In This Section
Talavera Infant School offers a broad and fully inclusive curriculum for all children ensuring every moment matters. With a high percentage of learners with English as an additional language, we ensure that reading and vocabulary acquisition are at the heart of our curriculum and that every child has equal opportunities to achieve their full potential in a ‘hands on’, challenging and stimulating learning environment. Our curriculum is ambitious and progressive; sequenced towards clearly defined end points for every pupil, in every subject. We offer more than just development of subject-based skills, language, knowledge and understanding; we ensure our curriculum is developed around the needs and interests of the ‘whole child’ where all learning is memorable, focused and personalised for our pupils’ individual needs. We aim to equip the future generation with the knowledge and cultural capital they need to succeed as educated citizens in modern day society with sound judgement and strong core values which enable them to thrive, be safe and be the best they can be. However long a child is with us, it is our intention they leave us well prepared with a broad skillset, interest in the world around them, and a range of life-long learning experiences which will inspire them throughout their future education and beyond, contributing positively within our community.
The school curriculum has been designed with a good understanding of the needs of the children in our community and the unique context of the school. We have identified barriers for our community and have written a curriculum both taught and untaught that addresses the needs and prepares the children for the next stage of their education.
To see the whole school curriculum please click on the button below.
Early Years Curriculum
The Early Years Foundation Stage curriculum consists of the Prime Areas of Communication and Language, Physical Development and Personal, Social and Emotional Development, and the Specific Areas of Literacy, Mathematics, Understand the World and Expressive Arts and Design.
Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.
Year 1 and 2 Curriculum
The National Curriculum consists of three Core subjects – English, Mathematics and Science, and seven Foundation subjects of Art and Design, Computing, Design and Technology, Geography, History, Music and Physical Education, Religious Education is also a compulsory subject but different local authorities have their own syllabus so it is not part of the National Curriculum.
There are further details about how we teach Literacy and Mathematics throughout the school on the left hand side of the page.
Science – Pupils are taught to ask simple questions and recognise that they can be answered in different ways, observe closely, using simple equipment, perform simple test, identify and classify, use their observations and ideas to suggest answers to questions and gather and record data to help in answering questions.
Art and Design Pupils are taught to use a range of materials creatively to design and make products,to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination,to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space and about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.
Computing – Pupils are taught to understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions, create and debug simple programs, use logical reasoning to predict the behaviour of simple programs, use technology purposefully to create, organise, store, manipulate and retrieve digital content, recognise common uses of information technology beyond school and to use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
Design and Technology – Pupils are taught, through a variety of creative and practical activities, the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts (for example, the home and school, garden).
Geography – Pupils will develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.
History – Pupils will develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.
Music Pupils are taught to use their voices expressively and creatively by singing songs and speaking chants and rhymes, play tuned and untuned instruments musically, listen with concentration and understanding to a range of high-quality live and recorded music and to experiment with, create, select and combine sounds using the inter-related dimensions of music.
Physical Education – Pupils are taught to, master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities, participate in team games, developing simple tactics for attacking and defending and to perform dances using simple movement patterns.
Further information about the schools’ curriculum can be found on the following pages: