Design note 4 - what do we mean?
In addition to the similarities between our new icon and the real Northern Lights, we particularly liked some of the themes the Northern Lights icon represented, namely:
In addition to the similarities between our new icon and the real Northern Lights, we particularly liked some of the themes the Northern Lights icon represented, namely:
To complement our dynamic new Northern Lights icon, we needed a strong colour pallette and confident, contemporary font.
The contrasting yet complimentary colours in our logo symbolises our value of diversity and unity. We often talk about 'the same but different' at Beckfoot Trust to acknowledge that whilst we have a very clear One Trust identity and clarity on what remarkable means, we also know that one size does not always fit all.
Perhaps the most important part of our new Beckfoot Trust logo is the icon, shown to the right here.
We call it our Northern Lights.
In nature, the Northern Lights are seen as something unique and truly Remarkable that are associated with the North.
Our Northern Lights icon represents The Beckfoot Trust which is also on a constant journey to Remarkable and is strongly associated with the North of England.
As part of our ongoing Journey to Remarkable we felt it was important to give The Beckfoot Trust a strong, confident and contemporary logo and brand that was worthy of an organisation with such high standards and aspirations.
The new Trust logo was a departure from the previous logo style and was definitely designed with the future in mind.
We are influenced by curriculum theory and define knowledge as procedural (knowing how) and declarative (knowing that). We believe in the importance of disciplinary knowledge and that subject specialists should have the power to lead. One size does not fit all and appropriate subject pedagogy that reflects whole school pedagogy is an expectation.
We talk about ‘deferring to the brilliance of others’ and we are always looking to learn from the rich diversity of our trust. Our two outstanding special schools have influenced us in how we consider child development, executive functioning and knowledge acquisition.
From Reception upwards (and in our special schools) we teach the national curriculum as a default so that our children and young people are advantaged and can acquire a shared body of knowledge. We encourage teachers to reflect on epistemology – whose knowledge and to increasingly encourage critical thinking in older students through ‘always contesting’ what is the best that has been thought or said.’
From inception this trust has been built on strong principles of inclusion and a commitment to the development of the whole child. All our schools are committed to opportunities to widen the cultural experience of our young people so that they can enjoy, learn and succeed. We are proud of how carefully we have considered the concept of cultural capital – we are all here to learn.
Whilst we have very clear principles of curriculum as expressed in our One Trust Contract, as a trust that is diverse in composition, we have been careful in the how and what of curriculum prescription. We are also entirely pragmatic and conscious of teacher workload . Where we do align, we do so through collective efficacy as we believe that this is how all have self-determination and the power to lead.
Over the past 3 years, we have invested significant time into collective efficacy and as a result, we have increasingly aligned how we teach and what we teach whilst always working with leaders in a consideration of the readiness and capacity to implement change
Our primary schools have chosen to adopt a default curriculum and aligned systems of assessment.
Our special schools have been working hard on an all through special curriculum with an aligned system for assessment.
Our secondary schools have a default English, Maths and Science curriculum and we have aligned end of year assessments that are agreed upon by Heads of Faculty and is informed by the work of the highest performing trusts to ensure challenge.