Malcolm Arnold Prep has an innovative curriculum that invites creativity and provides an exciting range of learning experiences. As part of the David Ross Education Trust we are unashamedly academic and driven to ensure all children reach and exceed their full potential.
We know that when pupils enjoy school, they are keen to be at school and show good attendance rates, behave well and have high levels of engagement and involvement in their learning.
Malcolm Arnold Prep is different from many other primary schools as we adopt specialist teaching in key stage two. This approach allows a sharing of specialist knowledge to inspire, create depth of understanding and greater knowledge, as well as the enthusiasm to create a passion for the subject in later life. Thus, we have Maths and English specialists working across year groups. We have a broad and balanced curriculum, including Science, History, Geography, RE, Music, Art, Design, Computing and languages (Latin). Our pupils therefore get a holistic education designed to prepare them for the future world.
Our curriculum will increase motivation, raise standards and accelerate progress.
In the Early Years Foundation Stage, children are given opportunities to develop these skills through play-based learning. Trips, visits and visitors also take place to enhance children’s understanding of the wider world. All these activities are designed to enhance children’s use of extended language and vocabulary.
We plan activities that cover all areas of learning:
- Personal, social, emotional development
- Communication and language
- Physical development
- Understanding the world
- Expressive arts
All learning planned builds on children's interests and skills.
As a child progresses through the school into Key Stage 1 and then 2, the curriculum builds on prior knowledge and continues to give them the opportunity to achieve the highest possible standards of numeracy and literacy, a wide breadth of knowledge and ensures they can become confident in physical, artistic, practical and social skills. We allow for the individual needs of each child to be met within well-planned learning experiences. We use the National Curriculum to guide coverage as well as using the Core Knowledge Curriculum and specific teaching programs such as Read, Write, Inc, Talk for Writing, Effective Maths, Jigsaw for PSHE and the locally agreed syllabus and Understanding Christianity for R.E.
Areas of learning
Subject Leader - Miss Sarah Brown
Reading is an integral part of life at MAPS and a central part of the curriculum.Through reading, children acquire knowledge, broaden their vocabulary, develop empathy, build on what they already know and escape to other worlds. At MAPS, we highly value reading as a key life skill, and are dedicated to enabling our children to become lifelong readers.
Reading for pleasure
Reading for pleasure is crucial to the success of reading for the children at MAPS and is encouraged and celebrated in many ways. From their first day of school, children share stories with adults and friends and are surrounded by high quality literature from our reading spine. All classes share a class story on a daily basis, and all children choose a reading for pleasure book to take home with them. Reading areas around the school are stocked with a range of classic and contemporary fiction and non-fiction texts, and staff promote a love of reading within their classrooms. We also hold frequent events such as book fairs, book clubs and book swaps.
How we teach reading
We aim for all children to be able to read easily, fluently and with good understanding and we teach this in these key ways:
- Daily Read Write Inc phonics sessions in Reception and Key Stage One (plus some children in Key Stage Two who may require extra support.) Children take home a phonically decodable reading book which is linked to the Read Write Inc scheme.
- Daily Talk for Reading sessions in all classes. This is a daily 30 minute lesson for children in Reception and Year one, and an hour-long lesson for children from Y2-6.
- In Reception and Year one, one quality text from our literature spine is studied each week, and the focus is on oral comprehension and vocabulary.
- From Year 2-6, each Talk for Reading unit lasts for approx. 2-3 weeks and focuses on a quality piece of fiction, non-fiction or poetry. At the beginning of each unit, lessons focus on fluency, vocabulary and comprehension (the imitation stage.) Once the children know the text well, we focus on developing a deeper understanding of the text and children are taught how to answer key questions linked to each content domain through modelling and shared write answers (the investigation stage.) At the end of this phase, one key comprehension focus is taught explicitly. Finally, children move on to the independent application stage, where they apply independently what has been taught and practised.
Subject Leader – Miss Nasra Barre
At MAPS, we believe that the teaching of Phonics is the fundamental right for all children as it is the core foundation of a child’s learning throughout school. The government are strongly promoting the use of synthetic phonics when teaching early literacy skills to children. Synthetic phonics is the ability to convert a letter or letter grouped into sounds that are then blended together into a word.
We teach phonics using the Read Write Inc (RWI) programme produced by Ruth Miskin. This method of learning is centred on letter sounds and phonics, blending them together to read and write words, then using these learnt sounds in their reading and writing. This systematic approach to the teaching of reading enables children to become accurate and speedy readers.
RWI is a fast-paced, rigorous and structured phonics programme with proven results and develops well rounded readers. It is used for children in Reception, Year 1 and Year 2 who are learning to read and write, children in years 2, 3 and 4 who need to catch up rapidly and struggling readers in years 5 and 6. Phonics is taught daily and 8:50am.
Through the use of RWI the pupils will:
- Learn 44 sounds and the single letter or digraphs that represent them
- Learn picture prompts to support early recognition and letter formation
- Blend and segment sounds using Fred Talk
- Read exciting books using the sounds they have learnt to ensure reading success
- Be encouraged to share ideas through partner work and via different feedback
The children work in pairs to develop skills to answer questions, support their partner to read the texts, take turns and be positive as well as share the teacher praise phrases to celebrate their successes.
In Reception, Year 1 and Year 2, children will follow a daily phonics programme to create fluent, enthusiastic readers and able writers. Children are taught based on their abilities rather than their age. For example, pupils in Year 2 who would benefit from a systematic phonics approach may join groups or receive support in RWI intervention groups. These daily sessions allow us to teach to the needs of the children. Our focus is to teach the children to read so they are then able to develop comprehension skills and a life-long enthusiasm for reading!
Classroom routines are used consistently in all learning spaces and are applied across the curriculum. The ‘Team Stop Sign’ is a powerful management technique used to ensure pace in lessons. The strategies of ‘My Turn Your Turn’ and ‘Turn to your Partner’ are also used alongside phrases to encourage and reward children.
The children are taught to become independent learners through the use of self and peer marking. The children have phonics writing books which they use to record activities such as ‘Hold a Sentence’ and ‘Red Rhythms’. They are taught how to mark their own work and discuss how to improve what they do. The children are given ownership of their books and are encouraged to look for successes and next steps in their learning.
Children are assessed every 4-6 weeks by trained reading leads. From this, next steps are identified by the school’s Reading Lead and children are grouped based on their needs. Any children needing extra support are identified and then supported by daily intervention delivered by qualified 1:1 tutoring or have additional support in 1:1 reading sessions.
Subject Leader - Mrs Elizabeth Gaffney
At MAPs we believe that the teaching of English is a fundamental right for all children as it underpins children’s learning throughout school and in their wider lives. It develops children’s ability to communicate their experiences, desires and knowledge effectively and successfully. Throughout our school, we aim to nurture and develop independent writers through purposeful, engaging and developmental lessons, which link to our rich and stimulating creative curriculum work.
Across the whole school we use a Talk For Writing approach. Using this method, children learn a range of text types using a model text. These texts are broken down into a series of images on paper. These images can be followed by children of all ages to learn a whole story or text, adding actions to further support retention. Through learning these texts, children are internalising writing structures and language used in each of them before applying them in their own writing. Across the years and stages, children then practise and develop their writing skills by focusing on structural and grammatical features specific to the unit, using and applying these in a range of different writing opportunities.
The next step is for children to use the text map structure but adapt it, generating individual ideas to create their own version of the original text including the language features they have practised throughout the unit. The text mapping approach is also used across the curriculum to support the learning and retention of key knowledge in all of our subjects.
The daily talk for writing lessons are linked to the current national curriculum objectives. The units of work begin with a ‘cold write’, which is an independent piece of writing to assess previous understanding and knowledge. This allows us to identify areas of strength and improvement which inform our planning for the next unit of work. The children are part of this learning process throughout the unit and understand what skills they are developing. At the end of each unit, children are supported to complete an ‘amber write’, encompassing each element taught through the sessions before they complete a final independent ‘hot write’. This is their opportunity to showcase their learning from the unit and celebrate their achievements.
We look at many different forms of writing across the school such as stories with imaginative settings, instructions, recounts, humorous poems and so on. We apply these writing genres across the curriculum to ensure the children gain lifelong skills and are prepared for writing in the wider world. During our Talk for Writing lessons, we support our children to express themselves creatively and imaginatively, as they become enthusiastic and critical readers of stories, poetry and drama; as well as non-fiction and media texts.
At MAPS we follow the Read Write Inc spelling programme to ensure that our children become competent and confident spellers building on prior knowledge of spelling rules. Spelling, Punctuation and Grammar is also taught as part of the T4W lessons as well as in cross- curricular writing opportunities.
We also teach handwriting daily through our RWI programme when the children first begin in reception. Throughout the school, children are taught to form cursive letters with a daily handwriting focus. At MAPS, children take pride in the presentation of their work and we foster and support this through a consistent handwriting approach throughout the school.
Subject Leader - Miss Kim Brown
Our maths lessons are designed so that every pupil reaches their full potential and develops an interest in the subject. Teachers have high expectations of all pupils and believe that every pupil can do maths; our curriculum aims to instil this belief within our pupils too.
At Malcolm Arnold Preparatory School we use Effective Maths as a vessel to deliver our mastery teaching. Lessons are based upon the Singapore/Shanghai models of delivering maths mastery, making solid use of the Rosenshine Principles for direct instruction.
A MAPS pupil will face regular quizzes, have access to quality modelling and structuring of mathematical concepts; concepts that are introduced in small steps. Pupils will also come across many problems and will be encouraged to use reasoning skills as well as a variety of problem solving strategies.
Effective Maths (our tool for delivering our curriculum) is a comprehensive framework for ensuring high quality maths teaching. Lessons are designed carefully to incorporate the principles of maths mastery, this includes:
- Mathematical thinking which includes spotting patterns and drawing on connections
- Procedural and conceptual variation; considering what a concept is and what it isn’t as well as using relationships to deepen understanding
- Fluency; drawing upon further skills learnt as part of our fluency sessions
- Partner tasks which allow for high quality talk and supports chains of reasoning
- Representations that draw out the mathematical structures for the operations, such as: bar models, 10s frames, number lines …
Every child at Malcolm Arnold Preparatory School has a Times Table Rockstars login which allows all pupils to access the site, it also gives pupils in reception to year 3 access to Numbots.
Teachers also access NRich and NCETM Hub resources to enhance both their knowledge and provide pupil challenges.
Where possible, a MAPS pupil will have opportunities to learn maths in context. We also look for opportunities to use maths across the curriculum, especially in - but not confined to - science. We believe strongly that mathematics is both a life skill and an academic subject. Our teaching reflects both these approaches.
In addition to our main maths lesson, at Malcolm Arnold Preparatory School we place an important emphasis on our pupils being fluent in mathematical knowledge and recognising connections.This forms part of the principles behind maths mastery for all pupils. All pupils, in all year groups, have regular lessons which focus on developing their fluency skills across the maths curriculum; this includes being flexible and accurate with facts as well as being able to use a variety of efficient strategies for calculation.
As a school we work with the Enigma maths hub which places an emphasis on teaching for mastery. Our subject leader is an accredited mastery specialist and workgroup lead for the NCETM. This provides opportunities for teachers to receive regular high-quality CPD to continuously move the teaching of mathematics forwards for the pupils of MAPS.
Subject Leader- Mrs Hayley Pyrah
At MAPs, Science is an important subject as it allows our children to explore the world around them in detail. Our aim is to teach an aspirational and knowledge-rich curriculum, allowing our children to develop throughout the school and teaching them skills they can use for the rest of their lives. Looking after the environment is vital in our vision at MAPS and our Science curriculum teaches us to understand the world we live in and how we can each improve to better this for the future. We believe that every child is a scientist; we challenge stereotypes and barriers. At MAPS, we also recognise the part we play in building Science Capital from an early age to support full engagement with science in education.
There are three main areas to our Science curriculum:
- Knowledge and conceptual understanding. This is sequenced and it is vital that children gain a secure understanding of each block of learning to support progression, and a depth of understanding, as they progress through their learning.
- Nature, process and methods of science (working scientifically). This is not taught as a separate strand but instead is woven through every lesson. This enables children to develop their skills as a scientist through applying their knowledge and understanding.
- Critical thinking around big questions that are current and relevant to children in today’s society. Children understand that applications of science often have ethical, social, economic and political implications and are provided with opportunities to reflect and debate these issues.
Across the curriculum, explicit links are made to other subjects, particularly STEM. Children are exposed regularly to the work of real-life scientists, from the past, and given opportunities to engage with the work of scientists today. Children are also given opportunities to recognise that scientific explanations, theories and models are those that best fit the facts known at a particular time.
Creating learning opportunities that develop a sense of excitement and curiosity is fundamental to support children’s learning in science. At MAPS, we introduce many of our topics with an exciting ‘hook’ to engage and excite the children from the very beginning of the unit. Across all year groups, carefully chosen stories are used to support and enhance children’s knowledge and understanding and also to provide opportunities for discussion around real life. We know the importance of making the learning relevant to the children’s lives and incorporate real artefacts, exploration of nature and experiments using easily accessible resources.
Key knowledge and vocabulary are clearly identified for each section of learning and children are supported to build and remember the knowledge in a number of ways, such as: text-mapping, choral repeating, regular retrieval practice through quizzes, mind mapping and revisiting previous learning. At MAPS, we actively encourage the children to take ownership of their own research and learning and believe this allows them to take pride in their work and become their own expert in specific fields. Discussions are used regularly in Science lessons to support children in making their thinking clear, both to themselves and others, to allow teachers to remedy their misconceptions.
Our learning in Science is evidenced in a variety of ways and we encourage the children to be creative with their presentation of their learning. This may be through recording oral reports on video, creating double-page spreads to share written information or showcased through posters, handmade books and presentations of the entire unit of work.
Subject Leader – Mrs Annika Davies
At Malcolm Arnold Prep School we plan Art and Design lessons to ensure all children enjoy and succeed in their learning. We want to nurture an interest and enthusiasm for the subject, whereby children can take their learning forward and use it across the curriculum to enhance their learning, as well as digging deeper to understand art in its own right. We believe that it is important to ensure that children have a good and secure understanding about art history, different periods of art and different artists so that they are able to build up links across these and develop a rich vocabulary for their opinions about art in general. We also endeavour to ensure that children develop the skills and knowledge in order to explore a range of different media and techniques and see how these have been used by other artists. Then we encourage the children to use all of these skills and knowledge to create their own pieces of art that are celebrated and shared within our community.
In addition to the development of all of the subject specific skills, we believe children have the right to be creative and expressive and lose themselves in their art work and explorations. Giving children time and the freedom to express themselves how they choose can be a wonderful opportunity to develop a lifelong interest as well as a channel for developing their own mental wellbeing.
We teach art in a knowledge rich and skill based way which follows a process of ‘talk for art’ whereby we begin by exploring an art movement or an artist, delving deeply into the processes, the history and the techniques that have been used. We then use our knowledge to imitate work in this style to really get a feel for this way of working. Children will then be challenged to undertake an innovation on this style where they can vary different aspects of the piece and then finally to create their own unique piece of art, influenced by their explorations. Through this process, children are enabled to develop their preferences for mediums and genres of art, as well as analyse pieces in a critical way.
The joy of art is that all children can succeed and express themselves through it and it is our job to provide children with a range of experiences of viewing art as well as creating art to establish children’s individual preferences. Over the journey of their school career the children will build up their own reference portfolio in the form of their sketchbook where they can see their skill development as well as refer back and make links across different areas.
Subject Leader and Online Safety DSL – Miss Kim Brown
At Malcolm Arnold Prep School we design computing lessons to ensure all pupils enjoy what technology has to offer as well as ensuring they develop a range of skills. Our aim is to nurture confidence with our pupils so they can access a range of technological devices and programmes – this is vital to their future as we grow in a world of technology!
Our curriculum focuses on the aims of the National Curriculum which ensures pupils are competent with the principles of computer science as well as being creative users. We also teach beyond this to ensure our pupils are able to access a range of software that will support any future careers, like writing E-Books, creating websites and sending emails - to name a few! The units we teach include: multimedia, technology in our lives and programming.
We endeavour to ensure pupils progress through the curriculum and re-visit skills in order to delve deeper and explore further. Computing is not taught as stand-alone, we draw on the ideas developing in our computing sessions within our wider curriculum, such as accessing research to support our rich knowledge focus in other subjects, accessing quiz sites to support our maths skills, using word processing programmes to produce extended pieces of writing and considering the algorithms that supports the science of computers.
Not only do we access IPads and chrome books, we also make use of video technology to capture learning and use QR codes to ensure video capture is evidenced and shared more widely.
We strongly believe, at MAPS, in teaching pupils how to keep themselves safe online and have this at the forefront of our computing curriculum. Our priority is to build a deep understanding of, not only how to keep safe, but how to conduct ourselves when using technology – this teaches digital footprint and ensures pupils gain knowledge of how to protect their future selves digitally!
Our curriculum ensures that a termly online safety session is implemented prior to commencing a new unit of learning. Our online safety sessions are progressive and planned using ideas from ‘Educated for a connected World.’ One of our core focuses is to create pupils who are digitally resilient; being digitally resilient means that individuals can recognise and manage the risks that they will come across as they socialise, explore and work online. We understand that teaching pupils how to stay safe online cannot merely come from learning but from experience too, therefore we tackle online trends in regular PSHE lessons and work with what the pupils have experienced.
Through all of our safety work, we encourage pupils to confide in trusted adults so they have a sense of confidence in talking about things that will ultimately prevent them coming to harm. We update parents regularly on online safety issues so they can have these open conversations which underpins what we do in school.
Subject leader – Miss Taylor Kennedy
At MAPS, we see the value in teaching Geography to create aspirational and knowledge-rich children at our school. We understand that by delivering a curriculum which has two Geographical strands of Physical and Human Geography, we are helping children gain a secure and cohesive understanding which we will support throughout their learning with us at MAPS. By providing this fundamental, we are delivering a secure foundation for children’s learning which can be developed further into secondary school and further education.
To apply this learning in writing, we use cross curricular links with Talk for Writing and text mapping to help us understand key texts or extracts. This allows children to have a depth in the non-fiction information which is required when writing from a Geographical viewpoint. We see this through depth studies and work produced through questioning, essay writing, report writing before moving onto research based non-chronological report writing. All of these will develop not only the writing stamina and vocabulary for children at MAPS but will also help develop their ability of lateral thinking and interpretation of questions.
Here at MAPS, we deliver a knowledge-based curriculum for Geography which ensures we teach the relevant knowledge, skills and vocabulary for each unit to help children have a deeper understanding. Our lessons are taught with a practical element through effective questioning where we can allow children to hold their own investigations. Particularly in Early Years with practical, playful and inclusive support is provided with the “Characteristics of Effect Learning” at the hearts of our EYFS. Excellent teaching, within MAPS, is based upon the Rosenshine’s Principles of instructional teaching which is underpinned by three key sources; research in cognitive science, research on the classroom practices of master teachers and research on cognitive supports to help pupils learn complex tasks.
There is a big focus on developing children’s geographical vocabulary and language. Vocabulary is taught every lesson in a ‘whole class chorus’ and ‘my turn your turn’ with everyday examples included to help children have an understanding within their reality. There are also ‘do now’ tasks included at the start of each lesson; these tasks allow for a recap of learning previously taught which allows the information to begin to move from working memory to long-term memory when constantly revisited. By doing this with each piece of information learnt, children can (in the latter weeks of term) produce a written piece of work with confidence that has Geographical knowledge and vocabulary and is set out as a non-fiction information text.
By the end of each unit, children will have a deeper understanding which they can take with them to support their learning once that topic is revisited throughout their journey up the school. By providing this knowledge-based curriculum, we are allowing children to take charge of their learning and become inquisitive in their understanding of Physical and Human Geography with the confidence to approach questions with evaluation, reflection and relating to additional topics for an in curricular link.
Subject leader – Miss Cooke
Within our curriculum at MAPS, History plays a central role and is fundamental to our wider trust mission of creating aspirational and knowledge-rich pupils. Pupils will secure a significant historical perspective by placing their growing knowledge into different contexts and understand connections between local, regional, national and international history that they study during their time here. We teach an accumulation of essential knowledge for pupils’ cultural capital and historical disciplines that are substantial and will provide a secure foundation that will enable them to succeed in the next stage of their education.
The MAPS History curriculum aims to ensure that all children: gain a coherent knowledge and understanding of Britain’s past and that of the wider world, which helps to stimulate children’s curiosity to know more about the past. Learn how to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.
Begin to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
To do this, The MAPS History Curriculum has adopted a ‘big picture; view of history, allowing our students to step back to see the world as an interconnected whole. It provides details about specific countries and religions, but presents those details in a larger, cross-regional and global context. While highlighting the world’s diversity through the exploration of ancient history, it also makes connections and comparisons across cultures. It examines history from a global perspective, seeking to identify common patterns in historical events around the world. One-way historians identify patterns is by applying themes to the study of the past.
The MAPS History curriculum has six unifying themes; humans and the environment, cultural develops and interactions, governance, economic systems, system interaction and organisation and technology and innovation. Through using these themes, we can make several cross-curricular links to build knowledge.
Humans and the environment
Cultural developments and interaction
Design and Technology
Social Interaction and Organization
Technology and Innovation
Design and Technology
Within our DRET History Curriculum we include plans for extended written pieces of works. These are historical essays. An essay is a piece of sustained writing in response to a question, topic or issue. Essays are commonly used for assessing and evaluating student progress in history. History essays test a range of skills including historical understanding, interpretation and analysis, planning, research and writing. These essays are placed carefully within our curriculum following multiple units. These essays set a kind of task or challenge which allows the pupils to use their accumulated knowledge to respond.
Subject leader – Miss Rachael Headworth
At MAPS, we see the value and see the holistic benefits that Physical Education (P.E) allows for an individual. Through teaching P.E, children will be physically active, motivated to learn and have a creative mind. Our teaching of our broad PE curriculum encourages children to have ‘Physical Literacy’, through providing opportunities for pupils to develop their physical skills in order to support their physical and mental wellbeing. Children of all sporting abilities will then have the motivation, confidence, understanding and knowledge to maintain physical activity throughout life.
Here at MAPS, we deliver a skill based curriculum for P.E (Horizon) which ensures we teach the relevant fundamental skills at the right time to make a significance difference in increasing the chances of the children leading a healthy active life. Particularly in Early Years where there is an increased focus on getting off to an ‘active start’ through the use of our lessons focusing on fine and motor control, balance and coordination. Our EYFS practitioners follow a fun games approach through our Horizon programme which enables the key skills to be taught and tracked across the term.
Moving to KS1/KS2, as teachers, we have an understanding of the ‘Long term athlete development plan (LTAD)’ this builds on the importance of having the fundamental movement skills and fundamental sport skills. We understand that not all children are at the same stage of skill acquisition so we aim to adapt and differentiate to ensure all children can be challenged to reach their full potential. In KS2, due to the sport specific focus. Teachers are able to observe and assess a variety of sports. An example of this, learning to manoeuvre a hockey ball in a space by using different movements with the hockey stick, or using a variety of passes when working with others.
As a school we are able to offer the children a range of inclusive sports and experiences, we are lucky to have access to some of the facilities at MAA which enables our children to have some great opportunities in experiencing different sports and competing. We have a range of equipment, and lucky to have several staff members who are specialist in P.E enabling us as a school to use CPD to benefit the children and their learning experiences.
Excellent teaching within MAPS is based upon the Rosenshine’s Principles of instructional teaching which is underpinned by three key sources; research in cognitive science, research on the classroom practices of master teachers and research on cognitive supports to help pupils learn tasks. This is applied to our P.E lessons, lessons are adapted and structured in a way to best support the children and their progress.
Our MAPS vision ‘Love your neighbour as yourself’ is at the centre of our P.E lessons, through P.E we aim to teach our children the values of respect for all, kindness and ability to be gracious. Building a community of mutual respect in our lessons, we model that we learn from mistakes, try our best and remain a valued neighbour when working together. These skills are taught through a range of team games and the vocabulary surrounding respect, love and encouragement are used from the Early Years and throughout.
Our RE lessons are planned so that every pupil reaches their full potential and develops an interest in the subject as well as an understanding and respect for all religions and none.
At Malcolm Arnold Preparatory School we use Understanding Christianity as a curriculum resource and follow the Diocese of Peterborough scheme of work to deliver our RE lessons. We incorporate God’s Big Story into our Christianity teaching This in turn is linked to our school virtues which are themselves linked to all religions and none. MAPS vision of ‘Love thy neighbour’ is strongly emphasised, embedded and encouraged in our school community. This encourages the children to think about the impact their actions have on others, their community, environment and the world. During lessons children are taught to make sense of the belief they are learning about, to make connections and to understand the impact of these beliefs in everyday life.
Excellent teaching, within our school, is based upon the Rosenshine’s Principles of instructional teaching which is underpinned by three key sources; research in cognitive science, research on the classroom practices of master teachers and research on cognitive supports to help pupils learn complex tasks. This means that children at MAPS receive quality first class teaching that is consistent across all subjects and produces pupils who learn to think deeper and are confident to ask ‘why’ to ensure understanding.
By the end of the curriculum all pupils will have a deep knowledge and understanding of some of the world’s religions and will have acquired the skills of philosophers being able to ask perceptive questions, think critically, consider evidence, sift arguments, and develop perspective and judgement. Pupils will have a broader understanding of the different religions which will reduce prejudice within their community and enable them to respect one another after discovering more about the way they live. Educating pupils about the different beliefs will also help them articulate their own beliefs and enable them to make links and respect the action of others.
All children follow the locally agreed syllabus for Religious Education. This is a vital part of the prep school curriculum due to its partnership with the Peterborough Diocese and the school’s distinctive Christian ethos.
For further information about the curriculum followed at Malcolm Arnold Preparatory School please contact us.
- Malcolm Arnold Prep EYFS Curriculum Overview
- Malcolm Arnold Prep Year 1 Curriculum Overview
- Malcolm Arnold Prep Year 2 Curriculum Overview
- Malcolm Arnold Prep Year 3 Curriculum Overview
- Malcolm Arnold Prep Year 4 Curriculum Overview
- Malcolm Arnold Prep Year 5 Curriculum Overview
- Malcolm Arnold Prep Year 6 Curriculum Overview
David Ross Education Trust and British Values
The Trust is very supportive of the ethos of promoting British Values, and preparing our pupils for success in a modern Britain.
A heavy reliance is placed upon broadening horizons for each and every child and this includes developing the core skills of tolerance, respect, teamwork, resilience and building self-esteem. These are all values and qualities that we feel are relevant in order to play a full and meaningful role in society, and are promoted via our extensive house system that lends itself to cultural and sporting competition, democratic principles, social mixing, the development of greater pastoral care and enhanced PSHE.