infant school

Malorees Federation

Malorees Federation

Junior School

Infant School Curriculum


Our intent is for all our pupils to be THRIVING throughout their time at Malorees and to design a curriculum to maximise this.

At Malorees THRIVING stands for:


Health & Happiness,



Vibrant Learning,



Growth & Challenge

We aim to lay strong foundations to enable our pupils to continue to thrive during their next stage of education and into adulthood. 

We want them to be confident, resourceful and knowledgeable. This means that a holistic approach addressing physical, personal, social, emotional, moral and creative development are as important as academic knowledge and skills.

Our children, as the adults of the future, will need to be ethical, adaptable problem solvers to face the challenges of our ever changing world.

Our curriculum focuses on:

Knowledge & Understanding

  • Develop depth of understanding through sequential planning built on prior learning
  • Forge links between subjects through contexts for learning
  • Build articulacy and strengthen understanding through widening vocabulary
  • Plan vibrant and enjoyable lessons to inspire and make learning memorable
  • Build a strong foundation in core subjects to be applied throughout the curriculum
  • Flexible and adaptable planning to meet the needs of diverse children and cohorts
  • Build understanding of technology including an awareness of safe practices

 Learning Attitudes & Thinking Skills

  • Plan opportunities to develop strong learning attitudes through our WE GROW animals: Resilience (Won’t give up Wombat), Creativity (Exciting ideas Electric Eel), Independence (Give it a go on your own Grasshopper), Ambition (Rise to the Challenge Rabbit), Concentration & Determination (On Target Otter), Teamwork & Collaboration (Working well together Wolf cubs).
  • Plan opportunities to develop thinking skills: Critical thinking, problem solving, team working, creative thinking

 Personal Development

  • Build confidence & self-esteem by celebrating diversity and individual difference – meeting the needs of all
  • Build cultural capital – ensuring all have access to broad experiences reflecting the whole school community
  • Offer opportunities for every child to discover their talents
  • Nurture to support emotional well-being and mental health
  • Promote a wider love of learning and personal expression through the creative arts

 Ethical Development

  • Embed an understanding of ones rights and responsibilities to others both in school and in the wider community
  • Develop ecological responsibility
  • Develop respect for diversity within the school and the wider community

 Physical Development

  • Build health & fitness through participation and excellence in physical education
  • Outdoor learning to connect with the natural world
  • An active curriculum to ensure a strong cognitive/physical join

Nursery & Reception (Early Years Foundation Stage)

Nursery and Reception children follow the Early Years Foundation Stage curriculum, providing an inviting and stimulating environment where hands-on learning and exploration form a foundation of all learning.  We plan within the following areas: Personal, Social & Emotional Development, Communication & Language, Physical Development, Literacy, Mathematics, Understanding the World and Expressive Arts & Design. 

Year 1 and Year 2 (Key Stage 1)

We build on children’s learning from the Early Years Foundation Stage to ensure continuity, progression and enjoyment.


Reading and Phonics

At Malorees our intention is that pupils become enthusiastic THRIVING readers and develop a life-long love of books. We want children to enjoy a range of high quality fiction, non-fiction and poetry books in school and at home. For early readers, we use phonics as the main strategy for reading. Our belief is that phonics is the step up to word recognition, whereby reading of all words is the ultimate goal.

We use a programme called Read, Write Inc to teach phonics at Malorees Infant School. This is a fun and interactive approach to teaching children to read and write. Read, Write Inc is taught daily in Reception and Year One, with children moving off the programme as they progress through Year Two. For more information on the programme, please click here. If you would like to hear how to say the sounds, please click here. We run workshops throughout the year on Read, Write Inc. If you missed the Introduction to Read, Write Inc and would like to read the presentation, please click here.

Alongside phonics, children build up their word bank of common exception words. As children develop automatic word recognition they read more fluently and accurately; checking the text to make sense and correcting inaccurate reading. Over time, children build up their bank of familiar stories and can retell these. They develop their ability to sequence events in a story and can describe the organisational features of a text. Our pupils become more confident in identifying literary language and discussing word choices and phrases. They move from joining in with predictable phrases to reciting longer poems by heart. Alongside this, they build up their vocabulary and are able to link new words to known vocabulary. Children develop their understanding of a text by linking what they have read to their own experience and other books read. They develop their inference, prediction and explanation skills. They become more confident in expressing their views about a text and listening to others’ opinion.


Writing is taught through shared whole class modelling and discussion, guided group writing with an adult, and a wide range of group and individual writing activities. Children are encouraged wherever possible to write for a purpose, including book making for other children and writing in the context of other curriculum areas. We use Talk4Writing strategies to build confidence, enjoyment and skills in writing. The strategy revolves around learning a text orally, imitating it in writing, then innovating on the text by changing elements, leading to an invention text where the pupil is able to depart further from the original; text and include more of their own ideas. Handwriting is taught within Literacy and in discrete lessons. The children progress from correct letter formation, to joining letters and using a cursive script.


Our intent for maths at Malorees is to ensure that all children THRIVE when developing their skills around every day mathematical fluency, problem solving and reasoning.  We believe that maths can be taught through all areas of the curriculum.  All children regardless of their starting points will make good progress in maths through quality first teaching, concrete resources and an enriched mathematical vocabulary.

Contexts for Learning  

Science and foundation subjects (History, Geography, Religious Education, Personal, Social & Health Education, Art, Design Technology & Computing) are largely taught through ‘Contexts for Learning’, which have been carefully planned across the key stage to ensure all statutory content is covered. In addition, classes have discrete Physical Education and Music lessons led by specialists.  Our Contexts for Learning incorporate our WE GROW attitudes and include opportunities for outdoor learning, including lessons in the Orchard. Performance and sharing of learning is a key feature of contexts, with annual major performances, class assemblies and Grand Finales (where outcomes are shared) throughout the year. 

Curriculum Information

For Year 1 Maths Year Overview click here.

For Year 2 Maths Year Overview click here.

For Year 1 & 2 Writing Year Overview click here.

For Year 1 & 2 Context Year Overview click here

For Year 1 Context unit plans click here. For Year 2 Context unit plans click here.

Each Term, we will give you details of what your child will be learning in a class newsletter. 

Thriving Stands for:

Health & Happiness
Vibrant Learning
Growth & Challenge