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Whole School Curriculum

Whole School Curriculum

Overarching aims

At New Invention Infant School, we have created an exciting, innovative, bespoke curriculum with overarching cohesive themes across the whole of the school. British Values thread throughout these themes; however, there is a greater emphasis on aspects of this at particular points during the year. These themes are chosen purposefully, to engage young children, while year on year building on prior knowledge systematically, to widen their understanding of themselves and the world around them. The children also access year group topics that link into our overarching themes throughout the year.


Autumn Term - ‘Me and My Imagination’

By placing this theme at the start of each academic year, it enables the children some time to think about themselves and their individuality, the challenges ahead as they transition and share their interests, thoughts and emotions as they build new relationships.


Spring Term – ‘Heroes and Villains’

This theme further develops the children’s understanding of how to keep themselves safe. It gives them the opportunity to explore the dynamics of relationships and mutual respect including what is acceptable in the way we treat others and in the way that others treat us. This theme also aims to develop children’s understanding of tolerance, rights and wrongs and the rule of law.


Summer Term – ‘Natural World’

During this theme, the children will explore the natural world moving from insular environments to the wider world as they move through the school. They will explore animals, nature and the environment including developing an understanding of environmental issues, and what it means to be a world-citizen.


Play underpins all development and learning for our youngest children. Most children play spontaneously, although some may need adult support to move this play forward. It is through play that they develop intellectually, creatively, physically, socially and emotionally. The classroom environments are set up so that children can move freely around clearly defined areas. There is a balance between activities that the teacher chooses for your child, and opportunities for child-initiated learning in a structured environment.


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