The curriculum at Wrenn School is based on a bridging framework collaboratively designed by Heads of Subject from across the Creative Education Trust. This ensures that the curriculum we are implementing within the school is ambitious in the depth of knowledge being taught, as well as scope that it also covers. There is scope for local context, and flexibility for a variety of sequencing of content between assessment points.

The curriculum at Wrenn has been designed with the aim that it contains the knowledge that all pupils need to be active citizens of world around them. Through its effective delivery, the curriculum will limit educational gaps and open doors to new understanding and new knowledge.

Underpinning the curriculum is the ethos of “Proud to be Wrenn”

W – Work HardR – Respect OthersE – Enjoy LearningN – Never give upN – Navigate your future

To ensure this the curriculum will:

  • Allow pupils to participate in a wide range of subjects and learning experiences.
  • Create an aspirational high achievement learning culture.
  • Consider the needs of all pupils, including those from disadvantaged background, and with SEND, by being designed with an understanding of how learners learn.
  • Sequence knowledge-rich concepts to lead to deep learning.
  • Ensure our students are fully prepared for their future.
  • Provide opportunities for students to explore how to keep themselves safe both in their community and the wider world

Types of knowledge that are considered when sequencing the curriculum include:

SubstantiveSubstantive knowledge is what is taught as established fact or content from within a particular domain
DisciplinaryDisciplinary knowledge represents the rules that justify what counts as established
DeclarativeThings we know – often described as “knowing that”
ProceduralProcedures we know how to follow – often described as “knowing how”
CoreThe knowledge that we expect students to retain over the long term
HinterlandHow core knowledge is couched in the classroom, through stories, anecdotes, and “asides” within the curriculum

Research considered when designing our curriculum includes:

  • Cognitive Load Theory – to ensure our curriculum is designed to build complex schema and is implemented through effective learning strategies (retrieval practice, spaced practice, interleaving, elaboration, dual coding and concrete examples).
  • Adaptive teaching – teachers adapting their lesson to the ever-changing needs of their pupils to ensure there is always progression from prior knowledge.
  • Rosenshines Principles of Instruction – to ensure our curriculum is implemented in an effective manner, teachers present new material in small steps and students have opportunities to practice and develop.

More information about our curriculum can be obtained by emailing:

Nimish Lad – Vice Principal: Curriculum and Assessment:

Hannah Jones – Assistant Principal: Educational Gaps:

Wrenn School ensures that we make adaptations to the curriculum so that we comply with the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014. We make the curriculum accessible for those with disabilities or special educational needs through effective quality first teaching, scaffolding support through instruction and differentiating work where appropriate. It is the aim of our school that all pupils have access to the same ambition curriculum. The SENDco and Assistant Principal for Educational gaps, along with all leaders, monitor and evaluate the performance of all relevant pupils, and act according to ensure equitable curriculum access.