Empowering our Schools to Deliver a Dynamic and Exciting Curriculum
We are proud that schools within our Trust have the autonomy to design their own curriculum and develop their own teaching and learning strategies based around what’s right for their pupils, the religious character of their school and the communities that they serve. As a group of Trust schools, we have mutually shared core beliefs about what makes a successful and dynamic curriculum.
Implementation of the Curriculum across the Trust:
- Subject leaders at all levels have clear roles and responsibilities to carry out their role in curriculum design and delivery;
- Our schools employ subject leaders who have the knowledge, expertise and practical skill to design and implement a curriculum;
- Leaders at all levels, including the local governing bodies of each school, regularly review and quality assure the curriculum to ensure that is implemented sufficiently well. They also ensure that ongoing professional development is available to staff to ensure that curriculum requirements can be met and enable curriculum expertise to develop across the school;
- The way the curriculum is planned meets all pupil’s learning needs and delivery of the curriculum will be equitable and appropriate for all groups;
- Leaders ensure that interventions are appropriately delivered to enhance pupils’ capacity to access the full curriculum;
- The curriculum has sufficient depth and knowledge in every subject and a model of curriculum progression in place for every subject. The school’s curriculum is planned and sequenced so that new knowledge and skills build on what has been taught before, and towards those defined end points;
- Curriculum mapping ensures sufficient coverage across each subject over time and assessment is designed thoughtfully to shape future learning without it being onerous or excessive;
- There is no mismatch between the planned and delivered curriculum. It is clear what end points the curriculum is building towards, and what pupils will need to be able to know and do at those end points.
- The curriculum reflects the school’s local context by addressing typical gaps in pupils’ knowledge and skills.
- The curriculum remains as broad as possible for as long as possible and has an emphasis on challenge, reason and dialogue. It provides enriched curricular opportunities outside the National Curriculum to meet the needs of individuals or groups.
- There is high ambition for all pupils, and the school does not offer disadvantaged pupils or pupils with SEND a reduced curriculum.
The Impact of the Curriculum
- The curriculum is successfully implemented to ensure pupils progression in knowledge – pupils successfully ‘learn the curriculum’
- The curriculum provides parity for all groups of pupils
- Pupils make good and outstanding progress towards end points
- Pupils are engaged and happy in their learning
- Pupils are proud of their school and confident to express their views
- Pupils achieve across a range of curriculum areas, sports, quizzes, competitions, outdoor learning, environmental understanding and more
Cultural Capital- ‘The essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity’
We will ensure that each school’s locality, resources and interactive learning environment are used to promote the acquisition of knowledge and skills. Our experience of some of the enriching examples include the rich geographical, historical and scientific cultural capital available, such as:
- Visits to Whixall Moss for field study, the River Severn and links to canal system, transport, bridges, industry and tourism.
- Chronological and historical events within the local area, the identification of Shrewsbury School Victorian workhouses, the Flaxmill; the impact of modern Britain on industry, tourism and the town centre.
- The biography of naturalist, Charles Darwin, his findings and scientific developments and how the town of Shrewsbury celebrates Darwin’s contributions to science
- Study of notable Salopians e.g. Charles Darwin (Naturalist) Wilfred Owen (Poet)
- School and community participation in local events and venues, including visits to the Theatre Severn, Shrewsbury Museum, Attingham Park, Blists Hill, use of local sports facilities etc and further afield, including residentials and outdoor and adventurous activities.
We ensure that teaching and learning is built upon providing a range of memorable, real-life, hands-on experiences, trips, residential visits, themed days and educational visitors woven throughout a curriculum to give learning context and meaning. This begins with an in-depth understanding of the local area and heritage and develops so that our pupils can apply their understanding of their place in the world in a national and global context.
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