Implementation
- Teachers have good knowledge of the subjects they teach and leaders provide effective support for those teaching outside their main areas of expertise. Trust support enables highly skilled professionals to deliver excellent lessons, where support might be needed.
- Teachers present subject matter clearly, promoting appropriate discussion about the subject matter they are teaching. They check learners’ understanding systematically, identify misconceptions accurately and provide clear, direct feedback. In doing so, they respond and adapt their teaching as necessary, without unnecessarily elaborate or differentiated approaches.
- Over the course of study, teaching is designed to help learners to remember in the long term the content they have been taught and to integrate new knowledge into larger concepts, progression of skills.
- Teachers create an environment that allows the learner to focus on learning. The resources and materials that teachers select – in a way that does not create unnecessary workload for staff – reflect the providers ambitious intentions for the course of study and clearly support the intent of a coherently planned curriculum, sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.
- A rigorous approach to the teaching of reading develops learners’ confidence and enjoyment in reading. At the early stages of learning to read, reading materials are closely matched to learners’ phonics knowledge.
- Each term a variety of visits, visitors and themed days are planned in each year group to enrich the learning and create lasting memories via real life experiences. These are also carefully planned to expose children to aspects of life they might not have seen and fills gaps in their experiences.
- The requirements of the curriculum (including National and Local requirements) are mapped out at whole school level by Senior Leaders and Subject Leaders (long term plans and skills maps). Individual year groups then plan the curriculum to meet the needs of the pupils they are teaching in the medium-term plans.
- During each term ‘Wow’ learning is planned to engage children and enables them to showcase skills acquired and provides a platform for students to demonstrate character skills.
- Throughout the year Skills for Life focus weeks and days are planned to further enhance learning and meet the needs of the community and reinforce our curriculum drivers e.g. ‘Careers Week’.
- Where possible the school organises learning under a theme to allow children to make connections with learning across subjects. Where this is not possible or appropriate subjects are taught discreetly.
- Medium term plans and skills maps are assessed at the end of each term in order to reshape and remodel learning and teaching as necessary.
- The spiritual, moral, social and cultural development of our children and their understanding of the fundamental British Values are woven throughout our curriculum.