Moat Hall Primary SchoolAll Day Care Provision from the age of 2 years.A 'good school'. - Ofsted 2013

In This Section


We are committed to developing a skills based,  creative curriculum with a mixture of interesting topics, themed weeks and projects to motivate and enthuse the children in their learning.

The children will be actively involved in the planning, delivery and evaluation of each year's topics and in turn, this will raise their aspirations and help them to develop a broader outlook on life.


Curriculum Statement

At Moat Hall we follow the National Curriculum (2014).

The subject’s children study are:

  • Mathematics (calculation, measurement, data, shape and space, application of mathematics and problem solving).
  • Literacy          (reading, writing, speaking and listening)
  • Computing
  • Science
  • Religious education
  • Personal, Social, Health, Emotional Education
  • Geography
  • History
  • Music
  • Physical Education
  • Art and Design
  • Craft, Design, Technology
  • Modern Foreign Languages (Spanish)


We always try to make links between subjects in order to apply literacy and numeracy skills e.g. data handling in science, measurement in technology, fact/opinion in history. We also recognise that subject specific skills need to be taught. Our curriculum planning ensures that this is undertaken effectively.

Throughout all subjects we endeavour to teach British values of tolerance, individual freedom, democracy and respect for others.

We also try to ensure that the knowledge and experiences of the children are taken into account.


Assessment Statement.

In September 2014 the Government decided to abolish national curriculum levels. These will still apply to Years 6 and Year 2 in 2015 but will not be relevant for other year groups.

Schools therefore have to construct their own methods of assessment against objective and agreed criteria.

This model is based on the findings of the NAHT Assessment Commission.


Key performance indicators (KPI)

Working directly from the documentation outlined in the new national curriculum key elements within the programmes of study , that, if mastered, demonstrate a child’s grasp of understanding of that facet of the national curriculum. These aspects have been summarised as key performance indicators (KPI’s).

These key performance descriptors carry significantly more weight than other performance descriptors, hence the term KPI. It is important to note that other aspects cannot be used to measure progress, or that there are other indicators which may be used.

Using KPIs as a key assessment focus dispenses with the need to focus on and record all of the relatively minor aspects included within the documentation.

It would be useful for each school to adopt a consistent approach to the recording of achievement e.g.

·         For each KPI a score of one, denoting that the concept or skill has been taught, but the child has not yet grasped the concept or mastered the skill.

·         A score of two denoting the concept or skill had been taught and the child has mastered the concept or skill.

·         A score of three denoting that the concept or skill had been taught and the child’s had exceeded what could have been expected.


Performance standards

The performance standards (PS) reflect what the average child should be able to do in each year group if the KPIs have been mastered. The PS are not intended to be used as assessment criteria: rather, they are intended to be helpful for teachers to plan the next stage of teaching for individual children, because they highlight what a child can and cannot do. The PS also help in communicating to parents and carers the range of knowledge, understanding and skills each child possesses.

The PS help teachers to diagnose the areas on which individual children need to work, if they have not mastered the KPI. This helps with the planning of teaching for individual children as well as tracking progress over key stage one and two.


Evidence of pupil’s performance

The school is expected to demonstrate (with evidence)  their assessment of pupil’s progress to;

·         Keep parents informed

·         Enable governors to gauge schools effectiveness

·         Inform Ofsted inspections

The exemplification of individual pupil’s work should demonstrate and support teachers’ assessment judgements.

This model includes the development of a ‘standards file’. This can be used as the basis for moderation and for checking against standards of other schools. It will also aid parents in understanding the level of performance expected of the school.





We follow the revised ‘National Curriculum’ for mathematics. This is supported by the ‘Abacus’ maths scheme.

Our aims include:

  • Developing mathematical understanding and the ability to apply mathematics to real life problems.
  • To reason and follow a line of enquiry.
  • Develop the language of mathematics.
  • To use mathematics across the curriculum, in science, technology, computing.


Children will study number and place value, calculations – addition, subtraction, multiplication, division, fractions, money.

Measurement involves work on weight, length, capacity and volume, time.

Geometry involves work on 2-D shapes, 3-d shapes, position and direction.

Statistics- pictograms, sorting, totalling and comparing.



In KS2 children will build upon and extend understand from KS1.

Number and place value, addition, subtraction, multiplication, division, fractions, decimals, money

Measurement – length, weight, volume and capacity, time (including  digital and 24 hr)

Geometry – 2-d, 3-D shapes, angles, symmetry, co-ordinates, direction and position.

Statistics – interpreting and presenting data.

Algebra (Year 6)

Ration and proportion.


English in the national curriculum aims to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word and to develop their love of literature through widespread reading for enjoyment.
At Moat Hall we work hard to ensure all children develop excellent Literacy skills so that they may succeed in other areas of the curriculum. We aim to develop these skills so that each child becomes a confident and proficient language user. English is taught daily in the Literacy hour plus Guided Reading at other times of the day and through other areas of the curriculum.


The National Curriculum focuses on two dimensions of study:

  • Word reading and Comprehension

Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. . This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school.

Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. Spoken language underpins the development  of reading ahd writing.

At Moat Hall pupils are encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech.

Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds.

Parents are encouraged to share books with their children so that they are given the experience of reading alone and together.


  • Writing

 Transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech and writing).

Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting. As vocabulary increases, spelling, grammar and punctuation is developed.



Moat Hall has recently acquired the ‘Primary Science Quality Mark’. We try to foster a positive attitude towards science from boys and girls, show that it is an exciting subject and the impact it has made upon the world around us. Children will be taught scientific knowledge through the elements of chemistry, biology and physics. Children will look at the processes of science, subject specific skills such as observation, fair testing, measurement.


Common plants and animals, materials, the weather, living and non- living, plant and animal growth, healthy eating.


Life cycle of flowering plants, animals, nutrition, movement, rocks, light, forces and magnets, living things and habitats, humans, states of matter, sound, electricity, micro-organisms, properties and changes in materials, earth and space, forces and evolution.



We take our aims for computing from the 2014 national Curriculum.

  • ·         Understanding and applying the principles and concepts of computer science e.g. abstraction, logic, algorithms and data representation.
  • ·         Analysing problems, writing computer programs.
  • ·         Evaluating and applying information technology and solving problems.
  • ·         Are responsible, competent, confident and creative users of information and communication technology.



·         Understand what algorithms are and how they are used.

·         Create and debug simple programs.

·         Use technology to create, organise, store, manipulate and retrieve digital content.

·         Recognise common uses of information technology.

·         Use technology safely and respectfully.


·         Design, write and debug programs.

·         Use sequence, selection and repletion in programs.

·         Use logical reasoning to explain how simple algorithms work.

·         Understand computer networks including the internet.

·         Use search technologies effectively and safely.

·         Select, use and combine a variety of software.

·         Use technology safely, effectively and responsibly.

E-safety forms an integral part of all our work in computing.


Religious Education

We follow the Staffordshire S.A.C.R.E guidance.

Learning and undertaking activities in religious education contribute to achievement of the curriculum
aims for all young people to become:

  •  successful learners who enjoy learning, make progress and achieve
  •  confident individuals who are able to live safe, healthy and fulfilling lives
  •  responsible citizens who make a positive contribution to society


This subject makes an important contribution to personal development and wellbeing. We aim to promote community cohesion, mutual respect and tolerance.

We endeavour to encourage children to explore their own beliefs and the beliefs of others, to study Christianity and other world religions such as Islam and Judaism, consider religious writing, symbolism, and practice.

The school has close links with St.Mark’s church.



Personal, Social, Health, Emotional Education (PHSE)

We follow SEAL – ‘Social and Emotional aspects of Learning’.

The themes are:

  • ·         New Beginnings.
  • ·         Getting on/Falling out.
  • ·         Say no to bullying.
  • ·         Good to be me.


Our geography curriculum is designed to excite and enthuse the children about the world around them, beginning with their own locality and community and extending to the UK, Europe and beyond. We aim to build upon geographical knowledge as skills as children progress through the school as well as drawing upon their own interests and experiences.


Knowledge of continents and oceans, the UK, weather patterns, use of geographical language such as rivers, mountains, village, harbour etc. Skills of map reading, use of atlases, globes, directions (N,S,E,W).


Knowledge of Europe, North and South America, climates, volcanoes, earthquake zones, water cycle, economic activity, transport systems. Skills such as computer mapping, surveys, transport systems. Experience of field work to incorporate measuring and recording of landscape and physical activity.




In history we aim to foster curiosity and excitement about the study of the past. The key skills of chronology, analysing evidence and determining fact/opinion will be taught.


Family history, houses and homes, Florence Nightingale, toys and games, Great Fire of London, Victorians.


Stone Age, Romans, Victorians/local history, Ancient Greece, WW2, Egyptians, Mayan civilisation.



Children perform, listen to, review and evaluate different styles of music . They learn to sing and have the opportunity to learn a musical instrument such as the guitar, violin, woodwind.

Children begin to understand how music is composed. There are opportunities to perform and join the choir. There are often music concerts in school. Music was noted as outstanding in our last Ofsted inspection.


Use voices, plan tuned and un-tuned instruments, listen to live music, create sounds.


Play and perform with others, play a greater range of musical instruments, compose music, listen to a wide range of music, understand musical notation, learn about the history of music


Physical Education

Children participate in two hours of physical activity a week and are able to join a range of clubs run by school staff and external bodies such as Walsall football club.

We aim for physical competence in physical activities, encourage healthy living and competitive sports.


Physical activities such as jumping , throwing, catching, gymnastics, dance, team games.


A range of competitive games such as cricket, football, rounders, athletics, cross-country running. Children participate in gymnastics, dance, outdoor adventurous activities and swimming lessons.


Art and Design

Moat Hall quite rightly has a high reputation for teaching and learning in art. Ofsted recognised this and labelled the quality of art as outstanding. We aim to nurture the child’s natural creativity and imagination to produce work of individuality.


Creating designs, making products, using colour, pattern, texture, shape, form, space. Studying the work of artists.


Further develop experiences of work in KS1. The emphasis is on creativity and imagination, extending the range of techniques e.g. drawing using pencil, charcoal, paint, pastels.

Studying the work of great artists, designers and crafts people, architects from the past and around the world.





This consists of designing, making, evaluating. The children will have the opportunity to draw, make models, use a variety of tools and equipment for practical tasks. They will use construction materials, textiles, ingredients. They will explore structures and mechanisms, learn about healthy eating and work as part of a team.


Children will build upon their experiences in Key Stage 1 but will undertake a greater degree of research, learn about design innovations, prototypes, computer aided design. The range of technical knowledge will also increase. Children will learn about electrical and mechanical systems, computer control, apply the principles of a healthy diet and use a range of cooking techniques.

Children will also consider events and individuals who have helped to shape the world we live in.



Modern Foreign Languages

At Moat Hall we have decided to implement Spanish from reception to year 6. This will include speaking, listening, reading and writing in Spanish. Children will study the culture, history and geography of Spain.  Above all our aim is to foster a love of modern foreign languages and a confidence to pursue learning as children progress through school and beyond.