At Holy Trinity our curriculum is designed around our Christian values. Each term, we focus on 2 values across the school and develop a working understanding of them through our choice of texts and foundation subject learning, embedding reading and maths at the core.
We want our curriculum to support our pupils and staff to understand, learn and value diversity.
Knowledge underpins and enables the application of skill. We strive for children to learn new skills alongside knowledge, ensuring that both are explicitly developed. Recognising that knowledge and skills are intertwined, we take a cross-curricular approach to maximise links across subjects and to ensure teaching and learning is relevant and meaningful.
Using the EYFS Statutory Framework and National Curriculum, age-appropriate progression in knowledge and skills for each core and foundation subject has been identified and mapped out across the primary phases. Priority is given to the development of English and Maths skills of all our pupils.
Our vibrant and rich curriculum is designed so that the subject specific skills are scaffolded within a cross-curricular theme or context each term. Themes are delivered on an annual basis. Topics are carefully designed to capture the interests and imaginations of our children, within a local context. To ensure that progression and balance is maintained, the programmes of study are developed into medium-term plans which clearly highlight the learning objectives, assessment opportunities, differentiated tasks as well as links to other subjects. Themes include Time Travelling Teddies, Get up and Grow, Tomb Raiders, From Absolute Monarchy to Absolute Democracy, Mighty Rivers; as well as many more exciting topics. Each theme is introduced to ignite children’s interest and motivation to learn. We use every opportunity to capitalise on connections between subjects and develop and apply all important reading, writing, speaking and listening, and maths skills in a purposeful context. RE, PE, PSHE, RSE and Health education are often taught as discreet subjects to ensure coverage of the main objectives and age-appropriate knowledge and skill development.
At Holy Trinity School we strive for all pupils to achieve their absolute potential, by having high expectations across the board. Children make rapid progress from Foundation Stage and, by the end of Key Stage Two, do extremely well when compared with national and local results across all subjects at both the expected standard and at greater depth. Our stimulating curriculum prioritises core skills in English, Maths and science whilst actively encompassing the acquisition of knowledge and skills across all areas of the National Curriculum.
The curriculum provides a strong foundation and gives opportunities for children to learn collaboratively and develop social skills. We ensure that the needs of individual and small groups of children can be met within the environment of high quality-first teaching, supported by targeted, proven interventions where appropriate. In this way it can be seen to impact in a very positive way on children’s outcomes. The impact and measure of our curriculum is to ensure children not only acquire the appropriate age-related knowledge linked to the curriculum but also skills which equip them to progress from their starting points. In shaping our curriculum this way, progress is measured and evidenced for all children, regardless of their starting points or specific needs. Enjoyment of the curriculum promotes achievement, confidence and excellent behaviour.
We ensure that quality-first teaching enables our children to develop their long-term memories and define their progress as knowing and remembering more. Staff work hard to plan a broad, balanced and ambitious curriculum which is expertly delivered ensuring a child’s school experience helps them to develop a deep knowledge and prepares them for their future.
Monitoring & Reviewing Impact of the curriculum:
Our children are assessed within every lesson which helps the teacher plan the next steps to be taught. At the end of each term assessment data is gathered and progress is monitored by the Senior Leadership Team. Children are expected to make good or better progress in all subjects and this individual progress is tracked and reported to parents at Parents’ Evenings and within End-of-Year Report.
Class Teachers are responsible for the day-to-day organisation of the curriculum. Phases Leaders monitor lessons, ensuring that all classes are taught the full requirements of the agreed schemes of work, and that all lessons have appropriate learning objectives.
Subject leaders play an important part in the success of the curriculum by leading a regular programme of monitoring, evaluation and review and the celebration of good practice contributes to the ongoing commitment to evolve and improve further. All subject leaders are given access to training and CPD opportunities to keep developing their own subject knowledge, skills and understanding, so they can support curriculum development and the professional practice of colleagues.