Our TPNA Curriculum
Relationships: The Foundation of Our Curriculum
At Tupton Primary and Nursery Academy, we believe that relationships are at the heart of everything we do. Positive relationships between children, families and staff create a culture of trust, belonging and ambition, where every child feels valued, supported and inspired to succeed.
We know that children learn best when they feel safe, understood and connected. By nurturing strong relationships and creating a genuine sense of community, we help children develop the confidence to take risks in their learning, embrace challenges and achieve their full potential.
Designed around the needs of our children
Our curriculum is carefully designed around the needs, experiences and aspirations of our children. We recognise that every school community is unique, and therefore our curriculum is shaped by what our children need most to thrive both now and in the future.
Through our curriculum, we aim to ensure that every child develops:
- A strong understanding of the wider world
We want our pupils to understand and appreciate the diverse world in which they live. Through rich learning experiences, high-quality texts, educational visits, visitors and meaningful discussions, children develop respect for different cultures, communities and perspectives. By broadening their understanding of the world, we help them become informed, compassionate and responsible citizens.
- Wider experiences and high aspirations
We know that children’s ambitions are often shaped by the opportunities they encounter. Our curriculum provides a wealth of experiences that extend beyond the classroom, helping children to discover new interests, talents and possibilities for their future. We want every child to realise that success is achievable and to leave our school with the confidence, knowledge and aspiration to pursue their dreams and contribute positively to society.
- Strong communication and social language skills
Language is at the heart of learning. We place great importance on developing children’s vocabulary, oracy and communication skills so that they can express themselves confidently, build positive relationships and access the wider curriculum successfully. Through reading, discussion, debate and collaborative learning, children learn how to articulate their ideas, listen to others and communicate effectively in a range of situations.
Why This Matters
By developing these three key areas, we ensure that our children are not only academically successful but also equipped with the knowledge, confidence and character needed for life beyond Tupton Primary and Nursery Academy.
How our curriculum supports this
To achieve these aims, our curriculum is designed to:
- Celebrate diversity and ensure children see themselves reflected in their learning.
- Introduce children to different cultures, experiences and perspectives.
- Provide meaningful first-hand experiences that bring learning to life.
- Give purpose and relevance to learning.
- Build confidence, self-belief and ambition.
- Develop children’s speaking, listening and communication skills.
- Prioritise language and vocabulary development across all subjects.
- Create an inclusive learning environment where every child can succeed.
Our Four Curriculum Pillars
Our curriculum is built upon four teaching and learning pillars which ensure our children achieve their very best.
Knowledge through memory and recall
Children build a rich body of knowledge throughout their time in school. Learning is carefully planned and sequenced so that new knowledge builds upon what has been taught before.
Children regularly revisit and retrieve previously learned knowledge, helping them transfer learning into their long-term memory. This ensures that they not only know more, but remember more and can apply their knowledge confidently across different subjects.
Purpose and opportunity
We believe that children learn best when learning is meaningful and memorable.
Through educational visits, visitors, enrichment activities and authentic learning experiences, children are exposed to opportunities that broaden their horizons and build cultural capital. These experiences inspire curiosity, raise aspirations and help children understand how their learning connects to the world around them.
Oracy and vocabulary acquisition
Language is the gateway to learning.
We place great importance on developing children’s vocabulary, communication and speaking skills across the curriculum. Through purposeful discussion, debate, questioning and collaborative learning, children learn to express themselves clearly and confidently.
Reading sits at the heart of our curriculum, helping children develop a broad vocabulary, deepen their understanding of the world and foster a lifelong love of books and stories.
Challenge through adaptation
Every child deserves access to an ambitious curriculum.
We are committed to ensuring that all children, regardless of starting point, can achieve their very best. Teachers use adaptive approaches to support and challenge learners, removing barriers while maintaining high expectations.
Children with SEND and other additional needs are provided with personalised support and carefully planned learning pathways. All children are encouraged to think deeply, take risks and challenge themselves to achieve more.
Learning with PRIDE
We want our pupils to leave us as confident communicators, ambitious learners and respectful citizens, ready to make a positive contribution to the world around them. Our PRIDE values guide children’s actions and relationships, helping them to build resilience, empathy and responsibility and encouraging respect, teamwork and positive behaviour.
Our PRIDE values are:
- Partnership – working together to achieve success
- Resilience – learning from challenges and persevering
- Independence – becoming confident and responsible learners
- Determination – striving to be the very best we can be
- Enjoyment – developing a lifelong love of learning
If you would like any additional information about your child’s topics for this year, please contact their class teacher.
We use Charanga to support music teaching and Purple Mash for computing.
Knowledge Organisers
Y3 Knowledge Organiser Animals And Humans
Y4 Romans Knowledge Organiser Autumn 1
Y4 Knowledge Organiser Living Things And Their Habitats
Y5 Knowledge Organiser Animals
Y5 Knowledge Organiser South America
Yr 6 Knowledge Organiser Animals Including Humans Including Features Of The Heart
RE
We follow the Derbyshire Agreed Syllabus for RE, which is taught through the RE Today scheme.
For more information about the topics covered in our RE lessons click here:
PSHE
What is PSHE?
PSHE stands for Personal, Social, Health and Economic Education. At Tupton we use PSHE Matters and a range of other supplementary materials including, No Outsiders books and Picture News, to deliver a coherent and progressive learning experience for our children. PSHE Matters is used flexibly to select activities and resources, based on children’s previous experiences, levels of maturity, and needs. National and local trends and data also influence our PSHE delivery.
Primary schools have a duty to teach within the context of Equality Law. PSHE is most effective when our pupils see aspects of themselves represented in the curriculum, avoiding stereotypes. The updated RSHE Guidance (2025) states ‘Pupils should understand the importance of equality and respect.’ PSHE Matters is developed a clear stance around equality, based on British Values and Equality Law, which guides all staff to feel safe and confident in delivering PSHE.
PSHE matters because it plays a key role in pupil wellbeing, safeguarding, and preparation for adult life. It provides the opportunity to develop knowledge, skills and values that our children and young people need, to live, grow and thrive with confidence. A growing body of research shows us that pupils with better health and wellbeing are likely to achieve better academically, and that positive mental health and healthy relationships are essential for higher brain function that supports learning.
PSHE education can support children and young people to achieve their potential by supporting their wellbeing and tackling issues that can affect their ability to learn. PSHE education can also help pupils to develop skills like teamwork, communication, and resilience – that are crucial to navigating the challenges and opportunities of the modern world and are increasingly valued by employers.
Safeguarding is a key element of PSHE education as pupils learn about their own identity, risks, decision-making and how to seek help and support. Good relationships with their peers and trusted adults are a key protective factor in keeping children safe.
PSHE Matters enables our school to fulfil our statutory duties in delivering updated statutory Relationship and Health Education, and non-statutory subjects such as sex education and economic wellbeing.
The PSHE Modules are constructed around four age groups: Early Years Foundation Stage, Key Stage 1 (Years 1 and 2), Lower Key Stage 2, Upper Key Stage 2 (Years 3 and 4) and (Years 5 and 6). The EYFS learning modules are informed by the Statutory Framework for the Early Years Foundation Stage and supported by the non-statutory guidance Development Matters and Birth to Five Matters (See EYFS introduction.) The Educational Programmes underpin all planning and provision alongside the unique needs and interests of the children in our setting.
The modules we cover are:-
- Drug Education – including how to manage risk and peer influences
- Exploring Emotions – including how to recognise and manage feelings and emotions
- Being Healthy – including the importance of looking after our mental health
- Growing up – including age-appropriate sex education
- Changes – including loss
- Bullying Matters – including how to ask for help
- Being Me – including identity and community
- Difference and Diversity – including challenging stereotypes
- Being Responsible – including looking after the environment
- Being Safe – including online and offline
- Relationships – including what is a healthy relationship
- Money Matters – including enterprise
Safe and Effective Practice
We create a safe environment in the classroom which allows pupils to engage in learning and express their ideas without embarrassment or pressure, with a clear idea of boundaries, as PSHE education, by its very nature, includes some topics that are complex and sensitive.
Ground rules are agreed with the pupils to set out expectations for discussion and participation.
Distancing techniques, using third person such as characters from a story, scenario and role play, help to de-personalise discussions. Teachers use phrases like: ‘What would the character do?’ rather than ‘What would you do?’
Supporting vulnerable pupils. Language, resources and activities are carefully chosen and there are clear strategies in place to support children where they might have been affected by a topic discussed.
External visitors: Carefully planning external visitors support RSHE by offering specialist knowledge to enhance teaching.
What is RSE?
RSE stands for Relationships and Sex Education. It is a part of our wider Personal Development curriculum and is lifelong learning about physical, moral, social and emotional aspects of growing up, relationships, sex, and sexual health.
Effective RSE is important for promoting and protecting the wellbeing of all children.
It aims to provide children and young people with the age-appropriate knowledge and skills that will enable them to make informed and ethical decisions about their wellbeing, health and relationships. RSE supports our pupils to cultivate positive characteristics including resilience, self-worth, self-respect, honesty, integrity, courage, kindness, and trustworthiness.
RSE is an important element of our safeguarding provision – it supports prevention of harms by helping young people understand and identify when things are not right, when and how to seek help and report abuse. Our positive approach develops pupils’ understanding of safe, healthy relationships which is a protective factor for all children and young people. As outlined in ‘Keeping Children safe in Education’ this preventative education is delivered through a whole school approach.
RSE is a key element of our Personal Development programme. It also supports the teaching of British values, and our equality objectives. The aims of RSE align with our whole school expectations and our PRIDE values. We are preparing our children to be ready for their future lives, being respectful of themselves and others and know how to keep themselves and others safe. We believe that high-quality RSE helps create safe school communities in which pupils can grow, learn, and develop positive, healthy behaviour for life.
Each PSHE Matters module addresses learning opportunities taken from the PSHE Association Programme of Study (2026).
These learning opportunities are:-
Relationships Education
Families and people who care for me
Caring Friendships
Respectful, kind relationships
Online safety and awareness
Being Safe
Health Education (Health and Wellbeing)
General wellbeing
Wellbeing online
Physical health and fitness
Healthy eating
Drugs, alcohol, tobacco and prevention
Health protection and prevention
Personal safety
Basic first aid
Developing bodies
Sex Education
Some elements of the RSE are taught through the statutory National Curriculum in Science. In Year 2, pupils are taught to notice that animals, including humans have offspring which grows into adults, and about the importance of hygiene.
In year 5 pupils should be taught to describe the changes as humans develop to old age.
We teach non-statutory sex education in Year 5 and Year 6 during Summer Term 2 as part of our ‘Growing Up’ module. Our sex education comprises of lessons about how babies are conceived and born. It is taught in an age-appropriate, factual way within the context of a healthy, loving and safe relationships
Reading and Phonics Schemes
For children who are learning to read we use books from Collins Big Cat Phonics for Letters and Sounds. These books are carefully matched to the sounds children have learnt, meaning that they can confidently read the books they bring home.
Phonics teaching follows the Letters and Sounds scheme.
