Forest of Dean Trust Principles for Curriculum and Pedagogy
At The Forest of Dean Trust, great teaching is built on trust, collaboration, and professional expertise. Our highly qualified staff work together across schools and key stages, sharing strong practice and learning from one another. Teachers adapt learning to meet the needs of every child and are driven by a genuine commitment to inclusion, ensuring no child is left behind through carefully chosen interventions and support. Staff have the freedom to innovate and are supported through coaching, meaningful 'nudging', and professional dialogue rather than tick-box accountability. Leaders are visible and supportive, and we strive to reduce unnecessary workload so teachers can focus on what matters most: excellent learning for every pupil and professional learning and a love for what we do.
Curriculum Principles
Our curriculum ensures long-term, progressive learning from Early Years to A-level, building subject knowledge and skills systematically across all phases.
Key Curriculum Features:
1. Long-Term Progression:
- The curriculum is structured to ensure seamless development from Early Years through to A-Level.
- Endpoints and skills are clearly defined to build towards a long-term aim.
2. Medium-Term Planning as the Bridge Between Curriculum and Pedagogy:
- Medium-term plans are where curriculum (what is taught) and pedagogy (how it is taught) intersect.
Medium-term plans will contain:
- A clear learning objective (e.g., WALT, LO, TBAT).
- Planned skill development that contributes to long-term progression.
- A toolkit or WILF defining success criteria.
- Key vocabulary is explicitly planned.
- A structured lesson outline incorporating research-informed teaching strategies.
- Scaffolding for children who need additional support.
- Opportunities for depth of learning/extension for greater depth learners.
- Resources planned and embedded into teaching materials.
3. Alignment with Lesson Delivery:
- Medium-term plans work alongside lesson slides and PowerPoints to form a coherent curriculum.
- Lessons will be designed to deliver curriculum content in a structured, research-informed way.
Pedagogical Principles
Our pedagogical approach is grounded in evidence-based strategies to ensure the most effective teaching and learning practices are consistently applied across all schools within the Trust.
Key Pedagogical Features:
1. Use of Rosenshine's Principles of Instruction:
The majority of lessons are structured around Rosenshine's principles, focusing on:
- Reviewing prior learning.
- Clear explanations and modelling.
- Guided practice before independent work.
2. Research-Informed Teaching Strategies:
- All teaching practices are underpinned by educational research.
- Strategies for effective classroom practice, drawing on research-informed approaches such as, Rosenshine's Principles of Instruction, Teach Like a Champion, WalkThrus, Cognitive Load Theory, and adaptive teaching.
3. Adaptive Teaching to Meet All Learners' Needs:
- Teaching is responsive and flexible, ensuring that all students can access learning.
- Scaffolding, questioning techniques, and differentiated support will be embedded in lessons.
4. Assessment and Feedback as Part of Effective Teaching:
- Formative assessment (low-stakes quizzes, retrieval practice, questioning techniques) is embedded in all lessons.
- Summative assessment ensures long-term retention and curriculum coherence.
- Feedback loops ensure marking is purposeful and feeds into student progress.
5. Collaborative Professional Development Across the Trust:
- Networking and sharing of good practice is central to staff development across all schools.
- Subject leaders and teaching staff will regularly engage in professional dialogue and lesson studies.
- Trust-wide CPD will also be available on the latest changes in education.