OTHER CURRICULUM SUBJECTS
At Morley Victoria we want to inspire children’s curiosity about the past and that of the wider world. We aim for our teaching of history to equip pupils to ask perceptive questions, think critically, sift arguments and develop perspective and judgement. We firmly believe that history helps children to understand the complexity of people's lives and the process of change. They will develop skills of historical enquiry, will gain perspective by placing their own knowledge into historical context and be able to use a range of different evidence.
In Key Stage One, the children are taught about changes within living memory as well as significant national events that are beyond living memory such as the Great Fire of London. In Key Stage Two, we teach history through topics such as the Romans, Ancient Greece and the Stone Age. These topics are usually taught through a cross-curricular approach and often incorporate writing skills, art, drama and dance. Where possible we encourage visits and visitors to enhance the children’s learning and this year have already had very successful workshops based on the Stone Age and Ancient Egyptians. Year 5 have also worked in teams to produce Egyptian dance sequences. We also set creative homework challenges which enable the children to take their learning in a direction of their choice. We celebrate their achievements in history both at home and at school in assemblies, on working walls in classrooms and in communal areas around school. We are also currently part of a three-year partnership programme working alongside Heritage England and Leeds Beckett University at the end of which we will be awarded a Heritage School status, which is a recognition of how we are using our immediate local environment to promote the children’s historical understanding.
At Morley Victoria we want to inspire children’s curiosity and fascination about the world and its people in a way that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and environments, along with the Earth’s physical and human processes. The children should be able to use and interpret a range of resources such as maps, diagrams, globes and aerial photographs.
In Key Stage One, the children are taught about location and place knowledge, some human and physical features as well as some basic fieldwork using atlases, globes and maps. In Key Stage Two, we teach geography through topics such as the Coasts, World Climate Zones and the Amazon Basin. These topics are usually taught through a cross-curricular approach and often incorporate writing skills, art, drama and dance. Where possible we encourage visits and visitors to enhance the children’s learning and this year have already planned residential visits to Whitby (coasts and contrasting localities) and Ingleborough Hall (mountains and rivers) as well as a day visit to Roundhay Park to study contrasting habitats.
We also set creative homework challenges which enable the children to take their learning in a direction of their choice. We celebrate their achievements in geography both at home and at school in assemblies, on working walls in classrooms and in communal areas around school.
At Morley Victoria Primary School we aim to offer an Art and Design curriculum which engages, challenges and inspires pupils whilst giving them the creative freedom to experiment with their own work and produce pieces they can be proud of. Art and Design stimulates creativity and imagination. It provides visual, tactile and sensory experiences and a unique way of understanding and responding to the world. Through art children learn to make informed valued judgements and practical decisions. Art and Design is taught by class teachers and specialist HLTAs at Morley Victoria.
The aims of our curriculum are to
- produce creative work, exploring their ideas and recording their experiences
- become proficient in drawing, painting, sculpture and other art, craft and design techniques
- evaluate and analyse creative works using the language of art, craft and design
- know about great artists, craft makers and designers, and understand the historical and cultural developments of their art forms
Design and Technology
'D&T in primary schools develops young children's skills and knowledge in design, structures, mechanisms, electrical control and a range of materials, including food. D&T encourages children's creativity and encourages them to think about important issues.' - DATA (Design and Technology Association) www.data.org.uk
The development of Design and Technology proficiency at Morley Victoria is achieved through opportunities and experiences across the whole curriculum. Our D&T curriculum enables pupils to take part in a broad range of practical activities directly concerned with: identifying needs; generating ideas; planning and designing; making and testing; evaluating.
Design and Technology spans and links the whole curriculum together for our pupils. In primary school it has its roots in imaginative play, art, science and computing. We want all children at Morley Victoria to learn to think innovatively, to question and explore the practical world around them and to develop a positive, growth mind-set approach to their learning through use of an interactive design process.
Food Technology is also a very important strand of the D&T curriculum at Morley Victoria. We strive to provide all our children with the opportunity to learn about making healthy food choices and the importance of a balanced diet. We also encourage them to design and make recipes alongside developing basic but essential cooking skills.
Enabling our children to speak another language and have knowledge about different countries is really important - we want our children to be able to hold a basic conversation in key languages and be able to identify the differences and similarities between each one. In Foundation Stage and Key Stage One we focus on simple things such as greetings in different languages. In Key Stage Two children are introduced to a new language every year, this is something we were advised to do by the high school. The children learn basic things such as everyday conversation, colours, days of the week and animals. The children also learn about the country's culture and geography. We have identified key languages (Spanish, French, Italian and German) that the children may need when visiting another country – our aim is for all children to be confident learners who will have a go at speaking another language in the country they are visiting. We are giving the children skills in foreign language acquisition in preparation for the next stage in their education.