Computing

Vision

We want our pupils to be esafe, inspired and innovative, ready to work in the future. We use a range of technology to enhance the learning ICT 1ICT

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.

 

Key Stage 1Beebot

Pupils should be taught to:

  • understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
  • create and debug simple programs
  • use logical reasoning to predict the behaviour of simple programs
  • use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • recognise common uses of information technology beyond school
  • use technology safely and respectfully, keeping personal information private; identity where to go for help and support when they have concerns about content or contact on the internet or other online technologies

 

Curriculum Overview

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 1Spring 2Summer 1Summer 2
Year 1 1

Algorithms Programming
2

Create a program
Debug a program
Digital Toys
3

Research
Safe searches
4

Mapping/Coordinates
Algorithms
5

Mapping
Photos/Filming
6

Research Technology for health
Year 2 7

Recognise common use
of information
technology
8

Creating stories
Staying safe online
9

Use technology to retrieve
digital content
10

Recognise the use of information
technology in architecture
11

Mapping
Photos/Films
Sharing safely
12

Photography
Manipulating images
Sharing safely

 

Literacy

Ruth Miskin 

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:

  • Raise standards in reading and writing for our children
  • Are all expertly trained by Ruth Miskin Training – including our Principal, Mrs Wood
  • Gain the latest programme updates through regular visits from our Ruth Miskin Consultant Trainer
  • Support our most vulnerable readers with extra one-to-one teaching every day.

To visit the parent pages on the Ruth Miskin Training website go to: https://ruthmiskin.com/en/find-out-more/parents/

To sign up to the Ruth Miskin Training newsletter go to: https://ruthmiskin.com/en/find-out-more/hear-from-us/

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.

Please click here to view our Literacy Curriculum Overview

Please click on the links below for helpful leaflets which explain our approach to the above.

Parent leaflet L&L

RWI Parent Booklet

 

 

 

 

 

Maths

Vision

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.

Curriculum Overview

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.

Please click here to view our Maths Curriculum Overview

Please click here to view our Maths Mastery Parent Leaflet

The National Curriculum

The national curriculum for mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

 

 

Physical Education

VisionBronze

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.

Click to View the Curriculum Overview

Click to View the PE and Sports Premium Funding

The Daily Mile

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.

Daily Mile

Daily Mile 2

 

 

 

 

 

 

 

 

SwimmingSwimming

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.

 

 

 

 

LunchtimesSports Day

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.

 

 

 

Enrichment Clubs and Collaborations

TennisRugby 
AutumnSpring
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

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 1Autumn 2Spring 1Spring 2Summer 1Summer 2
Year 1

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?
Year 2

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:

  • protects the integrity of pupils by ensuring that the teaching is not designed to convert or urge a particular religion or religious belief;
  • presents the religious beliefs and practices studied as they are perceived by the faith communities; and
  • contributes to the spiritual, moral, social and cultural development of all pupils regardless of beliefs.

Science/Arts/Humanities

 

Vision

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.

 

Structure

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.

Please click on the links below for more information:

Curriculum Overview

Learning Goals

IPC Parent Leaflet