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Curriculum - Intent, Implementation and Impact

Illustrating our curriculum statement of intent. This is available to read below the slideshows

What do the children of Ashton Gate think about their learning?

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At Ashton Gate, we believe that our pupils should enjoy acquiring and applying knowledge, as well as experiencing the feeling of independently achieving in a wide range of areas; we strive to be an inspiring learning community for all. Our curriculum provides pupils with a well thought-out variety of academic challenges whilst nurturing personal development; we recognise the importance of core and foundation subjects alongside physical and mental wellbeing. These elements have been carefully considered in designing a broad, balanced and ambitious curriculum for all, which gives children the knowledge and cultural capital to succeed, whichever path they take. 

Spiritual, Moral, Social and Cultural development, along with a well-planned and structured programme of personal development, underpins all our work and is monitored by the whole staff team. The curriculum is infused with opportunities to promote a Growth Mindset reflected in the characteristics of an ‘Ashton Gater’ which all pupils are exposed to and encouraged to develop.

The staff have considered what the key drivers should be for the curriculum at Ashton Gate. We have decided that Independence, Growth Mindset, Equality and Cultural Diversity will be our drivers as they best suit the broadest requirements of our pupils. 

We carefully balance the requirement for pupils to reach national expectations in core subjects with our wider curriculum aims of providing a full spectrum of thoughtful and enriching experiences which reflect the school community and the diversity of Bristol, localising the curriculum where possible.


Subject leaders are driven and have a good knowledge of their subjects, supporting class teachers to deliver an ambitious curriculum.  Knowledge is clearly and carefully shared with children using a variety of teaching methods.  The curriculum is thoughtfully structured by subject leaders to ensure that knowledge is retained and can be recalled for independent work.  Pupils are given frequent opportunities to apply their learning in a meaningful context, which allows teachers to continually monitor misconceptions. Teachers are then able to respond; adapting the learning as appropriate and giving timely feedback to pupils about their learning, both written and verbal.  Summative assessment is carefully planned by subject leaders and is used as a tool for supporting progress.

Teachers and subject leaders ensure that the learning environment is bright, stimulating and supports pupils’ learning. Communal displays are used to celebrate and motivate across key stages.

Reading is at the heart of our curriculum and supports all areas of school life. We believe that every child should have access to quality, inspirational reading material in order that they develop a keen interest in the written word, which will stay with them throughout life.  We strive to instil in our children a sense of excitement, fun and pleasure that can be derived through reading. It is recognised that reading permeates the curriculum, so texts are sharply matched to challenge and engage all learners in all subjects. 


As a result of our evolving curriculum, all children are progressively more knowledgeable and skilled in a range of subjects, recalling facts and ideas appropriately; using their expertise to share this with others.  They read competently to gain knowledge, as well as for pleasure, producing work of good quality across the curriculum. This is reflected in national test results.  All children achieve well, can enthusiastically articulate their learning and are ready for the next stage of their education.

Further information about the curriculum delivered in each year group can be found in the 'Year Pages' pages under the 'Children' section on the Home Page of this website. 

Please contact Mrs Dowlman, Mr Donaldson or Mr Jones if you have any further questions relating to the curriculum.