Tudor Park Trust is firmly rooted in Feltham and its locality. The Trust aims to further social justice by ensuring that all students, regardless of start point, are able to build a wide body of knowledge that takes them beyond their existing experiences and interests.
Our schools provide students with an ambitious, knowledge-rich curriculum. Informed by educational research, our curricula are sequential; build on prior learning and help students to develop breadth and depth of knowledge. Our students strive to produce their best and are rightfully proud of what they achieve.
To narrow the attainment gap and support successful learning, both now and in the future, our curriculum focuses on the following three pillars:
- Reading – To widen vocabulary and deepen knowledge students are presented with a wide range of texts and benefit from dedicated, focused reading time.
- Oracy – Clear, confident and fluent communication opens doors and creates a lasting impression. Strong verbal communication also supports structured, detailed writing.
- Cultural Capital – Experience enriches and enhances knowledge and understanding. Opportunities are always sought to elaborate and connect to a broad range of subject matter.
Future focused and passionate about education. Together we make a difference every day.
It is expected that:
- All lessons will begin with a relevant ‘Do Now Activity’ (DNA). This should be largely based on knowledge recall and should not require direct input from the teacher, thus allowing students to work independently on entry to the class.
- Lesson and learning structures typically follow the 7 steps set out in the Education Endowment Foundation research on Metacognition and Self-regulated Learning. These are
- Activate prior knowledge
- Explicit strategy instruction
- Modelling of learned strategy
- Memorisation of strategy
- Guided practice
- Independent practice
- Structured reflection
It is expected that:
- All students complete short, regular, knowledge recall tests.
- A drafting process takes place through each unit of work with students receiving formative feedback to support in the creation of a model, or ‘best’ piece of work.
- Students undertake summative assessments on at least 3 occasions in the academic year.