Curriculum Intent

Curriculum Intent

Intent
Our curriculum is built on the foundation of inclusivity, adaptability, and ambition for every learner. We are proud to offer a rich, engaging and bespoke curriculum that inspires a lifelong love of reading, provides meaningful opportunities for oracy and fosters a deep sense of pride in our local community.

We believe every child deserves to feel seen, heard, and valued. Our adaptive approach ensures that all learners, regardless of background or need, can access and thrive in our curriculum. Through high-quality texts, purposeful dialogue, and community-connected experiences, we nurture curiosity, confidence, and a strong sense of identity.

Our aim is to equip pupils not only with knowledge and skills, but with the voice to express themselves and the values to make a positive impact – locally, nationally and globally.
Implementation
Our pedagogy is built around three key concepts:

1. Command of the Content / Excellent Subject Knowledge

2. Consistent Environment, Relationships and Routines

3. Cornerstones of Teaching & Learning (outlined beneath)
1. Command of the Content
Deep and fluent knowledge and flexible understanding of the content you are teaching. Knowledge of the requirements of curriculum sequencing and dependencies in relation to the content and ideas you are teaching. Knowledge of common student strategies, misconceptions and sticking points in relation to the content you are teaching.
Understanding of how to make this knowledge adaptive for all learners.
2. Environment, Relationships & Routine
Promoting interactions and relationships with all students that are based on mutual respect, care, empathy and warmth, avoiding negative emotions in interactions with students, being sensitive to the individual needs, emotions, culture and belief of students. Preventing, anticipating and responding to potentially disruptive incidents. Creating a classroom and school environment that is clutter-free, high aspiration, therapeutic in design and adaptive for all learners.
Ensuring that rules, expectations and consequences for behaviour are explicit, clear and consistently applied. Creating a climate of high expectations with high challenge and high trust, so that learners feel that it is okay to have a go. Managing time and resources efficiently in the classroom to maximise productivity and minimise wasted time; using (and explicitly teaching) routines to make transitions smooth.
Reinforcing positive student behaviours. Routines and expectations are made clear through simple signals, mantras and visual prompts.
3. Cornerstones of Teaching and Learning
Core Knowledge Oracy Rich Opportunities Adaptive Practice
The core knowledge for each lesson is clear and explicit.

This learning is broken down into clear steps.

 Oracy elevates learning and offers the opportunity to promote disciplinary talk.

Oracy is a feature of every lesson and is the outcome of at least one lesson per unit.

 Learning is adapted carefully to meet the needs of all learners regardless of need or starting point.
Diverse & High-Quality Texts Vocabulary Revision & Assessment
Our curriculum is underpinned by diverse and high-quality texts that allow themselves to see themselves and others. Vocabulary is explicitly taught and revised.

This builds a bank of disciplinary vocabulary that is revised regularly

 Assessment is ongoing and purposeful.

Each lesson begins with a review of last week’s learning.

Each unit ends with a summative assessment.
Careers Modelling CPD
Real life opportunities are woven into the curriculum including visits, trips and opportunities to look at careers within the subject.

At our annual Careers’ Festival, the subject is represented by professionals.

 Modelling is one of our true cornerstones of teaching and learning. Whatever the task, high-quality modelling helps unlock student understanding. Ongoing CPD for subject leaders, teachers and teaching assistants ensures fidelity to our pedagogy.
Cultural Capital Parental Involvement Monitoring
Children learn about significant events, people and places that bolster their knowledge of the world.

This is supported through visitors, trips and visits, and strengthened through our careful curation of high-quality and diverse texts.

 Parents are invited to share in the learning journey through our engaging road maps.

Learning is shared routinely on Class Dojo.

Parents are invited in for special occasions, events and celebrations.

 Subjects are monitored routinely through book looks, learning walks, pupil voice and governor visits
Impact
At Fender, the impact of our curriculum is seen in confident, curious, and compassionate learners who are well-prepared for the next stage of their education and for life beyond the classroom. Our pupils leave us with a strong sense of self, an appreciation of their community, and the ability to communicate effectively and with purpose.

Through a curriculum rooted in high-quality literature, oracy-rich opportunities, and inclusive practice, children make strong progress academically while also developing the personal and social skills they need to flourish. They are empowered to think critically, articulate their ideas, and engage with the world around them.

We know our curriculum is successful because our pupils demonstrate a love of learning, show resilience in the face of challenges, and take pride in their achievements. They leave Fender not only with the knowledge and skills to succeed, but with the empathy, values, and voice to contribute meaningfully to society.