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The curriculum is critical for delivering our vision ‘life in all its fullness’.

We want a curriculum with enough heart and breathing space that it empowers creative, motivated human beings, with an intrinsic and deep-rooted appreciation of learning in all its forms.

‘Sometimes the so-called ‘facts of a situation’ actually tell us little or nothing about the heart of an experience…If we were to describe our life strictly in terms of its factual truth, most of its interesting, complex and surprising dimensions would remain unmentioned.’
(John O’Donahue, 2003)

Our curriculum is defined by the principles running through all of our pedagogy:

The curriculum aims to be bold and free-thinking. We feel ‘agency’ is critical for learning to be at its best. Our curriculum needs to whisper to the children that they belong;

‘that they matter now, that they can do something now, that they are not powerless or passive but that they are active agents of their learning.’ (Debra Kidd, 2019)

To ensure clarity, our written curriculum is always the starting point; it provides a coherent conceptual journey through a pupils’ time in our school. Because of our flexible responsive approach, we expect this ‘official’ curriculum to be constantly evolving, constantly adjusting for the people it is there for.

We want our pupils to take from their primary education a delight in learning and to see possibilities everywhere. We want our pupils to know for example what it is to be a scientist and to feel enthusiastic at the prospect of science.

We have seven common threads running through the curriculum project, all drawn from the contextual features of our community. These are:

  • spirituality and core values
  • a sense of community
  • drawing on strengths and interests
  • the appreciation of difference
  • environmental activism
  • creativity and the appreciation of beauty
  • wellbeing

‘We want our pupils to grow into “Philosopher Kids”, who are curious to know and to question; who can lead as well as follow; who like to feel, to think; who are notable for their eloquence and willingness to take part in the big conversation of life. We want them to engage thoughtfully in dialogue and argument; to appreciate and make beautiful things; to be confident grappling with difficult ideas; to appreciate quiet reflection and contemplation. We want them to be caring and compassionate – able to flourish both as individuals and contribute actively to the flourishing of those around them.’
(Martin Robinson, Trivium 21c)

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