Curriculum Framework

Curriculum Framework
Our curriculum framework places high value on excellent school practice and research evidence to inform the overarching curriculum principles outlined below. These principles emphasise the importance of effective curriculum design, intelligent sequencing of knowledge and meaningful assessment that informs learning. Our expert teachers implement evidence informed methods to maximise learning and retention of knowledge and skills, meaning the level of challenge in the curriculum informs the level of challenge in our classrooms.


Knowledge (Content)

  • Curriculum content is knowledge-rich, tackles misconceptions and builds on prior learning

  • Knowledge and skills are introduced in a well-sequenced coherent curriculum providing clear progression for all students

  • Progress is students knowing more, remembering more and applying learning to different contexts (skills)

  • Home Learning is used to practise and embed knowledge and skills effectively

 

Teaching & Learning

  • Teachers are experts in their subject

  • Teachers understand that learning is the long-term retention of knowledge and the ability to transfer it to different contexts (skills)

  • Teachers employ evidence informed teaching methods to improve learning and knowledge retention

  • Cognitive Science informs teaching to ensure retrieval practice, spacing of knowledge and low stakes testing are used effectively

  • Teachers actively seek opportunities to improve their teaching (Teacher Development Programme, T&L group, Subject Progress and Planning meetings, CPD programme, T&L library)

  • Teachers are responsive in their teaching and continually tailor support for those students at risk of underachievement regardless of starting point or background (Closing the Gaps)

 

Assessment & Feedback

  • Assessment is underpinned by the four pillars of assessment: purpose, validity, reliability and value

  • The purpose of assessment is to always improve students’ learning and inform teachers’ teaching

  • Formative assessment takes precedence over summative assessment

  • Summative assessment includes cumulative knowledge (and skills)

  • Assessment Review Points (ARPs) are meaningful, informative and considerate of teacher workload

  • Feedback is an essential part of teaching and takes many forms; teacher marking is only one form and therefore is not relied upon solely to improve learning

Wellbeing

  • Staff and student wellbeing are central to the school’s values

  • Students are encouraged to recognise the importance of learning beyond that which is examinable

  • The school calendar is strategically planned and implemented to be considerate of staff workload whilst not compromising student learning

  • The curriculum identifies and capitalises upon opportunities to support the Social Emotional Mental Health development of our students

 

Reading & Academic Vocabulary

  • We develop a culture of reading at every opportunity within the school day

  • Reading is wide, varied and challenging at an age appropriate level

  • Students are expected to read fluently and in depth for pleasure and knowledge

  • Every opportunity is taken to develop the use of academic and subject-specific vocabulary

  • We value the importance of oracy and students being able to to speak with fluency and confidence

 

Leadership

  • The ‘Framework for Learning’ evaluation tool is a dynamic document, which is continually used to review and prioritise curriculum improvement

  • Curriculum Maps are planned, developed and evaluated regularly to focus on well-sequenced learning, challenge and progression

  • Department leaders have autonomy to design an ‘assessment matrix’ and feedback guidance policy to meet the needs of students and teachers within their curriculum area