Curriculum Intent

At Trinity Road, all of our work is based around our core concepts of:

Respect, Achieve, Belong

The intention of our curriculum is to deliver a broad and balanced offer based on developing our three core concepts of Respect, Achieve, Belong.

  • Learning how to respect
  • Learning about the achievements of others through time, as well as celebrating our own successes and striving for more
  • Understanding how we belong in our world, the responsibilities that brings and ways in which we can support everyone to be a part of the wider world community

The curriculum is designed to have the highest expectations of all children, ensuring that achievement is never capped or restricted. The aspiration in all lessons is that children will achieve the same outcomes, with a variety of support and scaffolds to enable them to do this. Where this may be particularly challenging for some, additional provision is put into place to close any attainment gap as quickly as possible.

The curriculum has been designed based on the national curriculum, with some aspects going deeper/ having greater emphasis based on the needs of our children at Trinity Road. These specific aspects relate to children’s personal development and understanding of feelings, as well as knowledge of the wider world in which we belong.

Learning is organised into topics across the school, meaning that concepts can be built upon in all aspects of school life e.g. assemblies visitors etc.

The inclusive commitment of the school runs through the curriculum and additional provision is given to those children who may need it, in order to fully access the curriculum offer.

Teaching will develop our core values of:

R esilient and determined

E mpowered to aspire and achieve fullest potential

S triving for success for all

P ositive and Proud

E mpathetic and self-aware

C hallengers of ourselves and others

T hinkers: independent and creative

Curriculum Implementation

Maths and English

Maths and English are taught each day. Maths follows the White Rose Scheme of learning, with a whole school focus of developing the use of pictorials to explain and justify mathematical thinking. Times tables are taught as part of maths lessons and children have the opportunity to practice using Times tables Rockstar.

English units of learning are planned around a high quality text, which relates to the termly topic. The text is chosen by teachers from a selection that have been deemed appropriate by the subject leader. This ensures there is a clear overview of how texts progress throughout the school. Handwriting and spelling are taught as discrete sessions during the week.

Phonics is taught following letters and sounds and is supplemented in reception and early year one with jolly phonics resources.

Wider Curriculum- Science, History, Geography, Art and DT

The content of our curriculum is organised into topics which cover one half term or a whole term. Each topic has an overarching heading for the whole school with a more specific heading for each year group. The content focuses on up to four foundation subjects. This ensures that time is committed to these subjects and children can achieve depth in their subject specific knowledge and skills.

Lessons each week are based on a question that the children will be able to discuss and try to answer by the end of the week.

A topic quiz is held at the end of a topic in order to see how much knowledge has been retained by the children. This is done in teams and relates to subjects, which gives subject leaders information about how well their subject has been taught throughout the topic.

Wider Curriculum- Music, MFL, PE, RE

Music in KS1 is taught in short discrete sessions and is based on the six elements of Music.

Music in KS2 is taught by a specialist teacher and builds upon these elements, with a focus on performance, composition and listening.

MFL is taught across Key Stage 2 as a discrete lesson, planned by the subject leader.

PE is taught twice each week, with most class teachers supported by our school sports coach.

RE is taught during RE days which allow the children to really immerse themselves in the themes being taught. RE follows the SACRE locally agreed syllabus for Essex.


Mindfulness sessions take place in every classroom straight after lunch. This time is a calm and reflective time, committed to giving the children space in order to prepare them for afternoon learning.


PSHE is taught each day, with an extended lesson once each week. As a school, we consider a question that relates to events in the wider world and use this time to discuss how different people react to the same question, respecting the opinion of others. The extended lesson each week is based on our own PSHE curriculum which has been designed in response to the needs of our pupils, considering local factors.

Additional provision

Additional provision is delivered within each class to close attainment gaps and ensure access to age related expectations. Task may be adapted for children, with the expectation that outcomes are of an expected standard.

Curriculum learning is further enhanced through visits, visitors, topic days, local and national recognised events as well as after school clubs.

Curriculum Impact

Impact of our curriculum is measured through:

  • Topics quizzes
  • Formal assessments
  • Pupil conferencing
  • Book scrutiny
  • Observed episodes of learning
  • Parental feedback
  • Performance data
  • Pupil voice feedback