Curriculum information – Year 3 and 4
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.
Year 3
Year 4
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.
“Pupils say they feel safe in school.”
“Leaders work well
with members of the multi-academy trust to support staff.”
“The residential visit to Robinwood encourages pupils to experience new challenges and work collaboratively with their friends.”
“There are a wide range of school clubs.”
“Pupils enjoy learning about a wide range of subjects.”
“The ‘Mountbatten 50’ challenges pupils to complete a range of interesting activities
before they leave the school.”
“Pupils enjoy attending school.”
“Staff encourage
pupils to be independent from an early age.”
“Teachers appreciate the support they receive from subject leaders to help them improve their teaching.”
“Children settle into school quickly.”
“Children start to learn to read as soon as they enter the school.”
“There is a clear focus on the teaching of early mathematics and reading.”
“Pupils access a range of visits and activities beyond their own experiences.”
“Subject leaders are knowledgeable about their subjects.”
” Some teachers check carefully to find out which pupils are stuck and which pupils need further challenge during lessons.”
“Pupils support each other well when they are completing their work.”
“Leaders have thought carefully about the curriculum plans they have introduced.”
“Staff work closely with professionals from external agencies to provide support for pupils with SEND.”
“There is a strong team culture within the school.”
“The early years environment is inviting and well organised.”
“Staff welcome the highquality training they receive. They feel proud to work in the school.”
“Pupils listen carefully to what adults say. They join in class discussions enthusiastically.”
“Curriculum plans are well sequenced.”
“Leaders and teachers make regular checks to see how well pupils with special educational needs and/or disabilities (SEND) are doing.”
“Pupils learn how to keep safe when using the internet.”
“Senior leaders, alongside the multi-academy trust, have provided subject leaders with training.”
“Teachers check what pupils have learned and remembered each term.”
“Staff are well trained in teaching children to read.”
“Pupils recommend the school to their friends.”
“There are respectful relationships between adults and pupils.”
“The school is calm and orderly. Pupils walk around school sensibly and are courteous to one another.”
“Adults help pupils who fall behind.”
“Teachers who are new to the school welcome the support they receive.”
“Pupils say that behaviour is good.”
“The school enjoyed recent success when the computing club won a local area competition using their coding skills.”
“Leaders have considered what pupils might need to know to broaden their understanding of the world around them.”