Tollerton Primary is in a transitional phase of developing a curriculum to meet new national requirements. We are committed to the curriculum being broad and balanced and providing a meaningful platform for learning and ensuring that we maintain creativity within our learning. Principally it is being designed to ensure there is rigor and clarity over knowledge taught within each year group and each individual subject. Knowledge taught will have clear links to prior learning and to future learning and children will leave each key stage prepared fully for the next.
To demonstrate what is meant by the above we can take the context of history: if a child is exploring ‘Empires’ they will come across them at Tollerton when studying the Romans in year 3, the Egyptians in year 5 and Ancient China in year 6. Vocabulary will link across the three areas of study of Empires, prior learning will be reviewed to ensure understanding of the new history topic and a pupils understanding of the concept of Empires will therefore be deepened as they progress through school. In addition, where there are local links these will be explored. As part of our recall of prior learning and to deepen children’s long term retention of knowledge we use a method of learning called ‘spaced retrieval’ where learning is revisited each lesson and then at intervals after the learning has taken place. We believe that this supports long term memory development of each subject. From September 2020 children will have ‘knowledge organisers’ for history, geography and science for them to support their learning at home and to help with establishing what exactly the core aspects of knowledge are.
Please see each individual subject to look at our intent statements as they come out. Sample plans, different schemes used and sample ideas around progression of knowledge are on there now for some subjects and updates are happening regularly. Full completion of the new curriculum will be by July 2020.
Our Curriculum Drivers
INDUSTRY – We believe that education has an obligation to prepare children to be active, successful participants in the world of their future. The challenge facing today’s society sees an increasing global competition for employment and a rise of new industries and markets that will be established when our children are entering the world of work. We feel this requires a curriculum that is responsive to rapid change that embraces resilience, responsibility, respect, reflection and resourcefulness at its core. We aim to support children to work collaboratively, develop perseverance, determination and the diligence to perform tasks, no matter how challenging or simple and to become global citizens. We endeavour to provide an ethos and environment to enable children to understand that making mistakes is an opportunity to learn.
COMMUNITY – We know that it is important that our children acquire an understanding about where they live and of the wider world. Through learning about their local world, they will develop their understanding of their role in society and gain respect for our environment, local and national communities and religions.
CREATIVITY – Knowledge enables children to think creatively. Creativity helps our children to be innovative and encourages them to learn new things. It improves their communication, emotional and social skills as well as allowing them to become good problem solvers and critical thinkers. Creativity can transform the way children acquire their learning and how they apply it in real life.
Spiritual, Moral, Social & Cultural Development (SMSC)
We recognise that the personal development of pupils, spiritually, morally, socially and culturally plays a significant part in their ability to learn and achieve. We therefore aim to provide an education that gives children the opportunities to explore and develop their own values and beliefs, spiritual awareness, high standards of personal behaviour, a positive caring attitude towards other people, an understanding of their social and cultural traditions and an appreciation of the diversity and richness of other cultures. This is embedded throughout all aspects of school life.