Subjects
We have used Development Matters as our non-statutory curriculum guidance and The National Curriculum in England to develop our school curriculum.
We have developed our curriculum to ensure we not only meet but exceed the requirements of Development Matters and the National Curriculum in providing our pupils with a knowledge-rich education to ensure their success as they move through each key stage and onto KS3.
At Meadow View Primary School we offer a broad, balanced and academically rigorous curriculum for all our learners. Children in the Early Years Foundation Stage are taught all seven areas of learning with an emphasis on developing key skills, knowledge and understanding. We have a heavy focus on developing language, communication and vocabulary through books in order to prioritise a love of stories and the skills within the prime areas ready for F2 where the curriculum starts with the child and expands into the community and then the wider world. This develops a strong sense of self and the children begin to appreciate the similarities and differences between us.
Our curriculum is designed with our children at the heart to ensure that all of our children make good progress and are ready for their next phase of learning. Maths, English and emotional literacy are taught every day. Religious Education, Physical Education, Personal, Social, Health and Economic Education and Mental Wellbeing are taught each week. The rest of the curriculum time is blocked into knowledge-rich, well sequenced enquiry topics based around the following subjects: History, Geography, Science, Art, Music and Computing. The following six themes: invasion, settlement, evolution, civilisation, economics and existence evolved as a natural structure to underpin the curriculum. In each subject area we have incorporated both the disciplinary knowledge and subject specific knowledge that we want children to know.
Our school values of achieve, aspire, include and wellness are built into our curriculum both in the content and the influential people we choose to study. We have carefully chosen a bespoke set of drivers that has influenced the design of our curriculum:
The curriculum promotes long-term learning and we believe that progress means knowing more and remembering more. We have developed a curriculum built on current research regarding how memory works to ensure that children can remember the curriculum content in future years. This is why we place particular emphasis on children knowing and remembering the core knowledge we have identified and building rich webs of knowledge as they progress through the curriculum.
More details about how each subject is taught and educational philosophy that underpins this can be found on the subject specific page.
Intent
The teaching of English at Meadow View is designed to create endless opportunities to provide a positive reading and writing culture, where both are promoted, enjoyed and considered ‘a pleasure’ for all children. Our school vision Growing Happiness, Healthiness and Lifelong Success guides and influences learning by ensuring that all of our children are given learning opportunities to achieve their full potential in all areas of English. By giving children the key skills and knowledge in English they will be enabled to access material in all curriculum areas, and provide a foundation for their learning throughout their school career. We want to inspire children to be confident in the art of speaking and listening that will last them a lifetime. We want children, who can use discussion, to communicate and further their learning. We are very aware of our high percentage of children with English as an additional language and that some of our children’s early language acquisition is limited, and this is why we believe that providing a language rich environment, with a strong focus on oracy, is essential for success across the curriculum.
Reading
At Meadow View, it is our aim to provide the necessary lifelong skills to be able to become avid readers. We expect our children to confidently read fluently and widely for pleasure and information; allowing them to express preferences and opinions about the texts that they read. Having had access to a wide range of quality text types, genres and authors, children will be enabled to make informed opinions about their favourites. We want children to develop a love of reading and a good knowledge of a range of authors, and be able to understand more about the world in which they live, through the knowledge they’ve gained from texts.
Reading for Pleasure
At Meadow View, we expect our children to confidently read fluently and widely for pleasure and information. The importance of reading for pleasure is paramount and through conversation and the sharing of books children see that reading for pleasure can be fun and very rewarding. When children enjoy reading, it will support and benefit their whole education.
Writing
At Meadow View, we believe that the ability to communicate effectively through writing is a critical lifelong skill. We want children to write clearly, accurately and coherently, adapting their language and style and for a range of contexts, purposes and audiences. Throughout their time at Meadow View, we want children to acquire a wide vocabulary, a solid understanding of grammar and the ability to spell new words by effectively applying the spelling patterns and rules they have learnt. We aim to ensure children strive for continuous improvement in our inclusive culture of learning.
Implementation
At Meadow View we view the teaching of English as fundamental to the holistic development of our children, fostering positive behaviours and attitudes toward leaning and providing key knowledge and skills to benefit children throughout their education and beyond.
Reading
To form the foundations for lifelong readers, systematic daily teaching of Little Wandle phonics has a high priority in EYFS and KS1. In nursery, children begin to develop their listening skills and to discriminate between sounds, recognising rhythm, rhyme and alliteration. In Reception and KS1, children learn to read using the Little Wandle phonics. Staff systematically teach learners the relationships between sounds and spelling patterns. Phonics is delivered in groupings. It enables staff to ensure that application is there across all subjects embedding that process in a rich literacy environment for early readers. Children who require further support in phonics in KS2 continue with dedicated phonics sessions, joining a best fit group.
By Year 2 and moving into KS2, children access daily guided reading lessons. These follow a three week program whereby the first two weeks children are taught about the various skills of answering questions based upon a text. In the third week, children are reading and orally rehearsing a text for a performance at the end of the week.
At Meadow View, we encourage a love of reading through our well-resourced library, special events; such as National Poetry Day and World Book Day, themed days, author visits, half termly visits to the local library and our weekly ‘Reading Crew’ sessions. During ERIC time (Everybody Reading In Class) as well as through literacy lessons, all children have classic texts read to them in all year groups. This may include Traditional Tales and Rhymes in EYFS and KS1 through to classic novels in KS2.
Reading is not only encouraged at school, but at home too. Along with use of our reading spine (Y1-Y6) and library books, children have a reading task for homework each week. Reading is shared through Friday ‘book talk’ where children use their oracy skills to talk about what they have been reading that week. This sharing of books encourages recommendations and high quality book talk in the classroom.
Writing
At Meadow View we strive to create a positive writing culture to ensure sufficient progress to meet or exceed age related expectations through our engaging and structured curriculum.
We ensure this positive writing culture by showing children how we value their writing. At the end of some teaching sequences, children also have the opportunity to perform their writing to other classes or members of staff. We also send this to the outer world through social media platforms so that our learning does not stop in the classroom.
Teachers develop confidence in children’s writing through transcription and composition. Transcription is taught through the teaching of spelling. SPaG lessons are linked to the context of learning alongside continuous teaching of SPaG during all English lesson through texts and writing skills, weekly letter-join lessons support handwriting. Composition is taught by supporting children in articulating ideas through drama and discussion giving them a foundation to start their writing, as well as children having an awareness of audience, purpose, context and widening vocabulary.
To engage children in their reading and writing, we have developed a progression that ensures coverage of all genres as well as opportunities of teaching across the curriculum. Genre coverage is mapped out to ensure whole school progression. Daily literacy lessons are organised through a common teaching sequence used by KS1 and KS2. This teaching sequence integrates benchmarking prior knowledge, reading exemplars and exploring comparative texts, exploring vocabulary, explicitly teaching spelling and grammar objectives in context to what children are learning. It provides a gradual release from shared and guided writing allowing children to produce their own independent writing.
Children receive daily feedback through whole class or one to one conversations to address and cover misconceptions.
Progress of children’s writing is tracked through our online tracker system, as well as termly key stage moderation sessions. Children have regular opportunities to self and peer assess their writing. Along with verbal and written feedback, children are able to understand their next steps in their writing journey, supporting them to reach the end point of their finished piece of writing. Teachers will use this assessment to inform their planning moving forward.
At Meadow View, we have a KS1 and KS2 moderator for the local authority in school that oversees whole school moderation. This is also done annually alongside the Local Authority Literacy Lead. We have moderated with other schools that have similar cohorts of children.
Impact
By the end of their journey at Meadow View Primary School, we hope that children leave with highly developed communication skills that they can take with them to secondary education and beyond. Success is not only achieved through children’s attainment, but through their engagement with, and enthusiasm for, the many English opportunities that have been provided throughout their time with us. Through our inclusive culture of learning, regardless of children’s starting point on their journey with us; particularly those with early developing English speaking skills, are all challenged in their own thinking and problem solving. We give children the skills and knowledge to communicate effectively to make valuable contributions locally, globally and to contribute to their own sustainable future.
Reading
When our children leave our school, we expect them to be avid readers. Children can read fluently and widely, with a thirst for reading a range of genres and text types; including poetry. Children appreciate the joy and wonder of reading and are able to express preferences and opinions about the texts that they read.
Writing
Through the teaching of writing at Meadow View our children develop the skills to effectively communicate and express themselves with the written word. Children are able to write across a range of forms and adapt their writing successfully considering the purpose. They are well-prepared to move into secondary school and to further develop their skills to tackle more challenging tasks. Outcome of work in English and Topic books evidence the high quality of work and the impact of cross curricular writing opportunities.
At Meadow View Primary, we value Mathematics. We are MATHEMATICIANS! We want our children to understand that Maths is essential to everyday life: critical to science, technology and engineering, and a necessary life skill. We want our children to grow up with a deep understanding of mathematics, applying it to their chosen career paths as accountants, air craft engineers, teachers, gaming directors and more! We value our vision – Growing Happiness, Healthiness and Lifelong Success - using this to guide and influence our learning. We want our children to leave Meadow View feeling not only confident but with memories of Maths that spark joy and encourage a life-long positive relationship with the subject.
Intent
Here at Meadow View it is of paramount importance to ensure that our children have the best possible grounding in mathematics during their time with us. With this in mind, we aim to spark a curiosity and excitement for maths learning, while instilling confidence and knowledge in children as they embark on their journey to mastering the maths curriculum. Our curriculum is designed to be inclusive for all abilities and needs, providing support and challenge as needed.
The three aims of the Primary Maths Curriculum are at the heart of everything we do, these are:
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Fluency in the fundamentals of mathematics so that pupils develop conceptual understanding, and the ability to recall and apply knowledge rapidly and accurately.
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Reasoning mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language in order to master concepts.
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Greater Depth Problem Solving 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.
Implementation
Children in EYFS use a progress curriculum that is systematic and has been built upon a mastery approach so that our children gain breadth and depth of understanding before moving in to KS1. From Year 1 to Year 6 use The White Rose programme as a guide to meet the criteria for high-quality teaching of mastery in England. This is complimented and supplemented with other resources such as NRich and Focus Maths.
All of our resources follow an exciting growth mind set and problem-solving approach. Children are encouraged to believe in their ability to master maths and are empowered to succeed through curiosity and persistence, while tackling the same concepts at the same time and progressing together as a whole class. The 'small step approach' allows children to keep up not catch up.
For example: Every day we start our Maths lessons with retrieving previous knowledge and skills. This is a series of quick questions covering something from the previous lesson, last week and then topics from earlier in the year – maybe even last year! This encourages children to constantly refer back to their previously learnt knowledge and skills, ensuring multiple opportunities to look at topics again in new contexts. This enables teachers to support students who have struggled with a topic to spend more time reconsidering and developing their understanding, as well as identifying any 'problem' areas.
Also, within each unit that is covered, the 'concrete - pictorial - abstract' approach to mastery maths is used.
The use of manipulatives allows children to have a tangible link to their learning.
The use of pictorial representations enables children to understand how the focus maths skills can be represented in a number of different ways - mastering the small steps to learning and ensuring the learning is not just 'discrete'.
From this process, children are then able to approach the maths in a more abstract problem but, by using their previous knowledge and skills, can apply the small steps to understanding and solving the problem.
Maths in the Early Years at Meadow View
At Meadow View, we recognise that maths is an integral part of day-to-day life and we instil mathematical concepts not only in our direct teaching and opportunities in child-initiated play but we also thread mathematics through our daily classroom routines. We want our children to not only develop a love of maths but also have the opportunity to learn practical skills through real life application. Our progress curriculum is systematic and built around mastery so that our children have a depth of understanding of numerosity to 10 before moving in to KS1. Our children leave the EYFS having had lots of hands-on experience using a variety of manipulatives and visuals. Our skills progression in pattern, shape, space and measures enables the children to grasp mathematical language and concepts in a way that gives them the strongest foundations in mathematics that builds on prior knowledge and creates a seamless pathway in to the Y1 mathematics curriculum.
From FS0 to FS2 children take part in adult directed and child-initiated sessions. We implement this approach into our focused lessons and our continuous provision areas. After learning new concepts, children are given opportunities inside and outside the classroom to apply their understanding through challenges and enhancements to best support our children to internalise and master their learning.
Beyond the Early Years
Using the units set out by White Rose, children are given the opportunity to work in small steps, building upon their prior knowledge and creating a concrete understanding of the learning taking place. Each session is designed to develop questions designed to unpick the structure of the maths and deepen the children’s understanding. When children talk about maths concepts, they develop the vital mathematical language that helps them explain their ideas.
Impact
Evidence in knowledge: Pupils know how and why maths is used in the outside world and in the workplace. They know about different ways that maths can be used to support their future potential, including jobs that require a deep understanding of maths knowledge. Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations. Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times table.
Evidence in skills: Pupils use acquired vocabulary in maths lessons, seeing a progression of this throughout the school. They have the skills to use methods independently and show resilience when tackling problems. Children show a high level of pride in the presentation and understanding of the work. Teachers plan a range of opportunities to use maths inside and outside school in order to develop the ability to recognise relationships and make connections in maths lessons.
Outcomes: At the end of each year we expect the children to have achieved Age Related Expectations (A) for their year group. Some children will have progressed further and achieved greater depth (GD). Children who have gaps in their knowledge receive appropriate support and intervention. Rapid interventions and bespoke groupings are used to ensure that there is no delay in moving the learning forward for all learners.
Mastery: All children secure long-term, deep and adaptable understanding of maths which they can apply in different contexts.
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At Meadow View Primary, we value Mathematics. We are MATHEMATICIANS! We want our children to understand that Maths is essential to everyday life: critical to science, technology and engineering, and a necessary life skill. We want our children to grow up with a deep understanding of mathematics, applying it to their chosen career paths as accountants, air craft engineers, teachers, gaming directors and more! We value our vision – Growing Happiness, Healthiness and Lifelong Success - using this to guide and influence our learning. We want our children to leave Meadow View feeling not only confident but with memories of Maths that spark joy and encourage a life-long positive relationship with the subject.
Intent
Here at Meadow View it is of paramount importance to ensure that our children have the best possible grounding in mathematics during their time with us. With this in mind, we aim to spark a curiosity and excitement for maths learning, while instilling confidence and knowledge in children as they embark on their journey to mastering the maths curriculum. Our curriculum is designed to be inclusive for all abilities and needs, providing support and challenge as needed.
The three aims of the Primary Maths Curriculum are at the heart of everything we do, these are:
-
Fluency in the fundamentals of mathematics so that pupils develop conceptual understanding, and the ability to recall and apply knowledge rapidly and accurately.
-
Reasoning mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
-
Greater Depth Problem Solving 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.
Implementation
Children from Reception to Year 6 use The White Rose programme as a guide to meet the criteria for high-quality teaching of mastery in England. This is complimented and supplemented with other resources such as NRich and Focus Maths.
All of our resources follow an exciting growth mind set and problem-solving approach. All children are encouraged to believe in their ability to master maths and are empowered to succeed through curiosity and persistence, while tackling the same concepts at the same time and progressing together as a whole class. The 'small step approach' allows children to keep up not catch up.
For example: Every day we start our Maths lessons with retrieving previous knowledge and skills. This is a series of quick questions covering something from the previous lesson, last week and then topics from earlier in the year – maybe even last year! This encourages children to constantly refer back to their previously learnt knowledge and skills, ensuring multiple opportunities to look at topics again in new contexts. This enables teachers to support students who have struggled with a topic to spend more time reconsidering and developing their understanding, as well as identifying any 'problem' areas.
Also, within each unit that is covered, the 'concrete - pictorial - abstract' approach to mastery maths is used.
The use of manipulatives allows children to have a tangible link to their learning.
The use of pictorial representations enables children to understand how the focus maths skills can be represented in a number of different ways - mastering the small steps to learning and ensuring the learning is not just 'discrete'.
From this process, children are then able to approach the maths in a more abstract problem but, by using their previous knowledge and skills, can apply the small steps to understanding and solving the problem.
What does it look like?
Maths in the Early Years at Meadow View
At Meadow View, we recognise that maths is an integral part of day to day life and we instil mathematical concepts not only in our direct teaching and opportunities in child initiated play but we also thread mathematics through our daily classroom routines. We want our children to not only develop a love of maths but also have the opportunity to learn practical skills through real life application.
For example, each day in we count at every possible opportunity. We count how many children are present, when lining up, counting out milk and fruit, recording the date and counting out the story votes. We look at concepts of sharing, more/ less, size and measurement at every available opportunity and carefully promote that all adults reinforce and strengthen children’s knowledge.
In both Nursery and Reception children take part in adult directed and child initiated mathematics. It is important children are given the opportunity to learn maths through practical, active, hands-on experiences. We implement this approach into our focused lessons and our continuous provision areas. After learning new concepts, children are given opportunities inside and outside the classroom to apply their understanding through challenges and enhancements to best support our children to internalise and master their learning.
Beyond the Early Years
Using the units set out by White Rose, children are given the opportunity to work in small steps, building upon their prior knowledge and creating a concrete understanding of the learning taking place. Each session is designed to develop questions designed to unpick the structure of the maths and deepen the children’s understanding. When children talk about maths concepts, they develop the vital mathematical language that helps them explain their ideas.
Impact
Evidence in knowledge: Pupils know how and why maths is used in the outside world and in the workplace. They know about different ways that maths can be used to support their future potential, including jobs that require a deep understanding of maths knowledge. Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations. Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times table.
Evidence in skills: Pupils use acquired vocabulary in maths lessons, seeing a progression of this throughout the school. They have the skills to use methods independently and show resilience when tackling problems. Children show a high level of pride in the presentation and understanding of the work. Teachers plan a range of opportunities to use maths inside and outside school in order to develop the ability to recognise relationships and make connections in maths lessons.
Outcomes: At the end of each year we expect the children to have achieved Age Related Expectations (A) for their year group. Some children will have progressed further and achieved greater depth (GD). Children who have gaps in their knowledge receive appropriate support and intervention. Rapid interventions and bespoke groupings are used to ensure that there is no delay in moving the learning forward for all learners.
Mastery: All children secure long-term, deep and adaptable understanding of maths which they can apply in different contexts.
At Meadow View Primary we aim for all children to develop the key skills and scientific knowledge they need through encouraging our pupils to raise questions and investigate the world in which they live. Science teaches an understanding of natural phenomena; it stimulates an inquisitiveness in finding out why things happen in the way they do and it develops methods of enquiry and investigation to inspire creative thought. Children learn to ask scientific questions and begin to appreciate the way in which Science will affect the future on a personal, national and global level.
Intent
The Meadow View Science curriculum allows our children to develop curiosity, perseverance and an ability to challenge what we know about the world. We aim to make Science as practical as possible, linking to real life contexts and giving a meaning to our learning. Our intent is to give every child a broad and balanced Science curriculum which enables them to confidently explore and discover what is around them, so that they have a deeper understanding of the world we live in. We want our children to love Science. We want them to have no limits to what their ambitions are and grow up knowing they can be astronauts, forensic scientists, toxicologists or microbiologists. We want our children to remember their science lessons in our school, to cherish these memories and embrace the scientific opportunities they are presented with.
Implementation
To achieve our curriculum goals, we provide exciting, practical hands-on experiences that encourage curiosity and questioning. Through these stimulating and challenging experiences, we support every child secure and extend their scientific knowledge and vocabulary. At Meadow View, we have a coherently planned and sequenced curriculum which has been carefully designed and developed with the needs of our children and our community at the centre.
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At Meadow View, Science topics are taught within each year group in accordance with the National Curriculum.
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Topics are blocked to allow children to study each one in depth.
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Each year group builds upon the learning from prior year groups therefore ensuring depth of understanding and progression of skills.
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Children explore, question, predict, plan, investigate and observe as well as conclude their findings.
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Children present their learning using Science specific language and diagrams.
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Regular opportunities to review the learning taken place in previous topics as well as previous lessons supports the children in their ability to ‘know more and remember more’.
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Teachers access a range of resources, planning and effective CPD opportunities
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Educational visits and visitors to the school are planned, to enrich and enhance the pupils’ learning experiences.
Impact
The impact of our curriculum design is that children will make outstanding progress over time, relative to their individual starting point and their progression of skills. Children will leave Meadow View reaching at least age-related expectations for science. Through various workshops, trips and interactions with experts our science curriculum will lead pupils to be enthusiastic Science learners and understand that Science has changed our lives and that it is vital to the world’s future prosperity. We will empower our children so they understand they have the capability to change the world. This is evidenced in a range of ways; pupil voice, children’s’ work and their overwhelming enjoyment for science.
At Meadow View we encourage our pupils to love reading. Reading develops curiosity and exploration which are skills that run throughout our science curriculum. Here are some examples of some texts that are used in each year group, using reading as a creative catalyst for science lessons.
Music is taught at Meadow View Primary School in Years 1- 6 within a contextualised curriculum following the objectives from the National Curriculum. In the Early Years Foundation Stage, it is taught as part of expressive arts and design.
Intent
At Meadow View Primary School, we strongly believe that music helps to develop a pupil’s creativity, imagination, listening skills, confidence and their ability to express their thoughts and feelings. Developing a musical interest can foster many transferable life skills. Through music, pupils can develop listening, performance and evaluation skills as well as developing the skills required for effective learning such as perseverance and commitment. Music offers pupils the opportunity for children to explore their learning, make mistakes and build confidence to develop as independent thinkers, which links closely to the school’s approach to the teaching of metacognition. It is our intention that the music curriculum at Meadow View Primary School will be both stimulating and motivating in order to capture the children’s curiosity and fuel their motivation to learn. Learning, Playing and Growing Together in music provides the children at Meadow View Primary School with exciting learning opportunities so that they can enjoy acquiring and developing their skills, deepening their understanding, and committing key knowledge to long-term memory to apply it fluently in a range of contexts.
Music is taught and assessed at Meadow View using four key areas:
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history
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composition
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performance
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evaluation
Implementation
The school’s music curriculum is rooted in the consensus of the school’s leaders about the knowledge and skills that pupils need in order to take advantage of opportunities, responsibilities and experiences in later life. Music at Meadow View Primary School is taught using our long-term and contextualised learning plans, which are derived from the National Curriculum. The key skills and key knowledge for music have been “mapped” across the school so that new knowledge and skills build on what has been taught before and progresses learning towards clearly defined end points or “milestones”. The milestones for the end of each term build systematically on prior learning to ensure progression. In this way, the teaching staff are aware of what pupils should ‘know’ by the end of each term, year and key stage.
Our music curriculum at Meadow View Primary School plays a key role in providing a broad and balanced curriculum across the school. We teach music explicitly and practically through the school’s day-to-day teaching, music days and the wider curriculum. The practical exploration of music alongside the other key areas of music ensures objectives are covered in a way in which our children will retain vital knowledge and skills so that they will be able to transfer and apply it fluently in a range of contexts.
The school benefits from expertise in music from within the school’s teaching staff, and music is such a high priority at Meadow View Primary School that the school employs a specialist music teacher who teaches all children for one half term each year in the classroom as well as in the wider curriculum. Through their use, the teachers own subject knowledge in music is developed so that all of our staff can provide the very best education in music.
The children at Meadow View Primary School also perform to and with their peers using a range of instruments or technology. This not only provides links across the subjects of the curriculum but also provides a valuable opportunity to develop performing, listening and evaluation skills. In order to support the music curriculum singing occurs on a weekly basis because we believe strongly that outstanding music provision has singing as an integral part of it. All of these experiences ensure that our children get first-hand experience of performing alongside live as well as recorded music.
The contextualised plans detail the specific year group objectives which, along with teacher’s short-term plans, ensure that the four key skills of music are taught in a progressive way. By delivering our music curriculum in this way we aim to develop the children’s cultural capital and promote British values such as tolerance and respect by learning about, listening to and performing a variety of music. This helps us to encourage pupils to achieve their very best in music, including challenging our more able pupils and supporting our disadvantaged and SEND pupils.
Impact
At Meadow View Primary School we measure the impact of our work in Music in a variety of ways. The school uses its knowledge and vocabulary progression map for Music to compare the work that the children are doing with key points on the map. This allows the staff to assess where the children are, and check which elements are evident from the progression on the maps. In Music this is done by observing the children performing or completing or starting their work, through pupil discussion (when the children are asked about their work) the work in the children's books and their work on display and a scrutiny of social media posts about Music. The assessment process, used within Music, enables the school to evaluate the progress that the children are making, inform future work, measure the impact of what we teach and monitor specific groups. The process is tied together through the records of achievement at the end of the year that are shared with parents and carers.
At Meadow View Primary School children also have many opportunities to further their interest in music through extra-curricular activities such as musical instrument lessons. The implementation of our curriculum also allows our children to apply their musical skills purposefully to performances such at Christmas productions and assemblies, reinforcing the importance of practical first-hand experiences. These performances also encourage parental involvement and create valuable community links in music, as parents and children are keen to attend performances and support pupils both in school and in the local area.
