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Mickley Village Primary
& Nursery School


At Mickley Village Primary & Nursery School our curriculum has been developed to follow the needs of our children. Through pupil voice, staff discussion and parent opinion, we have identified starting points that encompasses the child's interests - we aim to address the National curriculum while developing the whole child. Our curriculum is well sequenced and progressive which focuses on the acquisition of knowledge and vocabulary - we focus on what the children need to know as we know that this knowledge and vocabulary will facilitate further comprehension. We provide a curriculum that is challenging, builds resiliencesupports all children and raises their aspirations.  We want our children to be inspired to learn more about themselves, the community they live in and the world around them, whilst developing empathy for others


Our curriculum is broad and balanced, with every subject meeting or going beyond the National Curriculum requirements.



English is taught daily and is at the heart of all learning. Reading is a particular focus as it is a fundamental life skill. Children learn a wide range of reading, writing and speaking and listening skills which they can apply to their work across the curriculum. Lessons are planned in order to ensure that reading and writing is purposeful, enjoyable, creative and, where appropriate, has cross-curricular links. Sequential learning enables our children to develop and improve on their written and spoken communication skills. Developing a strong phonics teaching and learning programme is at the heart of our reading curriculum. Development of vocabulary, grammar and spelling is inherent to this. We have adopted the Little Wandle programme and use Collins Big Cat for Letters and sounds as our reading scheme. We celebrate events such as ‘World Book Day’ to inspire our children to have a love of reading and use the Pie Corbett recommended readers for shared stories to ensure quality books are shared. We supplement this with well-known authors and children’s favourite books to ensure that the love of books is fostered by all. 


We aim to ensure all pupils:

  • read and write with confidence, fluency and understanding;
  • have an interest in a variety of books and read for pleasure;
  • show an interest in words and their meanings in order to develop a rich vocabulary to draw upon when reading and writing; 
  • spell accurately and confidently to the best of their ability;
  • understand a range of text types and genres and be able to write in a variety of styles;
  • develop their power of imagination, inventiveness and critical awareness;
  • use a well-formed, legible and cursive handwriting style;
  • learn to speak to a range of audiences with confidence and expression


Mathematics is taught daily.  We follow the White Rose maths scheme of work across the school. White Rose is progressive and sequential, revisiting prior learning to ensure understanding. Our focus for teaching is around; Number including addition, subtraction, multiplication, division and fractions, Geometry including 2D and 3D shapes and position, Measurement including weight, length, height, volume, capacity and time, Statistics including charts and graphs and data interpretation.


We aim to ensure all pupils: 

  • develop a sound understanding of basic mathematical concepts through direct teaching, practical and investigational work
  • acquire appropriate and necessary mathematical skills and apply them confidently and accurately
  • are able to demonstrate their skills and knowledge and talk about their work using appropriate mathematical language
  • develop thinking skills and logically apply their mathematical knowledge to solve problems;
  • enjoy mathematics and develop a positive attitude to the subject
  • use mathematics as part of their everyday life in school and at home
  • develop a sound understanding of basic mathematical concepts through direct teaching, practical and investigational work
  • acquire appropriate and necessary mathematical skills and apply them confidently and accurately;
  • are able to demonstrate their skills and knowledge and talk about their work using appropriate mathematical language
  • develop thinking skills and logically apply their mathematical knowledge to solve problems
  • use mathematics as part of their everyday life in school and at home



At Mickley Village Primary & Nursery School, we recognise the importance of science in all aspects of life. As a core subject, we give the teaching and learning of science the prominence it requires with science being a driver for some of our Big Questions. Science at Mickley focuses on increasing pupils’ knowledge, vocabulary and understanding of our world, alongside developing their investigative skills. Children are encouraged to develop an understanding of the nature, processes and methods of science through different types of science investigations which enable them to answer scientific questions about the world around them. As a result, we develop our children’s natural curiosity, encourage respect, appreciation and tolerance for living organisms, the physical environment whilst also providing opportunities for critical evaluation of evidence. Our progressive curriculum allows well pitched teaching and learning of science. Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in science. This approach ensures all pupils are equipped with the scientific knowledge, vocabulary and skills needed to understand the uses and implications of science, today, in the past and for the future.



Our history curriculum is designed to develop a love of the subject. We want to ignite all children’s curiosity about the past and to learn more about themselves, the community they live in and the wider world. We offer opportunities for the children to learn more about their local history. We recognise the importance of teaching vocabulary and specific historical skills alongside historical knowledge so that we can develop skillful historians. All children are encouraged to think like historians and develop their skills, including historical enquiry. We use an enquiry-based approach to do this as we believe that those meaningful experiences will turn short term knowledge into long term memory. We provide opportunities to ask questions, think critically, weigh evidence, sift arguments and develop prospective and judgements. There is a strong emphasis on developing children’s other skills such as understanding of chronology, changes within a time and across time periods and cause and consequence. 


The intention of the Geography Curriculum is to inspire children’s curiosity and interest to explore the world that we live in and its people. We intend to equip children with geographical knowledge, skills and vocabulary  through studying places, people and natural and human environments and understand how these skills are transferrable to other curriculum areas and embed into their long-term memory. At all times we try to use local links to provide the ‘bridge’ from the children’s world to the wider world, this seeks to deepen the understanding of the Earth’s human and physical forms and processes. Geography, by nature, is an investigative subject. Through our teaching, we intend to provoke thought, questions and to encourage all children to discover answers to their own questions through exploration and research to enable them to gain a greater understanding, knowledge and appreciation of the world and their place in it.




We value Art as part of the child’s entitlement to a broad and balanced curriculum. Our rich, progressive and fully inclusive curriculum provides opportunities to stimulate children’s creativity and imagination to enable them to achieve their full potential. It is our aim to engage, inspire and challenge pupils, equipping them with the knowledge, vocabulary and skills to experiment, invent and create their own works of art. We passionately believe that the teaching of art should be a creative process in which pupils have the opportunity to experiment and take risks with their work. For us the focus is not the final outcome of a piece of work but upon the creative journey that led to the piece being created. Children are taught to think critically and evaluate their own work and the work of others in a constructive way. We have high ambitions and expectations for all the children ensuring strong cross- curricular links are made which support them to become confident and enthusiastic learners.



Design and Technology is an inspiring and practical subject. We strongly encourage children to use their creativity and imagination, to design and make products solving real life, contextual issues, and problems across a variety of contexts. Children work both as individuals and as members of a team to complete an exciting and memorable design process. Throughout our progressive curriculum children experience the following knowledge, vocabulary and skills - cooking and nutrition, mechanical systems, textiles, electrical systems, structures, and the digital world. Projects are developed using a structured design process; research, design, make and evaluate. This cycle aims to enable children to consider others’ needs, design and make products and evaluate the impact of their creations. By critiquing products, its function and effectiveness, our children can make adaptations to become resourceful, risk-takers able to innovate and design products in the future.



we are committed to providing both a high-quality and progressive music education for our school community. We believe that our pupils should understand that the purpose of music is to encourage the expression of ideas and emotion through sound. Our music curriculum at Mickley aims to engage and inspire pupils to develop a love of music and an appreciation of music from across the globe. We aim to build and nurture their talents as musicians and performers to increase their self-confidence, creativity and build a sense of achievement. We are dedicated in using key vocabulary during each lesson to ensure that this is embedded in their long-term memory. Music lessons are taught using Charanga Music, which breaks down music learning into listening and appraising, musical activities, creating and exploring and singing. These strands enable all children to build upon and develop their short-term knowledge and skills in each area as they develop a critical engagement with music, allowing them to compose, and to listen with discrimination to music from around the world.



We aim to prepare our children for their future by giving them the opportunities to gain knowledge and a deeper understanding, as well as develop transferable skills that will equip them for an ever-changing digital world. We teach our children computing in a way that ensures progression of skills in digital literacy, computer science and information technology as well as following a sequence to build on previous learning. In doing so, we are committed to creating enjoyment within our lessons to encourage a love of the subject. We intend for our children to use technology responsibly and carefully, ensuring they’re mindful and understand how their behaviour, words and actions may affect others. We recognise the importance of challenging our children and ensure they gain experiences and skills from a wide range of technology, in a way that will enhance their learning opportunities and enable them to use technology across a range of subjects to be creative and solve problems.



In PE, we provide engaging and challenging activities that help to inspire children of all different levels to be active and to lead healthy lives. We aim to grow the whole child through our PE curriculum, by focusing on a wide variety of knowledge and skills that will help children to develop physically, mentally and socially. Within lessons, EYFS concentrate on the prime area of physical development and KS1 cement basic skills like throwing, catching, jumping and moving in different ways. In KS2, children continue to build upon and develop these core skills, alongside the rules and tactics of the sports as they apply them in a range of competitive sports and other physically demanding activities. At all ages, we aim to support our pupils in becoming physically confident, whilst building and embedding the values of honesty, friendship, respect, teamwork, perseverance and responsibility. Children at Mickley are given the opportunities to experience a number of different sports, these opportunities and experiences encourage them to aspire and achieve.



Religious Education has a significant role for the development of pupils’ spiritual, moral, social and cultural development. It promotes respect and open-mindedness towards others with different faiths and beliefs and encourages pupils to develop their sense of identity and belonging through self-awareness and reflection. The principle aim of RE is to engage pupils in an enquiry approach where they can develop their knowledge and understanding and appreciation for the expression of beliefs, cultural practices and influence of principle religions and worldviews in the local, national and wider global community. We ensure we develop the link between short term knowledge and long-term memory.


The 2020 syllabus for RE aims to ensure all children:

• Know about and understands a range of religions and worldviews.

• Express ideas and insights about the nature, significance and impact of religions and worldviews.

• Gain and deploy the skills needed to engage seriously with religions and worldviews.


Religious Education plays an important role, along with all other curriculum areas, particularly PSHE, in promoting social awareness and understanding in our children. Teaching should encourage children to ask questions about the world and to reflect on their own beliefs, values and experiences. Teaching should include and promote British Values, ensuring that children are aware of their rights and responsibilities as UK citizens. High quality Religious Education should inspire the children to be knowledgeable, respectful and thoughtful of people close to them, within their community and around the world, regardless of their beliefs. Teaching should encourage the children to be aware of misjudgements and misconceptions that sometimes occur when looking at religions and beliefs.



Following the National Curriculum, French is explicitly taught from years 3-6 to ‘provide an opening to other cultures’ using Kapow. Kapow supports teachers to ensure successful foreign language lessons are available to all pupils by providing interactive resources, games and ongoing CPD support to help teachers deliver a successful French curriculum. Each unit has a range of fun and stimulating activities which slowly builds and revisits knowledge over time to make it stick. Games and songs are provided to consolidate and help cement the new language and vocabulary taught in the children’s long-term memories. French is the chosen language as this is also the language being taught in all of our secondary feeder schools- hence giving our children an advantage when coming from a disadvantaged beginning. Being taught a new language builds a deeper understanding of decoding, grammar and language structure. Teaching languages is helping to raise aspirations and open the eyes of our children to the range of languages spoken in the world in which they live.



PSHE is woven through everything we do. This ensures our children have the skills and knowledge that they need to succeed in life as citizens of the world. Our PSHE encompasses a layered approach of both planned and responsive teaching to ensure the needs of all children are met. PSHE knowledge is taught through discrete weekly lessons. We continually try to identify areas where children may need personalised provisions either as a year group or as individual children, examples of which include whole class lessons, counselling and nurture. We take part in national events, such as: Antibullying Week, Local History Week, Safer Internet Day, Et al to raise collective awareness of issues specific to our children. These are shared with parents and the wider community to support conversations and raise awareness around these topics at home. PSHE is taught through six areas: Being Me in My World, Celebrating Difference, Dreams and Goals, Healthy Me, Relationships and Changing Me. These areas have been selected to ensure our children are taught the life skills they need to be safe, well-rounded global citizens.

Once we had reviewed the National Curriculum documents, we then turned them into long terms plans. So that our children remain inquisitive, we devised a series of thought proving questions, one per half-term. These can be found in the table below: 


As we will continue to have split year groups in the future, there are two cycles: Cycle A and Cycle B. The table below shows what the Fireflies Class will be learning in 2022/23. 

With the long term plans now in place, we then put in place the knowledge progression maps. Each subject has their own knowledge progression map. Click on the links below to access the relevant subject progression map. 

Each half-term, we sit down and complete our medium term planning. Using the long term planning and knowledge progression documents, we ensure that all areas of the curriculum are covered and we know exactly what knowledge the children should be taught in each year group.


We also make sure that our medium term plans contain the following: 

  • Some wow starters/activities in inspire the children
  • Some smaller questions linked to the learning challenge question
  • Key vocabulary that the children need know
  • Ways that our lessons can go beyond the classroom environment
  • How we can involve parents and the community
  • How we are able to teach diversity throughout the curriculum
  • Experiences that the children will remember that will help them retain knowledge and vocabulary
  • Ways to raise aspirations so the children have hopes and dreams to strive for


Click on the links below to download out latest medium term plans. 

Fireflies - Spring 1 Medium Term Planning

Sunflowers - Spring Term 1 Medium Term Planning