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Trinity School Core Curriculum

Curriculum Intent

Our curriculum puts the child at the centre of our school, where positive relationships, based on mutual trust and respect are at the heart of everything we do.  Our broad, balanced and ambitious curriculum has been designed to take account of the legal requirements of the Early Years Foundation Stage Curriculum and the Jersey Curriculum. It exposes our children to enriching experiences, immersing them in progressive knowledge and skills; equipping them with personal characteristics required to succeed in life.

We aim to foster a deep love for learning at Trinity and believe that positive attitudes and high expectations towards learning are fundamental for success. In consultation with the children, we have agreed that the following dispositions are key to being a successful learner:

Learning Powers

  • To concentrate
  • To be curious
  • To be resilient
  • To co-operate
  • To self-improve

The curriculum is constantly evolving, based on reflection and a strong desire to ensure the best possible provision for every pupil. Each curriculum area has been considered individually; plans and content have evolved over time and continue to do so. Teachers are encouraged to be creative, to make their lessons engaging, to evoke in children the ‘wow’ factor. But the essence of their excellent teaching must be measured by what the pupils learn, how the children apply their learning and by how much of the learning pupils retain.

At the heart of the curriculum is the development of reading. Reading is seen as the key to unlocking access to the vast majority of learning areas. From early beginnings in Nursery, the children at Trinity are encouraged to develop a love of books and a strong desire to read. Our English curriculum is text-based, each text carefully chosen to provide pupils with exposure to a range of authors, genres and subject matter. Some texts are selected to complement the history curriculum for example, others because their content offers opportunities for children’s personal development.

Our belief is that children learn best when they enjoy the topics being covered. This enables children to make meaningful links with their learning, whilst understanding its purpose and seeing its relevance to their past, present and future. 
 
Our school values of Respect, Friendship and Compassion are essential elements that go across our entire curriculum and are embedded in our daily practice, thus developing self-esteem and belief in their own abilities, whilst also creating a life-long learning culture. 
 
Community involvement is an integral part of our curriculum provision. We regularly invite visitors to share learning experiences with us. Our curriculum enables us to build strong relationships, celebrate diversity, encourage respect and build a sense of community, thus supporting overall pupil well-being and happiness. 
 
Ultimately, we want all of our children to be the best that they can be, making a positive contribution to the world in which they live. 

Curriculum Implementation

Our curriculum is carefully sequenced to ensure progression over time. New content builds on previous study, starting with strong foundations in the Early Years. Progression documents clearly outline both the substantive (“what” facts) and disciplinary knowledge (knowing “how”) developed in each area of study and related content from across the curriculum. Class Teachers are adept at consciously planning retrieval opportunities to enable children to develop strong mental models of key concepts. 

Purposeful links are made across the curriculum, meaning that knowledge and understanding is consolidated.

We value the power of authentic experience; learning is brought to life and given relevance and meaning. We therefore carefully map trips, excursions and in-school events across school.

At the heart of our collective teaching pedagogy lies evidence-informed practice. We value Rosenshine’s principles of instruction, and these can be seen in practice in classrooms across school.

Each subject area has a subject intent, whole school policy, and an annual action plan which outlines development opportunities and clearly links with the school development plan.

Curriculum Impact

By the time children leave Trinity School they will:  

  • demonstrate kindness, respect and compassion towards themselves and others.  
  • be resilient, persevere and strive to be the best version of themselves that they can be 
  • have a good understanding of how to stay safe, healthy and how to develop positive relationships now and in the future.   
  • be able to understand, verbalise and manage their emotions and use a range of strategies to support them  
  • be able to look after their mental health and well-being  
  • have an appreciation of what it means to be a positive member of a diverse, multicultural society.    
  • have the courage and ability to try new things and challenge themselves 
  • he resilient, independent learners that recognise how English is relevant to their future.  
  • have developed a lifelong love of reading and an appreciation of a range of books.  
  • have experienced an abundance of quality, engaging texts that stimulate them to write. 
  • have actively contributed to discussions in all areas of the curriculum and will articulately elaborate on their ideas and explain them to others.   
  • show mathematical curiosity 
  • have a good recall of mathematical facts and strategies. 
  • use their knowledge of mathematical facts and methods to problem solve.    
  • be resilient and have a growth mindset in solving mathematical problems. 
  • be able to articulate their understanding of scientific concepts and be able to reason scientifically using rich language linked to science. 
  • know more, remember more and understand more about the world around them. 
  • have had opportunity to celebrate their artistic creations and a sense of pride in their finished articles 
  • be able to have a variety of artistic skills which in turn can support in looking after their mental health and well-being  
  • understand the key concepts of computer science, including abstraction, logic, algorithms and data representation. 
  • be responsible, competent, confident and creative users of information and communication technology. 
  • be physically literate and empowered to lead active, healthy lifestyles. 
  • Have found enjoyment in a wide range of sports and physical activity on offer. 
  • make informed, safe long-term decisions about staying healthy through active lifestyles. 

Please see the Subject statements for more information on the impact for each subject.

We measure impact by the triangulation of lesson observations, work scrutiny and pupil voice, as well as this we carry regular Curriculum Team discussions – where areas for development are discussed, and for which targets for the year are collaboratively developed. The outcome of this all goes together to form the coming years action plans. 

The desired outcomes of the curriculum will ensure that pupils are well rounded students, ready to embark on secondary school education. They will be equipped with the foundations and skills to achieve success in later education. Pupils will have an understanding of what they are good at and have developed skills to face their challenges.

Geography