Curriculum Intent

At Croxley Danes School (CDS), we aim to instil the core values of excellence, respect and trust in everything we do. Our curriculum is designed with the following intentions:

• To inspire learners to be active, creative and curious learners.

• To provide a broad, balanced and knowledge-rich education that supports, challenges and develops every learner.

• To equip learners with the skills and confidence to apply their learning beyond the classroom.

At Croxley Danes, our teaching is characterised by:

• A deep understanding of every learner in the class

• High expectations for all learners

• Strong relationships with learners and parents

• Expert subject knowledge

• Effective use of assessments

• Encouraging rapid progress and nurturing a love of learning

Our learning environment promotes:

• A love for learning in a safe, happy space

• Mastery of literacy and numeracy skills at KS3

• Confidence in creativity and calculated risk-taking

• Resilience in overcoming academic or personal challenges

• Opportunities for independent learning and self-awareness of well-being

At CDS, our approach to implementing Quality First Teaching is rooted in educational research and evidence-informed practice. We are committed to delivering high-quality, inclusive, and engaging learning experiences for all learners.

Teaching and Learning at CDS is defined by six core strands, collectively known as PREPARE. 

These strands provide a clear and consistent framework for effective classroom practice across the school:

P – Planning for Progress

Intentional and inclusive planning ensures all learners can access and achieve success in the curriculum. Teachers craft lessons with clear objectives, thoughtfully differentiating instruction, tools, and support to address varied learner needs.

R – Relationships

Positive, respectful relationships among learners, educators, and families foster a trusting and inclusive environment where learners feel safe, valued, and ready to succeed.

E – Explicit Instruction

Clear, direct teaching helps learners grasp new concepts. Teachers explain, model, and guide learning step by step, gradually releasing responsibility to promote confident independence.

P – Procedures

Consistent routines and clearly communicated expectations create structure in the classroom, maximising learning time and supporting learner self-management.

A – Assessment for Learning

Ongoing formative assessment enables teachers to monitor progress, tailor instruction, and provide timely, actionable feedback that supports learner growth.

R – Retrieval

Frequent opportunities to revisit prior learning help consolidate understanding, strengthen memory, and build long-term retention of knowledge and skills.

E – Engagement

Learning is most effective when learners are curious, challenged, and given meaningful choices. Active participation fuels motivation, deepens understanding, and builds ownership of learning.

An adaptive approach underpins our teaching principles, ensuring that we respond effectively to the needs of all learners and adjust our practice to maximise progress for every learner.

The PREPARE framework supports staff in planning and delivering lessons that are purposeful, flexible, and impactful - ensuring that every learner is supported to achieve success.

At CDS, we continue to implement the core teaching and learning principles of the PREPARE framework within our Sixth Form provision. However, this framework is further reinforced by targeted strategies aimed at fostering greater independence and equipping learners with the essential skills required for success in higher education, employment, and adult life.