Curriculum Intent

At The Turing School, our impressive curriculum is a testament to our ambitious vision of fostering an exceptional, forward-thinking learning organisation that produces extraordinary individuals. Our core values of Aspiration, Respect, Diversity, and Innovation underpin our curriculum and our commitment to providing outstanding research-engaged teaching and learning that fosters academic excellence and social-emotional growth. As a beacon of educational excellence, our curriculum empowers students to excel, teachers to inspire, and parents to admire the experience we provide.


Aspiration: Our curriculum cultivates an environment where students are inspired to strive for excellence in every aspect of their lives. Our curriculum is ambitious, providing engaging and stimulating learning experiences, inspiring students to confidently pursue their dreams, careers, and aspirations with determination and enthusiasm.

Respect: Central to our curriculum is the emphasis on respect, fostering a compassionate and inclusive atmosphere. By valuing every individual's unique qualities, encouraging open communication, and promoting empathy, we develop in our students a deep understanding and appreciation for diversity, empathy, and the opinions of others.

Diversity: Celebrating and embracing diversity, our curriculum is tailored to meet the specific needs and interests of each student. Our dedicated teachers possess the expertise to provide exceptional, personalised academic and social-emotional support, ensuring that every student feels valued and included. Additionally, our enrichment opportunities enhance our students' cultural capital and understanding of, and respect for, the world's diverse cultures.

Innovation: Pioneering innovative, evidence-based teaching and learning methods, our curriculum prepares students for their future through a consistent emphasis on developing cognitive and social-emotional skills. We focus on nurturing essential life skills, fostering resilience, creativity, and adaptability, equipping our students with the tools necessary to navigate the complexities of the modern world with confidence and success.


Curriculum Implementation

At The Turing School, we believe that an evidence-informed curriculum is key to achieving our ambitious vision. Our curriculum is well-sequenced, integrating new knowledge with prior knowledge and building complexity over time to ensure students are well-equipped to tackle increasingly challenging concepts.

We recognise the importance of retrieval practice, which we continually use to activate prior knowledge and reduce cognitive load in lessons. Our aim is to expose students to content multiple times in the curriculum, ensuring that they have ample opportunity to master key concepts.

Formative assessment is central to our approach, with mini-whiteboards and other tools used to assess student thinking. This data then informs the teaching and planning of our teachers, enabling us to adapt the curriculum to meet the needs of individual students.

Mastery of threshold concepts is a key focus, as it reduces cognitive load and allows for deeper thinking within lessons. Our curriculum is regularly adapted based on student data from assessments, and adaptive teaching is used to provide scaffolding to students when required, which is gradually removed over time.

We believe that students learn best when they are challenged, and our curriculum is designed accordingly. It explicitly teaches metacognitive strategies to encourage students to become reflective learners that are self-scaffolding. Literacy is prioritized through the explicit teaching of tier 2 and 3 vocabulary and reading comprehension strategies.

Our KS3 curriculum activates and builds on KS2 to ensure high levels of curriculum success, with a focus on building on prior knowledge to deepen understanding and nurture student motivation.

At The Turing School, we are committed to delivering an impressive curriculum that is grounded in research evidence and designed to help every students achieve their full potential.