Curriculum

In the first weeks, the class teacher assesses each child to identify the knowledge that s/he has already gained prior to starting school.  This assessment enables teachers to plan specifically for each child and for the class as a whole and is part of your child’s on-going assessment profile in the foundation stage. Later in the first term you will have a meeting with the class teacher who will discuss ways in which you can help your child at home. In planning, the teacher will use the Development Matters curriculumAssessment of how your child is doing in National Curriculum terms will not be made until s/he is in Year 1.

Statement on the curriculum

The governing body of Tilbury Pioneer Academy believes that it is the entitlement of every child to have access to a curriculum that is rich and varied, challenging and inspiring so that each individual is encouraged and enabled to work towards fulfilling her or his potential to the highest possible standard, thus enabling every child to shape her or his potential for the benefit of her or himself and all.

With this statement in mind the governing body believes that:

  • There should be equal access to opportunities for all irrespective of experience, gender, ethnic backgrounds or disability; individual differences and diversity of cultural background should be valued and respected.
  • The curriculum should be planned to ensure breadth, depth, and relevance, continuity and progression; account of individual needs should be considered at all times.
  • The curriculum should offer challenge, rich learning experiences and targeted support matched to individual needs.
  • There should be high expectations of every child both as a learner and as a person.
  • Every child should be praised for what he or she does well and future targets should be challenging yet achievable.
  • There should be positive help and encouragement when a child has difficulties; mistakes should be seen positively and as an opportunity for learning.
  • The curriculum should enable every child to have positive self-esteem and should encourage every child to feel positively about one another, the community and the environment.

The curriculum

Foundation Stage  
Nursery 3 to 4 years
Reception  4 to 5 years
Year groups in Key Stage 1
Year 1 5 to 6 years
Year 2 6 to 7 years
Year groups in Key Stage 2
Year 3 7 to 8 years
Year 4 8 to 9 years                                                        

All of our long term curriculum plans can be downloaded below:

Autumn Term 1 Who's Who?
Autumn Term 2 Influential People
Spring Term 1 An Eye on London
Spring Term 2 Take One Picture
Summer Term 1 Build It
Summer Term 2 Going Green


During their time in the Academy the children have access to the national curriculum and religious education as legislated. Parents do have the right to withdraw their children from religious education and assemblies of a religious nature or collective worship if they wish.

The national curriculum consists of three core subjects and six foundation subjects.  English, mathematics and science are the core subjects.  History, geography, design & technology, physical education, art, music and computing are the foundation subjects.

On entry to the Academy your child will normally be in Nursery or Reception, the Foundation Stage.  The curriculum is divided into areas; communication and language, literacy, maths, understanding the world, expressive arts and design, physical development, personal social and emotional development.

Children in Year 1 will take part in the phonics screening check to confirm the phonic standards are met.  Any child not meeting the standard will complete the check in Year 2.  In Year 2 the children will be assessed against the national standards expected at the end of KS1 using the Standard Assessment Tasks/Tests (SATs) in English and mathematics to inform the teachers’ assessment.

At the end of key stage 2 children take Standard Assessment Tests (SATs) in reading, spelling, punctuation and grammar and maths.  Parents are given their child’s results.  The results for the Academy will be published and compared with the national average for the previous year.  Individual children will not be identified in this case.  At the end of each academic year you will be given a written report about your child’s progress and attainment with next steps targets identified.  Your child will be invited to make a comment in writing or a picture about something s/he likes or something s/he is good at.  You will also be invited to comment.

We have a thematic approach to the curriculum and you will receive a topic grid each half term sharing key ideas and themes which you are free to develop at home.  Children are encouraged and supported in developing and extending a range of skills and strategies that support their learning now and in the future.

At this point it must be emphasised that you are your child’s first teacher and that we value the experiences that you have given your child.  We accept the stage that your child is at in his/her development on entry to the Academy and we will build on this.

For more detailed information about the home learning opportunities we provide for your child, please see our homework section. Click here to view.

Sex Education

This is taught primarily by class teachers supported where appropriate by the school nurse and health improvement practitioner. Sex and relationship education is taught as part of personal, social, health education and the science curriculum. Following current guidance from the Department of Education (2000), Tilbury Pioneer Academy aims to support young people through their physical, emotional and moral development. We aim to teach children to respect themselves and others and move with confidence through childhood, through adolescence and in to adulthood.

Throughout the school, children will be taught to identify body parts using anatomical words and to begin to understand bodily changes. They will be taught about personal hygiene and the prevention of illness and disease, as well as the human lifecycle.

Parents have the right to withdraw their children from all or part of the sex and relationship education provided at school except for those parts included in the statutory National Curriculum for science.

Religious Education

We follow the Thurrock agreed RE syllabus for teaching Religious Education. There is a time each day when the children are asked to either say a simple prayer or reflect quietly.  Any parent wishing to withdraw their child from RE should see the Principal, who will make alternative arrangements for the child concerned.

Statement of expected behaviour in the Academy

All of the staff at Tilbury Pioneer Academy work hard to promote a happy, caring environment in which the needs of each child are taken into consideration and respected so that s/he can develop into a thoughtful individual who is expected to work and to achieve the best of her/his abilities.  The children are taught to be respectful to one another, to adults, of their own and others’ property, of the environment and to behave in a positive way. The expectation of positive behaviour is an important part of our Academy philosophy and we ask that you as parents co-operate with us. There is an outline of our behaviour policy and a copy of our home/school agreement on the GLC website.


Our Curriculum at a glance

Click on the image below to view...

Curriculum at a Glance

AUTUMN 1
WHO’S WHO

AUTUMN 2
INFLUENTIAL PEOPLE

Within this theme pupils explore identity, heritage and culture. The curriculum has a strong geographical and PHSE and citizenship focus.

As pupils progress through the school the learning experiences diversify to provide opportunities for pupils to work in wider world contexts.  British values of tolerance and individual liberty are developed.

The theme of Influential People aims to provide pupils with aspirational and inspirational role models. The theme has a strong historical focus which enables pupils to investigate the influence and legacy of key figures on their lives today. This theme provides a context for pupils to develop, practice and refine research and presentational skills. Children will be introduced to key figures who have influenced British values.

Macmillan Coffee Morning
Black History Month
Jeans for Genes
Harvest

Tilbury Lights
Christmas performances
Christmas Jumper Day
NSPCC Maths Day

SPRING 1
AN EYE ON LONDON

SPRING 2
TAKE ONE PICTURE

This unit allows us to explore London from a wide range of perspectives and exploit the richness and diversity of our capital city and centre of democracy. While some year groups are inspired by London’s famous Landmarks, others step back in time to explore London during the Great Fire of London or The Blitz. Other year groups make comparisons with London then and now and explore urban culture. The British values of democracy and rule of law are explored here.

Art and artists provide the inspiration for this theme as children are immersed in the world of a famous artist, a work of art or an art movement.  This theme lends itself well to the development of geographical as well as creative skills. Opportunities will be given for pupils to engage creatively in art, music, dance and drama. There is an expectation to develop pupil’s creative thinking during this unit.  The British value of mutual respect for and tolerance of those with different faiths and beliefs.

Shelter

Thurrock Poetry Competition
Mathletics
Sports/Comic Relief

SUMMER 1
BUILD IT
Inventions, mechanisms and structures

SUMMER 2
GOING GREEN

Science and technology and computing are at the heart of this theme and pupils have varied practical, hands on opportunities to develop their individual resourcefulness and resilience as they learn what it takes to generate and refine ideas.  Children develop a sense of purpose and citizenship that will allow them to participate fully in and contribute positively to life in modern Britain.

Going green is our environmental theme with a strong geographical and scientific focus. At the centre of this theme are the ideas of sustainability, citizenship and contributing positively to our local, national and global community. The democratic process is further explored here.

Race for Life
Charity days

Orsett Show preparation and outcomes for display
Den Building