Park Academy West London Curriculum Statement
Intent
At Park Academy West London, our curriculum is ambitious, broad and carefully sequenced. It gives students access to the most important knowledge and ideas in each subject, enabling them to remember, connect and apply what they learn with confidence.
Our curriculum is built on three principles:
- Each subject clearly identifies the knowledge and skills students need to learn.
- Learning is sequenced so that new knowledge builds securely on what students already know, with important connections made explicit.
- Regular assessment checks what students understand and remember, identifies gaps or misconceptions, and informs subsequent teaching.
Please click here to view an overview of our curriculum by subject.
Implementation
We aim to create a calm, purposeful and inclusive learning environment in which every student can make sustained progress. Teachers adapt lessons to their subject and the needs of their classes, while the following shared structure supports clarity and consistency.
| Lesson stage | What this looks like |
|---|---|
| Independent reading | Students enter calmly and begin silent, independent reading. |
| 1. Do Now | Students recall important knowledge from previous lessons, topics and years. They review their responses while the teacher checks focus, presentation and completion. |
| 2. Prerequisite Knowledge Recap | The teacher revisits the concepts and Tier 2 and Tier 3 vocabulary students need to access the lesson. |
| 3. Exposition | The teacher explains what students will learn, what success will look like, and how the lesson connects to prior learning and the wider curriculum. Students also engage with a 200–300-word, subject-relevant text through independent or guided reading. |
| 4. I do | New content is taught in clear, manageable steps. The teacher models the knowledge or skill and demonstrates the process carefully. |
| 5. We do | Through purposeful questions and guided practice, the teacher checks understanding, identifies misconceptions and adapts teaching. Where appropriate, the class co-constructs an exemplar using the steps already modelled. |
| 6. You do | Students practise and apply new knowledge or skills independently. Tasks are aligned with the intended learning, success criteria are clear, and appropriate support and challenge are provided. |
| 7. Review | The teacher checks what students have learned and whether the lesson objective has been met, using this information to inform future teaching. |
Exam classes place additional emphasis on retrieving content and exam technique, understanding the precise demands of questions, and moving from modelling and guided practice to sustained independent responses.
Impact
Assessment supports learning; they are not an end in themselves. Recalling knowledge strengthens memory, while carefully chosen assessment helps teachers understand what each student knows, can do and needs to learn next.
Assessment at Park Academy West London is designed to:
- reflect the knowledge and skills set out in subject curriculum plans;
- provide a fair and valid measure of learning;
- assess both secure knowledge and students’ ability to apply it in ways appropriate to each subject; and
- inform responsive teaching and targeted support in the short and longer term.
We evaluate the impact of the curriculum through classroom assessment, AAT assessments undertaken three times each year, and comparison with other academies in the trust. We also consider the progress of different groups of students and act where gaps remain.
Curriculum impact is wider than assessment outcomes. Attendance, punctuality, behaviour, participation in co-curricular activities and involvement in community projects all help us understand how fully students are engaging with academy life. Positive attitudes to learning and respect for the academy and wider community are important measures of success.
Please note: Parents and carers have the right to withdraw their child from all or part of Religious Education (RE), without giving a reason. To exercise this right, please contact the Principal so that appropriate arrangements can be made.