‘Growing in Faith, Hope and Love’ 

The Curriculum at Trinity C of E First School. 

Our Curriculum Drivers 

Our curriculum drivers are Communication, Aspiration and Resilience. They focus our pedagogy and curriculum. They shape and scaffold our practice alongside our values of 'Faith, Hope and Love'. The learning and experiences we undertake in all areas of school life enrich our curriculum offer. 

Communication

We believe that language is the tool that unlocks opportunities. We want our children to speak with clarity, confidence and eloquence, connecting the words they know (vocabulary) with what they know (knowledge) therefore becoming effective communicators. We know that vocabulary development and the ability to read fluently are key to life-long success and this is our intent for every child. 

Aspiration 

Aspiration is the hope, desire or ambition to strive to achieve something. To be the best they can possibly be and to challenge themselves as a learner. The development of aspirations encourages children to produce work of high quality, take pride in themselves and be the very best they can be.

Resilience 

Resilience means having the skills and resources to deal with challenges and barriers. Resilience is a measure of how much you want something and how much you are willing and able, to overcome obstacles to get it. Our children will develop the emotional and physical security needed to become resilient individuals who are able to take risks and deal with different challenges across the curriculum and in the wider world by thinking positively and having the confidence to 'have a go'. 

The Intent, Implementation and Impact of our Curriculum. 

At Trinity we shape our curriculum to ensure it is fully inclusive of every child and that it addresses each aspect of how a child develops, progresses and grows academically, emotionally and within their faith or spirituality. 

Intent 

In doing this, our intentions are clear: to ensure all children make progress from their starting points; to ensure all children develop a love of learning and to ensure our community grows with us. We want our children to live the Christian Values we nurture and grow as a learning community and to be able to make a positive contribution to the society in which they live. In addition, we want our children to develop a vast array of knowledge and skills, which they have the ability to transfer across different subjects within the curriculum.  With contextually limited cultural, racial, physical and non-neuro typical diversity, we place widening children’s understanding of this at the centre of our curriculum. We intend to provide a wealth of diverse content that considers representation of all the diversity found in God’s world. We want to prepare all our children for the next stages in their educational careers as well as allow them to develop their aspirations for adult life and begin to understand and celebrate the differences within God’s world. 

Implementation 

In ensuring progress is made and can be measured throughout the school, implementing a subject specific approach to teaching and learning is seminal for our children.  With informed and passionate subject leadership, staff are committed to their role in helping our children achieve highly. 

Our curriculum is carefully crafted to ensure all children have equal access to all areas of the curriculum, enrichment activities and extra-curricular learning too. Christ is at the centre of our curriculum and the Trinity Values are instrumental in the teaching of the values and virtues of our Christian faith. We have devised our curriculum to ensure breadth and balance for all, with our vison statement and values at the heart.  

A concept led curriculum, is continually developed to foster deep learning which children are able to transfer to new learning. This curriculum model is supplemented by a challenging knowledge-based curriculum – where children are encouraged to develop their thinking skills to promote reflection and critical thought. 

We shape our curriculum considering our context and our values, again placing developing our children’s exposure and understanding of God’s diverse world at the heart. High expectations, wrapped in Christian Values, of all our children leads to high aspirations and the belief that they can achieve in all they do. We are focused on ensuring the children are proficient at talking about their learning and knowledge, with language acquisition and oracy as a priority. This leading to confident, informed and articulate children, able to explain not only their acquisition of knowledge but their thoughts, reflections and opinions too in a respectful and skilled manner.  

Impact 

The impact and measure of this 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 can be measured and evidenced for all children, regardless of their starting points or specific needs. 

We teach our children to ensure we alter their long-term memories and we define progress as knowing and remembering more.  Teachers and staff work hard to plan a broad, balanced and diverse curriculum which is expertly delivered to ensure a child’s entire school experience enables them to develop a deep body of knowledge which will see them through to further study, work and a successful adult life in whatever they choose.  We pride ourselves on not narrowing the curriculum, but prioritising all subjects and seeing their worth. Music specialist teaching, PE Sports coaches and language learning would support this. 

We are responsible for providing an inclusive curriculum that is differentiated for those with Special Educational Needs or Disabilities (SEND). We have high expectations for all pupils and are committed to ensuring our curriculum complies with the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014. 

Our inclusion statement emphasises the importance of providing an inclusive learning environment for all pupils including those with SEND. Additional information on this can be found in our Special Education Needs Information Report and Equalities Scheme.

We are proud that once the children from Trinity C of E First School have left, they are faith-filled and ready to make a positive contribution to society; have been supported through their transition; have been exposed to rich vocabulary, diversity and have high aspirations and self-belief, all deliberately nurtured through the teaching of this broad and balanced curriculum. 

If you would like more information about the curriculum we teach, please speak to your child's class teacher or contact the school directly.