At Trinity Road, our core values are:
Respect, Achieve, Belong
The intention of our curriculum is to deliver a broad and balanced offer based on developing these three values:
- Learning how to respect ourselves, others, our local community and our diverse wider world.
- Celebrating our own achievements through aspirational goals and ambitions for all pupils, as well as nurturing talents and skills.
- Understanding how we belong in our world, the responsibilities that brings and ways in which we can support everyone to be included in the wider world and local community.
The curriculum is designed to have the highest expectations of all children, ensuring that barriers are removed, and life chances are increased. The aspiration in all lessons is that children will develop curiosity through a variety of enriching opportunities and investigations and that they will develop challenge.
The curriculum and curriculum experiences aim to develop independent learning skills, intrinsic motivation and the ability to question. Create exciting and interesting learning experiences and develop their knowledge and understanding about our locality and the wider world.
The curriculum is based on the National Curriculum, with some aspects going deeper or having greater emphasis based on the needs of our children at Trinity Road. These specific aspects relate to children’s personal development and emotional literacy, as well as a diverse cultural appreciation. The inclusive commitment of the school runs through the curriculum and accommodated provision is given to those children who may need it, in order to fully access the curriculum offer.
Since coming out of lockdown, following Covid, it was clear our children needed learning experiences that could create memories, reach their senses, connect to their emotions and spark their imaginations. Our children needed learning that was;
Our practice ensures all 4 key aspects are the vehicles through which the curriculum is implemented to support memory recall, learner engagement, enjoyment and cognitive connection, as well as achievement, development, personal growth and progress.
Subjects are taught by class teachers and in some cases subject specialists. Teachers can move around to deliver the curriculum to their skill set and make the most of their subject knowledge expertise for the best quality of learning for the children. Teachers make professional decisions here.
Taught subjects, at the start of their unit, begin with an elicitation activity where children share what they know; including key vocabulary, facts; as well as information written or drawn. This is revisited at the end whereby children can demonstrate everything they now know in relation to what they have learnt. This gives the class teacher and children a direct comparison about what they knew at the beginning to what they know at the end.
Following this, knowledge organisers are shared with the children to provide them, and their families, structured information about key information and concepts that they will need to know. Knowledge organisers are sent home, they are stuck into children’s learning books and are referred to in lessons. Subject specific vocabulary is taught as part of spelling and pre-teaching and forms part of the tier 3 vocabulary that is supported through the speech and language provision across the school.
Throughout a unit of learning, children hone and develop their skills to meet the end of unit objectives and two planned outcomes. A practical showcase and a written outcome are presented and published to demonstrate how children have applied their knowledge, age-appropriate skills and understanding.
Although our curriculum subjects can stand-alone, we look for opportunities to make meaningful links between and across subjects. Challenging progressive skills and knowledge are sequenced through our children’s journey through school. Due to our expansion project, we are running both mixed and single year group curriculum maps to ensure that our coverage is planned and not repetitive for our two-form entry year groups as well as our one-and-a-half forms of entry.
We use our local area, its history and our whole school site, including Jubilee Woods, to extend and enrich learning opportunities for all children. Learning opportunities and experiences are built upon in all aspects of school life for example, through assemblies or visitors. Well planned technologies, used safely, in teaching and learning experiences bring the wider world to the children and enable accessibility to aspects beyond their reach.
Subjects are formatively assessed as they are taught. This feedback directly informs the next steps in the learning journey, sequence, resource provision and provision for children.
Throughout the year, children are assessed against curriculum objectives in Reading, Writing and Maths. These assessments are used to inform regular professional discussions with the senior leaders, the subject leaders and the phase or year group teams to inform whole school planning, resource allocation including additional support, targeted areas for individuals, groups, subjects and key skills.
Impact of our wider and core curriculum is also measured through:
- Topic showcases
- Published written outcomes
- Formal assessments
- Pupil conferencing
- Book scrutiny
- Observed episodes of learning
- Parental feedback
- Performance data
- Pupil voice feedback
- Personal development
We use the above strategies to ensure our curriculum satisfies our intent, is ambitious, progressive, achievable and appropriate. Measures are taken if resources, training or revisions are required.
During externally reportable years, we set targets based on children’s prior attainment, our core knowledge of individuals and their journeys, as well as a goal to attain in line with National Expectations. This is a progressive journey since the impact of Covid, and something which sets the strategic goals for the journey of the whole school.