Intent, implementation and impact are the 3 curriculum concepts that shape an effective curriculum: Intent: the curriculum plan, including its design, structure and sequence. Implementation: how the curriculum is taught and assessed. Impact: the outcomes for pupils as a result of the education they've received

Curriculum Intent

Our curriculum is at the heartbeat of our school and is carefully designed to support the learning journey of the whole child and enable them to aspire high and achieve success. It is intentionally ambitious for our children.

It is a narrative for each child which is made meaningful and relevant by harnessing the culturally rich opportunities our locality offers. We recognise that all children deserve the same life chances, particularly those who are disadvantaged and our curriculum is designed with a responsibility to build the cultural and intellectual capital of our children. We place particular emphasis on language and vocabulary acquisition from the moment our children join us in the early years.

We value the importance of providing children with opportunities for enriching learning experiences which are part of their school journey. Our curriculum includes a ‘Pupil Offer’ which we believe serves to purposefully close the experience and knowledge gap from home. We want children to be curious and excited by the awe and wonder of the world and we design our curriculum to infuse that excitement.

We support all learners to realise their potential, achieve excellence and success by experiencing a curriculum which ignites a love of learning that will last them for life. In particular we adapt our curriculum for children who may have additional needs in order that they are equally successful. We hope that all children will have had the opportunity to discover and follow individual passions which they will continue to build on in their future.

We promise that by the time children leave us at the end of KS1, they will have started to acquire strategies which equip them to be determined and independent learners who actively seek to take ownership of and develop their learning further.

Our children will be confident individuals who are actively and enthusiastically engaged on the journey to understanding how to contribute positively to their community and the wider society. We want them to demonstrate empathy and know their potential as world-changers. We hope that through our curriculum offer they will recognise their own responsibility to make a positive difference to others and the fragile world in which we live. Staff work vigilantly to create an environment where our children’s welfare is at the heart of all provision and learning and where children feel valued and understand what it means to feel safe.

We encourage children to be hopeful and to think positively. We believe that everything is possible and we are relentless in our optimism, ambition, energy and passion. We have a curriculum which values the importance of powerful, durable knowledge and which prioritises language and vocabulary as being key to advancing the cultural capital of our learners. We explicitly define the subject specific knowledge content in a way which makes connections within and across subjects and year groups. This enables skills such as creativity and problem solving to culminate as outcomes of a rich knowledge curriculum experience.

We are proactive in engaging in research around cognitive science to ensure our curriculum is borne out of proven memory for learning strategies and these are woven into subjects over time.

Early Years Foundation Stage

The Foundation Stage is from birth to 5 years. This includes Nursery and Reception. Mount Street Academy is a high quality setting for your child and offers a range of different plans to accommodate your needs. Our approach is a combination of child-initiated activities and adult led education, based on active learning and problem solving. Clear routines are in place to support the children as they progress through the Foundation Stage. In Reception, children continue to have many opportunities for child initiated activities and independent learning as well as a more formal approach to reading, writing and maths.

Please visit the link below for more information on the EYFS: Statutory Early Years Framework 2021 or read our EYFS Policy here.

Key Stage One Curriculum

Key Stage One is from 5 to 7 years. This includes Year One and Year Two.

In Key Stage One the following subjects are taught:

  • Phonics (we follow Letters and Sounds)
  • English
  • Mathematics
  • Science
  • Physical Education (P.E.)
  • Geography
  • History
  • Art & Design
  • Music
  • Design and Technology
  • Computing
  • Religious Education

To view the National Curriculum, please click here.

Phonics Curriculum

Phonics Rationale

At Mount Street Academy we strive for our children to develop an intrinsic love of reading and writing. We want all our children to become keen, confident and fluent readers. We want them to have no limits in their ambitions and to grow up knowing the worth of being able to read and write independently. We aim to prepare them for a successful education once they leave us with the key skills needed to engage in a successful working life. Phonics is truly embedded into every aspect of our curriculum and children are conscientiously exposed to the skills needed to be able to read and write independently throughout their school day.


At Mount Street Academy we aim to engage, inspire and challenge pupils and equip them with the knowledge and skills needed to be able to foster a love of reading and writing. We promote the value of this as a required skill that is essential throughout life. The expectation is that by the end of year two, children will become confident and fluent readers; we will have developed children to be able to use their phonics skills to decode any word that is unfamiliar to them, in any text. Children will be able to use their skills of segmenting and spelling to independently write a range of sentences across all genres and for all purposes.

At Mount Street Academy we follow the Letters and Sounds framework. Letters and Sounds is a phonics programme published by the Department of Education and Skills. It is, by necessity organised into sequential phases where children are exposed to progressive Grapheme Phoneme Correspondences (GPC’s) and spelling rules.

In line with the National Curriculum for English, Mount Street Academy recognises that: The overarching aim for English in the national curriculum is 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. National Curriculum (2013)

(please see Phonics QED download below for Implementation and Impact)

English Curriculum

Reading Rationale

At Mount Street Academy, we believe that the teaching of reading is integral to a child’s access to and understanding and appreciation of the world around them; a platform that allows our children to find out beyond what they know, share in cultural experiences and develop the vocabulary they need to effectively express themselves.

English has a pre-eminent place in education and in society. A high-quality education in English will 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. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised - National Curriculum 2014

It is important that our children are motivated to read regularly at school and at home, as when their reading opportunities increase, so does their fluency and stamina which in turn increases their enjoyment of reading. The link between children’s motivation to read and reading for pleasure is reciprocal. Furthermore, we know that reading pleasure is beneficial not only for not only reading outcomes, but for wider learning enjoyment and mental wellbeing. Therefore, we work hard to support our children in being able to read and build a community of engaged readers. We know the significance of parents and carers who support their children to develop both word reading and comprehension skills, so we endeavour to build a home-school partnership which enables parents and carers to have the confidence to support their children with reading at home.

At Mount Street we are passionate about the teaching of reading and strive for all our children to be able to read independently and to wish to do so. We want to encourage our children and families to share quality texts and through this develop a life-long love of reading as well as the communication and social skills required to talk about and compare texts. We have the privilege of shaping the lifelong reading behaviours that our children will need to be effective readers, as they read frequently and widely using self-regulation strategies and discuss what they read. This curriculum is delivered through synthetic phonics with a linked approach to guided reading, home reading, reading across the curriculum and hearing quality texts read aloud. All of these are essential components as they offer the range of opportunities needed to develop fluent, enthusiastic and critical readers.

Along with bringing pleasure, being able to read is a vital life skill and an early indicator of future academic success. Reading is prioritised throughout school to enable pupils to succeed in all areas of the curriculum. We are ambitious for all our children and aim for them all to be fluent readers by the time they leave us and transition to a KS2 setting.


The National Curriculum for reading intends to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:

  • 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

(please see Reading QED document download below for Implementation and Impact)

Writing Rationale

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. National Curriculum 2014

Writing is important in everyday life. It is integral to all aspects of life and, with this in mind, we endeavour to ensure that children develop a healthy and enthusiastic attitude towards writing that will stay with them. Writing enables pupils to communicate with people around the world. Building on experiences, it encourages thinking and communication skills to grow.

We aim to provide a high quality writing curriculum that teaches children how to speak and listen effectively and to write and communicate ideas effectively for a variety of audiences and purposes in order to fully prepare them for the next step of their learning journey. We are determined that every pupil will learn to write with fluency and automaticity which enables them to flourish in all aspects of the school curriculum.

At MSA our children:

  • Learn to form the letters of the alphabet accurately in Reception, developing fluency in Year 1. In Year 2 and beyond children learn cursive writing in order to write with speed and consistency.
  • Learn to structure sentences correctly, learning a range of grammatical conventions as stated in the National Curriculum.
  • Become accurate spellers by developing the phonic phase knowledge learnt in EYFS and KS1.
  • Apply their handwriting, grammatical and spelling knowledge to write creatively for a range of different audiences and purposes.


At Mount Street we recognise and celebrate that writing is not only a crucial part of our English curriculum, but also a significant element across the whole curriculum. All children from Nursery to Year 2 are provided with daily opportunities to develop and apply their oral composition and writing skills. We use Talk for Writing as our approach to developing writing. This is to ensure a consistent and systematic approach to the teaching of writing based on rich oral traditions and quality texts. Our children are surrounded by and immersed in a rich linguistic environment where the spoken and written word are highly valued and promoted.

" is impossible to write a sentence pattern without being able to say it - and you cannot say it, if you haven't heard it." Corbett & Strong

We listen to and learn rhymes, stories and other patterned texts to provide children with the ideas and vocabulary needed to inspire writing. Writing is prioritised throughout school to enable pupils to succeed in all areas of the curriculum. We are passionate about the teaching of writing and strive for all our children to be able to write independently and to wish to do so. We are ambitious for all our children and aim for them all to be confident writers, fully prepared to move forward to the next stage of their education. In line with the national curriculum for English, Mount Street Academy aims to ensure that all pupils: write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.

(please see Writing QED document download below for Implementation and Impact)

Mathematics Curriculum

Maths Rationale

When teaching Mathematics at Mount Street Academy, we intend to provide a curriculum which caters for the needs of all individual children and sets them up with the necessary skills and knowledge for them to become successful in their future adventures. We endeavour to develop each pupil individually and personally, to promote enthusiasm and enjoyment of mathematics itself, and in doing so help children to appreciate the part mathematics has played in the development of science, technology and our civilisation and the contribution made by many cultures to the progression and application of mathematics. We aim to prepare them for a successful education once they leave us and for a subsequent successful working life. We incorporate sustained levels of challenge through varied and high-quality activities with a focus on fluency, reasoning and problem solving. We seek to foster the development of problem-solving skills through the processes of inquiry and discovery. Pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. At Mount Street Academy we use Numicon as the consistent resource for introducing and exploring all new concepts in Mathematics and then move on to a wide range of mathematical resources to embed and apply the knowledge, skills and understanding of this concept. Children are taught to explain and show their workings using a progression through the enactive, iconic and symbolic (Bruner 1966) approach; referred to in more recent years by the NCETM as concrete, pictorial and abstract. This ensures that they gain intellectual development and deep understanding of Mathematics, as opposed to rote memorisation of facts. They are taught to explain their choice of methods and develop their mathematical reasoning skills. Our Curriculum Drivers underpin all that we do in Mathematics and we particularly encourage determination through resilience and acceptance that facing difficulties and challenges in mathematics is often a necessary step in learning. Our curriculum allows children to better make sense of the world around them relating the pattern between Mathematics and everyday life.


The National Curriculum for Mathematics intends to ensure that all children:

  1. 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
  2. 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
  3. Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into compartmentalised/distinct concepts, but once children have a strong grasp of these concepts they will then make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They will also apply their mathematical knowledge to science and other subjects. The expectation is that the majority of children will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of children’s understanding and their readiness to progress to the next stage. Children who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

Our approach to teaching Mathematics also works in line with the NCETM ‘Teaching for Mastery’ principles which seek for a children to develop deep understanding of maths rather than being able to memorise key procedures or resort to rote learning.

Mastery of a mathematical concept means a child can use their knowledge of the concept to solve unfamiliar word problems, and undertake complex reasoning, using the appropriate mathematical vocabulary.

(please see Mathematics QED document download below for further Intent information and Implementation and Impact)

Science Curriculum

Science Rationale

At Mount Street Academy we are scientists. Science is a vital part of understanding the world around us. Our science curriculum supports both a depth of understanding and skills development, whilst igniting the natural curiosity of all our pupils.

During their time at Mount Street, we want children to develop confidence through the acquisition of knowledge, to question the world around them and to nurture the desire to make a difference and to champion sustainable practices. We want children to recognise the importance of science and develop a sense of excitement and curiosity. Our children will understand how science can be used to predict, observe, discuss and explain what is happening. We want children to gain knowledge and understand the methods and processes of science.

We will:

  • Create an environment where children are excited to know more.
  • Develop pupils’ understanding of the world around them.
  • Create future custodians that will look after and appreciate the world they have.
  • Encourage children to apply scientific enquiry to enhance their knowledge and understanding.
  • Give children the skills, confidence and resilience to experiment, problem solve and find solutions.


At Mount Street Academy, in conjunction with the aims of the Early Years Foundation Stage and the National Curriculum, our Science teaching offers opportunities for children to:

  • Develop scientific knowledge and conceptual understanding through the specific disciplines of Biology, Chemistry and Physics;
  • Develop understanding of the nature, processes and methods of Science through different lines of enquiry that help them to answer scientific questions about the world around them.
  • Be equipped with the scientific knowledge required to understand the uses and implications of Science, today and for the future.
  • Develop the essential scientific enquiry skills to deepen their scientific knowledge.
  • Use a range of methods to communicate their scientific information and present it in a systematic, scientific manner, including I.C.T., diagrams, graphs and charts.
  • Develop a respect for the materials and equipment they handle with regard to their own, and other children’s safety.
  • Be curious and ask questions about what they observe to gain a deeper level of understanding.
  • Develop an enthusiasm and enjoyment of scientific learning and discovery.

(please see Science QED document download below for Implementation and Impact)

Physical Education (PE) Curriculum

P.E Rationale

At Mount Street we are Athletes! We want children to be inspired to live a healthy and happy life and believe it is our role to provide as many engaging activities and experiences as possible. We take great pride in working collaboratively with Premier Coaching to deliver the highest standard of Physical Education. By integrating coaches into our P.E lessons it enables us to gain specialist knowledge and activities that we would not normally be able to provide, some examples include balance-ability in the Early Years, Fencing in Year 1 and Archery in Year 2. By working with Premier we also enable our staff to gain continuous professional development via training sessions throughout the year to ensure that they deliver P.E lessons to the highest standards. We display our school values through P.E. particularly focusing on determination and aspiration.

We aim to organise as many inspiring events for children to open their minds to aim high, an example of this is our Olympian Visit we received in recent years. Children were sponsored to engage in a fitness circuit and also had the opportunity to listen to an inspiring and extremely engaging talk from our Olympian, Joe Roebuck! Here at Mount Street we also encourage friendly competition. It is extremely important that children are able to work as a team, but it is just important that they are able to play competitively and accept winning or losing in a friendly manner. Competition is provided through external events for KS1 and of course our very popular Sports Day in summer.


Here at Mount Street we encourage children to aim high and we do that through continuously setting high expectations. In P.E we want children to be able to master basic movements, coordination and balance. This is something that starts in Nursery at an acquiring level. Children will then build upon this throughout Reception and KS1, mastering the skills taught. P.E supports children in becoming more confident and explore their strengths both physically and mentally, linking with SMSC development. We also seek for children to use what they have learnt within school to independently apply those skills outside of school in day to day tasks. For example, it is important for children to be able to possess the ability to balance and coordinate themselves in order to complete basic independent tasks. It is also helpful for children to understand basic movements, teamwork, rules of games and tactics to support socialising in and outside of school.

Our P.E curriculum follows the Early Years Framework and the National Curriculum to ensure that all aspects are covered and that children are able to build upon knowledge learnt in their previous year of school. In Early Years, physical development is broken into two sections (fine motor development and gross motor development). It is vital that in the early years of development children are able to improve their core strength, balance and coordination. However, it is equally important that children’s fine motor development improves in order to be able to complete intricate tasks and be able to hold a pencil, making it important to not just consider Physical Education to be taught in isolated lessons.

P.E is carefully planned, focusing on all children’s needs. If a child has SEND, the session or activity is adapted accordingly. The most important area to consider when planning and delivering PE sessions is that they are accessible to all and that the aim of the session is differentiated for those that need it. Both class teachers and Premier coaches will adapt their sequence of learning to meet the needs of all children. If a child is SEND then the adult delivering the session will take this into consideration, ensuring they can still achieve, be challenged and show aspiration.

Along with P.E sessions, our coach will takes groups of Pupil Premium children out for extra PE sessions. Coach also takes groups of children who need extra support with their PE. These sessions vary depending on the child’s needs and range from practising turn taking to developing resilience. These extra groups are carried out weekly and enable children to aim high and build a passion for the subject outside of the lesson.

(please see PE QED document download below for Implementation and Impact)

Geography Curriculum

This section is currently being updated

History Curriculum

Subject Rationale

When teaching History at Mount Street Academy, we aim to provide a curriculum which caters for the needs of all individual children. We aim to engage, inspire and challenge our children's inquisitiveness so that they will have a broader understanding of the world in which they live. We encourage continuous questioning as it helps ignite the children’s passion and interest in learning about their past, origin and culture. We believe that History forms an integral part of the curriculum and that we are historians. Our children/historians will develop an awareness of the past through coherent knowledge and understanding. They will learn about significant individuals who have made a difference nationally and internationally. They will also learn about significant historical events within our local area of Lincoln City. They will study changes within living memory as well as events beyond living memory that are nationally and globally significant. Our children will learn within a chronological framework. This starts right at the beginning of EYFS; in nursery they gain an understanding of themselves, which is then consolidated in Reception. It is paramount a child knows themselves first before they can begin to understand the significance of others.


Our History curriculum will include opportunities for our children to:

  • Develop historical knowledge throughout their early primary education including knowing key characteristics of the periods taught.
  • Develop their understanding of the second order concepts in History, namely: change, continuity, causation, consequence (legacy), similarity, difference and significance.
  • Provide a balance of the ‘macro’ and micro’ so children can appreciate the big events and periods of History, but also how it impacted on the lives of those who lived at the time.
  • Help children develop an over-arching understanding of chronological knowledge, including sequencing periods of History they have studied and using time lines to visualize the ‘big picture’.
  • Develop their understanding and use of key historical terms (vocabulary) to develop children’s research and communication skills.

Children will develop their skills during their time with us using the Early Learning Goals (the ‘Understanding the World’ statements) and the National Curriculum (KS1 History objectives) frameworks as the foundation of our curriculum design. Learning History begins with focusing on who each child is, in EYFS, and their families. A child must have an awareness of their own history before they can explore history beyond themselves, in the context of the wider community and the ultimately the world. Nurturing an awareness of personal history from the beginning means children are ready to focus on significant people and events in KS1. This will be planned with the support of curriculum maps, medium term planning and discussion between year groups, to uphold the links in learning made in Year 1 and Year 2. Eventually it will pave the way for learning of historical periods that the children will study further in Key Stage 2.

In our school, we recognize and value the role that History plays in cognitive development in relation to memory. There are many forms of memory that we use in day to day life. For example, you use procedural memory when riding a bike. For History, declarative memory plays a key role, which is a form of long-term memory.

Within declarative memory we have semantic memory, which is the recall of general facts, and episodic memory which stores memories specific to a person. The retrieval of these memories becomes easier the more a person does it. We use retrieval practice when showing our historical knowledge. This is a strategy in which bringing information to mind enhances and boosts learning. Deliberately recalling information, such as historical facts, forces us to put our knowledge on display and examine what we know.

In class, historical facts are first learned and revisited at different points throughout the term’s topic. They are then recalled before beginning a new area of learning. The more times facts are revised the easier they are to retain long term and recall for purpose. Through our History curriculum we will ensure that the children’s knowledge of significant people and events are revisited and added to as they move through school.

Children will be encouraged to think like an historian. To become a good historian, one must…

  • Be curious about the past
  • Be able to think ‘in the past’ to examine why things happened the way they did and how people once understood the world
  • Asks questions about sources
  • Back up ideas with facts
  • Present facts in a manner that is accessible to all

(please see History QED document download below for Implementation and Impact)

Art & Design Curriculum

Subject Rationale

At Mount Street Academy, we are Artists! We want our children to love art and design. We want them to have no limits in their ambitions and to grow up knowing they could be illustrators, graphic designers, architects or printmakers of the future. We believe all children are artists and want them to develop their artistic capital, having opportunities to experiment, invent and create work of their own as well as to think and talk about artists and artwork. We know that through art and design, children’s creativity, curiosity, resilience, confidence and independence is developed. We want children to remember their art and design learning in school and be provided with opportunities which they may not automatically have or may be out of reach in their homelife. We want children to appreciate how art and design reflects and has shaped our history and how it contributes to the culture, creativity and wealth of our society. We are committed to putting art and design on the map at Mount Street Academy.


At Mount Street Academy, we aim to engage, inspire and challenge pupils and equip them with the knowledge, skills and exposure to a range of art in order to experiment, invent and create their own pieces. We believe that learning in the classroom should be broadened through deliberately planned additional experiences which inspire and enrich our children further.

Artists, artwork and disciplines are carefully selected in order to support children in making sense of the world by placing the artwork they are exposed to in a chronological, historical and geographical context.

Our art curriculum will include opportunities for children to:

  • Think critically and respond to a range of artist’s work
  • Develop an art rich vocabulary and use visual language with confidence (for example, line, shape, pattern, colour, texture, form) to express emotions, develop observations and communicate insight.
  • Plan, draft and develop skills
  • Produce creative work, explore their ideas and record their experiences
  • Develop their understanding of techniques in drawing, painting, sculpture, printing and textiles
  • Evaluate and analyse creative works using the language of art and design
  • Know about great artists and designers, including local artists
  • Understand the historical and cultural development of their art forms
  • Visit local art galleries and participate in art and design workshops facilitated by an artist

Children will develop their skills during their time with us using the ELG (Expressive Arts and Design statements) and the NC (KS1 Art objectives) as the basic structure of our curriculum design. There will be a focus on specifically chosen artists and their traditions (their work, context and influences), therefore developing children’s knowledge explicitly.

Learning will be planned carefully over time so that children have opportunities to practise and develop their expertise, primarily in drawing, within each year and also as they move sequentially from year group to year group.

We recognise and value the role that the visual arts play in character development of our children and the cultural capital which can be advanced through a rich diet of experiences in art and design. We actively plan in opportunities for children to have experiences which not only develop their knowledge and skills of art and design but also broaden their cultural connection. We plan for practitioners to come into school to work with the children and we ensure that children participate in an art gallery experience. ***Future career. We also offer an ‘artwork of the term’ as a stimulus for discussion and learning through assemblies.

(please see Art and Design QED document download below for Implementation and Impact)

Music Curriculum

Curriculum Rationale

At Mount Street Academy, we are musicians! We want our children to love music. After all, it is a universal language that embodies one of the highest forms of creativity. We want them to hear, experience and appreciate music on a range on different levels and therefore have no limits in their ambitions and to grow up knowing they can be composers, songwriters, producers, DJ’s and even popstars. Our ethos is that we “Create a haven in which children flourish” and we strongly believe raising the profile of music we will build children’s creativity, flair and confidence to express themselves through experimentation, develop skills and emotional understanding. We believe all children are musicians and want them to develop their music capital. However, we understand that not every child in our setting will have the opportunity to experience the depth of musical influence in their lives without it being carefully intertwined within our school curriculum and we deliberately enrich the music experience children have in school by additional opportunities. These include music workshops delivered by experts; our ‘Composer of the Term’ where children engage for an extended period of time with a particular composer to listen and learn about their style; exposure to different pieces of music during assemblies and music lessons from an external company. We are committed to raising the profile of music at Mount Street Academy!


At Mount Street Academy we intend to provide the best provision in music for our children which ensures curriculum coverage with significant, inspiring content. We want children to be able have a good understanding of different types of music, musicians and be competent in the knowledge of musical terminology as well as having a keen enthusiasm for making their own music.

We encourage staff to teach weekly music sessions in year 1 and 2 these are usually taught by teaching assistants whilst the teachers have their PPA. Music is intertwined through various aspects of the curriculum in foundation stage as can be seen below.

(please see Music QED document download below for Implementation and Impact)

Design and Technology Curriculum


At Mount Street Academy, we are Designers! We want our children to love design technology. We want them to have no limits to what their ambitions are and grow up wanting to be architects, graphic designers, chefs or carpenters.

We know that Design and Technology is often one of a child’s favourite subjects. Children enjoy making decisions for themselves and being able to engage in practical activities with a purpose. They love creating products they can see, touch and taste and feel proud to have done so. We realise our responsibility to nurture creativity and innovation through design, and by exploring the designed and made world in which we all live. Therefore, our design and technology curriculum has been carefully considered so that our children develop their design and technology capital. We want our children to remember their DT lessons which develop the skills and knowledge they need to take them to the next step in the journey to become designers and technologists.


Design and Technology at Mount Street Academy will develop children’s skills and knowledge in design, structures, mechanisms and a range of materials, including food. By combining their design and making skills with knowledge and understanding children will learn to create quality functional products. We encourage children's creativity and imagination, and to think about important issues in everyday life

Children will design and make products that address real and relevant briefs within a variety of contexts, considering their own and others’ needs and wants. Our children will be encouraged to take risks and become resourceful, independent and resilient.

Through consideration of past and present design and technology, children will develop a critical understanding of its impact on daily life and the wider world. They will understand that gaining design and technology knowledge and skills can enable them to contribute to the creativity, culture, wealth and well-being of the nation.

At Mount Street Academy we intend to equip children with not only the minimum statutory requirements of the design technology National Curriculum but to also prepare them through the lens of DT for the opportunities, responsibilities and experiences which they will encounter later

In our DT curriculum our aims are:

  • To build and apply a repertoire of knowledge, understanding and skills in order to design and make products for a range of users
  • To enable children to discover and explain how things work, in order to draw and model their ideas
  • To encourage imaginative thinking in children and to enable them to talk about what they like and dislike when designing and making
  • To foster enjoyment, satisfaction and purpose in designing and making
  • To encourage children to select appropriate tools and techniques for making a product, whilst following safe procedures
  • To evaluate their ideas and products as well as existing products and the work of others
  • To understand and apply the principles of nutrition and learn how to cook

Children will develop their skills during their time with us using the ELG (Expressive Arts and Design statements) and the NC (KS1 DT objectives) as the basic structure of our curriculum design.

There are specifically chosen designers and their work included in the curriculum (their work, context and influences), therefore developing children’s knowledge explicitly.

Learning will be planned carefully over time so that children have opportunities to practise and develop their expertise as they move sequentially through the school.

(please see Design and Technology QED document download below for Implementation and Impact)

Computing Curriculum

Currently being updated

Religious Education

At Mount Street Academy, we follow the Lincolnshire Agreed Syllabus for Religious Education (2018-2023).

The aim of the Lincolnshire Agreed Syllabus for Religious Education is to produce pupils who are religiously literate and able to hold balanced and informed conversations about religion and belief. To view the syllabus, please click here.

PSHE/RSE Curriculum

Subject Rationale

Mount Street Academy is committed to providing a high-quality educational experience for all pupils. Our Personal, Social and Health education (PSHE) curriculum determines and underpins the whole ethos of our school and is embedded through our Dream Team Values. It is important that every child has access to a PSHE curriculum in order to be able to be healthy, safe and manage their academic, personal and social lives in a positive way. Relationships and Health Education (RHE) was made compulsory in all primary schools from September 2020 and this therefore stresses the importance of children knowing and understanding ways in which they can make positive relationships, enjoy learning about themselves and others and also how they can be healthy and safe. We ensure that children are able to do this through the deliverance of our PSHE curriculum, which encompasses all Relationships and Health Education aspects. Children need to be able to self-regulate and manage their emotions in order to be successful within their academic lives, and the deliverance of PSHE will enable children to be able to do so.


At Mount Street Academy, our intention is that our PSHE curriculum will give children the knowledge that will enable them to make informed decisions about their health, well-being, self-efficacy and relationships.

Within the Early Years Foundation Stage (EYFS), PSHE falls under one of the three prime areas: Personal, Social and Emotional Development (PSED). Through continuous provision, child-initiated and adult-initiated learning, children learn about making relationships, self-confidence and self-awareness and also learn how to manage their feelings and behaviour. It is integral that children acquire these skills at a young age in order for them to self-regulate and to help them as they grow older. Through following the Jigsaw PSHE scheme, this KS1 approach will allow children to develop their resilience but also to know when to ask for help and where they can access it.

PSHE falls under the umbrella of Spiritual, Moral, Social and Cultural development (SMSC) but also underpins all activities, assemblies, educational visits and extra-curricular activities. Through our PSHE circle time sessions, it is our intention that children will start their journey successfully to becoming healthy, independent and responsible members of society. We want children to acquire the skills they need throughout their life and to prepare them for modern Britain.

Within KS1, the Jigsaw topics are as follows:

  • Being Me in My World
  • Celebrating Differences
  • Dreams and Goals
  • Healthy Me
  • Relationships
  • Changing Me

The Jigsaw scheme falls in line with the current statutory guidance for Health and Relationships Education. The topics are the same throughout Year 1 and Year 2 as this allows learning to be coherent and sequenced and ensures that knowledge and skills are acquired cumulatively. The guidance states that within Relationships Education children must learn about: families and people who care for me, caring friendships, respectful relationships, online relationships and being safe. The guidance that within Health Education children must learn about: mental well-being, internet safety and harms, physical health and fitness, healthy eating, drugs, alcohol and tobacco, health and prevention, basic first aid and the changing adolescent body. Mount Street Academy is an infant school and therefore it is not appropriate for children to learn about some of the aspects of Health Education. Therefore, our intention is that children will acquire the skills that they need, and then this will be developed this as they move onto Junior School life. This is outlined in our Relationships and Health Education policy. All children will be given equal opportunities to learn these life skills. PSHE is accessible for all and teachers will adapt where necessary, considering the individual needs of the children in the class. Children will be able to recognise how they are feeling and will be able to know how to deal with situations or where to draw support from if they need it. Mount Street Academy recognises the diversity of families and communities and our PSHE and RHE Curriculum provides children the opportunity to explore the context of different families.

Subject disciplines/key concepts/skills

  • Listening to others
  • Taking turns to speak
  • Using kind and positive words
  • Respecting each other’s privacy

(please see PSHE QED document download below for Implementation and Impact)

MSA Curriculum Drivers, Subject QEDs and Knowledge Progression Overviews


Mount-Street-Academy-Curriculum-Drivers.pdf [ PDF, 194.7 KB ]
Reception Autumn Term One Planning Overview [ PDF, 207.23 KB ]
MSA Year One Long Term Plan [ PDF, 364.44 KB ]
MSA Year Two Long Term Plan [ PDF, 521.51 KB ]
Phonics & Reading QED (last updated Summer 2022) [ PDF, 354.36 KB ]
Writing QED (last updated Autumn 2021) [ PDF, 204.25 KB ]
Mathematics QED (last updated Autumn 2021) [ PDF, 224.35 KB ]
Science QED (last updated Autumn 2021) [ PDF, 236.95 KB ]
Physical Development (PE) QED (last updated Autumn 2021) [ PDF, 178.33 KB ]
History QED (last updated Autumn 2021) [ PDF, 272.07 KB ]
Art and Design QED (last updated Autumn 2021) [ PDF, 319.97 KB ]
Music QED (last updated Autumn 2021) [ PDF, 250.5 KB ]
Design & Technology QED (last updated Autumn 2021) [ PDF, 375.44 KB ]
PSHE QED (last updated Autumn 2021) [ PDF, 185.52 KB ]