Curriculum

Curriculum Intent and Implementation

Curriculum Intent

At Meadowside Primary School our curriculum is driven by the need to prepare our children for lifelong learning. We provide opportunities for children to develop as independent, confident and successful learners with high aspirations who know how to make a positive contribution to their community and the wider society. Reading is the central focus to our curriculum and we prioritise children’s reading skills, fluency, comprehension and enjoyment.

Our curriculum has been designed to take account of the legal requirements of the Early Years Foundation Stage and the National Curriculum. It exposes our children to a vocabulary rich, ambitious and sequenced curriculum where children can build on their knowledge and skills and can make links between prior and future learning.

Our aim is to enrich every child’s school experience by creating an inclusive environment where they are encouraged to reach their full potential.

The curriculum is enhanced by our curriculum drivers, and through these we provide learning experiences which promotes; creativity, arts, diversity, inclusion and possibilities. Furthermore, our school values Respect, Resilience, Responsibility and Reflection permeate through everything we do and there is a high focus on developing our children’s spiritual, moral, social and cultural understanding.

Curriculum Implementation

We implement our curriculum through cross curriculum topics where knowledge and understanding underpins and enables the application of skills. This approach ensures the knowledge learned across the curriculum is relevant, meaningful and understood in context. We provide our children with the opportunity to explore high quality texts to develop their skills for reading.

Our curriculum is planned coherently and sequenced so that it builds on previously taught knowledge, understanding and skills in a progressive way. Each subject area has a subject intent, subject policy and an annual action plan which outlines development, opportunities and clearly links with the school development plan.

To find out more about our curriculum, please speak to your child's class teacher or contact Mr Hill.

Curriculum Subjects 

Art and Design

What does Art look like at Meadowside Primary School?

Intent

At Meadowside Primary School we believe Art and Design stimulates creativity and imagination. It provides visual, tactile and sensory experiences, and a unique way of understanding and responding to the world. We use Kapow Primary’s Art and Design scheme of work as this aims to inspire pupils and develop their confidence to experiment and invent their own works of art. Our scheme of work, written by experts in their field, provides children with every opportunity to develop their ability and nurture their talents and interests. It also provides the opportunity for children to learn about art and artists across cultures and through history.

Implementation

The Kapow art scheme of work is designed into five strands that run throughout. These are:

· Generating ideas;

· Using sketchbooks;

· Making skills, including formal elements (line, shape, tone, texture, pattern, colour);

· Knowledge of artists;

· Evaluating and analysing.

Units of lessons are sequential, allowing children to build their skills and knowledge, applying them to a range of outcomes.

The formal elements - a key part of the National Curriculum - are also woven throughout the units. Key skills are revisited again and again with increasing complexity in a spiral curriculum model. This allows pupils to revise and build upon their previous learning. Units in each year group are organised into four core areas:

· Drawing

· Painting and mixed-media

· Sculpture and 3D

· Craft and Design

The units fully scaffold and support essential and age appropriate sequential learning, and are flexible to allow for cross-curricular links. Creativity and independent outcomes are embedded into each unit and support children in learning how to make their own creative choices. This ensures that their art outcomes, whilst still being knowledge-rich, are unique to each child. Lessons are always practical in nature, allowing our young learners to be experimental and exploratory, using their sketchbooks to document their ideas. Differentiated guidance is available for every lesson to ensure that lessons can be accessed and enjoyed by all pupils and opportunities to stretch pupils’ learning are available when required. Knowledge organisers for each unit support pupils by providing a highly visual record of the key knowledge and techniques learned, encouraging recall of skills processes, key facts and vocabulary. Kapow has been created with the understanding that many teachers do not feel confident delivering the art curriculum and every effort has been made to ensure that they feel supported to deliver lessons of a high standard.

Impact

Kapow Primary’s curriculum is designed in such a way that children are involved in evaluation, dialogue and decision making about the quality of their outcomes and the improvements they need to make. By taking part in our regular discussions and decision making processes, children will not only know facts and key information about art, but they will be able to talk confidently about their own learning journey, have higher metacognitive skills and have a growing understanding of how to improve. The impact of Kapow Primary’s scheme can be constantly monitored through both formative and summative assessment opportunities. Each lesson includes guidance to support teachers in assessing pupils against the learning objectives. After the implementation of Kapow Primary’s Art and Design scheme, pupils should leave school equipped with a range of techniques and the confidence and creativity to form a strong foundation for the art and design learning at Key Stage 3 and beyond. The expected impact of following the Kapow Primary Art and Design scheme of work is that children will:

· Produce creative work, exploring and recording their ideas and experiences;

· Be proficient in drawing, painting, sculpture, and other art, craft and design techniques;

· Evaluate and analyse creative works using subject-specific language;

· Know about great artists and the historical and cultural development of their art;

· Meet the end of key stage expectations outlines in the National Curriculum for Art and Design.

 

Computing

Our Vision 

Across our Greenshoots Primary Schools, we recognise that computing is an essential part of contemporary life and a significant component of a broad and balanced education. Our vision is to equip pupils with the knowledge, skills and confidence to use technology creatively, safely and responsibly. Through high-quality computing education, pupils develop the ability to solve problems, communicate effectively and make informed decisions in an increasingly digital society. 

Our Intent 

Our computing curriculum is designed to develop computer literacy alongside an understanding of how digital systems operate and influence the world around us. Pupils are supported to become competent users of technology, whilst also developing logical thinking, resilience and independence. 

The curriculum encompasses the key areas of computer science, information technology and digital literacy. Pupils learn to recognise patterns, create and debug instructions, use digital tools to produce and present ideas, and evaluate the reliability and suitability of information. They are encouraged to apply their computing knowledge across the curriculum and to understand that technology can be used purposefully to support learning, communication and creativity. 

Online safety is integral to our approach. Regular Online Safety sessions and questions enable pupils to consider how to protect personal information, communicate appropriately and respond to potential risks. These discussions help pupils to develop the judgement required to behave respectfully and responsibly when using digital technologies. 

Our Implementation 

Computing is taught through a structured programme that builds progressively upon prior learning. Lessons provide opportunities for pupils to explore, practise and apply their knowledge through practical activities and purposeful outcomes. Teachers model technical vocabulary and processes clearly, while pupils are encouraged to explain their thinking, test ideas and refine their work. 

We use Purple Mash and 2Simple to develop computer literacy and to provide engaging opportunities for pupils to practise essential digital skills. These platforms support learning across a range of computing objectives, including creating, organising, communicating and presenting information. 

Assessment is incorporated throughout lessons through questioning, observation, discussion and review of pupils’ digital work. This enables teachers to identify understanding, address misconceptions and plan appropriate opportunities for further development. 

  

Design and Technology

What does Design Technology look like at Meadowside Primary School?

Intent

At Meadowside Primary school we want every pupil to develop their creativity, pride and risk taking when exploring the world of design and technology. We want to give children the chance to be imaginative, creative and practical learners. We will do this by focusing on making the learning relevant to the children and their lives and exposing them to the following skills of: designing, making, evaluating and using technical language. Our teaching will ensure DT learning is a process, where children are presented with a problem to solve, given time to research and then design a solution, learn a key skill and then apply it to their own design and then their model, all whilst encouraging creativity and independence. Once the product is completed, evaluating in DT should encourage children to become more resilient learners, giving them the opportunity to learn from mistakes and improve their models.

Implementation

The National curriculum for DT outlines the three main stages of the design process: design, make and evaluate. Each stage of the design process is underpinned by technical knowledge which encompasses the contextual, historical, and technical understanding required for each strand. Cooking and nutrition has a separate section, with a focus on specific principles, skills and techniques in food, including where food comes from, diet and seasonality. It also promotes a love of cooking as a crucial life skill.

The National curriculum organises the DT attainment targets under four sub-headings: Design, Make, Evaluate and Technical knowledge. We use the Kapow scheme of work to teach these. Kapow Primary’s DT scheme has a clear progression of skills and knowledge within these strands and key areas across each year group to ensure that attainment targets are securely met by the end of each key stage. Cooking and nutrition is given a particular focus in the National Curriculum and Kapow have made these one of our six key areas that pupils revisit throughout their time in primary school

· Cooking and nutrition

· Mechanisms/Mechanical systems

· Structures

· Textiles

· Electrical systems (KS2 only)

· Digital world (KS2 only)

Through Kapow Primary’s DT scheme, pupils respond to design briefs and scenarios that require consideration of the needs of others, developing their skills in the six key areas. Each of our key areas follows the design process (design, make and evaluate) and has a particular theme and focus from the technical knowledge or cooking and nutrition section of the curriculum. The Kapow Primary scheme is a spiral curriculum, with key areas revisited again and again with increasing complexity, allowing pupils to revisit and build on their previous learning. Lessons incorporate a range of teaching strategies from independent tasks, paired and group work including practical hands-on, computer-based and inventive tasks. This variety means that lessons are engaging and appeal to those with a variety of learning styles. Differentiated guidance is available for every lesson to ensure that lessons can be accessed by all pupils and opportunities to stretch pupils’ learning are available when required. Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary. Strong subject knowledge is vital for staff to be able to deliver a highly effective and robust DT curriculum. Each unit of lessons includes multiple teacher videos to develop subject knowledge and support ongoing CPD. Kapow Primary has been created with the understanding that many teachers do not feel confident delivering the full DT curriculum and every effort has been made to ensure that they feel supported to deliver lessons of a high standard that ensure pupil progression.

Impact

The impact of Kapow Primary’s scheme can be constantly monitored through both formative and summative assessment opportunities. Each lesson includes guidance to support teachers in assessing pupils against the learning objectives. Furthermore, each unit has a unit quiz and knowledge catcher which can be used at the start and/ or end of the unit. After the implementation of Kapow Primary DT, pupils should leave school equipped with a range of skills to enable them to succeed in their secondary education and be innovative and resourceful members of society.

The expected impact of following the Kapow Primary DT scheme of work is that children will:

· Understand the functional and aesthetic properties of a range of materials and resources;

· Understand how to use and combine tools to carry out different processes for shaping, decorating, and manufacturing products;

· and apply a repertoire of skills, knowledge and understanding to produce high quality, innovative outcomes, including models, prototypes, CAD, and products to fulfil the needs of users, clients, and scenarios;

· Understand and apply the principles of healthy eating, diets, and recipes, including key processes, food groups and cooking equipment;

· Have an appreciation for key individuals, inventions, and events in history and of today that impact our world;

· Recognise where our decisions can impact the wider world in terms of community, social and environmental issues;

· Self-evaluate and reflect on learning at different stages and identify areas to improve;

· Meet the end of key stage expectations outlined in the National curriculum for DT;

· Meet the end of key stage expectations outlined in the National curriculum for computing.

The assessment for DT is using Kapow’s end of topic quizzes which can be multiple choice or children’s explanation. It is a great way to consolidate children’s learning for that topic and an informative teacher assessment tool.

English

 Our Aim: At Meadowside Primary School We aim to provide a high-quality English education in which we will teach pupils to listen, speak, read and write fluently. We aim to develop enjoyment and curiosity- teaching children the essential skills and knowledge to prepare them for the next steps in their life. We aim to inspire a love and enjoyment of reading and develop oracy through language acquisition. The skills and knowledge of the English curriculum are taught through discrete English, phonics, reading, reading and spelling lessons. Skills are further developed within the wider curriculum. At Meadowside Primary School we believe that reading is the key that unlocks all other learning for pupils, and for this reason we place reading at the heart of our curriculum. We ensure all students regardless of their profile has access to the same reading. We strive to support children to feel safe, supported and give equal chances of success. Through the texts we use we aim to reflect a diverse population that encourages social inclusion.

English curriculum Intent: We believe that a quality English curriculum should develop children’s love of reading, writing and oracy (spoken language). Therefore we have a rigorous and well organised English curriculum that provides many purposeful opportunities for reading, writing and discussion. Our curriculum closely follows the aims of the National Curriculum (2014) for English to enable all children to:

• 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
• be competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

These aims are embedded across our English lessons and the wider curriculum. We believe in delivering parity through our English curriculum. In order to achieve this, our English curriculum is carefully mapped out, to ensure that it is coherently sequenced and progressive, and all Learning Journeys are linked with a thoughtfully selected high-quality text. We ensure learning builds on prior knowledge, supporting pupils to make connections in their learning and helping pupils to develop and understand transferrable skills that they are able to apply across the curriculum, in the wider school community and as they progress through life. Rigorous assessment and review will ensure that we are able to provide targeted support so that all children experience success within the English curriculum; we believe that a secure basis in reading and writing skills is crucial to a high quality education and will give our children the tools they need to participate fully as a member of society. We strive to ensure that children are well prepared, not only for the next phase of their education, but to be the successful in the future.

For further information on the specific areas of the English curriculum please use the relevant sections below

English : Oracy

Oracy

Good oracy leads to higher order thinking and deeper understanding. We therefore aim, to elevate oracy across the curriculum. 

We plan to use the PiXl framework for oracy, this breaks down oracy into 5 distinct strands:

• Listening and Responding

• Reasoning

• Organisation

• Language

• Delivery

At the centre of good oracy is purposeful, intentional dialogue in the classroom.

We aim to develop classrooms that are rich in talk, in which questions are planned, peer conversations are modelled and scaffolded, and the teacher uses talk skilfully to develop thinking and learning.

We believe a variety of opportunities for children to develop confidence in listening and oracy should be integrated into daily classroom practice, we strive to continue to weave this into all areas of our curriculum.

English : phonics and Spelling

Phonics and Spelling

Spelling

English : Reading

Reading

At Meadowside Primary School we believe that reading is the key that unlocks all other learning for pupils, and for this reason we place reading at the heart of our curriculum. We ensure all students regardless of their profile has access to the same reading resources and facilities as all children. We strive to support children to feel safe, supported and give equal chances of success. Through the texts we use we aim to reflect a diverse population that encourages social inclusion.

We are committed to developing a curiosity and love of reading for all. We aim for children to be immersed in a range of texts that reflect diversity in terms of race and heritage, disability, gender and gender identity, sexual orientation, age, socio-economic status, religion and culture. We encourage teachers to choose books that make children aware of the wider world beyond their immediate community.

Furthermore, we also encourage teachers to select texts that are written by a wide and diverse range of authors and illustrators. We ensure children are faced with a wide selection of texts to both develop their reading and develop their view of the wider society. These can include short stories, folk and fairy tales, myths and legends, poetry, non-fiction and picture books.

We want children to develop a passion for reading that will last a lifetime. Children are encouraged to read for pleasure and to read across the curriculum to support their knowledge and understanding in all core and foundation subjects.

Reading lessons are taught consistently as part of the weekly teaching and learning sequence of English lessons so that children are taught the skills necessary for interrogating texts. Daily reading time is used for children to practice the skills of reading and enables children time to immerse themselves in a book. Daily stories are shared in all classes from Reception to Year 6 this enables children to develop an appreciation of a text being read to them.

Reading success can be measured through vocabulary acquisition- we aim to enhance the development of language by exposing children to a rich language environment (A. Quigley, 2018).

Reading in the classroom 

Each classroom has an established book corner, and we have a central school library with a selection text that children can borrow, read, and enjoy. Children learn how to look after and respect books. Children learn how to select books they will enjoy.  We aim to develop the cultural capital within reading by ensuring all children can access quality reading material. We encourage children to read a wide range of reading material and we have available comics, newspapers, graphic novels and audiobooks across the school.   EYFS and KS1 provide opportunities for children to read and reread books that match closely to the phonics progression. Within KS2, reading books are linked to the Accelerated Reader programme. All children are regularly assessed on this system and they know their reading level in order to choose books that are correctly suited to their ability. Once finished a book, children have to complete a ‘quiz’ online, which allows them and the teachers to see their level of understanding within the books they are reading.

Teaching Reading, VIPERS

Children are explicitly taught the skills of reading (outlined in the National Curriculum and the KS1 and KS2 test domains) through the use of VIPERS which were created by Rob Smith (The Literacy Shed).

The Reading Vipers are used across the school from EYFS to KS2

Whole Class Reading Lesson Structure

Whole class reading sessions, using the VIPERS stems take place at least 3 x a week for 30 minutes.

During a typical session the teacher will share what the content domain/s the children will be focusing on for that session.

Teachers carefully select up to 4 key vocabulary words they want the children to learn that week. These will be taught, over learnt and embedded throughout the rest of the week during VIPER sessions and across the wider school day to allow for children to use these words in different contexts. Where appropriate they are applied during other curriculum lessons.

During these sessions teachers cover a range of literature including, but not limited to, fiction, non-fiction, poetry, songs, picture books, and short films. Types of text given are appropriate to the age and key stage of the children.

Children read during these sessions in a variety of different ways. They may hear the teacher model fluent reading and then have time to reread the same extract themselves, they may read individually and feedback, work in groups, take turns in pairs or read aloud to the their peers. You may see a number of these different strategies during one session.

Teachers plan key questions each session based on the content domain being focused on.

Children are encouraged to provide evidence for their answer based on a text extract or a picture they have seen in the book. Where appropriate children are encouraged to use evidence from a range of different places within the text.

Recording and Assessment during VIPERS sessions

We encourage children to orally talk through their answers. We also acknowledge it is good for children to also be able to formally record an answer so encourage this for some questions during the session.

During this reading session teachers focus on specific children during the session, this may mean hearing them read individually whilst others are reading independently, in pairs or groups, discussing answers with those children and working one to one or within a group with them during a session whilst the others form an answer independently. Teachers can then assess these children based on NC expectations and how they are performing relating to the specific content domain.

For more information on VIPERS progression, please see the documents below.

Early reading

Great emphasis is placed on developing pupil’s skills in reading from Reception, so that they are able to explore and discuss challenging texts confidently during our daily reading sessions. Both shared, modelled and independent reading has a specific focus and is a fundamental part of a child’s reading journey. Teacher’s use a range of language rich texts, so that pupils use of vocabulary and enjoyment of reading is heightened. The breadth of our curriculum ensures that pupils have access to a wide range of poetry, fiction and non-fiction.

As children journey though the school, we use a variety of reading strategies to ensure that all our pupils are confident and competent in their reading.

In Early years and Key Stage One, we recognise that all learners are individual in their approach when securing their skills. Therefore, teachers use a variety of decoding skills such as phonics and picture cues.

Our expert Phonic teaching happens on a daily basis and is taught in small, fluid groups which are based on frequent assessment so that they are reactive to the changing needs of learners. We use the Read, Write Inc. scheme to ensure the progressive development of skills, so that pupils can decode effectively. In their English lessons; pupils are provided with the opportunity to develop and embed these key skills.

Independent reading books support children at an individual level and are carefully chosen by teachers to aid and challenge our pupils with their phonic learning.

Please see our list of suggested texts below for your children to enjoy at home.

Celebrating reading

Children are encouraged to read at home both with adults and independently and this is celebrated through our 100 read initiative. We provide parents with book recommendations for each year group so they are informed about what books are suitable for their child, but we also aim to include a range of recommendations that reflect our diverse society.

Classes also use online platforms such as Seesaw and Padlet to share their home reading and book reviews. We celebrate reading events such as World Book Day and the Reading is Magic Festival. Our love of reading is further established via workshops with real life authors, both online and in school to motivate and inspire our children even further. Children and staff have taken part in a ‘Masked Reader’ competition and we have arranged book fairs. We also encourage our children to take part in reading events outside of school including joining the local library and taking part in their Summer Reading Scheme.

Reading Impact

We aim for every child at our school to be a reader. We hope that the exceptional experiences and opportunities develop confidence in our children to love and explore their own texts. We aim for our children to understand the importance of reading and consistently strive to gain high outcomes.

Phonics Reading Support for Parents 26-27

 

Geography

Intent 

At Meadowside Primary School, we aim to develop curious, knowledgeable and responsible geographers who understand diverse places, people, environments and global interconnections, investigate geographical questions and communicate informed explanations using precise geographical language. We focus on building an awareness of how Geography shapes lives at multiple scales and over time. The hope is to encourage pupils to become resourceful, active citizens who will have the skills to contribute to and improve the world around them. To support geography learning we use the Kapow Primary’s Geography scheme of work, which aims to inspire pupils to become curious and explorative thinkers with a diverse knowledge of the world. The intention is for pupils to develop the confidence to question and observe places, measure and record necessary data in a variety of ways and analyse and present their findings. 

Implementation  

The Kapow Primary scheme of work is implemented through the strands of;  

•     Locational knowledge 

•     Place knowledge 

•     Human and physical geography 

•     Geographical skills and fieldwork.  

Kapow Primary’s Geography scheme has a clear progression of skills and knowledge within these four strands across each year group. Our Progression of skills and knowledge shows the skills taught within each year group and how these develop to ensure that attainment targets are securely met by the end of each key stage. Units are sequenced to revisit and extend prior learning, connect local and global contexts, and develop increasingly demanding knowledge, vocabulary and enquiry skills in line with the 2014 National Curriculum. The curriculum is adapted to pupils’ prior knowledge, local opportunities and identified needs while preserving intended progression. 

Impact 

An enquiry-based approach to learning will allow teachers to assess children against the National curriculum expectations for Geography. The impact of our scheme of work can be constantly monitored through both formative and summative assessment opportunities. After implementing Kapow Primary Geography, pupils should leave school equipped with a range of skills and knowledge to enable them to study Geography with confidence at Key stage 3. We hope to shape children into curious and inspired geographers with respect and appreciation for the world around them alongside an understanding of the interconnection between the human and the physical. 

History

Our Intent 

At our school, we aim to inspire a love of History by encouraging children to be curious about the past and develop an understanding of how people, events and societies have shaped the world we live in today. We follow the Kapow Primary History scheme of work, which provides a progressive, engaging and inclusive curriculum from Reception to Year 6. 

Through studying local, British and world history, children develop their chronological understanding, explore significant historical events and individuals, and learn to appreciate different cultures and perspectives. We want our pupils to become confident historians who ask questions, investigate evidence, think critically and develop their own interpretations of the past. 

What do children learn in each year group? 

Reception – Exploring the Past 

Children begin to develop an understanding of the past through familiar experiences, family histories and changes in their own lives. They explore photographs, toys, transport and significant events, learning to recognise similarities and differences between the past and present. 

Topics include: 

• Peek into the Past – exploring past and present, personal timelines and old toys. 

• Adventures Through Time – learning about family history, personal achievements, clothing and transport through time. 

Year 1 – My History and the Wider World 

Children build on their early understanding of chronology and begin to investigate how life has changed over time. They explore their own personal histories, compare historical objects and learn about significant explorers and their achievements. 

Topics include: 

• How Am I Making History? – exploring personal history, memories and important events. 

• How Have Toys Changed? – comparing toys from the past with those children play with today. 

• How Have Explorers Changed the World? – investigating significant explorers and their journeys. 

Year 2 – Schools, Flight and Monarchy 

Children develop their understanding of historical change by comparing life today with life in the past. They investigate significant individuals, explore developments in aviation and learn about the role of monarchs and the development of castles. 

Topics include: 

• How Was School Different in the Past? – comparing schools, lessons and children’s experiences across different periods. 

• How Did We Learn to Fly? – discovering key figures in the history of flight, including the Wright brothers, Bessie Coleman and Amelia Earhart. 

• What Is a Monarch? – learning about monarchs, William the Conqueror and how castles developed. 

Year 3 – Ancient Civilisations and Early Britain 

Children travel further back in time to explore prehistoric Britain and ancient civilisations. They investigate how people lived, how societies developed and why historical events took place. 

Topics include: 

• Stone Age, Bronze Age and Iron Age – comparing life in prehistoric Britain and exploring changes in tools, settlements and technology. 

• Why Did the Romans Invade and Settle in Britain? – investigating the Roman invasion, settlement and impact on Britain. 

• What Was Important to Ancient Egyptians? – exploring beliefs, everyday life, pyramids, mummification and the achievements of ancient Egyptian civilisation. 

Year 4 – Changing Lives and Ancient Societies 

Children investigate how people’s lives have changed over time and explore the influence of invasions, settlements and ancient civilisations. They develop their ability to use historical evidence to understand different ways of life. 

Topics include: 

• How Have Children’s Lives Changed? – exploring changes in childhood, work, health and leisure. 

• What Changed in Britain After the Anglo-Saxon Invasion? – learning about Anglo-Saxon settlements, beliefs and everyday life. 

• How Did the Achievements of the Ancient Maya Impact Their Society and Beyond? – investigating Maya society, achievements, beliefs and contributions. 

Year 5 – Vikings, Tudor England and Ancient Greece 

Children explore significant periods of British and world history, considering the motivations of historical groups and the lasting influence of past societies. They learn to compare historical interpretations and support their ideas with evidence. 

Topics include: 

• Were the Vikings Raiders, Traders or Something Else? – investigating Viking life, exploration, trade, raids and settlement. 

• What Was Life Like in Tudor England? – exploring Tudor society, monarchs and everyday life. 

• What Is the Legacy of Ancient Greek Civilisation? – discovering the influence of ancient Greece on democracy, philosophy, architecture and modern life. 

Year 6 – Local History, World War II and Historical Legacies 

Children deepen their historical understanding by investigating the impact of major events, examining local historical evidence and exploring the legacies of significant people and societies. They develop greater independence when interpreting sources and forming reasoned conclusions. 

Topics include: 

• What Can the Census Tell Us About Local Areas? – using historical records to investigate how communities and populations have changed over time. 

• What Was the Impact of World War II on the People of Britain? – exploring wartime experiences, evacuation, rationing and changes to life in Britain. 

• What Was the Sikh Empire? – investigating its origins, significant figures, achievements and legacy. Depending on the school’s chosen Kapow unit, children may instead explore significant and underrepresented historical figures through the enquiry Who Should Go on the £10 Banknote? 

How We Teach History 

History is taught through carefully sequenced units that build on children’s prior knowledge and develop their historical understanding over time. Following the Kapow Primary scheme, lessons encourage children to investigate historical sources, examine artefacts, use timelines, compare periods of history and explore cause and consequence, continuity and change. 

Children are encouraged to ask and answer meaningful historical questions, discuss evidence and recognise that accounts of the past may differ. A range of engaging activities, including practical investigations, discussion, research and creative tasks, helps bring History to life and makes learning memorable. 

Key historical vocabulary is explicitly taught and revisited throughout the curriculum. Learning is adapted to meet the needs of all pupils, ensuring that every child can access, participate in and be challenged by History lessons. Where appropriate, links are made to other curriculum subjects and to the history of our local area. 

Our Impact 

Through our History curriculum, we aim for children to develop secure historical knowledge, a strong sense of chronology and the skills needed to investigate the past with confidence. Pupils learn to use historical evidence, recognise similarities and differences between periods, explain why events happened and understand how the past has influenced the present. 

Teachers assess children’s understanding through questioning, discussion, observation and work produced during lessons. Opportunities to revisit prior learning help pupils retain key knowledge and make meaningful connections across different historical periods. 

By the end of Year 6, we want our pupils to leave primary school with a genuine curiosity about the past, an understanding of how History helps us make sense of the world, and the confidence to think critically, ask questions and form reasoned conclusions. 

Maths

Intent 

Meadowside Primary strives to provide all of its pupils with the opportunity to grow into knowledgeable, resilient and successful learners. Our mathematics curriculum is key to this overarching school aim. We follow a mastery approach, with the belief that everyone can achieve. A strong emphasis is placed on problem solving and discussion within the teaching and learning to help make mathematics engaging and interesting.  

Mathematics teaches children how to make sense of the world around them through developing their ability to calculate, reason and solve problems. It is essential for everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.  

At Meadowside Primary School our aim is that every child will develop a love of maths and will be supported in their learning through quality first teaching and clear, well-planned progression across all aspects of the mathematics curriculum.  

In line with the National Curriculum (2014), our overall intent for mathematics focuses on all pupils being able to:  

• Succeed 
• Secure the foundational mathematical skills and concepts to prepare them for the next step in their education 
• Develop the acquisition of oracy skills via the accurate use of mathematical vocabulary and stem sentences. 
• Use and understand a wide range of appropriate mathematical language to discuss, explain and justify their mathematical thinking and reasoning 
• Make connections across mathematical ideas to develop fluency, mathematical thinking, and competence in solving problems 
• Revisit, explore and deepen their learning to enable the fluency and application of skills learnt 
• Successfully use manipulatives and mathematical representations to secure and deepen their understanding of mathematical concepts (CPA – concrete, pictorial, abstract approach) 
• Become fluent in the fundamentals of mathematics, 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 
• Reason mathematically by making mathematical connections and generalisations and develop justifications using mathematical language confidently 
• Apply mathematical knowledge across the curriculum and to real life situations58 

Implementation 

The teaching of mathematics is supported by the use of White Rose Maths, the use of Mastery in Number by the Maths Hub and NCETM, and supplemented by resources from a number of other places. Pupils are given the opportunity to deepen their learning and allow for their prior knowledge and skills to be transferred to different contexts. Learning can be extended through the use of digging deeper questions and challenges. 

Key features of our Mathematics Mastery curriculum: 

• High expectations for every child 

• Enjoyment and enthusiasm for learning 

• A focus on developing fluency in mathematics 

• Prioritisation of number sense and place value  

• An ability to use and apply mathematics across the curriculum and in real life 

• A practical approach – concrete resources, pictorial representation before moving to the abstract (CPA approach) 

• Problem solving and reasoning  

• Calculating with confidence by understanding the structure behind the method 

• Depth before breadth – giving children time to fully understand and master the foundational skills rather than accelerate through learning and new content.  
   

Times Tables 

Times Tables are explicitly taught and are frequently revisited as part of maths lessons. Pupils in lower KS2 regularly practise their times tables and are monitored termly in preparation for the MTC in year 4. This skill is essential for future success, the MTC will help Meadowside to identify pupils who have not yet mastered this and will provide additional support.  

MTC 

The Multiplication Tables Check (MTC) is statutory for all pupils in year 4 and takes place in June. The purpose of the check is to determine if pupils can recall times tables facts up to 12 fluently and accurately, through a set of 25 questions with a 6 second response window for each question.  

Impact  

The mastery approach to mathematics allows the children the opportunity to flourish and see their own development through different units of work. The CPA approach is vital to ensuring understanding in number, particularly in earlier stages of teaching. It also allows children the opportunity to make links between different strands of maths, enabling them to be more successful mathematicians.  

Children have a sound understanding of mathematical concepts prior to answering more abstract questioning because the CPA approach sets the children up for success.  

The result of clear CPA teaching is that children can develop their reasoning and problem-solving skills later in lessons, showing a deep and secure understanding of a maths unit.  

Principles of learning in Maths  

• To develop and promote an ‘everyone can’ attitude enabling all children to succeed  

• To frequently revisit learning  

• To have high expectations for all pupils  

• To prepare children for the next steps in learning  

• To develop confident learners  

• To develop learners that are independent and resilient  

• To develop the acquisition of oracy skills through the use of a broad mathematical vocabulary  

• To develop children’s understanding and expand their vocabulary  

• To support children to make connections in their learning with other subjects and the wider world 

 

Modern Foreign Languages

 

Music

 

Personal, Social, Health and Economic Education / Relationships and Sex Education

RSHE & PSHE at Meadowside Primary School (2026/2027 Update)

At Meadowside Primary School, your child’s wellbeing, safety and personal development are at the heart of everything we do. Our PSHE (Personal, Social, Health and Economic Education) and RSHE (Relationships, Sex and Health Education) curriculum helps children grow into confident, respectful and responsible young people.

We teach PSHE and RSHE through the Jigsaw scheme, which provides age‑appropriate lessons from Reception to Year 6.

What children learn in PSHE/RSHE

Our curriculum helps children to:

• Build positive friendships and relationships
• Understand their feelings and develop emotional resilience
• Learn how to stay healthy, both physically and mentally
• Respect differences and celebrate diversity
• Stay safe online and offline
• Understand how their bodies grow and change
• Know how and where to get help if they feel worried or unsafe

How the curriculum is organised

Jigsaw is taught in six units across the year:

1. Being Me in My World – belonging, responsibilities, self‑esteem
2. Celebrating Difference – diversity, anti‑bullying, respect
3. Dreams and Goals – aspirations, teamwork, perseverance
4. Healthy Me – physical health, mental wellbeing, choices
5. Relationships – friendships, families, boundaries, consent
6. Changing Me – growing bodies, puberty, personal privacy

Lessons are taught weekly and include mindfulness, circle time and opportunities for children to talk, reflect and share safely.

How to we monitor progress?

We assess progress in PSHEE and RSHE through ongoing, age‑appropriate observations rather than formal testing. Teachers look at how children engage with discussions, apply new vocabulary, show empathy, make safe choices, and reflect on their own feelings and behaviours. We gather evidence from class conversations, circle‑time activities, role‑play, and pupils’ written or creative responses. This helps us build a clear picture of each child’s personal, social, and emotional development over time, ensuring they are growing in confidence, understanding, and readiness for the next stage of learning.

What’s new in 2026/2027?

The government updated RSHE guidance for all schools. We now include:

Stronger online safety teaching

Children learn about:

• Online friendships and digital consent
• Safe image sharing
• Misinformation, deepfakes and AI‑generated content
• Managing screen time and digital wellbeing
• Protecting personal information

Clear, factual teaching about bodies and puberty

Children learn:

• Scientifically accurate information about biological sex and body changes
• Age‑appropriate content that builds year by year
• How to keep themselves safe and understand personal boundaries

More focus on mental health

Children learn:

• How to recognise feelings
• Strategies to manage worries
• How to ask for help
• How digital habits affect wellbeing

 Sex Education

• We teach statutory Relationships and Health Education to all pupils.
• We teach non‑statutory sex education (conception) only in Year 6.
• Parents will be informed before these lessons take place.
• Parents may withdraw their child from non‑statutory sex education only.
• Parents cannot withdraw from Relationships or Health Education, as these are compulsory.

 Keeping children safe

RSHE supports our safeguarding work. Staff:

• Create safe spaces for discussion
• Use clear ground rules
• Respond appropriately to concerns
• Teach children how to recognise unsafe situations and seek help

Working with parents

We value strong partnerships with families. We:

• Share curriculum information each year
• Invite parents to view resources
• Communicate clearly about sensitive topics
• Listen to and address parental questions or concerns

Our commitment

We aim to provide a curriculum that is:

• Age‑appropriate
• Inclusive
• Factual and clear
• Sensitive to children’s needs
• Supportive of all families
• In line with national guidance

 Your child’s wellbeing, safety and personal development remain our highest priority.

  

Physical Education

 

Religion and Worldviews

 

Religious Education at Meadowside Primary School

Religious Education follows an enquiry-based approach using the scheme ‘Discovery RE.’ It provides a way of widening our children’s knowledge of the world through the wonderment of religion and beliefs.

Throughout their time here, children will study aspects of the major world faiths; Christianity, Islam, Hinduism, Judaism, Buddhism and Sikhism. These are explored alongside the children’s own beliefs, values and experiences. There is an emphasis on learning about religion but also learning from religion.

Themes such as celebrations, special people, traditions, important places and our human values ensure the children are engaged with a topic that is relevant and exciting as well as building up their own personal values.

We want our children to show respect, tolerance and understanding for the beliefs of others. This is promoted by allowing children to respond positively and with an enhanced vocabulary, to challenges they may face. Critical thinking skills allow them to relate the experience of others to themselves, develop curiosity, ask questions and develop an empathy and understanding of others that will take them through their future education and lives beyond the classroom.

Parents have the right to withdraw their children from RE at any time; this could be from all or part of the curriculum. If you wish to so do, please contact the class teacher.

Science

Intent

At Meadowside Primary School, we aim to provide a high-quality science education with opportunities for pupils to engage in scientific concepts.

The national curriculum for science aims to ensure that all pupils:

• develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
• develop understanding of nature and the processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
• are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future

Our aims are to help pupils to:

• Investigate problems 

• Learn how science works
• Discover why science matters in the world. 
• Gain knowledge
• Gain problem solving skills
• Investigate technology 

National Curriculum 

The national curriculum for science aims to ensure that all pupils:

• 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 types of science enquiries that help them to answer scientific questions about the world around them
• are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future

Implementation 

In Early Years the science curriculum comes under Understanding of the World. The classroom environment is set up to allow children to experience the world in which they live. They are encouraged to look closely at animals, mini-beasts and plants, and have the ability to use technology to further their understanding of whatever they might find or be interested in. They have access to a wide range of materials and can explore the properties of these through their play. They are encouraged to discuss similarities and differences between the things that they see and look closely at patterns and changes in their immediate environment. They are encouraged to prepare and eat healthy snacks and recipes and discuss how their bodies work and what keeps them healthy.

In KS1 and KS2 Science is taught weekly to ensure full coverage of the National Curriculum objectives. New vocabulary, information and concepts are introduced in the lessons, with every lesson beginning with a revisit of previous learning. Coverage, progression of skills, and vocabulary are planned across the year for each year group with a wide range of resources to support such as Outstanding Science, ClickView, Twinkl and BBC Bitesize. 

Impact

The successful approach to teaching science will enable a fun, engaging, high-quality science education, that provides children with the foundations for understanding the world that they can take with them once they complete their primary education. The impact is measured using a range of assessment strategies including quizzes, topic assessments, observations and more formal summative teacher assessment at the end of key stages.

Therefore, children will:  
- achieve age related expectations in science at the end of their cohort year 
- retain the sticky knowledge needed to build on in the next years and in real life contexts 
- be able to question ideas and reflect on knowledge 
- have the vocabulary to be able to explain their work and be able to reason scientifically  
- work collaboratively and practically to investigate and experiment.