Curriculum Design: Our curriculum is carefully designed to ensure coherence, progression, and alignment across all curriculum areas. We identify the key concepts, skills, and knowledge that students need to master and organise them in a logical sequence.

Lesson Design and Delivery: Our lessons are structured to provide a balance between teacher-led instruction, guided practice, and independent learning. We employ a variety of teaching strategies, including modelling, questioning, and scaffolding, to support pupils' learning and promote mastery. A great deal of this pedagogue is our teachers' application of Rosenshine's Principles of Instruction. This achieves best practice in teaching and learning across the school. 

Connect & Consolidate: Across the curriculum, teachers support children to review previous learning using 'connect' tasks. This gives the children the opportunity to develop their understanding of substantive concepts and 'remember more'. Children also complete 'consolidate' tasks which allow the children to demonstrate their developing understanding across the curriculum i.e. their ability to 'know more'. 

Assessment and Feedback: We utilise a range of formative and summative assessment strategies to evaluate pupils' progress and understanding. Feedback is given regularly, focusing on specific learning objectives, and provides guidance for improvement and further development.

Resources and Support: We provide teachers with high-quality resources, materials, and professional development opportunities to support the implementation of teaching for mastery. Professional collaboration is encouraged through the school in the Federation to share best practices and refine learning and teaching approaches. 

Teaching for mastery: This is at the heart of our curriculum across all areas of study. By embracing this approach, we aim to nurture confident, resilient and life-long learners.

Equality: Our Curriculum complies with the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014 which ensures it is also accessible to children with special educational needs and disabilities and provision is tailored to each child's needs and reasonable adjustments.