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Morland C of E

Primary School

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Morland Church of England Primary School Curriculum 



The Curriculum at Morland - an Overview


Curriculum intent

Our curriculum is broad, balanced and meets the requirements of the national curriculum. It has a project-based, thematic approach and we aim to provide children with a range of rich and memorable learning experiences.  We use a cross curricular approach which incorporates all aspects of the national curriculum but with additional and independent planning for English, Mathematics, R.E and additional science where we feel that the cross curricular approach does not cover the full extent of the science curriculum. 



  • Engage children through interesting topics and hands-on activities
  • Make meaningful links between subjects.
  • Develop children’s skills, knowledge and understanding of a range of themes and concepts.
  • Make effective connections to the real world.
  • Help children to think creatively and solve problems.
  • Develop children’s capacities to work independently and collaboratively.
  • Engage children to make choices about their learning.
  • Take account of children’s interests and fascinations.


Our approach:

  • Develops children to the best of their abilities  
  • Helps children to find their passions and interests
  • Facilitates children’s acquisition of knowledge, skills and understanding
  • Helps children to develop intellectually, emotionally, socially, physically and morally
  • Assists children in becoming independent, responsible, useful, confident and considerate members of the community
  • Promotes a positive attitude towards learning, so children enjoy coming to school
  • Helps children to acquire a solid basis for lifelong learning
  • Creates and maintains an exciting and stimulating learning environment
  • Ensures that each child’s education has continuity and progression
  • Enables children to contribute positively within a culturally diverse society


The curriculum maps below show how each subject within the curriculum is covered in each year group.  We review the curriculum coverage regularly to ensure that all aspects of the national curriculum are covered in enough detail.



From September 2018 we have begun to follow a 'mastery' approach to the teaching of mathematics at Morland.  We are using a scheme called 'Maths No Problem. These are some of the reasons why we have made this change


What is Maths Mastery?

Teaching maths for mastery is a transformational approach to maths teaching which stems from high performing Asian nations such as Singapore. When taught to master maths, children develop their mathematical fluency without resorting to rote learning and are able to solve non-routine maths problems without having to memorise procedures.


  • Evidence-based approach to teaching maths
  • Helps pupils develop a deep, long-term and adaptable understanding of maths
  • Inclusive approach where all children achieve
  • Slower pace which results in greater progress
  • Reflected in the 2014 English national curriculum for mathematics
  • Endorsed by the Department for Education, NCETM and OFSTED


Resources for parents


Below is a link to a series of videos that can help parents understand the Maths No Problem approach.

Read Write Inc

We have introduced a brand new phonic, reading, spelling and writing programme this school year called Read Write Inc.  All children from Reception to Year 2 and some children in Years 3 and 4 are working in small ability groups every morning to develop there reading, spelling and writing skills.


Please read the letter attached for more information from the publishers of the programme.

Read Write Inc Information Letter

Talk for Writing

In January 2019 we introduced Talk for Writing (TfW) as our approach for teaching writing across the whole school.  


The Talk for Writing approach enables children to read and write independently for a variety of audiences and purposes within different subjects. A key feature is that children internalise the language structures needed to write through ‘talking the text’ as well as close reading. The approach moves from dependence towards independence with the teacher using shared and guided teaching to develop the ability in children to write creatively and powerfully.

We aim to underpin our English work by establishing a core reading spine of quality fiction, poetry and non-fiction that all children experience and draw upon. Imaginative units of work are developed to create a whole-school plan that is refined over the years, is well-resourced and documented to release teachers from planning and preparation so that they can focus on adapting their teaching for children’s learning. The approach moves through different phases as outlined below.