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At Tiverton School, it is our intention to develop a rich, diverse and dynamic curriculum that will inspire and challenge all learners and prepare them for the future. We believe that all children are entitled to a dynamic curriculum which provides excitement, relevance and stimulation for learning.

And therefore we aim to:

  • Create a centre of excellence for our staff and pupils.
  • Provide a personalised, creative and flexible curriculum which is  well-resourced and meets the individual needs of every pupil
  • Develop a personalised curriculum which provides a vehicle through which pupils can develop key skills; parents, pupils  and the multidisciplinary team will be active partners in the process of ascertaining "door openers" for pupils
  • Observe our pupils' responses to inform curriculum development and learning opportunities inside the classroom and  beyond
In planning curriculum themes for inclusion at Tiverton for all key stages, the following drivers are paramount:

  • Individual pupil interests and needs - themes are chosen to inspire, engage and motivate pupils; pupils are involved  maximally in selecting the curricular themes where possible
  • Local community, national and global significant issues and events
  • For Key stages 1 and 2 Maths, English, RE, PE and PSHE (SEAL) are taught as discrete subjects. In addition, elements of these  subjects are taught in a cross-curricular way through the thematic approach
  • Some curriculum subjects are not included within a theme and no attempt is made to make tenuous links which are not  meaningful
  • There may be some repetition of foci and themes, but this is a planned repetition rather than an automatic part of a pre-  planned cycle
A termly whole school focus is selected, with a whole-school key event; each class selects a different theme within that focus. Timings allow for flexibility to meet the needs and interest of the particular group of pupils involved - this may include extending the length of time allocated to a theme which is engaging and motivating and which enables continued learning; similarly, the length of time planned for a theme may be curtailed to reflect individual and group responses to it. In all cases a key event is planned for all themes - we know that events which have an emotional significance for pupil facilitate deep learning.

Once a theme has been agreed, learning objectives for all relevant curriculum subjects to be included within the theme are written. These are differentiated to meet the needs of all learners in the group, and formative and summative assessments are carried out in relation to them. Once learning objectives have been agreed, a wide range of inspiring, fun and motivating learning activities are planned in order to meet the learning objectives.