Our intention is to provide a broad balanced curriculum, delivered through a culture of high expectations, principled and caring relationships and consistent routines. We use our expert subject knowledge to inspire and enthuse children, sparking curiosity and risk-taking.
Throughout the school, the intention of our curriculum and teaching is to develop vocabulary, knowledge, skills, character and culture over the long term. We support this through our ‘Pillars of Excellence’; strategies that represent best practices throughout the curriculum.
The links below provide more information about each of our subject areas and learning journeys. Please click on them to find out more.
The Pillars of Excellence
The Pillars of Excellence represent best practise for developing the intention of our curriculum. They are based on best practices, such as Rosenshine’s Principles for evidence-based strategies that lead to better child outcomes.
The pillars are not a checklist to be seen in every lesson but a set of principles for teachers to use when planning, teaching and assessing.
The pillars will be used at appropriate times by the teacher to support the development of vocabulary, skills and knowledge needed for deeper learning within our curriculum.
Through effective implementation, the Pillars of Excellence will inspire and enthuse children, sparking curiosity and risk-taking. Our Pillars of Excellence are built upon our teachers’ expert knowledge alongside a culture of high expectations, principled and caring relationships and consistent routines.
The Pillars of Excellence are:
We sequence learning and use a range of metacognitive and retrieval strategies.
To plan the development and retention of vocabulary, skills, knowledge and understanding over the long term.
We provide timely feedback in a variety of forms.
To promote the children’s continued development of vocabulary, skills, knowledge and understanding for the long term.
We plan and provide opportunities for independence.
So children can practise their vocabulary, skills, knowledge and understanding.
We use differentiation to ‘teach to the top’ with planned scaffolds for lower attaining students.
So all children have the opportunities to reach their highest potential.
We model and provide opportunities to practise the skills necessary to conduct inquiry and research, communicating findings in a variety of ways.
So our children are better able to find possible solutions to particular problems and be able to educate others.
We use modelling and provide scaffolded practice.
To introduce new vocabulary, skills, knowledge and understanding.
We plan to ask a wide range of factual and procedural questions and use a variety of questioning strategies
To assess and adapt the learning.
We plan for children to be able to reflect and evaluate their own and each other’s learning.
So they review their progress over time.
We model thinking and provide opportunities for students to think about their learning in a variety of ways.
So children are better able to control their own learning and have empathy for other points of view.
We plan opportunities to model and practise debating and collaborative work.
To develop a wider range of transferrable skills.
Please find the full National Curriculum here: