The Vision of the University of Chichester (Multi) Academy Trust is for all young people to be inspired by an excellent education that raises their aspirations and enriches their lives. Our deep roots in education research, teacher development and social justice mean we find innovative ways to create excellence.

As a Multi-Academy Trust, where co-leadership sits at the heart of our approach, we are confident that by working as one organisation, we can ensure that all our staff, our pupils and our communities Achieve More, Challenge Thinking and Shape Futures.

Our Trust's curriculum design is underpinned by a core belief that children are in a constant state of learning that extends beyond the classroom. They manifest in interactions with adults, for example, in our dining halls or reception areas; playful moments during break times; sports days and productions. The learning journey never pauses.

We are intentional in articulating not only what we teach but also the reasons, methodologies, and timing behind our educational choices. This purposeful approach guides each child's educational journey, from their formative experience in our nursery spaces, through their GCSE choices to their voyage through further and higher education.

Our university sponsor provides our staff with high-quality, research-informed and engaged development opportunities, in order to support the design and implementation of our curriculum so we can achieve the highest standards.

Our Curriculum Values

Knowledge and Vocabulary Rich

Building a store of knowledge works like compound interest - it grows exponentially. (Willingham, 2021)

Sequence and Coherent

Sequencing means pupil readiness is not left to chance, and they are able to access more demanding content. (Counsell, 2019 (HEP Conference))

Diverse and Equitable

Powerful knowledge takes students beyond their experiences. (Young, 2013)

Evidence-Informed

We need to be evidence-informed because it is our moral duty, because it exists, for social justice - to close the disadvantage gap and for the credibility of our profession. (Muijs, 2020)

Future Ready

We are currently preparing students for jobs that don't yet exist, using technologies that haven't been invented, to solve problems that we don't yet know are problems. (Funderson et al., 2004)