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Curriculum Offer

Curriculum Statement 2019/20

At Moreland and St Luke’s our aim is to provide the very best education and the most exciting opportunities to inspire our children. The curriculum we offer is bespoke and is based upon our ‘Learning for Life’ vision which is central to every decision we make. This vision is based on our mission as we adults and children:

‘Reach higher than we dream to become the person we really want to be as we do the best we can for the world, for each other and for ourselves.’

At Moreland and St Luke’s our inspiring curriculum is all about developing creative, critical thinkers with access to rich embedded knowledge who are equipped with the confidence, ability and desire to make the world a better place. Children are given opportunities to develop their knowledge, understanding and skills through:


  1. An understanding of global citizenship in the 21st century including ecological awareness and responsibility, British values, consideration and respect for others, equality and rights and responsible and positive use of technology
  2. Building Aspiration and Resilience including learning for life, exposure to jobs and careers and experiences of the working world, development of a Growth mind set and work ethic, opportunities beyond everyday life for all children and the development of enterprise skills
  3. Equality of access to the arts including a culturally rich curriculum with creativity at its heart, making the most of London on our doorstep, creative partnerships that enrich the curriculum, all children learning an instrument and taking part in regular performances
  4. Access to nature including Forest school, learning outside the classroom, residential trips and the opportunity to complete the National Trust’s 50 things to do before you are 11 ¾.


Key skills and competencies give children the means to successfully unlock learning and ensure they are prepared for the next stage of education. The 4 key competencies that we focus on are:


  1. Communication – understanding and communicating ideas
  2. Creativity – thinking outside the box
  3. Critical Thinking – solving problems
  4. Collaboration – working with others.


All of the above is built upon a foundation of solid reading, writing and mathematical knowledge, understanding and skills.


The 4 Pillars of Learning ensure our approach to learning and the curriculum is at the root of everything we do and is the base we build on. This is our approach to teaching English and Maths- an enquiry led approach to teaching and learning and the characteristics children need to develop to be successful learners.

  • Pillar 1: Reciprocal Reading and the Alan Peat approach to the teaching and learning of writing
  • Pillar 2: Inspire Maths based upon Singapore Maths
  • Pillar 3 : An enquiry led learning approach including P4C (Philosophy for Children)
  • Pillar 4: Growth mind set and developing the characteristics for effective learning



The teaching of English is at the heart of our learning and teaching and is essential to every area of the curriculum. We aim to develop a child’s love of reading through widespread reading for enjoyment. We promote and encourage children to discover the value of strong communication skills and the importance of reading and writing in all aspects of their futures. (More information can be found in the Curriculum Statement for English, including approaches to teaching Reading, Writing, Spelling and Handwriting).



At Moreland and St Luke’s we want our children to receive a high quality mathematics education that ensures all pupils are fluent in the fundamentals of mathematics, have the ability to reason mathematically and can apply their knowledge and understanding to solve problems. We also want them to have an appreciation of the power of mathematics and a sense of fun and curiosity about the subject. We use a mastery approach to teaching maths. Inspire Maths- our chosen Singapore Maths scheme uses accessible textbooks to introduce concepts in a highly scaffolded way through concrete, pictorial and abstract learning. This enables children to develop critical thinking skills, make mathematical connections and become confident mathematicians. The Singapore scheme is a whole school commitment.


Other Subjects:

We follow a topic based approach to the curriculum for Geography, History, Art, DT and Music (with strong links to the Science, Computing and English curriculum also). We follow separate schemes of work for RE, PSHE, Computing, Spanish and Science making links to topics where appropriate. Topics have been carefully selected so that there is even coverage of the National Curriculum, opportunities to explore ideas in depth, revisit and expand upon previous learning and make links between subjects. In English children study quality books, plays and poems that are chosen to deepen children’s understanding of the topic. All topics are built around planned practical learning opportunities such as field work, museum visits and workshops that enrich children’s learning further. We take full advantage of our location in the heart of London through curriculum topics that explore the richness of London past and present. The organisation of the curriculum in this way helps knowledge to “stick”, to join up learning and ensure breadth and depth in the study of all subject disciplines.

Please see the Teaching and Learning policy and curriculum statements for each subject for more information.


A portrait of a Moreland and St Luke’s Child

When a child leaves Moreland and St Luke’s at the end of Year 6 we aspire for them to have developed the following characteristics:


Expected characteristics

 How do we deliver these?

  • To be resilient and develop a Growth Mindset
  • To be able to self- regulate their emotions
  • To understand the importance of physical and emotional wellbeing and have strategies to achieve this
  • To be compassionate, show respect for others, value difference and diversity and be able to work collaboratively
  • An understanding of how their brain works and how to manage the emotions they experience.
  • A compassionate and safe environment in which to develop their sense of self, make mistakes and explore including access to therapeutic support if needed
  • A wide range of sporting and fitness opportunities with a focus on physical health and fitness
  • To be able to think critically and creatively and have the skills to find things out, ask questions, solve problems, reason, analyse and debate
  • To be curious, have a thirst for knowledge, make connections between things they have learnt about and apply their learning in different contexts
  • To have a love of reading and the arts and find pleasure in creating and experiencing different art forms
  • A broad and balanced curriculum that is relevant to their lives, reflects and celebrates their cultural background, broadens their horizons and is rooted in first hand experiences and enquiry
  • Opportunities to visit the best museums, art galleries, music venues, theatres and other cultural venues
  • The chance to perform and exhibit to share their creative learning through concerts, exhibitions, dramatic productions and publishing their writing
  • Opportunities to share their learning with a range of audiences including inter school competitions and events, sharing assemblies, community partnerships, exhibitions and social media
  • Opportunities to use technology in a positive way to support and enhance learning across the curriculum
  • To be an active citizen with the tools to participate in a democratic society and make a difference
  • To be aspirational for themselves with a sense of their own potential and how they can succeed in what they want to achieve
  • Opportunities to take part in democracy and express their views in a meaningful way that is listened to and has influence on decision making
  • Access to a wide range of extra curricular activities including the arts, a range of sports and STEM
  • Links with local businesses and organisations and community groups including inspirational Dream Catcher Assemblies
  • A wide range of activities to support children's active participation including School Council, Eco Team, Digital Leaders, Head Boy and Girl elections and Debate It club
  • To have a love of and respect for nature, a desire to spend time in natural environments
  • Regular time to learn and be outside, experience natural environments and visit green spaces including Forest School


We believe this approach will embed the school’s ‘Learning for Life’ ethos and support the development of happy children who are ready for the next stage of their educational journey, have high aspirations for themselves and a strong sense of respect and belonging for their community.

Written by Catherine Lawrence July 2019


Our bespoke curriculum is new this year and we will be trialling and refining it over the year. 



St Luke's Full Curriculum Map


For all year groups, we will be assessing against the new National Curriculum attainment targets.  Teachers then make a judgement (based on the proportion of statements the children can do) as to whether the children are beginning, working within or secure in their own year group targets. 


We have high expectations of our children and for our children as we strive to ensure they reach National attainment expectations, as well their own individual potential.  We actively value every child as an individual and do our very best to tailor our curriculum to support and enhance their learning.


Expected EOY National Curriculum Levels for each year group

End of Year

Not on track

Just below


Above expected

Year 1

1B or below




Year 2

2B or below




Year 3

3B or below




Year 4

4B or below




Year 5

5B or below




Year 6


6B or below




These are challenging expectations and so not all pupils will be within their expected range as yet.

The Early Years Foundation Stage

at St Luke's

The Early Years at St Luke's provides a warm, safe environment for all children both physically and emotionally. It is a place where all learning is valued and where children can lay the foundations for a lifelong love of learning and reach their potential across the 5 Every Child Matters Outcomes; staying safe, being healthy, enjoying and achieving, economic well being and making a positive contribution.

This happens through:

  • An imaginative and inviting learning environment that provokes curiosity, stimulates enquiry, provides appropriate risk and challenge, encourages independence, allows children to make decisions and promotes problem solving. This enables children to become self motivated learners and to develop the characteristics of effective learning that are essential for success.
  • A curriculum rooted in play that provides children with meaningful, enjoyable and challenging learning experiences.
  • Developing children’s resilience through a focus on building a “growth mindset”.
  • A key person system that is underpinned by a knowledge of attachment theory and ensures all children feel emotionally secure and settled and ready to learn.
  • Adults who are alert to the individual needs and interests of children and respond to these through careful observation and planning that builds on previous knowledge and takes account of children’s next steps in their learning to maximise progress.
  • High quality interactions between adults and all children that encourage sustained shared thinking and allow children to reflect on their learning.
  • Close working with parents and carers, recognising that they are their child’s primary educator and that working together in partnership will provide the best outcomes for children.


How Children Learn in the Early Years Foundation Stage (EYFS)

What is the EYFS?

Children in the toddler room, nursery and reception follow the Early Years Foundation Stage Curriculum. This is a framework which supports children’s development from birth to the end of their Reception year. The EYFS is based on 4 important principles.

  • A Unique Child

Principle: Every child is a competent learner from birth who can be resilient, capable, confident and self-assured.

  • Positive Relationships

Principle: Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person.

  • Enabling Environments

Principle: The environment plays a key role in supporting and extending children’s development and learning.

  • Learning and Development

Principle: Children develop and learn in different ways and at different rates and all areas of Learning and Development are equally important and interconnected.

The Early Years Foundation Stage Curriculum consists of the Characteristics of Effective Learning and seven areas of learning and development which are interconnected. More information on the EYFS is available here http://www.foundationyears.org.uk/files/2014/08/EYFS_Parents_Guide-amended.pdf

How do children learn?

Young children learn best through multi sensory play based experiences. All the children in the EYFS at Moreland learn through a mixture of child and adult initiated play. The classrooms are organised into workshop areas to promote independent learning and children have access to both indoors and outside for most of the day. Learning which takes place outside is of equal value to that which occurs inside and reflects all areas of learning.


How do children learn English and Maths in the Early Years?

Children are introduced to early skills in reading and writing and maths at a developmentally appropriate level. Children’s love of books, stories and rhymes are developed from the moment they enter St Luke's to promote a lifelong love of reading. Children follow the Letters and Sounds programme from Nursery onwards to ensure a structured approach to learning the technical skills of reading using synthetic phonics. We offer a reading workshop for parents to attend in the Autumn term of each year to enable parents to support their children with reading and writing at home. All children are encouraged to be mathematical thinkers and we provide children with concrete mathematical learning experiences that enable them to be secure in basic skills but also to apply these skills in play and other everyday activities.


Planning in Nursery and Reception

In Nursery and Reception medium term planning takes the form of seasonal themes and reflects settling-in, the seasons and time of year, the major festivals and celebrations, favorite stories and the interests of the children. It ensures that all areas and aspects of the curriculum are experienced over the year and identifies learning possibilities (attitudes, knowledge and skills) within each area of learning. These plans are intended to be guidelines and have the flexibility to respond to children’s changing needs and interests.


Weekly planning is based on observation of children’s learning needs and interests. This ensures each child is offered the experiences s/he needs to access the curriculum fully and ensures a responsive and flexible approach to the curriculum.