Curriculum Approach
This page explains how we design and deliver our curriculum at Aldridge School, including how learning is sequenced, how we support all pupils to succeed, and how we check that our curriculum is having impact. You can read the full Curriculum Policy by selecting the cover image or using the link provided.
Our curriculum vision
Our curriculum is designed to secure strong foundational knowledge so that every student can think deeply, make meaningful connections, and apply their understanding independently. We want pupils to develop not only how much they know, but how well they can use that knowledge—through interpretation, problem-solving, discussion, debate, and informed judgement.
How learning progresses: the SOLO Taxonomy
Our curriculum approach is grounded in the principles of the SOLO Taxonomy (Structure of the Observed Learning Outcome). SOLO helps teachers and pupils understand how learning moves from surface knowledge to deeper, more connected thinking. It describes the quality of a response to a task at a particular time; it is not a label for a student.
- Pre-structural – the key idea is not yet understood; responses may be missing, irrelevant or confused.
- Unistructural – the student can use one relevant idea, fact, method or step.
- Multistructural – the student can use several relevant ideas/facts/steps, but they are mostly disconnected.
- Relational – the student connects ideas into a coherent whole and explains relationships.
- Extended abstract – the student generalises, critiques, applies to new contexts, or creates a new perspective.
How we plan the curriculum
Across every subject, curriculum planning starts by identifying the essential knowledge, key concepts, disciplinary methods and skills pupils must secure first. We then plan how pupils will use that knowledge in purposeful contexts so they can make connections and think more independently.
- Curriculum maps set out what is taught and when, from Key Stage 3 to Key Stage 5, so knowledge and skills build cumulatively over time.
- Unit overviews identify (1) what knowledge pupils will be taught, (2) how they will apply it, and (3) how learning will be assessed.
- Knowledge organisers summarise the essential knowledge and vocabulary pupils need for each unit.
- Fact tests are low-stakes checks that help secure and verify recall of essential knowledge before pupils move on to deeper, relational learning.
- Lesson planning is informed by curriculum maps and unit overviews; teachers use shared resources and adapt them to meet the needs of their classes.
Inclusion and high expectations
Inclusion is at the heart of our curriculum design. We recognise that pupils begin from different starting points, and we expect learning to move step-by-step from knowing little, to knowing one thing, to knowing many things, before making connections. We maintain high expectations for all pupils, including those with SEND, EAL, low prior attainment and high prior attainment, and we adapt teaching to remove barriers without lowering ambition.
How we check impact
We evaluate our curriculum through a range of quality-assurance activities, including review of curriculum documentation, visits and learning-focused reviews, work scrutiny, and analysis of assessment information. This helps us ensure the curriculum remains broad, balanced, ambitious and well-sequenced, and that pupils are developing both secure knowledge and the ability to apply it.
