Whole-School Curriculum Intent
Our school ethos and values underpin our curriculum intent:
- Allowing children to be a part of creative and engaging lessons that will give them a range of opportunities to explore the wider curriculum following a clear learning journey.
- Giving each pupil a chance to believe in themselves as historians, geographers, scientists, artists, musicians, technicians and many other roles.
- Introducing children to the wider world and wider opportunities with the goal of helping them aspire to greater things in their future.
- Recognising the wider cultural knowledge which underpins much of our daily lives and therefore is of paramount importance in order that children aspire and become successful in the next stages of their learning.
- Providing all children with the same quality of teaching and learning opportunities, striving to achieve their potential, as they belong to our school community.
Subject Curriculum Statements
Below is a summary of each subject
At Meynell, we value Art and Design as an important part of the children’s entitlement to a broad and balanced curriculum. Art and Design provides children with opportunities to develop and extend their skills, and to express their individual interests, thoughts and ideas.
Art, craft and design represent some of the highest forms of human creativity. A high‑quality art and design education should inspire, raise aspirations and challenge pupils, equipping them with the knowledge and skills needed to explore a wide range of artistic genres.
As pupils progress, they learn to think critically and develop a deeper understanding of art and design. Children learn that artists come from diverse backgrounds and create work across the world. They explore how art contributes to society, including its role in equality, fairness, conservation, world issues and health. At Meynell, we also ensure that children’s learning is enriched through engagement with our community.
Curriculum Content
At Meynell, children develop skills and knowledge through:
- Observational Drawing
- Painting
- 3D Form
- Printing and Pattern (explored in depth in Key Stage 2)
Through these areas, pupils learn to experiment, build confidence and develop their creative abilities. We aspire for all children to see themselves as the artists, creators and designers of the future.
At Meynell, we recognise that much of children’s experiences with technology now take place online. Through our Computing curriculum, pupils learn how computers connect with one another in networks, and develop an understanding of how the internet and the World Wide Web operate.
We follow the Kapow Primary scheme of work, which is built around three key strands that run throughout the curriculum: Computer Science, Information Technology and Digital Literacy.
A high‑quality computing education enables pupils to become confident, responsible and creative users of technology. It should engage, inspire and challenge learners, equipping them with the knowledge and skills needed to navigate the digital world safely and effectively.
The Kapow Primary scheme is organised into five key areas, allowing pupils to revisit, deepen and apply their learning through a carefully sequenced and cyclical structure:
- Computer Systems and Networks
- Programming
- Creating Media
- Data Handling
- Online Safety
Through this approach, children build a secure understanding of how digital systems work, how information is created and shared, and how to use technology safely and responsibly. We aim for all pupils to develop the confidence and capability to thrive in an increasingly digital world.
At Meynell, we aspire to help our children develop their use of computer technology through a range of learning experiences that are underpinned by our key intentions for learning in this subject, including:
- To equip pupils to use computational thinking and creativity that will enable them to become active participants in the digital community.
- To understand how to use the ever-changing technology to express themselves, as tools for learning, and as a means to aspire to go forward into the future.
- To understand how the growth of technology should be used to promote fairness and equality.
- To develop as respectful, responsible and confident users of technology, aware of measures that can be taken to keep themselves and others safe and healthy online.
- To provide a computing curriculum that is designed to balance acquiring a broad and deep knowledge alongside opportunities to apply skills in various digital contexts.
- To understand the impact of technology on the planet and to develop their understanding in how technology can help conservation of the planet.
In Key stage 1 children use computers to create art, the internet to search for information and learn how to save and retrieve their work.
In Key stage 2 children work online using web based technology to alter digital content on the internet. Children will also ,through blogging and social media platforms, learn to communicate via email and video conferencing and share information through cloud storage.
Online Safety is of utmost importance and is reinforced throughout the curriculum.
At Meynell we teach online safety both discreetly and through other subjects. We believe children should be able to see both the positive and negative possibilities of technology in every aspect of life. Our goal is for children to be able to confidently use technology with a full awareness of how to:
- Stay safe when using technology at home and at school.
- Be aware of both the opportunities and the risks and dangers of using technology.
- Protect both their privacy and self image.
- Navigate relationships and communications.
- Protect their and other‘s copyright.
- Pupils know how to stay safe when using technology at school and home.
- Children understand the wider implications of their use of technology.
Design Technology should provide children with a real life context for learning. At Meynell, we want to allow children to aspire to be more and to contribute to their community through creating opportunities for them in the wider world.
Through the Design Technology curriculum, children should be inspired by engineers, designers, chefs and architects to enable them to create a range of structures, mechanisms, textiles, electrical systems and food products with a real life purpose. We encourage children to consider bigger picture concepts through this such as conservation and health. We also use Design Technology as a driver to challenge stereotypes and to encourage children to think about equality and fairness.
Curriculum Content includes:
- Mechanisms
- Structures
- Textiles
- Food Technology
- Electrical systems
- Mechanical systems
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At Meynell, we believe that a high‑quality English curriculum inspires a love of reading, writing and language. Through daily Book Study, children develop fluency, comprehension and a rich vocabulary, supported by high‑quality texts and skilled modelling from adults. Our writing curriculum follows the Sequence for Writing and mastery approach, enabling all pupils to craft meaningful, well‑structured pieces of writing across a range of genres. We teach phonics through Read Write Inc, ensuring every child secures the foundational skills needed to become confident, capable readers and writers. Across the school, we aim to empower children to communicate clearly, creatively and with purpose, preparing them to contribute to their community, wider society and the world beyond.
At Meynell we aim for all children to read accurately and fluently to access the curriculum in order to become life-long readers and access the wider world.
Book Study
At Meynell we teach fluency and reading comprehension through book study. This happens every day for 45 minutes. Within each half-termly book study, children are exposed to a range of different text types, which are linked with the driver novel, and allow them to embed and deepen their taught comprehension skills. Children are exposed to texts which allow them to read independently and with prosody, and are challenging, show the objective skill clearly and ensure they develop a wide range of vocabulary that they may not have met. Teachers model reading with prosody and children have opportunities to read individually and aloud with partners, to develop fluency. There is also an emphasis on vocabulary and all book study sessions start with language acquisition, which introduces children to new, tier 2 level vocabulary. These are revisited regularly, through different scenarios, to help the vocabulary become embedded into long-term memory.
There are 2 separate parts to our book study sessions:
- Book talk – focusing on language acquisition, reading with fluency and oral comprehension.
- Comprehension – focusing on written comprehension and SATs style questions.
FS2 and Y1:
In FS2 and Y1 children study a key text over 2 weeks. Daily sessions take place for 20 minutes. We help children to get to know the story really well: the plot, the characters, and their actions and motives. We then explore eight words from the story, specifically selected to develop children’s understanding of each word in the context of their everyday lives.
Quality Story Time
Daily story time takes place daily throughout the whole school. Books are carefully selected so that children are exposed to a variety of quality texts. Adults model reading with prosody to allow children to hear how books and stories should be read and allowing them time to enjoy stories.
Home Reading
What will my child bring home?
- Your child will bring home a RWI wallet containing appropriate reading for their level.
- Your child needs to bring this folder in everyday
- Folders will be collected in on a Thursday
- New books will be given out on a Friday
It is important that children re-read the sounds or books over the week so they become fluent and confident readers.
How can you help your child?
We know parents and carers are very busy people. But if you can find time to read to your child as much as possible, it helps him or her to learn about books and stories. Show that you are interested in reading yourself and talk about reading as a family.
If you child becomes stuck on a word help them by using:
“Special friends—Fred talk—read the word”
- We teach children to spot the special friends first, as they are the trickiest part.
- Say these first – then Fred talk the word – then say the whole word
The teaching of English is through the immersive model of ‘Sequence for writing’ with a focus on acquiring and using vocabulary in context.
We follow the mastery in English approach to writing. This is an approach to ensure children are exposed to age related expectations and ‘close the gap’. It covers both narrative and non-fiction.
A cross curricular approach is encouraged, with lots of our English and wider curriculum topics being interlinked.
Each classroom has a visible English display that follows the principles of sequence for writing so that children see the journey of their learning and the build up to a piece.
At Meynell we are always using our growth mindset and thinking about how we can make our work even more fantastic. Green Pen Work (GPW) is continuous throughout the writing process and focuses on moving learning forward and is related to the success criteria for that lesson, spelling or proofreading (e.g. capital letters, punctuation).
A discrete editing and improving lesson comes at the end of the writing sequence. Children's fantastic work is published and displayed around school. We have a 'Meynell's Magnificent Writing Wall' in school, where displays work that children are especially proud of.
SPaG
Spelling, punctuation and grammar skills are taught both in the context of sequence for writing but also in stand-alone lessons. Children are tested using termly and their scores recorded.
Spelling
Children learn spelling rules through Read Write Inc. Spelling in years 2-6
Children in Year 2 start the program once they are accessing grey RWI or have completed the program.
Explicit RWI Spelling lessons happen 4 times a week for 15/20 minutes per session
Children learn to spell common exception words (CEW) through our ‘rocket words’ system. Words are progressive and grouped into the following colours:
red, orange, yellow, green, blue, pink, purple
Children have bookmarks in class that they use to practise 'rocket words'. Children keep rocket bookmarks to support spelling in class.
Handwriting
We follow the Martin Harvey approach to handwriting. A discrete handwriting is taught for a minimum of 20 minutes 3 x a week.
At Meynell we teach phonics using Read Write Inc. Five key principles underpin the teaching in all phonics sessions:
- Purpose – children know the purpose of each activity so they know the one thing they should be thinking about.
- Participation – every child participates throughout the lesson. Partnership work is fundamental to learning.
- Praise – children are praised for effort and learning, not ability.
- Pace – lessons are taught at an effective pace and every moment is devoted to teaching and learning.
- Passion – we teach RWI with passion so children can be engaged emotionally.
FS1
- Children are introduced to Fred and he is used to teach the children how to orally blend.
FS2 and KS1
- Children are taught the sounds in the order of the Read Write Inc. scheme of learning.
- Phonics is taught for 20 minutes a day in FS2 and an hour in KS1.
- Children are assessed on entry and half-termly using the Read Write Inc. assessments.
- Comprehension activities, as well as sentence work and reading, are done daily.
Speed Sounds
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Set 1: m a s d t i n p g o c k u b f e l h sh ck r j v y w th z ch qu x ng nk |
Set 3: ea oi a-e i-e o-e u-e aw aw are ur er ow ai oa ew ire ear ure tious tion |
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Set 2: ay ee igh ow oo oo ar or air ir ou oy |
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Fred Talk
Fred the frog helps children read. He can say the sounds in words, but he cannot say the whole word, so children have to help him.
To help children read, Fred (the teacher) says the sounds and the children say the word.
Fred in your head
Once children can sound out a word, we teach them to say the sounds in their head. The teacher holds up the words to give the children time to mime the sounds, and then pushes the word forward as a signal to say the word together, until they can say the word straight away.
We show them how to do this by:
1. Whispering the sounds and then saying the whole word.
2. Mouthing the sounds silently and then saying the whole word.
3. Saying the whole word straight away.
Fred Fingers
Fred fingers are used to spell words. Children say the sounds as they press the sounds onto fingers. Children have the fingers facing them and press the sounds from left to right.
Green words
Phonics word cards used for children to practise word blending for reading.
Red words
Red words are common words with a low-frequency grapheme e.g. said, son, your.
Our intent for Geography at Meynell is to help children develop a deep understanding of the world and their place within the global community. Through purposeful and engaging learning experiences, we equip pupils with knowledge of diverse places, people, resources, and both human and physical processes. We encourage children to reflect on issues of fairness and equality, understand how geographical factors have shaped society and health across the world, and explore how human and physical geography evolve over time. By raising aspirations through exposure to geographical careers and fostering awareness of conservation and environmental issues, we aim to nurture curious, informed young geographers who can form their own evidence‑based viewpoints and contribute positively to the wider world.
- Developing a sense of geographical understanding about the world, as well as their place in the global community. We aim to equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.
- Reflecting and understanding how the presence or lack of fairness and equality in various forms has shaped society through both human and physical geographical factors.
- Raising aspirations through exposure to a variety of geographical careers and through studying how human and physical geography has evolved and overcome adversity throughout history.
- Understanding how geographical factors have shaped our current society, including how location, resources and environmental issues have impacted upon our understanding of health across the world.
- Gaining a rounded understanding of conservation issues which allows them to form their own opinions based upon evidence and generate their own ideas for change.
Topics include:
- Local area study
- Weather patterns
- Similarities / Difference - UK and Non-European country (Kenya)
- Continents and oceans.
Topics include:
- Similarities and differences within Europe
- Natural disasters
- The water cycle, rivers and oceans
- Tourism - human geography focus on the Tatra Mountains in Poland
- Biomes and climate zones
- North American study through trade, importing and exporting
- Local area study using important geography skills
- Understanding migration (voluntary, forced and climate)
At Meynell, we aspire to help our children develop as historians through engaging learning experiences underpinned by our key intentions for this subject. We build children’s chronological understanding of British, world and local history so they can recognise key periods, terms and connections over time. Pupils explore how fairness, equality and significant events have shaped societies, and they develop the skills needed to investigate and interpret the past. Through learning about important people, discoveries and moments in history, children gain insight into how historical developments continue to influence life today, including society, health and human progress. We aim to nurture thoughtful young historians who use their knowledge to understand the world around them.
- Developing a sense of chronological understanding across British, world and community history ,giving them an understanding of key historical terms, dates and periods which will, in turn allow them to notice and discuss contrasts, trends and connections.
- Reflecting and knowing how the presence or lack of fairness in various forms has shaped society.
- Acquiring the necessary skills to investigate and interpret events and using this knowledge to link to ‘big ideas’ such as equality and conservation.
- Raising aspirations through reflection of events that have taken place in the past and be able to discuss how they have impacted on our lives today.
- Understanding how history has shaped our current society, including how historical events and discoveries have impacted upon our understanding of health through history and in modern times.
Topics include:
- Changes within living memory
- Significant historical events, people and places in children's own locality
- Great Fire of London
- Significant Individuals.
Topics include:
- Changes in Britain from Stone Age to Iron Age
- Ancient Greece
- Ancient Egypt
- Roman Empire
- Anglo Saxons
- Mayans
- World War 2
- Sheffield Local Study.
At Meynell, we believe mathematics is a vital part of children’s development from the earliest years. Through a mastery approach, we provide creative, engaging lessons that encourage children to explore mathematical ideas, build resilience and believe in themselves as mathematicians.
We aim for all pupils to recognise how mathematics underpins daily life and supports future learning, helping them to aspire and achieve. Using White Rose Maths, alongside concrete resources and visual representations, we ensure every child is supported to develop deep understanding, clear reasoning and confidence in applying their skills to real‑life situations.
At Meynell the intention of our music curriculum is that children gain a firm understanding of what music is through listening and appraising, musical activities and performing.
Our objective is to develop a curiosity for the subject, showing our children an aspect of culture that they may not have encountered and contributing to raising aspirations, as well as an understanding and acceptance of the validity and importance of a diverse range of music, and an unbiased respect for the role that music may wish to be expressed in any person’s life.
We are committed to ensuring children understand the value and importance of music in the wider community, and are able to use their musical skills, knowledge, and experiences to involve themselves in music, in a variety of different contexts including conservation, health and fairness.
At Meynell, we believe a high‑quality physical education curriculum should inspire all pupils to succeed and be accessible to every child. Our PE curriculum, based on the GetSet4PE scheme and adapted to meet the needs of our school, develops knowledge and skills through the Social, Emotional and Thinking (SET) approach, helping key learning move into long‑term memory.
We provide a broad and balanced curriculum that supports the development of the whole child, offering high‑quality teaching and learning opportunities that encourage all pupils to enjoy and excel in physical activity. In line with British Values, we teach children how to cooperate, collaborate and work positively with others.
- Develops pupil’s confidence, self-esteem and self-belief. We aim for children to aspire to be committed to lifelong exercise.
- Enables children to develop competence to excel in a broad range of physical activities. This includes understanding how different physical activities allow us to have a voice and collaborate as a community
- Encourages and provides opportunities for all children to lead healthy and active lifestyles.
- We provide opportunities for pupils to become physically confident as part of an ever-changing global community.
- Supports pupils to know more, remember more and understand more about the positives involved in leading a healthy lifestyle
- Develops pupils understanding of equality and fairness through competitive sports and activities
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At Meynell Primary School, we follow Discovery RE from Nursery to Year 6, in full compliance with the Sheffield Agreed Syllabus. Religious Education plays an important role in supporting pupils’ spiritual, moral, social and cultural development. It promotes respect, open‑mindedness and understanding of different faiths and worldviews, linking closely to our core drivers of diversity and fairness.
We encourage children to use RE as a way to explore their own identity and sense of belonging through self‑awareness and reflection. This often connects to their place in the world, their aspirations, and their understanding of their own physical and mental wellbeing.
The principal aim of RE at Meynell is to engage pupils through an enquiry‑based approach that enables them to develop an appreciation of how beliefs are expressed, how cultural practices differ, and how religions and worldviews influence individuals and communities locally, nationally and globally. Our curriculum provides meaningful opportunities for children to investigate a wide range of religions and worldviews and to consider how these can be understood, valued and conserved.
Parental Rights
Parents retain the right to withdraw their child from Religious Education and/or collective worship. Should you wish to exercise this right, please arrange a meeting with the Head of School and the RE Lead to discuss the process.
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At Meynell Primary School, we recognise the importance of science in everyday life and aspire to help our children develop as scientists through rich, engaging learning experiences. We support pupils in building secure scientific knowledge and conceptual understanding across Biology, Chemistry and Physics, alongside a clear awareness of how science impacts the world today and in the future—particularly in areas such as conservation, equality and health. Through practical enquiry and investigative approaches, children learn to ask questions, gather evidence and communicate their findings using a range of scientific methods. Our aim is to nurture curiosity, raise aspirations and develop confident young scientists who understand the relevance of science within both their community and the wider world.
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Learning a foreign language is an exciting and essential part of being a member of a multicultural society, offering pupils an opening to other cultures and a deeper understanding of the world.
At Meynell, we use the Language Angels scheme to deliver a broad, vibrant and ambitious curriculum that inspires children through engaging topics and themes. We aim for all pupils to develop strong listening, speaking, reading and writing skills, supported by age‑appropriate grammar and opportunities to build vocabulary and reference skills that grow year on year. Through high‑quality teaching and inclusive practice, children develop curiosity, confidence and a genuine interest in languages, exploring links between language, identity and culture. Our goal is to encourage pupils to continue their language learning beyond Key Stage 2 and to become confident, culturally aware learners who can participate positively in an increasingly global communit
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At Meynell School, we follow the Jigsaw scheme, which brings together PSHE, emotional literacy, mindfulness, social skills and spiritual development within a whole-school approach. Each half-term, all year groups explore the same theme (‘Puzzle’), supported by introductory assemblies that create a shared focus across the school. Weekly celebrations highlight key learning and encourage children to reflect this in their behaviour and attitudes.
Jigsaw aims to help pupils understand and value who they are, how they relate to others and how to navigate an ever-changing world. Lessons are taught in an age-appropriate way, building confidence, emotional awareness and social understanding throughout each child’s journey at Meynell.