TMET Curriculum Intent
Primary phase:

“We will provide all of our children with a broad, relevant and enriched curriculum so that they have the character to make a positive contribution to our society and are knowledgeable, skilled and ready for the next phase of their education.”


The TMET 7Cs are the values that underpin all trust activities and decisions and are lived out through the curriculum in each of our academies.

Challenge: an ambitious curriculum which gives pupils access to rich, challenging knowledge, concepts and materials no matter what their starting points or characteristics.

Collaboration: teachers and leaders collaborate to curate the best content and pedagogical approaches; pupils collaborate to deepen learning and develop social and communication skills.

Culture: a curriculum which actively builds the cultural capital of our pupils so that they can be enriched and empowered.

Community: a broad curriculum which teaches about tolerance and an appreciation of diversity, equipping students to be active citizens who contribute positively to society, steeped in British values.

Courage: pupils are encouraged to persevere and show courage in the face of learning challenges which result from a broad and demanding curriculum; and to make informed choices with confidence, compassion and integrity.

Creativity:pupils are taught to think creatively from a foundation of rich knowledge; via a wide variety of learning experiences to stimulate innovation and creative expression.

Character: opportunities abound for character development through an ambitious wider curriculum offer designed to develop positive personal traits, dispositions and virtues such as kindness and care for others.

The TMET Primary Curriculum Intent can be found here.:

TMET Primary Curriculum Intent – June 2019

TMET Primary Recovery Curriculum Intent – Sept 2020

The enactment of TMET’s Primary Curriculum Intent: North Mead Primary Academy

“We will provide all of our children with a broad, relevant and enriched curriculum so that they have the character to make a positive contribution to our society and are knowledgeable, skilled and ready for the next phase of their education.”

Knowledgeable & SkilledEnrichedCharacter and Positive ContributionReady for their next phase (For Reception, for KS1, for KS2 and for KS3)
Knowledge organisers for each unit of work provide the basis for curriculum planning, ensuring there is an academic knowledge focus in each subject.


Whole school curriculum planning ensures that knowledge acquisition and skill development is progressive and ambitious.


Focus on basic skills (reading, writing, mathematics), using pre-learning, over-learning, practising, checking and revising as needed to ensure all children from nursery to y6 make good progress.


Quality subscription services (also available at home) provided to help learning, e.g. Times Tables Rock Stars and Reading Pro.


Specialist teaching in music, sport and French.


Language of the month.


Novel led approach develops and sustains a love of stories, ensuring children have access to, and are knowledgeable about, a wide range of quality texts.


Assemblies focus on historical events, major faiths, charity work and safeguarding to increase pupil knowledge and understanding.


Staff CPD





All children access at least 1 significant arts enrichment activity per year to help build cultural capital, e.g. London theatre visit.


Every unit of work includes at least 1 tailored enrichment opportunity either in school, such as housing the ‘Happy Chicks’ in Foundation Stage, or out of school, e.g. a visit to a place of worship or woodland area.


‘Spotlight’ events to share learning with families and promote talent, e.g. reading/stories, art galleries, mathematics, etc.


Whole school enrichment activities, e.g. Mighty Zulu Nation performance workshops and assemblies.


Whole school focus days, e.g. International Day, World Book Day, Science Day.


Visitors from the local community or local business, e.g. the Fire service, Community Police Support Officers, NSPCC, etc.


A wide range of free after school clubs, including sports and crafts.


Performance opportunities, e.g. nativity, y6 Leavers musical, whole school assemblies to celebrate major faiths.

Cross trust events to represent their Academy and work alongside others, e.g. sporting tournaments and Primary Leadership events.

6Rs (Resilience, Risk Taker, Resourceful, Ready, Responsible, Reflective) + Character Muscles


Leadership opportunities, e.g. sports leaders, Primary Leadership Team, Language Champions, etc.


Cross phase opportunities to work with wider peer groups across different age groups, e.g. Science Day, International Day, EAL chit chat afternoon).


Cross Trust events to develop relationships with peers from other Academies.


Outdoor learning opportunities to build resilience and cooperation.


Class summer garden parties prepared for families


Good to be Green positive behaviour system underpinned by ClassDojo.  Behaviour successes are recognised by Dojo Points which build to badge awards, shared weekly with parents.  ClassDojo encourages parental encouragement through an easy, translatable communication system on 3 levels: School Story, Class Story and private messaging.


Good lunchtime behaviour recognised – ‘Tea with Mrs C’ and ‘Table of Awesomeness’ awards.


Curriculum reflects locality, encouraging the development of empathy and making positive contributions.


Enterprise – Summer fayre stall organisation and ideas

Whole school strategies:

Phase 1 combines EYFS and y1 / Phase 2 combines Y2 & Y3 (reduces possible dips and smooths transition)


Whole School Focus on Character Education and 6Rs is not specific to a classroom, age or Academy – Learning behaviours for life.


Meet new teacher, visit new classroom


Use of specialist teachers enables children to get used to being taught by more than one person.


Children new to school have a tailored induction, with specific materials per class, translated if necessary.  Picture lanyards and Language Champions allow them to settle more quickly and communicate needs.


Reception, Reception-y1

School ready behaviours and aspects of personal development taught and encouraged, e.g. walk quietly in the corridors, write name on work, express needs clearly, toilet training, teeth brushing, etc.


Relationships introduced and developed with parents with regards to time keeping, attendance, communication, involvement in school life, etc.



Close communication with secondary schools to enable summer term visits and visitors


Bikeability in y5/6


Mixed groups and range of teachers in y6


Visitors to talk to children about careers





At North Mead Primary Academy, we believe that our curriculum should be broad, balanced and relevant and meet the needs of all children whatever their ability or needs. It includes not only the formal requirements of the National Curriculum, but also the range of extra-curricular activities that the school organises in order to enrich the experience of the children. It also includes the ‘hidden curriculum’, or what the children learn from the way they are treated and expected to behave. We aim to teach children how to grow into positive, responsible people, who can work and co-operate with others while developing knowledge and skills, so that they achieve their true potential.