The David Ross Education Trust

David Ross Education Trust schools create a rich and exciting learning environment that inspires students to become their confident, academic best.

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Bobby Moore Academy

We celebrate the diversity of our community through our aspirational learning culture so that each individual can fulfil their potential.

KS1 / KS2

Please select one of the subjects for a detailed overview

Reading

 

Through reading, children have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables children both to acquire knowledge and to build on what they already know. At Bobby Moore Academy, we highly value reading as a key life skill, and are dedicated to enabling our children to become lifelong readers. We believe reading is the bedrock of success in education. We use a synthetic phonics programme called Read, Write Inc. Read, Write, Inc. phonics is an inclusive literacy programme for all children learning to read. We use Talk for Reading as a methodology. It is powerful because it is based on the principles of how individuals learn. It is a fully inclusive method of teaching reading with the movement from imitation to investigation to independent application, which can be adapted to suit the needs of learners of any stage. Reading for pleasure is a key driver at our school and all teachers at Bobby Moore Academy are responsible for promoting this. 

 

Aims 

The aim of this curriculum is to promote the highest standards of language and literacy by equipping children with a strong command of the spoken and written word, and to develop their love of literature.
We aim for children to be able to:

 

  • read easily, fluently and with good understanding 
  • develop the habit of reading widely and often, for both pleasure and information 
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language 
  • appreciate our rich and varied literary heritage 
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences 
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas 
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate. 

 

EYFS/KS1 – Ruth Miskin Read Write Inc Phonics programme

 

Read, write Inc sessions occur daily with no exceptions across EYFS and KS1. Children working on the Read, Write Inc phonics programme take home a Read, Write Inc book bag book and a Read, Write Inc reading book, both of which are matched directly to their phonic ability. For those children who have not exited the programme, 1:1 Read, Write Inc daily tuition is put into place as a matter of priority as well as additional afternoon interventions. Those children who have exited the programme in year two will then begin working on the Read, Write Inc comprehension programme. As the children move through the programme, they are regularly assessed and grouped depending on their phonic ability. This assessment is also used to inform 1:1 Read, Write Inc daily interventions led by expert teachers of reading. All children are expected to complete home reading supported by their family with new books being sent home at least once a week. They will visit the library at least once a week and choose a book they want to share with their family. 

Implementation: The Long Term Map

The long term map, illustrates the texts being studied from Year 1 – 6, although we currently only deliver this curriculum up to Year 1. Click here to see the long-term map. 

By the time children leave Bobby Moore Academy they are competent, lifelong readers who can recommend books to their peers, have a thirst for reading a range of genres including poetry, have been exposed to tier two vocabulary and can confidently participate in discussions about books.

 

Enrichment
Our ambition is to provide our pupils with opportunities to enrich their experiences of Reading. This is achieved through our poetry recitals, author visits and World Book Day experiences.  

SEND and Disadvantaged pupils 

Our ambition is for all pupils to access the full reading curriculum. These children will be supported to provide them with full accessibility to the reading lessons. 

 

Writing

 

We intend for our pupils to leave our primary phase being independent, confident writers, who have the skills to succeed at our secondary phase or beyond. English has a pre-eminent place in education and in society and it plays a pivotal role at Bobby Moore Academy, where the children value and appreciate the central role it plays within the wider curriculum. Therefore, a high-quality education in English is vital to teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. The exposure to quality literature, especially, plays a key role in such development. Through wider reading and application of knowledge through writing, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually.

 

Aims

The aim of this curriculum is to promote the highest standards of language and literacy by equipping children with a strong command of the spoken and written word, and to develop their love of literature.
We aim for children to be able to:

 

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

 

We use Talk for Writing as a methodology to teach writing. It is powerful because it is based on the principles of how individuals learn. We know that the starting blocks for the effective development of writing are: developing oracy through communication and language skills and excellent reading habits.  The T4W approach moves from dependence towards independence with the teacher using shared and guided teaching to develop the ability in children to write creatively and powerfully. At Bobby Moore Academy, we underpin our writing curriculum work with an established core reading spine of quality fiction, poetry and non-fiction that all children experience and draw upon. The writing curriculum is coherently sequenced so knowledge is revisited and built upon. This is developed across four strands: the composition of writing through ambitious models, grammatical subject knowledge, vocabulary development and awareness of authorial intent.
Talk 4 Writing has 3 stages: Imitation, Innovation and Invention, with the aim of the whole process being to create independent, enthusiastic authors.    

Implementation: The Long Term Map
The long term map, illustrates the units being covered from Year 1-6, although we currently only have up to year 1. They have also been colour coded to map out the repetition of specific text types/ genres in later years to ensure that the models are more challenging in content, format and vocabulary than in previous year groups. Click here for writing composition overview.

Enrichment
Our ambition is to provide our pupils with opportunities to enrich their experiences of English. This is achieved through our ongoing poetry recitals, author visits and World Book Day experiences.  

SEND and Disadvantaged Pupils
Our ambition is for all pupils to access the full writing composition curriculum. These pupils will be supported to provide them with full accessibility to the writing lessons.

 

Maths

 

Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. We aim to provide a high-quality mathematics education which will provide a foundation for understanding the world, to develop an appreciation of the beauty and power of mathematics and a sense of enjoyment and curiosity about the subject. Our pupils will leave our primary academies as confident, resilient mathematicians, demonstrating conceptual and procedural fluency, with the ability to reason mathematically and efficiently solve problems.

 

Aims

The DRET Maths curriculum aims to ensure that all children:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

 

Implementation: The Long Term Plan

DRET primary academies use a Teaching for Mastery approach to support learning of mathematics.

Mastery in mathematics is:

  • Achievable for all
  • Deep and sustainable learning
  • The ability to build on something that has already been sufficiently mastered
  • The ability to reason about a concept and make connections
  • Conceptual and procedural fluency

 

Our teaching approach

Excellent teaching, within a DRET academy, 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.

 

The long term map, illustrates the units being studied from Year 1 – 6, although we currently only deliver this curriculum up to Year 1. Click here to see the long-term map.

 

Cross-Curricular

Where possible, mathematical skills and ideas are practiced and applied in the real contexts provided by the wider curriculum.

 

Impact

By the end of the maths curriculum, all pupils will be confident, resilient mathematicians, demonstrating conceptual and procedural fluency, with the ability to reason mathematically and efficiently solve problems. They will be prepared to succeed in mathematics at KS3 and KS4.

 

SEND/Disadvantaged

High expectations for all pupils is a key principle which sits at the heart of our mastery approach to teaching mathematics. Pupils with additional needs are provided with additional structures to enable them to access the learning (such as working with concrete resources for longer or being provided with focused pre-teaching or same day intervention).

 

Science

 

Science plays a central role within the curriculum at DRET and is fundamental to our wider trust mission of creating aspirational and knowledge-rich pupils. Pupils are encouraged to be curious, ask questions about what they observe and will be helped to understand scientific ideas and phenomena by using different types of enquiry to answer their own questions. Our Science Curriculum is sequenced coherently so useful knowledge and skills builds through the three distinct disciplines of biology, chemistry and physics. As a result of the accumulation of essential knowledge and skills pupils’ science capital and scientific understanding will be substantial and provide a secure foundation that will enable them to succeed in the next stage of their education.

 

Aims

The DRET Science curriculum aims to ensure that all children:

  • Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
  • Develop an understanding of the nature process and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.
  • Are equipped with the scientific knowledge required to understanding the uses and implications of science today and for the future.

 

Implementation: The Long Term Plan

 

The long term map, illustrates the units being studied from Year 1 – 6, although we currently only deliver this curriculum up to Year 1. Click here to see the long-term map. 

 

Enrichment

Enrichment events are an essential part of the DRET Science Curriculum which enhances the knowledge-rich curriculum. The enrichment events provide pupils with discrete time to focus and deepen their learning, they provide opportunities for new experiences as well as nurturing and developing a thirst for learning.

 

Cross Curricular

Wherever possible, the DRET Science Curriculum is enhanced by interleaving content through other subjects. Linking Science with the other STEAM subjects (Science, Technology, Engineering, Art and Maths) this allows pupils to become the critical and creative thinkers that they need to be to thrive in future society.

 

Impact

By the end of the curriculum, all pupils will have a coherent knowledge and understanding of the three science disciplines: biology, chemistry and physics. This knowledge, alongside scientific skills, will enable pupils to ask perceptive questions, think critically and weigh evidence, drawing relevant conclusions.

 

SEND/Disadvantaged

Our ambition is for all of our pupils to access the full Science Curriculum. These pupils will be supported to provide them with full accessibility to the knowledge-rich Science Curriculum.

 

Geography

 

Geography plays an important role within the curriculum and is one of many subjects that help to fulfil our wider trust mission of creating aspirational and knowledge-rich pupils. Pupils will secure a significant geographical perspective through their growing knowledge of diverse places, people, resources and natural and human processes. Our Geography Curriculum is sequenced coherently so useful knowledge builds through two distinct strands; Locational Knowledge and Human and Physical Geography. As a result of the accumulation of essential knowledge pupils are provided with the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time, enabling them to become global citizens.

 

Aims

The aim of this curriculum is to develop contextual knowledge of the location of globally significant places including their defining physical and human characteristics. Children will learn about processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.

They will learn to be competent in geographical skills needed to:

 

  • Collect, analyse and communicate with a range of data gathered through experiences of fieldwork
  • Interpret a range of sources of geographical information
  • Communication geographical information in a variety of ways

 

Implementation: The Long Term Plan

 

The long term map, illustrates the topics being studied from Year 1 – 6, although we currently only deliver this curriculum up to Year 1. Click here to see the long-term map. 

Enrichment

Enrichment events are an essential part of the Geography Curriculum which enhances the knowledge-rich curriculum. The enrichment events provide pupils with discrete time to focus and deepen their learning, they provide opportunities for new experiences as well as nurturing and developing a thirst for learning.

 

Cross Curricular

Wherever possible, the Geography Curriculum is enhanced by interleaving content through other subjects. Specifically, links with the Geography Curriculum enable pupils to gain a deeper understanding of places and people throughout the world and through time.

 

Impact

By the end of the curriculum all pupils will have a coherent geographical knowledge and understanding and a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.

 

SEND/Disadvantaged

Our ambition is for all of our pupils to access the full Geography Curriculum. These pupils will be supported to provide them with full accessibility to the knowledge-rich Geography Curriculum.

 

History

 

History plays a central role within the curriculum at DRET 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. Our History Curriculum is sequenced coherently so useful knowledge builds through three distinct strands; Ancient and World History, British History and Civil Rights and Equalities. As a result of the accumulation of essential knowledge pupils’ cultural capital and historical disciplines will be substantial and will provide a secure foundation that will enable them to succeed in the next stage of their education.

 

Aims

The DRET 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.

 

Implementation: The Long Term Plan

The long term map, illustrates the topics being studied from Year 1 – 6, although we currently only deliver this curriculum up to Year 1. Click here to see the long-term map. 

 

Enrichment

Enrichment events are an essential part of the DRET History Curriculum which enhances the knowledge-rich curriculum. The enrichment events provide pupils with discrete time to focus and deepen their learning, they provide opportunities for new experiences as well as nurturing and developing a thirst for learning.

 

Cross Curricular

Wherever possible, the DRET History Curriculum is enhanced by interleaving content through other subjects. To understand British Society today, pupils will have a secure understanding of how historical events have created modern society.

 

Impact

By the end of the curriculum all pupils will have a coherent knowledge and understanding of Britain’s past and that of the wider world and will have acquired the disciplinary skills of Historians being able to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

 

SEND/Disadvantaged

Our ambition is for all of our pupils to access the full History Curriculum. These pupils will be supported to provide them with full accessibility to the knowledge-rich History Curriculum.

 

PSHE

At Bobby Moore Academy we use the Jigsaw programme as our PSHE scheme which also offers opportunities for children’s spiritual, moral, social and cultural (SMSC) development. Jigsaw teaches PSHE through mindfulness and provides children with a curriculum where they build upon their learning of each topic every year that they are at Bobby Moore Academy. Our aim for PSHE is to ensure that all the children we teach become well rounded citizens who are able to have a positive impact on our community.

 

Aims

 

How would children benefit if they could be aware of their thoughts and feelings as they happen, in the present moment, on purpose with no judgement?
This is mindfulness and is the and a focus of the Jigsaw programme. It can be learnt, and techniques to develop it taught. It also needs to be practised. We believe mindfulness is a vital tool for life: not only does it support the regulation of emotion and build emotional resilience but also enhances focus and concentration; both helping to optimise learning.

Mindful children can more readily choose their responses to situations rather than react while caught up in the thought-flows and emotions.
In Jigsaw PSHE, mindfulness is developed through the ‘Calm Me’ time in each piece (lesson). This consists of breathing techniques, awareness exercises and visualisations – all tried, tested and very enjoyable activities for children and teachers alike.

 

Six Puzzles

 

There are six Puzzles in Jigsaw that are designed to progress in sequence from September to July:

Autumn 1: Being Me in My World

Autumn 2: Celebrating Difference (including anti-bullying)

Spring 1: Dreams and Goals

Spring 2: Healthy Me

Summer 1: Relationships

Summer 2: Changing Me

 

Implementation: The Jigsaw Approach

 

The Jigsaw Approach illustrates the topics being studied from Year R – 6, although we currently only deliver this curriculum up to Year 1. Click here to see the Jigsaw Approach. 

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