Through a variety of experiences and opportunities, we aim to foster the growth of resilient, self-aware, and empathetic individuals who are equipped to thrive in a complex and ever-changing world. Our curriculum provides pupils with the knowledge, skills, and attitudes to make informed decisions, engage with their communities, and contribute to a more just and sustainable society. We believe that a broad and balanced curriculum prepares pupils for success in higher education, careers, and life beyond the classroom.
Teaching for Mastery: We embrace the philosophy of teaching for mastery across all curriculum areas. Teaching for mastery is an evidence-based approach that promotes deep understanding, procedural fluency, and problem-solving skills in all curriculum areas. It emphasises the importance of pupils developing a secure foundation of knowledge and skills before moving on to more complex concepts. Mastery learning is underpinned by the belief that all students can achieve high standards and aims to ensure that no student is left behind.
Depth Before Breadth: We prioritise depth of understanding over superficial coverage. We encourage students to explore concepts in depth, make connections between different topics, and develop a secure understanding of fundamental principles before moving on to new material.
- Key Content: Teachers and leaders have identified the key content for their subject. These are the essential components that children must experience in order to achieve and exceed expected standards in that specific subject. They build progressively as pupils move through the school.
- Second Order Concepts: These are broad categories which are transferable across a range of year groups and curriculum areas. We introduce pupils to these concepts early in their education, developing the observational skills and language needed. Teachers use the school's defined second order concepts (below) to forge strong connections across the curriculum and the years of learning. For example, within learning about leadership, they may study the substantive concept of leadership style in their Year 4 Romans topic and compare this to Greek leaders in Year 5.
Building Fluency: We emphasise the development of procedural fluency, ensuring that students can apply their knowledge and skills confidently and accurately. We provide ample opportunities for practice, repetition, and consolidation to ensure that learning becomes automatic and transferable.
Reasoning and Problem-Solving: We foster children’s ability to think critically, reason logically, and solve problems effectively. Our curriculum provides rich and varied opportunities for students to engage with challenging tasks, apply their knowledge in authentic contexts, and develop their problem-solving skills.
Formative Assessment: We employ ongoing formative assessment practices to continuously monitor pupils’ progress and identify any misconceptions or gaps in understanding. This enables us to provide timely and targeted interventions, personalised support, and additional challenges for individual children.
Adaptive Teaching: We recognise that every pupil is unique and has different learning needs. We differentiate our instruction and provide personalised learning opportunities to ensure that all children can access and make progress within the curriculum.
Collaborative Learning: We promote collaborative learning experiences that encourage children to work together, communicate their ideas, and learn from each other. Collaborative tasks facilitate deeper understanding, enhance communication skills, and foster a positive classroom culture.