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The National Curriculum
At Mead Road Infant School we follow the revised version of National Curriculum in Years 1 and 2.
The National Curriculum provides the school with the outline of knowledge, skills and understanding that we are required to cover in school, but we are proud to offer a much broader curriculum than that, making the most of many and varied opportunities to broaden and enrich the curriculum for our children.
The National Curriculum comprises core and foundation subjects. The three major core "It will be exciting and will inspire children to nurture a passion for learning"subjects are English, mathematics and science and these take up a larger share of curriculum teaching time. The foundation subjects are: art and design, computing (previously Information and Communications Technology, or ICT), design and technology, geography, history, music, physical education and religious education. The main curriculum is extended with other aspects of learning, including personal, social and health education. There is also significant emphasis put on social, moral, spiritual and cultural development of individuals.
All children are given the opportunity to participate in a variety of sports and outdoor learning in the form of Forest School.
Our curriculum will be taught with the consideration of the needs of all learners. It will be exciting and will inspire children to nurture a passion for learning.
Early Years Foundation Stage – Reception
The Foundation Stage Framework and Development Matters are the basis of our Reception curriculum.
At Mead Road Infant School we value both teacher directed and child-initiated learning opportunities to ensure that the children reach their full potential. The children patriciate in fast paced, fun and interactive lesson inputs and engage in individual and focus group work tasks and challenges with their peers and teachers. At Mead Road Infant School we also value play based learning both in the inside and outside classroom. Our inside and outside environment is carefully planned for using the 7 areas of learning. The children are able to free flow between the inside and outside learning environment and can select the resources they need when completing independent learning tasks. The teacher and learning support assistants in the classroom scaffold the children's play through questioning to develop their learning. We also value the importance of enrichment opportunities such as visitors, local walks and trips to inspire the children and make their learning come alive within a real-life context.
The curriculum in Reception is defined into 7 areas of learning.
These include the prime areas of learning:
Personal, Social and Emotional Development
Communication and Language
As well as the specific areas of learning:
Understanding the World
Expressive Arts and Design
At the E21C primary schools, we believe that a quality Literacy (English) curriculum should develop children’s love of reading, writing and discussion. We aim to inspire an appreciation of our rich and varied literary heritage and a habit of reading widely and often. We recognise the importance of nurturing a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts. We want to inspire children to be confident in the art of speaking and listening and who can use discussion to communicate and further their learning.
We believe that children need to develop a secure knowledge-base in Literacy, which follows a clear pathway of progression as they advance through the primary curriculum. We believe that a secure basis in literacy skills is crucial to a high quality education and will give our pupils the tools they need to participate fully as a member of society.
Our English curriculum reflects the pupils we teach. Many of the texts we use across the school have a BAME lead protagonist, although these texts need not necessarily cover specifically racial themes. Other stereotypes such as gender and disability are also tackled through texts and discussion. Our curriculum also makes links to the local area where our school community resides and thrives. Each school selects its own texts in order to deliver these aims.
The aims of the English curriculum at E21C, follow those of the National Curriculum. Our goal is for every pupil leaving our schools to be able to:
- Read easily, fluently and with good understanding
- Have developed the habit of reading widely and often, for both pleasure and information
- Have acquired 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
- Show competency in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
These aims are embedded across our literacy lessons and the wider curriculum. We have a rigorous and well organised English curriculum that provides many purposeful opportunities for reading, writing and discussion. The Writing curriculum, ‘Recipe For Writing’, was written for the E21C primary schools and is not based on any commercial scheme, this ensures that cross curricular links with concurrent topic work are woven into the programme of study. Our curriculum closely follows the aims of the National Curriculum for English 2014.
The teaching of Punctuation and Grammar is woven into English lessons through the use of ‘Grammar Masters’. This programme was written by English leaders to ensure that all grammar objectives from years 1-6 are covered whilst at primary school. Teachers at E21C use Grammar Masters at the beginning of every lesson, linking the topic closely and meaningfully with the writing genre being taught. Grammar topics are assessed at the end of each week by completing an independent activity.
In addition to daily English lessons, children excel in early reading through the use of the RWI programme from reception – year 2 and continue to develop a range of reading skills, as well as a love of reading through the ‘Reading Masters’ programme. This programme was developed by the Associate Headteacher, and teaches, models and practices each of the reading skills separately. Pupils start the written-style Reading Masters programme when they have been assessed at the end of the RWI phonics programme in Years 1 or 2. However, Reception and Year 1 pupils receive daily Reading Masters lessons orally.
A love of reading is promoted through class readers, library time, story assemblies and World Book Day. The Trust hopes to start a project to encourage adults at home to read with pupils as part of a ‘Bedtime Story Project’. It is the Trust’s hope that by sharing stories at home, children’s enjoyment of reading will flourish.
We use a wide variety of quality texts and resources to motivate and inspire our children. Pupils have opportunities to enter national and local writing competitions covering a variety of genres including poetry. The school takes advantage of external partnerships to promote the power of writing for different purposes. This ensures that children benefit from access to positive role models from the local and wider locality. The Rights Respecting Schools award will be embedded into our writing curriculums, giving pupils numerous opportunities to express themselves and give their opinion on issues relating to children’s rights for themselves and others in a national and international context.
The quality of teaching and learning is monitored using the following methods:
- Book monitoring
- Lesson Observation
- Pupil Voice
- Whole school moderations
- Trust moderations
- Instructional Coaching
By the time children leave an E21C primary school, they are competent readers who can recommend books to their peers, have a thirst for reading a range of genres including poetry, and participate in discussions about books, including evaluating an author’s use of language and the impact this can have on the reader. They can also read books to enhance their knowledge and understanding of all subjects on the curriculum and communicate their research to a wider audience.
Pupils will make good progress from their own personal starting points. By the end of Year Six they will be able to write clearly and accurately and adapt their language and style in and for a range of contexts, purposes and audiences. Our pupils will acquire a wide vocabulary and have a strong command of the written word. Most importantly, they will develop a love of writing and be well equipped for the rest of their education and adulthood.
As a result we have a community of enthusiastic readers and writers who enjoy showcasing their developing literacy knowledge and skills. They are confident to take risks in their reading and writing, and love to discuss and share their ideas.
If a pupil is not making the expected progress in any area of the English curriculum, this will be identified promptly and an intervention put in place, on the advice of the class teacher and SENCO. Learners may also receive pre-teaching with texts for Reading Masters or Writing, which aims to boost their confidence with fluency, vocabulary, comprehension and verbalising their ideas.
At Mead Road we teach children to read and spell using the Read Write Inc Phonics Programme. This programme ensures that the children revisit sounds that are taught continuously. Children are given opportunities to embed their learning throughout the week by applying their phonic knowledge in their reading and writing.
Children are taught daily within small, differentiated learning groups and there is flexibility for children to access groups within different classes, according to need and ability. Assessment is rigorous to ensure that all children make good progress across the school.
Please see below the PowerPoint from Mrs Viljoen's parent workshop in which she explains how we teach phonic at Mead Road and how you can support your child with their phonics learning at home:
The mathematics curriculum at Mead Road Infants School reflects the undeniable importance of the subject and concepts within it both at school within our learning and beyond in our everyday lives and the world around us.
We are currently in the process of introducing MathsBeat across the school - a resource which will support us in continuing to provide a clear and consistent teaching sequence with progression and assessment built into our curriculum.
Every child develops their knowledge, skills and understanding of mathematical concepts. Through real-life contexts, we equip our children with the essential mathematical understanding they require in their everyday lives now and for the future.
Our mathematics curriculum offer is one that encourages deeper thinking through building on fluency with reasoning and problem-solving embedded throughout our lessons. Children are actively encouraged to use manipulatives readily available to them in all our classrooms and they use these to both support and extend their understanding of taught concepts.
Our aim is to ensure all children are engaged with mathematics and to provide them the support or depth of learning they require, whilst having fun and enjoying their learning.
MathsBeat is designed to give all children the depth of learning and support they need to participate in, make progress in, and enjoy maths. Based on clear progression, an easy-to-follow sequence of tasks develops children’s knowledge, fluency and understanding with suggested prompts, actions and questions to give all children opportunities for deep learning with reasoning and problem-solving built in at all stages throughout the scheme.
Aims and Intentions:
Mead Road Infants School and the National Curriculum for mathematics aims to ensure that all pupils:
- 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.
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
- can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
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.
- Daily arithmetic practice (focus on number bonds, addition and subtraction in Reception, Year 1 and Year 2)
- Provide a curriculum which is spiral in design ensuring that objectives are revisited and deepened as the year progresses but also ensures progression from year to year, with each year group’s learning building on the previous year’s learning.
- High expectations of learning times tables and their related division facts from the end of Year 2 so children are best placed to move to their new school for KS2 with a strong starting point
- CPA approach embedded within our curriculum builds on children’s existing knowledge introducing abstract concepts in a concrete way and tangible way. We structure our lessons and learning in such a way that children develop their understanding by progressing from concrete materials to pictorial representations to abstract symbols and problems.
- Progression of mathematical vocabulary (by year group) informs the way all adults speak, question and communicate with children. Mathematical vocabulary is also built into tasks, with new vocabulary being introduced and discussed at the start of every new unit.
Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
- Provide a coherent teaching and assessment spine with problem-solving and reasoning built in throughout.
- Prior knowledge pre-requisites and pre-emptive teaching (where required) to address gaps, prepare children and recap on content if needed.
- High-quality supplementary resources – agreed upon by maths lead and SLT – to provide additional varied fluency, reasoning and problem-solving opportunities to compliment MathsBeat (primarily: White Rose Maths, Deepening Understanding and NCETM).
- Questioning tailored and targeted to encourage independent thinking, identification of patterns & relationships, scaffolding to access problems, challenge to deepen thinking & understanding.
Can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
- Launch tasks for each new unit provide teachers the opportunity to formatively assess all children at the start of each new week to establish their entry point to the unit.
- ‘Going Deeper’ builds in additional challenge to each task to encourage greater depth.
- Bigger thinking for all tasks at the end of each week provide opportunities to encourage deeper thinking for all.
- Modelling is provided at all stages by adults in class in order to set expectations for the children to follow and apply independently to their own working and mathematical thinking and application.
- Assessment for learning takes place after each learning task where teachers identify those children ‘on track’. Those children not on track, then have misconceptions addressed to get them back on track. Quick graspers are provided opportunities for ‘going deeper’.
- A spiral approach to the mathematics curriculum at Mead Road ensures all children revisit objectives, build on their prior knowledge & understanding and progress through the national curriculum expectations with regular opportunities to apply their understanding to fluency, reasoning and problem-solving contexts.
- Children can recognise and apply taught concepts in real-world contexts and see the purpose and benefit of what they learn in the wider world – not just within maths lessons and school.
- Children are confident in their understanding and application of the fundamentals of mathematics.
- Children develop their conceptual understanding and their ability to recall and apply knowledge rapidly and accurately.
- Children reason mathematically, applying appropriate vocabulary correctly within their mathematical responses to problems.
- Children solve problems of increasing complexity & sophistication, knowing how to independently approach and solve them.
- Children enjoy their mathematics lessons!
- Consistently high outcomes in KS1 SATs in mathematics.
The Mead Road Humanities Curriculum sets out to foster an understanding and fascination of the world, its history, and its people. Pupils will be encouraged to ask and answer big questions from the world around them, providing them with key knowledge and skills to develop an understanding of their place in our world. We want pupils to gain a coherent knowledge and understanding of Britain’s past and that of the wider world.
As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. They should also develop an understanding of the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. The study of humanities at Mead Road should be fun, interesting and exciting, helping to foster an inquisitive nature in all children.
Alongside developing the above knowledge and skills, Mead Road pupils will:
- Know where people and events fit within a chronological framework.
- Study historical periods, some of which they will go on to study fully in KS2 and beyond.
- know how individuals have helped shape our society and values.
- make judgements based on historical evidence.
- learn how life has changed over long periods of time and make comparisons.
- Identify similarities and differences between ways of life in different periods.
- Develop awareness of the past, using common words and phrases relating to the passing of time.
- Choose and use parts of stories and other sources to show that they know and understand key features of events.
- Understand some of the ways in which they find out about the past and identify different ways in which it is represented.
- Develop knowledge and understanding of the human and physical processes which shape places.
- Undertake local history and geography studies to promote understanding of changes to, and influences on, their locality.
- Develop geographical knowledge and an understanding of the world through maps and its people.
- Promote a sense of national identity and place it within a European and global context.
- Use basic geographical vocabulary to refer to key physical and human features.
- Use simple compass directions and locational and directional language.
- Use simple fieldwork and observational skills.
- Undertake geographical enquiry, ask and find out about pertinent questions and promote awareness of global environmental issues.
- Learn key transdisciplinary skills (communication, research, social, thinking, self-management).
The Mead Road Infant School Art & Design Technology Curriculum sets out to engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation. Through the study of design technology, pupils will design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. Through this curriculum area, pupils will draw on disciplines such as mathematics, science, engineering and computing. Pupils will learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. The Mead Road Art & Design Technology Curriculum will fulfil the following aims of the National Curriculum:
- Pupils will produce creative work, exploring their ideas and recording their experiences
- Pupils will become proficient in drawing, painting, sculpture and other art, craft and design techniques
- Pupils will evaluate and analyse creative works using the language of art, craft and design
- Pupils will know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms
- Pupils will develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
- Pupils will build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
- Pupils will critique, evaluate and test their ideas and products and the work of others
- Pupils will understand and apply the principles of nutrition and learn how to cook.
Through our computing curriculum at Mead Road Infant School, we aim to give our pupils the life-skills that will enable them to embrace and utilise new technology in a socially responsible and safe way in order to flourish. We want children to become autonomous, independent users of computing technologies, gaining confidence and enjoyment from their activities. We want the use of technology to support learning across the entire curriculum and to ensure that our curriculum is accessible to every child. Not only do we want them to be digitally literate and competent end-users of technology but through our computer science lessons we want them to develop creativity, resilience, and problem-solving and critical thinking skills. We want our pupils to have a breadth of experience to develop their understanding of themselves as individuals within their community but also as members of a wider global community and as responsible digital citizens. We aim to provide children with access to high-quality resources and teaching that equips them with the knowledge to work in the rapidly changing digital world and to use computing resources responsibly.
- To instil an enthusiasm and appreciation of Computing via engaging and well-planned lessons, allowing children to use their skills to create and develop new ideas.
- To follow a scheme of work, in conjunction with the National Curriculum, which provides progression and a breadth of knowledge across all year groups.
- To ensure that teaching staff continue to access the opportunities to attend subject relevant CPD in order to deliver sessions with confidence and to help identify areas in which they can use computational skills within a cross-curricular approach (as part of their termly topics, for example).
- To identify real world examples and creative challenges in which pupils can explore and extend their understanding of the fundamental principles and concepts of Computing.
- To ensure that pupils develop a respectful and responsible attitude towards using information and communication technology, especially with regards to their own and other’s safety.
- To provide a safe space in which pupils can navigate and interact with the digital world, whilst exploring their own personal expression and identity.
At Mead Road Infant School, we follow the ‘Teach Computing’ scheme of work which covers all aspects of the National Curriculum. This scheme was chosen as it has been created by subject experts and based on the latest pedagogical research. It provides an innovative progression framework where computing content (concepts, knowledge, skills, and objectives) has been organised into interconnected networks called learning graphs.
The curriculum aims to equip young people with the knowledge, skills and understanding they need to thrive in the digital world of today and the future. The curriculum can be broken down into 3 strands: computer science, information technology and digital literacy, with the aims of the curriculum reflecting this distinction.
This scheme of work gives full coverage of the national curriculum for computing aims to ensure all pupils:
- can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms, and data representation (Computer science)
- can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems (Computer science)
- can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems (Information technology)
- are responsible, competent, confident, and creative users of information and communication technology. (Digital literacy)
A key part of implementing our computing curriculum is to ensure that safety of our pupils is paramount. We take online safety very seriously and we aim to give children the necessary skills to keep themselves safe online. Children have a right to enjoy childhood online, to access safe online spaces and to benefit from all the opportunities that a connected world can bring them, appropriate to their age and stage. Online safety and responsible use of technology are topics covered in computing and PSHE lessons, assemblies and during events such as Safer Internet Day.
To help with our implementation of the computing curriculum we have a variety of hardware available, including:
Each teacher is provided with:
- A laptop
- A desktop PC
- Interactive Whiteboard
All children are provided with Microsoft Teams accounts and work can be accessed in school and remotely.
Computing has a high profile across the school and children can discuss the skills and knowledge they have with confidence whilst valuing online safety and respect whilst communication with their peers and others in the digital world. Children are able to understand the fundamental principles and concepts of computer science, analyse problems in computational terms and have repeated practical experience of writing computer programs in order to solve such problems. They also know how to evaluate and apply information technology, including unfamiliar technologies analytically so solve problems and, crucially, are responsible, competent, confident and creative users of information and communication technology.
At Mead Road Infant School, we believe that using an enquiry-based model well, children’s critical thinking skills can be developed, their motivation to learn increased, and their knowledge and understanding of, and empathy with people and their beliefs, religious or otherwise, will be enhanced. This approach takes very seriously the philosophy that children are free to make their own choices and decisions concerning religion and belief. RE does not try to persuade but rather to inform and develop the skills with which evaluation can take place.
We ensure that each child receives quality and effective teaching in R.E. and we use the Discovery RE to support the teaching and ensure that we teach about important Religious festivals during assemblies, Nativity performances and by going on class trips to our local churches. In EYFS, children learn about religious festivals and how people celebrate these within their cultures and traditions. The programme is structured to provide knowledge and skills development, with application of these to the children’s lives within and beyond school. Our RE curriculum is progressive and sequential evidenced by the developmental learning intentions. Discovery RE uses assessment aimed at judging pupil knowledge, personal resonance, and critical thinking skills within the RE unit being taught. Thoughtful questioning is used to deepen thinking about aspects of religion.
Children are confident when talking about different religions, cultures, and beliefs. During PSHE we discuss celebrating differences and having respect for all people with different belief and religions. The children use acquired vocabulary in lessons. They develop an understanding of the need to be respectful and tolerant of different beliefs. Children know how people of different religions may express themselves and will treat people equally regardless of background or beliefs. Children have the knowledge to answer questions about different religions. Children use their knowledge of different religions to develop their own understanding. They also know that different religions have sacred books, places and artefacts and understand how these are important to each religion.
At Mead Road Infant School, we make music an enjoyable learning experience. We encourage all children to participate in a variety of musical experiences through which we aim to build up their love of music, self- confidence, and sense of achievement.
Our teaching focuses on developing the children’s ability to, sing in tune and with other people, play tuned and untuned musical instruments with increasing control, fluency and expression and listen critically to a wide range of music from different periods, genres, styles, and traditions. As children progress through the school, they will increasingly understand and explore how music is created, produced, and communicated through the interrelated dimensions of music: pitch, duration, dynamics, tempo, timbre, texture, structure, and musical notation.
We teach music in EYFS as an integral part of the topic work covered during the year. In the Early Years, music contributes to a child’s development in the area of expressive arts and design. In Key stage 1 children are taught music by their class teacher largely in 6 half-termly blocks although some aspects of music learning are ongoing throughout the year. We use Charanga (an online resource) to support our music teaching as it is a very clear and comprehensive scheme of work which covers all the national curriculum requirements in a full and progressive way. We also link our music to the wider curriculum and what is being taught across the curriculum.
Across the school we choose pieces of music from the Charanga Listening centre to encourage active listening to music from different genres and eras on a weekly basis. The listening centre also provides music which is selected for use in a variety of lessons and activities to create, mood, atmosphere and to aid concentration. Children throughout the school sing during our weekly assemblies. Children also sing and practise singing songs during school performances such as Harvest, Christmas and the End of Year 2 production, as well as class assemblies. At our school we teach music to all children, whatever their ability. Music forms part of the school curriculum policy to provide a broad and balanced education to all children. Assessment against the National Curriculum allows us to consider each child’s attainment and progress against expectations. We adapt our teaching to ensure that all our children’s needs are met during our music lessons. We celebrate and offer wider curriculum enrichment opportunities for children as well with additional ‘Rocksteady’ music lessons and individual instrument music lessons through BYMT.
Teachers assess children’s work in music by making informal judgements as they observe them during lessons. The attainment of each child is indicated annually in the end of year report.
Whilst in school, children have access to a varied programme, which allows students to discover areas of strength, as well as areas they might like to improve upon. The integral nature of music and the learner creates an enormously rich palette from which a student may access fundamental abilities such as: achievement, self-confidence, interaction with and awareness of others, and self-reflection. The Music curriculum at Mead Road Infant School also enables children to develop an understanding of culture and history, both in relation to students individually, as well as ethnicities from across the world. Children are able to enjoy music, in as many ways as they choose- either as listener, creator or performer. They can dissect music and comprehend its parts. They can sing and feel a pulse. They have an understanding of how to further develop skills less known to them, should they ever develop an interest in their lives.
Personal, Social, Health Education & Relationships, Sex and Health Education
At Mead Road Infant School children’s wellbeing, happiness and safety are our first priority, and PSHE is the key vehicle through which we share this with children. We regard PSHE as an important, integral component of the whole curriculum; it is central to our approach and at the core of our ethos and the school’s vision. Our PSHE curriculum also includes that statutory Relationships, Sex and Health Education.
Mead Road Infant School is an inclusive school, and we are committed to ensuring that the diversity of our community and the unique qualities of each child are recognised as a strength, which will enhance our pupils’ understanding of different cultures and the wider world. Mead Road Infant School is a community for all, providing a safe environment for our pupils with high regard for their physical, mental and emotional safety and wellbeing.
Our PSHE curriculum is broad and balanced, ensuring that it:
Promotes the spiritual, moral, cultural, mental and physical development of our children.
- Prepares our children for the opportunities, responsibilities and experiences they already face and for adult life.
- Provides information about keeping healthy and safe, emotionally and physically.
- Develops the children’s positive relationships with their peers and learning and them make good decisions about how to interact with their friends. They will understand and reflect on how all actions have consequences and how they can make informed choices to help themselves, others and the environment.
The PSHE curriculum offers a range of learning opportunities across and beyond the curriculum, in specific lessons as well as in assemblies, circle time, special school projects, clubs and other activities that enrich pupils' experiences.
At Mead Road we use Coram's SCARF Programme to teach relationships, sex and health education in a fun, engaging and age-appropriate way. Information on SCARF, our curriculum overview and the DfE guidance on the teaching of RSHE can be found below:
At Mead Road Infant School, we recognise the importance PE plays in the curriculum and are committed to providing all children with opportunities to engage fully in Physical Education. The aim of our PE programme is to develop children’s basic physical competencies, build confidence in their ability and build the foundations for a lifelong love of sport, physical activity, team spirit and a healthy lifestyle. PE lessons encourage children to compete against themselves and others whilst being challenged to improve their physical, social, emotional, and thinking skills. These skills are embedded in the heart of our planning. Our objectives in the teaching of PE align with the National Curriculum.
We aim to deliver high-quality teaching and learning opportunities which enable all children to succeed; to enjoy their learning; to be resilient and consistently strive to always give their best efforts and achieve their potential and personal best.
We understand the importance PE, School Sport and Physical Activity has on children’s’ general health, fitness and mental wellbeing. We provide opportunities for all children to be physically active for sustained periods of time and we teach children the importance of leading healthy, active lives and making informed and appropriate lifestyle choices. Our children have access to extra-curricular clubs e.g., multi-sports, Irish Dancing, dancing, and football during the week. We deliver weekly Forest School sessions on a class rota. A variety of specialist coaches, such as Multi-Sports and P.E, have enhanced our teachers’ knowledge and understanding of a range physical activity using our Sports Premium funding. We use Active Learning and Tagtiv8 to teach cross-curricular lessons and embed physical activity the rest of the curriculum.
- PE at Mead Road Infant School provides challenging and enjoyable learning through a range of sporting activities including invasion games, net & wall games, strike and field games, gymnastics and dance.
- The long-term plan sets out the PE units which are to be taught throughout the year and ensures that the requirements of the National Curriculum are fully met.
- Children participate in minimum of one PE lessons each week and encouraged to be physically for a least 30 minutes a day.
- The Long-Term PE Curriculum Overview sets out the PE Units/Activities which are to be taught each half term throughout the year and ensures that the requirements of the National Curriculum are fully met.
- The emphasis of our PE curriculum is inclusion for all children regardless of sporting ability. We provide suitable learning opportunities and access for all children, including those with SEND.
- SMART moves is used as an extra across the school to provide extra support for the children who need it.
- We promote both participation and competition through P.E and sport. We ensure all children experience competition at some level, individually or in a team, within lessons.
- Children participate in workshops/whole school events, sourced by School, and delivered by Outside Providers, covering a variety of sports throughout the year.
Wherever possible, needs will be met within the context of complete integration. However, the need to break down skills into small and achievable, progressive steps is recognised, as is the need to modify language, activities, and equipment where necessary. Every opportunity will be taken to develop the pupils’ self-esteem and ability.
All our children leave Mead Road Infant School at the age-related expectation for Physical Development in fine and gross motor skills. Where this is not the case, the child will have received suitable interventions to address those needs. Mead Road children understand the way their bodies work, move and how they can lead healthy lives. Forest School embraces children being confident and inquisitive participants in the natural world around them.
Termly Overviews 2022/2023
Curriculum Skills Map for each subject:
This area will show all documents uploaded to the /docs/curriculum/curriculum_maps folder.
Documents will be shown in alphabetical order.
To list in date order, the folder should contain the word 'letter' or 'minute'.
- Art DT Curriculum Skills Overview
- Computing Curriculum Skills Overview
- Geography Curriculum Skills Overview
- History Curriculum Skills Overview
- Music Curriculum Skills Overview
- PE Curriculum Skills Overview
- Science Curriculum Skills Overview