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Curriculum Statement

All HET schools follow the National Curriculum (2014) which sets out the substance of what is taught and learned. Alongside this curriculum, our schools enrich pupils’ experiences in unique ways, relevant to local communities and the world in which our young people will live.

Each curriculum is underpinned by the following shared principles:

  • Curriculum design promotes the very best of what has been thought and said, encompassing everything that pupils acquire – what they know, learn to do and experience
  • It is aspirational and carefully designed to take account of and build further on pupils’ cultural capital
  • The most valuable knowledge and ideas in each subject are clearly identified, building from foundational to specialised knowledge and revisiting concepts in increasingly complex ways
  • Learning is organised and sequenced in ways that develop strong retainable schemas and reduce misconceptions
  • There is a strong focus on disciplinary vocabulary as the building blocks of knowledge and as a cultural leveller
  • Experiences are meaningful, leading to change in pupils’ long term memory, and helping them to think persistently and deeply
  • Teaching is underpinned by research-led pedagogy, connected to the subject discipline, which results in pupils knowing more and doing more
  • Assessment captures pupils’ accumulated knowledge over time, increasing the accuracy and timeliness of teacher response to pupil need

Role of school leaders

To create the conditions under which teachers can be optimally effective

To translate the curriculum framework over time into a structure and narrative that reflects leaders’ vision for the quality and purpose of education

To promote a shared curricular language, rooted in expert disciplinary knowledge

To evaluate the extent to which the curriculum meets the principles set out above