Curriculum Maps
As Leaders of Change…
“We change things for the future so the world is a better place for everyone.
We make a difference to improve lives for all”.
Children’s Leadership Team
Learning Journey
“A good curriculum reflects the needs of the individual and society as a whole.”
Our curriculum at Meadowbank is planned collaboratively between the children and the teaching team and is unique to our school and the community. Children are taught the skills to access, process and express their knowledge within a learning environment where independence and thinking skills are developed. We follow a clear, coherent and well-sequenced curriculum that the children deserve.
Our teaching builds on prior knowledge; is progressive as children move and grow through the school; personalised to the individual needs of the children; shows connectivity across subjects and challenges and stimulates the children.
A long term curriculum plan is developed collaboratively between the children and teaching team within each year group in preparation for the new academic year. There is a strong emphasis on developing core skills in English, Oracy, Maths and Computing, through a variety of opportunities, whilst recognising connections between subjects and taking into account the role teaching has in promoting the children’s spiritual, moral, social and cultural development.
We use ‘Concept Mapping’ across school to develop a consistent approach in planning and assessing the children’s knowledge and understanding, and as a tool to develop deeper thinking through a learning dialogue between children and the teaching team.
Planning is a shared approach and comes directly from rich discussions with the children. As they move through the school, the children are involved in generating "big questions" and identifying key concepts they would like to explore and uncover, so they can acquire the skills and knowledge to answer them. Teachers carefully align the children's learning with the national curriculum coverage while ensuring children are empowered to make their own decisions, enabling them to develop a deeper understanding of how their current learning across subject disciplines is interconnected.
Each year group has a ‘live’ half termly curriculum concept map within their Curriculum Planning Journal, which the children contribute to and have shared ownership of. Children select key pieces of learning to celebrate their achievements and also illustrate their journey towards answering the ‘big question’. They use the Curriculum Planning Journal as a tool for articulating their learning by making linking statements between and across the concepts, sharing their knowledge and understanding of the different subjects and how they are interconnected
These learning conversations provide opportunities for formative and summative assessment so that the teaching team and children themselves, can identify the impact of the learning that they have been immersed in and plan aspirational goals and the essential curriculum knowledge and skills for future learning that the children need to succeed in life.
