Curriculum

Do More 

Our curriculum is intentionally structured and sequenced to ensure that pupils are active participants in their learning, not passive recipients. Learning is shaped around purposeful outcomes, high-quality tasks and first-hand experiences that require pupils to apply, practice and refine what they know. 

Teachers employ adaptive and responsive teaching to ensure that learning activities are matched precisely to pupils’ needs. Through consistent use of our Pedagogical Pillars, particularly Checking for Understanding and Verbal Feedback, teachers make real-time adjustments to instruction so that all pupils are supported and challenged appropriately. 

Pupils are encouraged to demonstrate tenacity, to embrace challenges, and to see mistakes as an essential part of the learning process. This ensures that learning is active, sustained and meaningful. 

Know More 

Our curriculum is knowledge-rich and carefully sequenced to build deep, connected understanding over time. Pupils acquire a broad and balanced body of knowledge about themselves, the world, its histories, cultures, religions and scientific principles. 

Key concepts, vocabulary, and disciplinary knowledge are explicitly taught and revisited, enabling pupils to develop fluency and confidence across subjects. Knowledge organisers (Science, History and Geography), clear learning journeys and explicit links to prior learning support pupils in understanding not only what they are learning, but why it matters. 

Through high-quality teaching and Structured Talk, pupils are supported to articulate their understanding, reason with precision, and use subject-specific language accurately, strengthening both knowledge acquisition and communication. 

Remember More 

We recognise that learning is only secure when knowledge is retained and retrievable. Our curriculum is designed with memory and cognition in mind, ensuring that pupils regularly revisit, rehearse and apply prior learning. 

Teachers plan carefully for retrieval practice, small steps of learning, and deliberate revisiting of key knowledge, skills and vocabulary. Strategies such as sticky starters, quizzes, and structured reflection enable pupils to strengthen long-term memory and make meaningful connections across the curriculum. 

Ongoing checking for understanding ensures misconceptions are identified and addressed promptly, preventing gaps from widening and ensuring that learning builds securely over time. 

Experience More 

We believe that rich experiences deepen understanding, enhance motivation, and strengthen retention. Our curriculum is enriched through carefully planned opportunities that take learning beyond the classroom and broaden pupils’ horizons. 

These include immersion days, educational visits, visitors, performances, sporting opportunities, and Forest School provision. Such experiences enable pupils to apply their learning in real-life contexts, develop problem-solving skills, take safe risks, and build resilience. 

By engaging with the wider community and the world beyond their own lived experiences, pupils develop enthusiasm for learning, cultural awareness and a strong sense of belonging, reflecting our commitment to inclusion and community. 

Consider More 

Our curriculum develops pupils as thoughtful, reflective and responsible learners who can reason, question and engage with different perspectives. 

Planned opportunities for Structured Talk, discussion and reflection are embedded across subjects, enabling pupils to explain their thinking, listen respectfully to others, challenge ideas and refine their understanding. Pupils are taught how to use talk as a tool for learning, supporting both cognitive development and confidence. 

Through reflection, pupils learn to evaluate their own learning, recognise strengths and areas for development, and take responsibility for their actions and choices. This prepares them to participate positively in school life and in a wider world. 

Inclusion and Adaptation 

Our curriculum is designed for all learners. Adaptations are made to ensure that pupils with SEND and those with English as an Additional Language can access the same ambitious curriculum as their peers. Support is carefully planned, purposeful, and responsive, never limiting aspiration. 

High-quality teaching, scaffolded support, and targeted interventions work together to ensure equity, belonging and success for every child.