Our Curriculum Intent
At Pilton Infants’ School the curriculum is designed with our children’s needs in mind. Our cohorts are changing over time with an increasingly wide catchment area, a large number of pre-schools and an increase in the range of ethnic backgrounds and languages spoken at home. In recent years, we’ve noticed a dramatic decline in children’s spoken communication and understanding and this has become one of the key drivers in the planning and delivery of our curriculum. For example, ensuring that children speak in full sentences, explain their reasoning in maths, retell stories and develop a wide vocabulary.
We build on children’s prior learning, provide first hand learning experiences, support the children to develop interpersonal skills, build resilience, perseverance, independence and become creative, critical thinkers.
We promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. We do this through our Learning Heroes, school and class rules, PSHE, assemblies and through the way we model behaviours in school. Every child is recognised as a unique individual. We celebrate and welcome differences within our school community.
The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values.
We constantly provide enhancement opportunities for all children, ensuring disadvantaged pupils have access to the same opportunities. We believe that childhood should be a happy, investigative and enquiring time in our lives where there are no limits to curiosity and there is a thirst for new experiences and knowledge. Through our Learning Heroes, we promote positive attitudes, which reflect the values and skills needed to promote responsibility for learning and future success.
Community involvement is an essential part of our curriculum as we celebrate local traditions, learning new skills to enable the children to take an active role in events throughout the year. Parental engagement is crucial to every child’s success and we strive to involve parents during their child’s learning journey. For example, we hold workshops, invite parents to contribute to topics, hold a face-to-face parents’ evening every term and share learning success through our weekly newsletter.
Children leave the school with a sense of belonging to a community where they have the confidence and skills to make decisions, self-evaluate, make connections and become lifelong learners. By the time they leave us, they are well prepared for the transition to Key Stage 2.
We use a topic based approach to plan our curriculum which is informed by the National Curriculum, and wider local, national and global events. We plan our themes as a whole school, ensuring every aspect is covered, in order to make seamless links between subjects and to make learning meaningful, relevant, interesting and engaging. We do not follow a rolling programme because we strongly believe in adapting our topics to suit the needs and interests of each year group.
At Pilton Infants’ School we believe that children learn best when:
- They are secure and happy
- They are excited about what they are learning
- They are given opportunities to investigate, explore and discover
- They are allowed to make choices, take risks and learn and build on consequences
- Their efforts are valued and recognised, both at home and at school
- They are well prepared for the school day and arrive on time
- They have good attendance
- They can see that staff, parents and carers are working together
- They understand the next steps in their learning and know how to improve
- They are encouraged to be responsible and independent .
Speaking, Listening and Communication skills
At Pilton Infants' there is a significant emphasis placed on speech, language and communication skills which are fundamental to successful learning.
Did you know that:
- vocabulary at the age of 5 years is a powerful predictor of GCSE achievement
- Children whose speech, language and communication is not resolved by age 5 are highly likely to have lifelong literacy difficulties
- 2/3 7-14 year olds with serious behaviour problems have language impairment
- 80% of children with emotional and behavioural difficulties have language difficulties which are largely unrecognised. During the first few weeks in Reception we screen all the children to ensure any child with a speech/language issue is quickly identified and intervention put in place to target the difficulties they are experiencing. We have skilled staff who deliver any additional support necessary and rapid improvement is usually made as a result of this extra help. All our teachers and teaching assistants have been trained to deliver language rich learning experiences which will help develop their communication skills and promote a wider range of interesting vocabulary.
English, Maths and Foundation subjects
High quality history lessons inspire children to want to know more about the past and to think and act as historians. By linking learning to a range of topics, children have opportunities to investigate and interpret the past; understanding chronology, build an overview of their own history, Britain and the wider world. Most importantly, they develop a rich geographical vocabulary . See the 'Geography link above to see the curriculum content.
At Pilton Infants’ we aim for a high quality geography curriculum which will inspire in pupils a curiosity and fascination about the world and its people. . We also want children to develop geographical skills: using simple maps, globes and digital resources to name and identify countries, continents and oceans. We want children to enjoy and love learning about geography by gaining knowledge and skills through first hand experiences and educational visits wherever possible, using our own very special coastal and country environment whenever we can. Click the 'Geography' link above to see the curriculum content.
Art and design intent (coming soon)