Curriculum Intent Statement
At Pinders Primary the curriculum is designed to reflect the children’s interests, engaging pupils and building on prior experiences. Our aim is to develop the children’s independence, collaborative learning skills and overall to become resilient lifelong learners through a creative curriculum that reflects the 21st century.
Provision for extra-curricular opportunities and enhancement of the curriculum through school trips and visitors is seen as a priority to develop their thirst for new experiences and knowledge.
Community involvement is highly valued and intrinsic within the curriculum, implementation of this ensures purposeful outcomes often involving stake holders.
We celebrate and welcome differences within our curriculum, seeing all children as unique learners. Our vision is for children to leave Pinders Primary School with a sense of belonging to a community, confident and skilled in making decisions, responsible learners that are aspirational for their own futures.
PInders Primary engages with all learning styles using a variety of resources including Early Years Outcomes, National Curriculum Statutory Guidance, RE, Outdoor Learning and enhancement opportunities which support teaching of the curriculum.
The school has recognised the use of clear, focused learning intentions and success criteria as an effective tool in gaining intended learning outcomes. Staff have had training to use effective questioning techniques to develop higher order thinking skills. In lessons we provide opportunities for study but we strive to provide as many recall and application activities as possible to support the retention of knowledge and understanding.
At Pinders Primary we have subject leaders who oversee, develop, monitor and evaluate the effectiveness of their subject within school across all year groups and phases. Staff are committed to delivering high quality learning experiences throughout the curriculum. Support staff have developed their strengths in order to further enhance the quality of learning.