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Learning and Curriculum

We believe in an integrated curriculum which enables children to learn holistically, but we recognise the strengths and disciplines of individual subject areas. As the children’s learning journey progresses, subject specific learning enables increasing depth and specialisation.

We are committed to sustaining high quality schools, and supporting schools in need of specific improvement. They set out to recruit and retain staff of the highest quality and to offer them the working conditions they need to give of their best as they serve the pupils in their care. They work in partnership with families so that students can be engaged and effective learners.

ODST delegates curriculum decisions to its schools. In keeping with our commitment to local empowerment we do, however, expect all schools to develop a curriculum underpinned by the National Curriculum, enhancing this with opportunities to make learning exciting and in a meaningful context for children both in and outside the classroom.

Curriculum design

There exists a wide range of curriculum design within Trust schools, which reflects the different needs of our school communities. Typically, our schools ensure that the curriculum includes space for learning beyond subject boundaries, so that children can make connections between different areas of learning. Interdisciplinary projects, based upon groupings of experiences and outcomes from within and across curriculum areas, will provide relevant, challenging and enjoyable learning experiences. We want all ODST children to experience a wealth of educational experiences in our schools so as to enhance not only their basic skills but to encourage them to be independent learners and successful adults with a sense of moral purpose.


Children are encouraged to exercise responsibility appropriate for their age and stage to enable them to be properly prepared to citizens in modern Britain.  Where appropriate, we encourage schools to have School Councils, environmental groups for pupils and other responsibilities in classes and key stages to introduce to them the art of decision making which supports their personal development, and helps our community ethos become a reality in our schools. We are also committed to supporting our schools to be inclusive environments where tolerance and respect for others are embedded into daily life.