The Pingle School should help pupils:
To develop lively, enquiring minds, the ability to question, to argue rationally and to apply themselves to tasks;
To acquire and to apply knowledge, skills and practical abilities relevant to the needs of adult life at home, at work, at leisure and as consumers and citizens of a fast changing world;
To acquire a reasoned set of attitudes, values and beliefs including respect for and understanding of, other people's religious and moral values and ways of life, and of the interdependence of the human and all other elements of the environment;
To acquire an understanding of the social, economic and political order of the world and of the interdependence of individuals, groups and nations;
To appreciate human achievement in art, music, drama, dance, textiles, science, technology, physical pursuits and literature; and to experience a sense of personal achievement in some of those fields;
To develop a sense of self-respect, the capacity to live full lives as independent, self-motivated adults with the will to contribute to the welfare of others and to society;
To appreciate the complex human interaction and interdependence within the environmental system, locally and globally, and to develop a caring and responsible attitude to the environment.
In addition, the school is committed to the principles of human dignity and equality of opportunity as well as co-operation in promoting tolerance, combating racial injustice and the eradication of all forms of racism and racial prejudice.
All pupils regardless of age, sex, ability or background are entitled to, and should be offered, a comparable range of educational opportunities. In order to achieve this the curriculum at The Pingle School has been designed to display breadth, balance, relevance, differentiation, continuity and progression.
The curriculum offered achieves breadth by ensuring that all pupils are brought into contact with the nine areas of experience identified by HMI : aesthetic, creative, linguistic, mathematical, ethical, physical, scientific, social, political and technological.
Balance in the curriculum is maintained by allowing each area of experience appropriate attention in terms of time and resources.
Relevance in the curriculum is provided by relating educational experiences to the pupils' present and future needs so that understanding, competence and confidence are all enhanced. A relevant curriculum will equip pupils with the knowledge and skills needed in adult life.
In order to meet the learning needs of every individual pupil the curriculum is differentiated in terms of content and teaching approaches.
Teaching and learning experiences within the curriculum are organised so as to recognise the need for continuity between the main phases of primary/secondary and secondary/tertiary education and to allow for progression through the phases, building on existing knowledge, concepts, skills and competencies.