About the Curriculum at Mapperley CE Primary School

Curriculum Intent and Rationale                  


Mapperley C of E School is a small rural primary school situated near Ilkeston, Derbyshire and is part of the Derbyshire Teaching Alliance. There are currently 69 pupils on roll, split into three mixed-aged classes :- R/1/2, 3/4, 5/6.

With a predominantly White British demographic, the school takes in pupils from local towns and villages, including Ilkeston, where there is a relatively high level of deprivation.



The school is at the heart of the community, with strong links to the church and other local groups and organisations, such as the Derbyshire Wildlife Trust, School Sports Partnership and the Skylark School Cluster. The school engages with the local community and the surrounding landscape so that children develop confident, healthy relationships with respect for others and can play, explore and challenge themselves with respect for their natural heritage.

 Although we are a small school, we live, learn and love together as one big family, in line with our shared values which are underpinned by our Christian faith.

The school reflects the moral and religious values which underpin its Christian foundation, leading to a clear understanding of the concepts of right and wrong, of fairness towards and respect for all.

 We want to tap into our pupils’ eagerness to learn by providing them with a curriculum that is highly relevant, challenging and that will raise their expectations. We aim to offer them a wide range of practical learning experiences, developing their cultural capital, as well as teaching them about human creativity and achievement. We want their learning to be both meaningful and purposeful.


To summarise, our curriculum aims to:-

•          Develop learners’ confidence, resilience and independence

•          Reflect the need for children to develop healthy minds and bodies

•          Exploit the benefits of modern technologies

•          Make use of our local environment

•          Challenge, support and excite

•          Promote the development of skills, knowledge and attitudes

•          Provide continuity and progression in learning

•          Enable learners to develop and discover their own interests and talents

•          Encourage academic, physical, social, emotional and spiritual development


Rationale for Implementation

 We are committed to helping our pupils make links across themes and subject disciplines, by providing a cohesive learning journey. We believe the curriculum should be connected in a meaningful way, evidencing clear progression and should demonstrate a consistent approach throughout school.

 We use Dimensions ‘Learning Means the World’ Curriculum as the vehicle for this. It is underpinned by four highly relevant world issues, known as the four Cs:-








As a school that predominantly represents a white British demographic, we want our pupils to fully appreciate and embrace cultural diversity, learning about and experiencing a range of different cultural and faith heritages.

We want our pupils to value diversity, to understand the roots and importance of cultural heritage and to behave in a respectful and tolerant way towards others, regardless of faith, ethnicity or background. We actively and explicitly promote cross-cultural friendship, respect, tolerance and understanding through ‘Learning Means the World’.



As an Eco Bronze Award school, we feel our pupils need a more structured approach to developing greater awareness and appreciation of local, national and global conservation issues and initiatives, learning how they have an important role to play in sustainability. We want our pupils to be more informed about sustainability issues, to care passionately about our world and to engage actively in conservation issues as good stewards now and in the future, enabling them to become positive and active agents of and agents for change.



We believe that communication is key to accessing learning and securing pupils’ future success. We are committed to nurturing high aspirations. Our curriculum provides lots of opportunities for pupils to develop their language and vocabulary, thus enabling them to articulate their learning, express themselves in discussion, debate and presentation, as well as enabling collaboration and exchange of ideas.

We want our pupils to be thoughtful communicators, learning to take account of context, including audience and setting. We want them to show empathy, an ability to listen well and to respond sensitively to others, offering support in, not only words, but also actions.



We believe that life skills should be taught throughout the curriculum and an understanding of responsible, respectful behaviour is an important aspect of learning and pupils are able to view this in the light of the conflict-focused themes.

Having a developed understanding of sources of conflict and its consequences, we believe, is an important aspect of learning. Living and learning together in a small close-knit community, we need our pupils to have a real awareness of how their behaviour affects others and how important positive relationships are throughout life. We also want them to be able to put into action conflict resolution and modify their own behaviour to help them disagree in a constructive manner.


We link our Values for Life to the 4Cs and the corresponding themes, providing a more cohesive approach to values teaching.

Values for Life

Conservation – Hope, Service, Wisdom, Thankfulness

Conflict – Courage, Forgiveness, Peace, Justice

Communication – Truthfulness, Compassion, Trust, Perseverance

Culture – Respect, Friendship, Community, Joy, Dignity


Through implementation of our curriculum, we expect our pupils to be outward-facing, having a clear understanding of the world and their place in it as educated and responsible citizens. We expect them to reflect the moral and religious values of the school, which underpin its Christian foundation, in what they think, say and do. We also want pupils to use and apply their wealth of cumulative knowledge in practical and effective ways, making good choices now and in the future. They will have good self-esteem, leading to increased confidence and a willingness to take on new challenges, seizing the opportunities that are available to them.



Pupils will be able to define conflict and explain the key reasons as to why conflict exists. They will also be able to give specific examples of conflict, both past and present, on a local, national and global scale.

On a personal level, they will learn how to handle disagreements constructively and resolve their differences peaceably.



Pupils will be able to communicate in ways that build and maintain positive relationships through focused listening, confident speaking, sharing ideas and explaining clearly. They will know how communication has developed through time and the chronology of technology, now our current main means of communicating.

They will also learn how to communicate in an assertive way, avoiding conflict through mutual respect.


Pupils will be able to define and identify the characteristic features of culture and understand why cultural diversity is important. They will be able to talk about the features of a range of different cultures from around the world, explaining some of their similarities and differences.

They will also learn how culture a­ffects perception and influences behaviour.


Pupils will be able to define conservation, outline key areas e.g. biodiversity and understand why it is such an important world issue. They will learn how we can live more sustainably, understanding the importance of natural resources and renewable energy.

On a personal level, they will learn how they can make a difference by reducing their carbon footprint and behaving in a more environmentally responsible way.

English - the reading and writing skills are included below. We select books, novels and stimuli with the children in mind and where possible, involve the children in these choices. These stimuli may be linked to the unit they are learning, children’s interests or current interests. In Key stage 1 the children will  picture books over a unit. 

In the Autumn Terms Key Stage 2 will focus on reading one or two full novels, completely engaging in these texts - linking our other genres to this text where possible. In the Spring terms they focus on extracts, exposing children to as many different texts as possible. In the Summer term they explore a range of books and poetry in more detail. Throughout this work non-fiction is woven through the English work.

Reading and Phonics

The school follows Letters and Sounds for its phonics teaching, enagaging the children with a range of creative teaching strategies. Reading schemes used include: Big Cat Phonics and Oxford Reading Tree.

Mapperley 100+ Books to Read Before You Leave

We have a collection of books that we encourage children to read before they leave Mapperley. These books are in 3 groups- Red, for younger readers, Blue more challenging and Green for older readers. These books are read in addition to reading scheme books and class readers.

 Online Safety

Please click here to read our Online Safety Scheme of Work

Computer Science

We use the Purple Mash Computing overview to plan our work. Children use Scratch, Bee-Bit and 2Code for their programming. We use the CEOP (Child Exploitation and Online Protection) resourcces to promote online safety.