Intent

• To provide an exciting, high quality, broad and balanced curriculum
• To develop independent learners with open, enquiring minds
• To expose children to new experiences and learning that will inspire them.
• To meet every child’s needs to take them to their potential and equip them for the future.
• To inspire children to have high aspirations for themselves now and into the future.
• To create links to local organisations and businesses to open minds, develop citizenship, and provide local workers with an investment in the town.

Implementation

• SLT regularly reviews curriculum and its needs.
• SLT ensures that all teachers plan their curriculum with the intent in mind.
• SLT monitor the curriculum with the subject leaders and address issues when necessary.
• Assessment systems support next step planning and accurate knowledge of pupil standards.
• Governors had curriculum presentations within meetings to advise them of current initiatives.
• Subject leaders attend all update training and advise SLT, and staff of changes required.
• Subject leaders provide up to date curriculum maps, advice and assessment systems for teachers.
• Staff to plan lessons using a range of strategies and learning opportunities to develop thinking and enquiry skills.
• Teachers plan with authentic outcomes-often linked to local organisations.
• Subject leaders to ensure that curriculum support materials are frequently reviewed linking to the curriculum and ensuring that staff are aware of them.
• Subject leaders ensure that update training is provided for staff when necessary.
• Budget is set in line with prioritised curriculum needs.

Impact

• A constantly reviewed, updated, high quality curriculum.
• An engaged, up to date staff with high aspirations for the children
• Children achieve their potential.
• Children enjoy learning.
• Children discover what they are good at and enjoy/develop these things to a high standard.
• Children become engaged, enthusiastic lifelong learners.
• Citizenship. Children take a pride in the community in which they live and feel that they are stakeholders in it. They see a future within the community.
• Subject leaders drive the curriculum.
• Governors are informed about the curriculum, sharing the intent/ambitions for the Trust.