Curriculum Intent Statement
At Tornedale Infant School, pupils’ learning and development is at the heart of our curriculum.
Our key drivers are:
We aim to teach the ‘whole child’ and equip pupils with the skills necessary to succeed in life after Tornedale.
What the curriculum is designed to do
At Tornedale Infant School, we have designed our curriculum with pupils’ learning at the centre. We recognise that a curriculum has to be broad, balanced and offer pupils opportunities to grow as individuals as well as learners.
Through a combination of learning techniques, we aim to ensure pupils enjoy learning and feel prepared for the next stage in their education. We also intend to offer our pupils new and exciting experiences through extra-curricular activities that are designed to build resilience, confidence and self-esteem.
We recognise that pupils should be challenged in their schooling; learning from failures and celebrating successes. We intend for our curriculum to be empowering, enabling pupils to develop their interpersonal skills, creativity and independence. The whole school is committed to a ‘Growth Mindset’ approach.
We use our learning aliens to promote positive learning behaviours:
How the school intends to deliver the curriculum throughout the school
As briefly mentioned above, we intend to deliver the curriculum through a variety of methods that are both classroom-based, outdoor and extra-curricular. Below, we have outlined how we intend to deliver this promise. We promote equal opportunities to all of our pupils in line with the Equality Act 2010 throughout our practices.
Classroom-based learning: Our staff value the different ways in which pupils learn and plan lessons to account for these differences. We plan making cross-curricular links wherever possible, so that pupils can draw upon knowledge from different subjects and understand how each topic plays a part in everyday life. We endeavour to ensure that topics and activities link to pupils own interest and experiences.
By using different techniques, we intend on keeping pupils engaged with learning and accommodate pupils who learn differently to their peers.
Interventions are carefully planned to ensure no child is left behind. It is important to note that these interventions supplement the work of the teacher and do not replace it.
Outdoor learning: Our staff place great value in the benefits of outdoor learning. We have outdoor areas for each key stage that are well-used and valued by all to deliver the curriculum in an active and collaborative style. Each year group has planned time to participate in Forest School activities with our HLTA who is a trained Forest School Practitioner.
Extra-curricular activities: We provide a variety of extra-curricular activities for pupils that enhance their learning experience. The activities range from after-school clubs, to educational trips and visits. Extra-curricular activities are designed to enhance pupils’ learning experience, form personal connections between pupils and their peers, and teach skills essential for life after school.
How the school involves parents, pupils and the local community in curriculum planning and delivery
Our school values the input of its pupils, parents and the local community with regards to the planning and delivery of the curriculum. We believe pupils get a well-rounded education if everyone is involved in shaping it. Stakeholder questionnaires are sent out regularly throughout the year.
We engage with the wider community by ensuring there are opportunities for pupils to participate in their own community, e.g. visits to library, links with Methodist church,
walks around the local area, visits to local supermarket, remembrance service at the War Memorial.
How the curriculum benefits pupils’ learning and personal development
Our curriculum has been designed for a range of learners, providing equal opportunities for all – by doing this, pupils will benefit in the following ways: