Curriculum implementation is all about the quality of classroom delivery; how well the planned curriculum (intent) is translated from teacher to student. Teachers are expected to:

• Be experts in their subject and keep abreast of the most up-to-date subject content and pedagogy
• Engage with the school’s teaching and learning/CPD programme to continually develop both their subject and their general pedagogy
• Be responsive to student needs by meeting the needs of any support plans in place for students, and through using formative assessment strategies to ensure that their teaching is responsive.
• Teachers ensure that pupils secure foundational knowledge before introducing greater complexity, prioritising depth and mastery over superficial coverage.
• Use methods of teaching which give appropriate modelling, challenge, and support for students to make good progress and retain and retrieve knowledge and skills over time
• Ensure that reading, vocabulary and oracy are explicitly taught and reinforced across all subject areas so pupils build the foundations to access the whole curriculum; teaching of reading is rigorous and sequenced.
• Use assessment effectively to check understanding systematically, identify gaps and prioritise 'keeping up' approaches so pupils can access subsequent learning, rather than relying solely on 'catching up'.
• Deploy additional adults in the classroom strategically to support high-quality teaching and to develop pupils’ independence over time; reasonable adjustments and adaptations are implemented thoughtfully to support long-term progress.
• Ensure that adaptations for pupils with SEND follow the graduated approach (assess, plan, do, review) and are intended to secure long-term success rather than short-term fixes. The effectiveness of adaptations is monitored and reviewed.
• Produce detailed seating plans ensuring the pupils are sat in the most productive seat for them and are provided with the appropriate adaptations to thrive in the classroom

Leaders ensure teachers have the subject expertise required; where gaps exist leaders provide focused professional learning and monitor the quality of curriculum delivery.