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Curriculum Design and Essential Principles

By Curriculum, what mean what will be taught and what children will learn at each stage of their learning.

Whilst our schools are given a certain amount of creative autonomy as local experts to plan their curriculum and decide how knowledge is taught, there are some key requirements which schools should align with:

  • All schools have devised a Curriculum Intent, Implementation and Impact Statement, which is published on their website, for the curriculum as a whole and for each subject;
  • Religious Education is at the heart of our curriculum, informing every aspect it;
  • The curriculum also reflects the aims and ambition of the National Curriculum;
  • Schools follow the Diocesan RSE Policy and guidelines;
  • Each school’s curriculum reflects the Trust Curriculum Overview (see attachment at bottom of page), as well as the Trust’s Mission Statement and Aims;
  • As well as meeting statutory requirements, the curriculum is accessible to all children;
  • Trust essential curriculum principles (see attachment at bottom of page) inform each school’s curriculum design;
  • As well as academic rigour, spiritual growth, personal development and health & wellbeing are at the heart of the curriculum;
  • Schools offer the full range of core and foundation subjects in recognition of the importance of breadth of experience in building pupils’ knowledge of the world, cultural literacy and vocabulary;
  • A strong commitment to the arts and sport is evident, as well as providing children with access to high-quality enrichment and extra-curricular opportunities;
  • The curriculum will enable pupils to become effective global citizens, by promoting and celebrating diversity and broadening children’s knowledge, understanding and appreciation of the wider world;
  • Across the breadth of the curriculum schools inspire pupils to think and act like scientists, historians etc. by exploring examples of significant human creative, innovative and paradigm-breaking thinking and achievements;
  • Reading and vocabulary development are prioritised as the gateway to the curriculum and disciplinary literacy and mathematical thinking is enhanced through each subject;
  • Leaders at all levels collaborate and participate in Trust Professional Learning Networks (PLNs), where leaders meet together to share knowledge and practice, innovate and develop new ideas.