Our vision for the curriculum is ‘Deep learning, principled success’
To achieve this we have spoken to stakeholders about three elements of our curriculum provision:
- The intent
- The implementation
- The impact
Within the expectations defined by the National Curriculum and in designing our curriculum we asked a number of questions:
- What aims, values and principles should our curriculum pursue and enact?
- What are the children’s ‘lived experiences’ that frame their outlooks?
- How can a curriculum nurture children’s childhoods as well as prepare them for an adult future
At the core of our curriculum: deep learning, principled success
As such, our principled approach to designing our curriculum is rooted in the child as a learner and as a compassionate, active citizen of the world. A curriculum should empower children to make sense of the complex world in which they live; develop their ability to question; to discuss, challenge and contest diverse positions respectfully and compassionately; and to consider views about our world and how we should live in it.
The curriculum should inspire a relentless optimism for and about children and a restless ambition for what we want them to achieve. Our curriculum should also give children the life skills to flourish and thrive.
Deep learning looks beyond a superficial acquisition of points of knowledge that can be passively recalled in order to answer a question. Instead our curriculum should promote questioning, enquiry and challenge. The learning imparted by adults and children should in turn lead to more or greater learning, so that a piece of knowledge is part of a pathway to other opportunities.
Principled success is concerned with achieving excellence in the metrics by which schools are judged but done so in a way that supports and nurtures the deeper values within our curriculum – who our children are as people and as learners for life, the compassionate advocates of the future. We strive for outstanding outcomes in national tests not as the force that drives our curriculum but as a product of the values that shape our curriculum and our approach to learning.
Our curriculum is accessible to all of our pupils. To find out how our curriculum is accessible to pupils with special education needs please visit the SEND section of our website. You can also contact our Special Educational Needs Co-ordinator, Miss Rawcliffe (01379 677350 or email@example.com)
Information on the curriculum and how it relates to each year group can be found by clicking on the links below.
Information on the curriculum and how it relates to each year group can be found at the bottom of the page.
Key vocabulary from introduction:
Spoken language, reading, writing, vocabulary, understanding, fluency, confidence, justify, negotiate, evaluate, register, descriptions, explanations, speculating, hypothesising, exploring, organising thinking for writing, read for pleasure, stamina, spelling, punctuation, grammar, narratives, comparisons, summaries, evaluations, rehearsing, understanding, consolidating.
underpins reading and writing, developing vocabulary and grammar. Development of confidence and competence, explain their understanding to prepare for writing, discussion, drama: adopt, create, sustain roles, improvise, devise, script, rehearse, refine, share, respond
Word reading, comprehension, decoding, recognition, GPC, discussion, range of texts,
transcription, composition, plan, revise, evaluate, accuracy, morphology, orthography, articulating, communicating, organising, clarity, awareness of audience, purpose and context, vocabulary
We use Talk for Writing as our method of teaching writing.
Spelling, vocabulary, grammar, punctuation, glossary:
Relationships between words, nuance of meaning, figurative language, new words, control.
- To become fluent in the fundamentals of mathematics through varied and frequent practice with complexity increasing over time.
- Develop conceptual understanding and ability to recall and apply knowledge rapidly and accurately.
- Reason mathematically; follow a line of enquiry, conjecture relationships and generalisations.
- Develop an argument, justification and proof by using mathematical language.
- Problem solve by applying knowledge to a variety of routine and non-routine problems. Breaking down problems into simpler steps and persevering in answering.
Maths Mastery – At Tivetshall School we follow a ‘maths mastery’ approach. Maths mastery has at its core the belief that children need to have a deep understanding of the maths they are learning. Maths Mastery also rejects the ideas that some children ‘can’t do maths’.
To find out more, please read the document below.
We use Power Maths resources to support our teaching of maths.
- Develop scientific knowledge and conceptual understanding through specific disciplines of biology, chemistry and physics.
- Develop understanding of the nature, processes and methods of science through scientific enquiry which answer scientific questions about the world around them,
- Equipped with scientific knowledge to understand uses and implications of science
Art and Design ? using the Access Art scheme of work
- Produce create work, explore ideas and record experiences
- Become proficient in drawing, painting, sculpture and other art, craft and design techniques
- Evaluate and analyse creative works using the language of art, craft and design
- Know about great artists, craft markers and designers, understand the historical and cultural development of art forms
Computing ? using the Purple Mash scheme of work
- Understand fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
- Analyse problems in computational terms and have practical experience of writing computer programs to solve problems
- Evaluate and apply IT, including new and unfamiliar technology to analytically solve problems
- To become responsible, competent, confident and creative users of ICT
Design and Technology
- Develop the creative, technical and practical expertise needed to perform every day tasks confidently and participate successfully in a technological world
- Build and apply knowledge, understanding and skills to design and make high-quality prototypes and products for a range of users
- Critique, evaluate and test ideas and products, both their own and others’
- Understand the principles of nutrition and learn how to cook
Geography ? using the Connected geography scheme of work
- Develop contextual knowledge of the location of globally significant places (terrestrial and marine), including physical and human characteristics and how these provide a geographical context for understanding the actions of processes
- Understand the processes that give rise to key physical and human features of the world, how these are interdependent and how they bring spatial variation and change over time
- Can collect, analyse and communicate with a range of data gathered through fieldwork that deepen knowledge of processes
- Can interpret a range of sources of information (maps, diagrams, globes)
- Can communicate information in a variety of ways including maps, numbers and writing
History ? using the Connected history scheme of work
- Know and understand the history of these islands as a coherent, chronological narrative, how lives have shaped the nation, Britain’s influences/influence
- Know and understand significant aspects of the history of the wider world ancient civilisations, expansion and dissolution of empires, characteristics of past non-European societies, achievements and follies of mankind
- Gain and deploy historically grounded understanding of abstract terms (empire, parliament)
- Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create structured accounts
- Understand methods of historical enquiry, including how evidence is used to make claims and discern how and why arguments and interpretations of the past have been constructed
- Gain perspective by placing knowledge in contexts, understanding links between local, regional, national and international history, between cultural, economic, military, political, religious and social history and short and long term timescales
Languages ? using the Rigolo scheme of work
- Understand and respond to spoken and written language from authentic sources
- Speak with confidence, fluency and spontaneity, through discussion and questioning, improving pronunciation and intonation
- Write at varying length for different purposes and audiences using a variety of grammatical structures
- Discover and develop an appreciation of writing in foreign languages
Music - using the Charanga scheme of work
- Perform, listen to, review and evaluate music across history, genres, styles and traditions
- Learn to sing and use their voices, compose music individually and collaboratively, learn a musical instrument, use technology appropriately, progress to the next level of musical excellence
- Understand and explore how music is created, produced and communicated through pitch, duration, dynamics, tempo, timbre, texture, structure and notation
- Develop competence to excel in a broad range of physical activities
- Are physically active for sustained period of time
- Engage in competitive sports and activities
- Lead healthy, active lives
Religious Education - using the Norfolk Agreed Syllabus RE resources
A. Know about and understand a range of religions and worldviews, so that they can:
- describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals;
- identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom* found in religions and worldviews;
- appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.
B. Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can:
- explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities;
- express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues;
- appreciate and appraise varied dimensions of religion or a worldview.
C. Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can:
- find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively;
- enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all;
- articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people’s lives.
We have a member of staff who is a subject leader. We share these leadership responsibilities with Burston Primary School.
Our subject leaders are:
- English – Mrs Kerr (Burston)
- Maths – Mrs Green
- Science – Mr Carlyle
- Art – Mrs Kerr (Burston)
- Design and Technology – Mrs Kerr (Burston)
- PE – Mr Carlyle, supported by Mrs Rednall
- Languages – Miss Rawcliffe
- History – Mr Carlyle
- Computing – Mr Carlyle
- RE – Mrs Green
- Geography – Mrs Fisher
- PSHE – Mrs Fisher
- Music – Mrs Fisher