Curriculum information – Year 5 and 6
Our curriculum is inclusive, meeting the needs of our diverse community and supporting all pupils to achieve the highest standards and a love of learning.
We have designed our curriculum to balance the statutory requirements of the National requirements within a broad, engaging and exciting curriculum that meets the needs and interests of our pupils.e
Year 5
Year 6
Schemes of Work and Curriculum Knowledge
At Mountbatten Primary School we use schemes of work and curriculum knowledge documents to ensure that pupils are taught the key knowledge and facts for each unit of Geography, History, RE and Science. Each document is written by subject leaders and members of staff to ensure the needs of our pupils are met, with key subject specific vocabulary identified on each one. These documents are used to inform medium term and short term planning, ensuring a progression and deepening of knowledge and skills across each unit and in each year group.
“The school enjoyed recent success when the computing club won a local area competition using their coding skills.”
“The early years environment is inviting and well organised.”
” Some teachers check carefully to find out which pupils are stuck and which pupils need further challenge during lessons.”
“Pupils listen carefully to what adults say. They join in class discussions enthusiastically.”
“The residential visit to Robinwood encourages pupils to experience new challenges and work collaboratively with their friends.”
“Children settle into school quickly.”
“Teachers appreciate the support they receive from subject leaders to help them improve their teaching.”
“Pupils learn how to keep safe when using the internet.”
“Teachers who are new to the school welcome the support they receive.”
“Staff work closely with professionals from external agencies to provide support for pupils with SEND.”
“Senior leaders, alongside the multi-academy trust, have provided subject leaders with training.”
“The school is calm and orderly. Pupils walk around school sensibly and are courteous to one another.”
“Leaders and teachers make regular checks to see how well pupils with special educational needs and/or disabilities (SEND) are doing.”
“Staff are well trained in teaching children to read.”
“Pupils say that behaviour is good.”
“Curriculum plans are well sequenced.”
“Staff encourage
pupils to be independent from an early age.”
“Pupils enjoy attending school.”
“Leaders have thought carefully about the curriculum plans they have introduced.”
“Children start to learn to read as soon as they enter the school.”
“There are a wide range of school clubs.”
“The ‘Mountbatten 50’ challenges pupils to complete a range of interesting activities
before they leave the school.”
“Pupils say they feel safe in school.”
“Subject leaders are knowledgeable about their subjects.”
“There are respectful relationships between adults and pupils.”
“Teachers check what pupils have learned and remembered each term.”
“Adults help pupils who fall behind.”
“Pupils support each other well when they are completing their work.”
“Pupils access a range of visits and activities beyond their own experiences.”
“Leaders work well
with members of the multi-academy trust to support staff.”
“Pupils enjoy learning about a wide range of subjects.”
“There is a strong team culture within the school.”
“Staff welcome the highquality training they receive. They feel proud to work in the school.”
“Leaders have considered what pupils might need to know to broaden their understanding of the world around them.”
“Pupils recommend the school to their friends.”
“There is a clear focus on the teaching of early mathematics and reading.”