Curriculum Subject Progression Maps
Below you will find information about the subjects thats are taught at Meadow Primary. In each area you will find the subject progression map showing the skills and knowledge from Reception to Year 6. The subject progression maps also show the expected end points for each year group.
Our curriculum has been adapted in light of COVID19. Adaptions to planning for subject areas are in line with the whole school risk assessment.
In Art, children will:
- Produce creative work, exploring their ideas and recording their experiences.
- Become proficient in drawing, painting, sculpture and other art, craft and design techniques.
- Evaluate and analyse creative works using the language of art, craft and design.
- Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
In Computing, children will develop understanding of:
- Computer science;
- Information technology;
- Digital literacy.
Design and Technology
In Design and Technology, children will:
- Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
- 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.
- Critique, evaluate and test their ideas and products and the work of others.
- Understand and apply the principles of nutrition and learn how to cook.
In Geography, children will develop:
- Locational knowledge;
- Place knowledge;
- Human and physical Geography;
- Geography skills and fieldwork.
In History, children will develop:
- Chronological understanding;
- A range and depth of historical knowledge;
- Historical enquiry;
- Organisation and communication.
In Maths, children will:
- Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that children’s 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 non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
In Music, children will:
- Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians.
- Learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence.
- Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
COVID19 - due to current constrictions, we are using Charanga Covid + which does not include singing or playing instruments. However, children are using body percussion and will look more in depth at the musical dimensions and musical appreciation across genres and history.
To support the teaching of Personal, Social, Health Education, we use SCARF (Safety, Caring, Achievement, Resilience and Friendship)to develop children’s learning in the following areas:
- Valuing difference
- Keeping myself safe
- Right and responsibilities
- Being my best
- Growing and changing
In Physical Education, children will:
- Develop competence to excel in a broad range of physical activities.
- Are physically active for sustained periods of time.
- Engage in competitive sports and activities.
- Lead healthy, active lives.
The programmes of study for reading at key stages 1 and 2 consist of two dimensions:
- Word reading;
- Comprehension (both listening and reading).
It is essential that teaching focuses on developing childrens’ competence in both dimensions; different kinds of teaching are needed for each. Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words.
Religious Education provokes challenging questions about the meaning and purpose of life, beliefs, the self, issues of right and wrong, and what it means to be human. It develops children’s’ knowledge and understanding of all religions, and religious traditions that examine these questions, fostering personal reflection and spiritual development. Religious education focuses on the development of:
- SMSC (Spiritual, Moral, Social, Cultural Education);
- Personal well-being;
- Community cohesion.
In Science, children will:
- 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.
In Spanish, children will:
- Understand and respond to spoken and written language from a variety of authentic sources.
- Speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation.
- Can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt.
- Discover and develop an appreciation of a range of writing in the language studied.
In Writing, it is essential that teaching develops children’s’ competence in these dimensions:
- How to plan, revise and evaluate their writing.
- Clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar.
- Fluent, legible and, eventually, speedy handwriting.
Children should be taught to control their speaking and writing consciously and to use Standard English. They should be taught to use the elements of spelling, grammar, punctuation and ‘language about language’.