Curriculum Statement 2020

Background:

Trust schools are continually working together to improve the quality of educational provision across the Trust.  Currently, leaders and teachers are developing curriculum provision and effectiveness using the Trust’s working values and principles as well as Ofsted’s new education Inspection Framework 2019 to guide their work.

Ofsted’s working definition of Curriculum:

  • INTENT – the curriculum is a framework for setting out the aims of a programme of education, including the knowledge and understanding to be gained at each stage.
  • IMPLEMENTATION – the curriculum offer is a means for translating that framework over time into a structure and narrative, within an institutional context.
  • IMPACT/ACHIEVEMENT – recognises that importance of evaluating what knowledge and skills pupils have gained against expectations.

Key questions:

As part of this work, we have asked ourselves the following questions:

Intent:

  • What are we trying to achieve through our curriculum?
  • How far do we consider the quality of the curriculum in each subject?
  • What does this mean for early years provision?
  • How do we engage parents and carers in their child’s learning?
  • Do we need to rethink this as we continue to live with the Covid pandemic?

Implementation:

  • How is our curriculum being delivered?
  • What do we need to do to further improve the consistency and quality of teaching?
  • What professional development is needed for teachers and support staff?
  • Does this vary depending on their career stage e.g. newly qualified teacher, subject leaders, phase leader?
  • How effectively do leaders and teachers consider the content and sequencing of the curriculum in each subject area?
  • How effective are our assessment and progress checking arrangements?
  • Are we using assessment for learning approaches effectively?

Impact/achievement:

  • What difference is our curriculum making to pupil outcomes?
  • What difference is our curriculum making to pupil’s enjoyment of learning?
  • Does our curriculum offer support the narrowing of attainment gaps?
  • How well are pupils learning the content outlined in the curriculum?
  • Does our curriculum meet the needs of all children?
  • Can our curriculum be delivered remotely during the Covid-19 pandemic?
  • What adaptations may be needed to meet children’s learning needs over the period of the pandemic?

Key concepts:

We have also considered the concepts that matter when discussing the curriculum:

  • Does progress means knowing more and remembering more?
  • Is knowledge generative (or sticky) i.e. the more you know the more easily you can learn?
  • How is knowledge connected through webs or schemas?
  • Does vocabulary size relate to academic success? If so, how do we expand children’s access to words, particularly in the early years?

Learning from others:

We have learnt from other schools and research about the factors that are linked to curriculum quality and are building this knowledge into our offer:

  • Continuing to focus on subject disciplines even when topics are taught
  • Considering the depth and breadth of curriculum content
  • Seeing the curriculum as a progression model
  • Having a clear purpose for assessment
  • Reviewing and evaluating curriculum design
  • Providing clear curriculum leadership (often distributed) and ownership
  • Considering local context and filling gaps from pupils’ backgrounds

Ofsted Framework 2019:

We have considered our curriculum plans in relation to the new Ofsted Framework introduced from September 2019.

Educational Excellence:

Trust schools aim to support learners in their journey from early years to adulthood through cutting edge inspiring, purposeful learning experiences. Pupils develop rigour of thought, resilience and a positive outlook whilst gaining the knowledge, skills and experience required for lifelong learning. These are underpinned by an inspiring, engaging and challenging curriculum, shaped by evidence of what works and real-world practice.

Teaching and learning:

Approaches in Trust schools include:

  • ensuring high standards are achieved through curiosity, discovery and partnership between pupils, staff, parents and the community
  • providing an enquiry-based curriculum, developing knowledge, understanding and transferable skills in a purposeful way that improves the lives of children and others
  • cultivating inclusive and accessible learning environments that are safe, welcoming and enticing
  • developing every pupil’s personality, talents and abilities to the full
  • supporting pupils’ expanding horizons and unlocking potential that enhances life, aspiration and prospects for children and families from a wide range of backgrounds
  • using innovative and creative approaches to learning that recognise the importance of equipping pupils for the future in a rapidly changing world
  • nurturing pupils’ self-esteem, self-awareness, confidence, resilience, health and wellbeing
  • disseminating the knowledge gained from enquiry and research both internally and externally in ways that bring teachers together to reflect, work on and share effective pedagogy.

The learner as an individual:

As a Trust that places pupils at the heart of its endeavour, our aim is to develop confident, enthusiastic and aspirational learners. We want to foster a strong sense of self in everyone. We believe that this enables individual learners to flourish and realise their potential in a non-judgemental and mutually supportive environment. Our pupils are active participants in shaping their learning through rich experiences whilst also gaining an understanding of social diversity, cultural relevance and global perspectives. We recognise, value and celebrate pupil voice. We do this to support pupils to develop purposeful initiative, autonomy, self-worth and to help them build positive and constructive relationships with others.

The learner as part of the school community and as a citizen in the wider world:

Trust schools develop respect for every individual and for others through the Trust’s set of shared values. We respect and rejoice in the diversity of humankind, being positive and open to differences in a fair, equal and democratic society. Our schools promote mutual respect between all members of the community and the wider world, building the skills that equip pupils to consider different viewpoints carefully. Pupils experience social, moral, spiritual and cultural education that broadens their awareness and understanding of the world and prepares them to become contributing global citizens.

We work together to achieve outstanding pupil experience, excellence in education, impactful teaching
and effective partnerships.