across the whole school. To this end each Coordinator has developed a Morecambe Bay Progression in Skills framework for their subject, in consultation with their colleagues across school from Early Years to Year 6.

Subject Coordinators oversee the development and implementation of their subject within the matrix of each Phase. Phase Leaders, assist in planning and assessment within each Phase. Subject Coordinators monitor curriculum coverage and report back to Phase Leaders and Head/ Deputy around strengths and areas for development.

In order to create a dynamic curriculum experience that addresses challenges of social capital and cultural capital, we also ensure that there is a rich diet of educational visits, visitors to school and cultural experiences. This has been greatly enhanced by the addition of our Immersive Room, which allows teachers to create truly immersive learning experiences around each topic covered.

School recognises the vital role that parents play as the Primary Educators of their children, whilst also acknowledging the challenges that socio-economic factors create for parents and communities. We have a very successful record of involving parents, carers and community members in school life. Key to this are the opportunities for parents to visit their child’s class and be an enthusiastic audience for their child to show off what they have learned during the school year. In presenting their learning to parents and visitors, the child is motivated to ensure high standards. Our aim is to invite parents in each half term.

Full curriculum coverage is delivered through our curriculum delivery but there are particular priorities necessitated by the above six identified needs that our school context creates:

· In order to promote the development of a rich vocabulary and language, alongside appropriate levels of self- confidence we offer an enhanced use of Drama and multi-media. Each class will therefore make films using our green screen technology, take part in assemblies and productions and incorporate drama into their learning through such techniques as Mantle of the Expert, drama lessons and immersive room sessions.

· Life skills and healthy lifestyles are developed wherever possible in topics, by ensuring that all classes have weekly Food Tech sessions, PSHE lessons and Enabling Enterprise style topics. In addition, they grow food, harvest from places such as Leighton Hall and are given opportunities to work as often as possible in the local environment through field studies, environmental work and local habitat studies.

· To develop a sense of self-efficacy, children are encouraged to participate in local democracy projects through Pupil Parliament, School’s Council etc.

· In order to understand and appreciate the diversity of our world, whatever their travel opportunities and cultural experiences, children study MFL, and topics are often used to expose children to other cultures, religions and traditions.

· The importance of promoting healthy lifestyles means that teachers will often use topics as vehicles for experiencing sporting/ outdoor opportunities, giving children access to a wide range of activities to broaden their appetite for sport and exercise.

All of the above are reflected in the school’s Non-negotiables for teaching and learning identified within our teaching and learning policy. Our curriculum approach compliments the newly evolving Eden Curriculum evolving in our area, for implementation in schools across the Bay, from Nursery to Post 16 providers. For further details please click on the link below.


The children are given homework throughout the school.  In Reception and Year One this usually consists of reading and reading related activities.  From Year Two onwards the children are expected to do their reading, learn spellings and multiplication tables.  In addition the children may be asked to complete other tasks/activities at the discretion of the class teacher.  We would appreciate parents’ support to ensure that homework is completed.

Religious Education

Religious and Moral Education form an integral part of our school day.

We approach Religious Education in a variety of ways, through daily school assemblies, as well as stories, topics and celebrations of major festivals.  Should parents wish their children to be withdrawn from any aspect of Religious Education they are of course quite free to do so. Such requests should be made in writing to the Headteacher stating the reason for the withdrawal.

Sex Education

At Morecambe Bay, Sex Education is provided for all children in a manner which is appropriate to their age and development.  This is part of a comprehensive curriculum and the importance of family life and personal relationships are emphasised throughout.  With our younger children sex education is dealt with sensitively as appropriate situations arise e.g. topics on ourselves, but it is not formally taught.  As part of the National Curriculum Science programme the children will learn the main stages of the human life cycle.  This includes growth and reproduction.  Parents have the right to withdraw their children from all or part of the sex education other than those elements which are required by the National Curriculum.

Educational School Visits

Educational school visits are encouraged and parents/guardians are informed whenever children are to be taken away from the school premises.

Visits are an important element of the educational lives of children.  These visits may be strictly educational and cultural or a leisure activity, whether undertaken within or outside normal school hours.  They include half-day or day visits as well as those requiring an overnight stay, both those arising directly from the curriculum and those that are clearly extra-curricular, for example, a sporting activity after school or at the weekend.  Visits during school hours are justifiable in terms of National Curriculum and encouraged in order to enhance children’s learning.

Risk Assessments are completed before the visit is arranged.

An outdoor residential adventure week is offered to Year 6 pupils during the Summer Term.

It is the policy of the school to ask parents/guardians for voluntary contributions to cover the costs of the trips.


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