Our inclusive curriculum is one of ‘success for all through hard work and harmony’, promoting the values of pride, persistence, patience, preparation, and progress.
What should the implementation of our curriculum look like in the classroom?
Our curriculum is ambitious, providing in-depth knowledge and mastery of subject expertise. Our students deserve the very best education, and we provide this by ensuring our learners become critical thinkers with a broad range of vocabulary, developing minds that make connections in the world around them. Our common goal is for both students and staff to be the best they can be in a thriving and joyful school community, fostering a love of learning, demonstrating confidence to succeed and achieve.
Key knowledge is sequenced with regular knowledge recall so that students commit learning to memory. There is a common assessment framework so that students know how to improve. Students are appropriately stretched in their learning and taught to take appropriate risks to achieve, recognising failure as an opportunity to learn. Our curriculum focuses on knowledge, and we teach to the top. Key Stage 3 provides a firm foundation as students develop core knowledge and disciplinary knowledge for each subject. A common learning challenge is high literacy demands and teaching is planned and adapted to help combat this with scaffolding.
There is an interconnected process between curriculum maps, medium term plans, and teaching and learning in the classroom. Departments continuously improve the curriculum; it does not stand still, but is informed by evidence-based research and feedback from staff and students. We recruit, retain, support, and train educators to become experts in their fields and know the best pedagogical approaches to teach their subject discipline.
We provide quality first wave teaching to all learners, with a graduated approach of assess, plan, do, review. Lessons incorporate all learners in the learning process as individuals, as no student is alike to another. Each student has their own learning challenges, and teachers use all the information provided by the SEND team to plan effective and engaging lessons for all learners. All teachers are teachers of SEND students.
Departments plan collaboratively, respecting the integrity of each subject discipline, and engage in the education conversations in their subject communities with memberships in subject associations. Departments have agreed expectations to provide the best lessons in their subject, and meet regularly to collaboratively plan upcoming learning sequences. Standardised assessments are designed and moderated as a subject team.
We strongly uphold “success for all through hard work and harmony”.