experience, though technology is not a substitution for pencil or paper, it is used to help deliver rich, multi media ideas in a creative way.
We aim for all pupils to understand and apply the fundamental principles and concepts of computer science, including abstraction, logic,
algorithms and data representation. Pupils at Mossbourne Riverside will be able to analyse problems in computational terms, and have
repeated practical experience of writing computer programs in order to solve such problems. Our pupils will evaluate and apply information
technology, including new or unfamiliar technologies, analytically to solve problems.
Most importantly our pupils will be responsible, competent, confident and creative users of information and communication technology.
Pupils should be taught to:
Our computing curriculum aims to evolve at the same rate as the digital world around us and teaches our pupils to be ready and to embrace these changes. Our pupils learn how to confidently use technology to enhance their learning, share with others and develop computational thinking skills. All lessons incorporate digital citizenship to ensure children have the skills to remain safe online, both in and out of our academy. Digital learning is incorporated in our topic lessons; pupils are taught key skills so that they can apply these in their learning across the curriculum and beyond.
|Autumn 1||Autumn 2||Spring 1||Spring 2||Summer 1||Summer 2|
Create a program
Debug a program
Research Technology for health
Recognise common use
Staying safe online
Use technology to retrieve
Recognise the use of information
technology in architecture
We have been awarded with the 2018-2019 Ruth Miskin Training Accreditation Badge.
We are a “Get Reading. Keep Reading. Change Everything.” school.
We use the highly successful Read Write Inc. Phonics programme to teach our children to read, write and spell. Our children do well in the phonics screening check and by Year 2, the majority are fluent readers with the best chance of success in the KS1 tests.
Ruth Miskin Training recognise us for teaching the programme with fidelity and passion – we know what it takes to make reading and writing pleasurable and rewarding for our children.
This badge recognises that we:
To visit the parent pages on the Ruth Miskin Training website go to: https://ruthmiskin.com/en/find-out-more/parents/
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At our Academy, literacy skills are at the heart of everything we do. Mossbourne Riverside Academy is committed to raising standards in reading, writing and phonics. We strive for every child to be a fluent reader. We aim to deliver high quality synthetic phonics lessons through the Read Write Inc. programme. Pupils use their problem solving skills from early in their literacy learning to decode and later deduce themes from books. Our pupils are confident learners who develop their literacy skills through a range of independent and partner tasks as well as whole class discussions.
The Literacy and Language scheme is taught to all pupils from Year 2 onwards, to ensure high quality lessons that cover a plethora of genres. Our teachers are committed to fostering a love for reading across the Academy, by teaching diverse and inspiring lessons that promote a love for books. We aim for each pupil to leave the Academy with a passion for reading and writing and with the confidence to apply their skills in order to fulfil their aspirations. Pupils are encouraged to discover the value of strong communication and the importance of reading and writing in all aspects of their futures.
We believe success in maths for every child is possible. We have high expectations for all our children to both enjoy and be successful in maths. It is our belief that maths ability is not innate, but rather, increased through effort and hard work. Using the Mathematics Mastery approach, we believe children can become confident, enthusiastic and inquisitive learners. We aim for all children to leave school as confident mathematicians with the skills to achieve their aspirations, with a large proportion of young adults studying maths at university and entering mathematical based jobs in later life.
We follow the Mathematics Mastery approach, developed by ARK schools. We believe in success for all and promote a growth mindset to develop resilience and confidence in mathematics for our pupils. We encourage children to become articulate in using mature mathematical language, which is developed through a mixture of independent tasks, partner work and whole class learning. We believe that teaching fewer topics in greater depth to promote rich, secure mathematical understanding. This high standard of mathematical language strengthens conceptual understanding and allows children to explain and reason their understanding. We are passionate about challenging children by supporting them to apply their mathematical knowledge in different ways. Problem solving is essential for children to identify, apply and connect their ideas and to tackle new and more complex problems. Indeed, we encourage children to develop mathematical thinking so they can systemise, generalise and seek out patterns. Children are given time and a variety of opportunities to fully explore mathematical concepts and challenge comes from investigating ideas in new and complex ways, rather than accelerating through new topics. By exploring, representing and making connections using multiple representations, such as objects, pictures, numbers and symbols, in depth understanding and problem solving is developed.
The national curriculum for mathematics aims to ensure that all pupils:
At Mossbourne Riverside Academy we want to ensure that all pupils are taught a high-quality physical education curriculum which inspires everyone to succeed and excel in competitive sport and other physically demanding activities. We provide opportunities for pupils to become physically confident in a way which supports their health and fitness. At MRA there are opportunities to compete in sport and other activities which build character and help to embed values such as fairness and respect.
Years 1-6 all complete a daily mile. The aim is to improve the physical, social, emotional, mental health and wellbeing of our pupils. It improves not only our pupils’ fitness, but also their concentration levels, mood, behaviour and general wellbeing. Our pupils complete this on our pitches in their timetable slot in the afternoons.
All our pupils have the opportunity to swim at the London Aquatics Centre and are taught by fully trained swimming coaches at their ability. Our pupils become confident in the water and each progress from individual starting points.
At lunchtime our pupils have the opportunity to use the pitches to practice their skills in Football and Netball. The learn to co-operate in a team and be respectful sports players.
|Our pupils have the opportunity to learn Tennis and Ballet (taught by a teacher from the Royal London Ballet) as well as join a multi sports club.||Our pupils have the opportunity to learn Rugby, Football, Hip Bop, and Contemporary Dance taught by Sadlers Wells Dance Teachers.|
Religious Education promotes the spiritual, moral, social and cultural development of all pupils whether or not they are from a religious tradition. The RE syllabus does this through the study of the principal religions and by making this study relevant to the pupils’ own experiences. Teaching and learning activities aim to teach pupils about and from religion.
|Autumn 1||Autumn 2||Spring 1||Spring 2||Summer 1||Summer 2|
How and why do people celebrate Harvest
How and why do Christians celebrate Christmas
Who are the Muslims in our community?
How does Hinduism teach us about good and evil?
School Designed Unit
What is important to Jews?
What do Hindus believe?
What does Hanukkah teach Jews about God?
What does it mean for a Christian to belong to the Church?
Why do Christians celebrate Jesus' resurrection at Easter?
School Designed Unit
How do we know what actions are right or wrong?
The agreed syllabus ensures our RE teaching is open, objective and educational in approach – it:
At our Academy, we are passionate about fostering creativity. We want our pupils to ask questions and make links, so we have chosen to teach the broader curriculum areas through the topic structure provided by the International Primary Curriculum (IPC). The IPC enables pupils to deepen their knowledge, skills and understanding while immersing themselves in rich learning experiences. Pupils become active and independent learners so our ‘personal goals’ of: adaptability, communication, co-operation, enquiry, morality, resilience, respect and thoughtfulness underpin everything we do. Through our rigorous cycle of work, children develop learning dispositions that are essential in their future life. We strongly believe that in our modern world it is vital our pupils have a knowledge and understanding beyond that related to their own nationality. Through the IPC, they gain both a national and international perspective on the world and have an increasing sense of their own identity alongside an understanding of others.
Each unit starts with an exciting ‘entry point’ designed to enthuse and engage pupils with the new topic. They share what they already know and what they want to find out through a ‘knowledge harvest’. At the end of topics, pupils reflect on what they have learned, how they have improved and what they still want to work on through an ‘exit point’. They also celebrate their achievements and share what they have most enjoyed in ‘exit assemblies’. The IPC is divided into four mileposts, the children begin with the IEYC units of work in reception, in years 1 and 2 they move through milepost one, in years 3 and 4 they move through milepost two and the final milepost three is completed in years 5 and 6. The learning goals are designed to give a broad and balanced education in line with the national curriculum.