Endeavour Curriculum

Curriculum Intent

Endeavour schools intend the curriculum to inspire and support our pupils to place themselves, events and new information in time and to be able to use this to question, challenge and interpret the world around them.

Our curriculum will help pupils to become:

Confident and self-aware: Children will be able to join in, contribute to lessons, activities and the wider community.  They will be self-aware, understanding their impact on others and the impact of events and people on the world

Intrinsically motivated: Children will develop a deep motivation for learning and understand how to find out new information.  They will ask questions to deepen their understanding and be able to make links between new learning and what they know already

Successful: Children will have a sense of pride in their achievements and be able to recognise where they have made progress and set themselves ambitious goals for the future

Our planned curriculum is based on the National Curriculum and the Early Years Foundation Stage Statutory Framework. Material is planned and delivered through three golden threads; time, technology and human endeavour. These core themes will help children link ideas together and develop an increasing sense of the world and the impact of humans over time.


Curriculum Implementation

  • Before beginning a unit of work, teachers assess what knowledge the children in already have using: carefully designed questions, quizzes or activities. Teachers use what they have learnt to plan out the learning for the class including the support that individuals may need in order to achieve the expected standard.
  • We believe that every child should participate and be engaged in the learning process. To ensure the highest chance of impact, teachers use multiple resources (including images and texts), questions and tasks to communicate and teach each and every concept or idea, adapting these to meet the needs of the individuals in their classroom.
  • Teachers break the learning down into small steps across a unit and within lessons so that children can develop their understanding and teachers can check this.
  • We ask lots of questions and ask the children to demonstrate their understanding in lots of different ways! We know that we have 30 children in every class therefore 30 children need to show us that they understand what is being taught. During the teaching input teachers ask children to talk to other pupils lots to develop their thinking. Teachers ask the children to feedback, write down their ideas and to answer questions to reinforce what is expected and to check how well children have understood.
  • Teachers feedback on how they are doing as a result of the questions that have been asked and the work that they do in class. Carefully designed tasks and questions mean that teachers can see how children are doing and can act upon this and intervene where necessary – immediacy is key to our approach so feedback is in the moment and contextualised.
  • In addition to feedback in the lessons, we need to be confident that children have understood concepts and have retained learning in their long-term memory therefore teachers return to concepts regularly and test what children have remembered following a unit of work.
  • The nature of our approach means that within a unit of work children in the class will be working at different levels of understanding and that some children are able to take their learning to a greater depth.

Curriculum Impact

We plan by being outcome focussed across the curriculum - what should the age related expected look like? This is the same regardless of what subject the children are working in e.g. Science, history, maths, English, geography, etc.

  • Children are tested regularly following units of work in reading, writing and maths to ensure that concepts have been understood and have been retained in children’s long-term memory. These tests are compared against children nationally or are age standardised – this means that we can be confident that what we think is an age related outcome actually is!
  • In areas of learning where the children are asked to produce a more creative/ artistic outcome children are taught and encouraged how to draft/ edit/ improve so that the final product exemplifies the best they can produce.