CORE is enacted (or we might say mobilised), across a range of institutional sites (see schematic). These sites of practice form a network of connected spaces where we engage in collaborative acts of curriculum making and pedagogical improvement. What we call CORE, is realised to the extent that our shared practice gives rise to a culture of learning and teaching that reflects our vision of the educational good and the moral purpose that informs it. For this culture to permeate our classrooms, and be lived in our day-to-day interactions with young people, requires a deliberate and sustained focus on practices that enhance the quality of education we provide and the consistency with which we do so across our school community. It is through professional learning, broadly construed, and the collaborative structures that support this, that we engage in activities designed to improve classroom practice over time, developing the professional expertise of our teachers and fostering teacher agency. The educational culture to which we aspire as a school requires the kind of transformative praxis that can only be achieved through a collective commitment to improvement at all levels and across all sites of practice. Our CORE learning and teaching framework enables such improvement by orientating us in our practice and establishing a shared structure through which to take forward these changes in the classroom.