Tylers Green First School
Curriculum statement
Intent
At Tylers Green First School our curriculum is planned to be developmental. Key areas, such as phonics, maths and PSHE run as a thread through the school, with all year groups taking a similar approach to the planning and delivery of lessons.
We ensure that learning is inclusive and the learning activities planned by the teachers can be adapted for pupils who need additional support or who have a disability. We are also committed to challenging all pupils and stretching the more able through problem solving and challenge work.
We are fully committed to meeting the requirements of the National Curriculum and Early Years Foundation Stage.
Big ideas
Humankind
Understanding what it means to be human and how human behaviour has shaped the world.Processes
Understanding the many dynamic and physical processes that shape the world.Creativity
Understanding the creative process and how everyday and exceptional creativity can shape the world.Investigation
Understanding the importance of investigation and how this has led to significant change in the world.Materials
Understanding the properties of all matter, living and non-living.Nature
Understanding the complexities of the plant and animal species that inhabit the world.Place and space
Understanding the visual, cultural, social, and environmental aspects of places around the world.Comparison
Understanding how and why things are the same or different.Significance
Understanding why significant people, places, events and inventions matter and how they have shaped the world.Change
Understanding why and how things have changed over time.Mission statement
As a First School our core purpose is to ensure all our pupils fulfil their potential in all areas of the curriculum leaving this school in year 2 having both high levels of attainment and having progressed well from their starting points.
We believe that it is only possible to achieve our core purpose if all members of the school community put children’s wellbeing and happiness at the heart of decision making, and this is the fundamental principle behind our approach. Our values encapsulate this vision, and support us in achieving our aims. We believe our children should be safe, happy, creative, learning and successful
We are proud of our children’s academic achievements, every child is stretched and challenged. We have an ambitious curriculum and high expectations of all of our children. Our teachers are fantastic and go the extra mile to make lessons engaging and a lot of fun, with as much hands-on learning as possible to bring the curriculum to life.
General principlesOur curriculum will give children the opportunity to: |
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| • learn within a coherent and progressive framework |
| • experience the challenge and enjoyment of learning |
| • develop and demonstrate their creativity |
| • see clear links between different aspects of their learning |
| • develop a rich and deep subject knowledge |
| • develop new skills through a variety of interesting contexts |
| • understand the purpose and value of their learning and see its relevance to their past, present and future |
Purpose
Our children need to have a clearly set out pathway for their learning so that they can make links as they develop their understanding. Most importantly, the curriculum should be exciting, fun and creative.
SMSC/FBVOur curriculum will give children the opportunity to: |
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| • Individual liberty - Be free to express views or ideas |
| • Social - Use a range of social skills to participate in the local community and beyond; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict |
| • Moral - Recognise right and wrong and respect the law; understand consequences; investigate moral and ethical issues and offer reasoned views |
| • Spiritual - Explore beliefs, experience and faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity and reflect on experiences |
| • Rule of law - Learn that all people and institutions are subject to and accountable for their actions and behaviour |
| • Democracy - Be part of a system where everyone plays an equal part |
| • Cultural - Appreciate cultural influences; appreciate the role of Britain’s parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity |
| • Tolerance and respect - To respect and tolerate the opinions or behaviour of others |
Well-beingOur curriculum will give children the opportunity to: |
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| • work in a range of groups and settings |
| • recognise that people are good at different things |
| • build respectful friendships |
| • reflect and think mindfully about their learning |
| • develop self-esteem and confidence in their abilities |
| • follow their own interests and be themselves |
| • learn how to respect themselves and others |
| • learn in a peaceful and supportive environment |
Pupil voiceOur curriculum will give children the opportunity to: |
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| • express their opinions on a range of different topics and issues |
| • take part in age-appropriate discussions |
| • contribute to planning their own learning |
| • take part in democratic activities across the curriculum |
| • make choices about things that are important to them |
| • explore ways of becoming an active citizen |
| • say what they like and dislike about their learning |
| • make a positive contribution to the school and local community |
PedagogyOur curriculum will be taught through a pedagogy that: |
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| • excites, promotes and sustains children’s interest |
| • promotes problem solving, creativity and communication |
| • offers all children a memorable experience at the start of every topic |
| • enables children to reflect on and evaluate their learning |
| • enables and fosters children’s natural curiosity |
Purpose
These principles work alongside our school values in supporting children to be safe, happy, creative, learning and successful.
EnrichmentWe will enrich our curriculum by: |
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| • holding specialist curriculum days or weeks |
| • using quality resources in and out of the classroom |
| • welcoming parents and carers to take part in children’s learning and experiences |
| • offering opportunities for children to learn outdoors |
| • developing partnerships with external providers that extend children’s opportunities for learning |
| • providing on and off-site subject or topic related activities |