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Our curriculum prioritises pedagogically-sound delivery and recognises that ‘pedagogy is curriculum’ (Wiliam 2011) Through the Avanti Teaching and Learning Toolkit and our defined 12 teaching habits (x6 foundational habits and x6 pedagogical habits) we are able to clearly codify and thus support teachers in continually developing their practice. It also recognises the importance of quality-first teaching in ensuring that ALL pupils can access, be challenged by and enjoy their learning.
These tenants ensure our curricular serve an intentional purpose and that the curricular choices and decision making at both a trust and localised school-level are aligned and deliver on, not only espouse, our ethos as a Trust.
pedogogical
approach
Educational Excellence
Our vision for educational excellence is one where deeply inspired teachers nurture joyful pupils and nourish their innate passion for learning. Learning is a quest to discover each pupil’s unique gifts and potential and lay the foundation for their lifelong journey of learning. This is inseparable from high academic standards, where a challenging holistic curriculum cultivates independently thoughtful and reflective pupils by working towards a sense of mastery, emphasising depth, and not just breadth.
Spiritual Insight
Our vision for spiritual insight is one where our interconnectedness with all living beings and with the universe, urges acts born out of humility and love, and the Self is perceived beyond its layers of coverings. Learning blossoms for these seekers as a quest for self-discovery and opens the door to their unlimited potential; an antidote to the emptiness of a materialistic or mechanistic worldview. The curriculum unveils the possibilities of sacredness and transcendence at every moment and so engenders a deeply positive attitude to life, enduring happiness, and heartfelt relationships.
Character Formation
Our vision for character formation is one where virtues are taught by example and a supportive community of learners fosters a powerful sense of individual and collective purpose. Learning develops for these conscious changemakers as a quest for making the world a better place, starting with oneself. The capacity to internalise and put into practice what we have learned is the true test of learning. Building this capacity demands an experiential, virtues-led curriculum that embraces collaboration, custodianship and global perspectives.
