Trust Curriculum Implementation

Our curricula is organised around subject areas, chosen to inspire, motivate and reflect their local area, in order to ensure progression of knowledge and skills across each curriculum pathway.  The most up to date research is central to development and review. The curriculum gives us the opportunity to have ‘end goals and outcomes’ the children work towards whilst developing their knowledge and skills, therefore providing a wide and varied learning experience within our curriculum implementation which is enriched through creative contexts and values-based learning.

Trust Curriculum Overview Map

A part of our curriculum implementation is that our subject areas will be taught discretely through applied learning opportunities and ,where appropriate, cross curricular links. Areas of learning will be underpinned by strong subject knowledge to ensure teaching is developmental and builds on the prior learning of pupils. High-quality literature, including fiction, non-fiction and poetry is used in all curriculum themes.  Vocabulary will be planned within all the units of learning and explicitly taught. Opportunities will be provided for pupils to explore both oral and written language. All academies will promote and scaffold high-quality talk in the classroom to allow pupils the opportunity to apply language in context and to use for a purpose.  Quality of teaching and learning, including pedagogy, assessment of and for learning, is developed and maintained through high quality professional development for all staff.  Each core subject is underpinned with key assessment criteria at both age-related and greater depth, and non core are assessed using key questions, within a formal pathway and against personalised targets within a semi-formal and informal pathway. 

Our model for each pathway will be delivered through:

Planning & Sequence of LearningPedagogyAssessment
Coherent &
- Long Term Planning
- Medium Term Planning
- Academy Weekly planning
- Progression Framework that builds knowledge over time and provides opportunity to apply
- Age, stage & phase
- Subject methodology
- Contextualisation
- Application
- Styles/ delivery/ participation intention, active, retrieval, experience, modelling, shared, guided, independence, HOTQ

(based in Childhood Development, Science of Learning, Cognitive development)
Progress- Assessment for learning
- Feedback
- Peer
- Daily/weekly
- Unit of work

- Intervention, catch -up and additionality
- Support for vulnerable learners 
- Milestones (SF/+)

This approach helps our children develop the ability to understand what they have done well and what they now know, how their current learning links to previous learning, and what their next steps are. We see this as the smartest way to create highly engaged and increasingly independent learners. 

A key development to this is the active use of pupil voice – currently this is done after learning has happened but we are conducting a study, which is supported by ‘Shine’, into how we can incorporate this into teachers planning, before learning starts and during learning.  We believe this will be especially powerful for our more disadvantage pupils – watch this space!


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