WHOLE - SCHOOL CURRICULUM STATEMENT
Holy Trinity CE Primary School is committed to providing excellent learning opportunities for all pupils in a nurturing, inclusive and challenging environment, underpinned by the Christian values of love, honesty, and respect.
The ambitious curriculum at Holy Trinity CE Primary School is academically robust, socially inclusive, spiritually balanced, and holistically driven. We employ evidence-based pedagogies in content delivery and our pupils actively contribute to their learning journeys.
Music, public speaking, art, drama, dance, home sciences and sport are integral components of our broad curriculum and are delivered by specialist teachers in some areas, thus providing our pupils with genuine experiences to excel.
Our curriculum is literacy-rich and provides pupils with opportunities to read and write in a range of contexts for different purposes and in response to a variety of stimulating, first-hand experiences.
The Cornerstones Curriculum is used to deliver Science and the foundation subjects of Art and Design, Citizenship, Computing and IT, Design and Technology, Geography, and History. Cornerstones’ pedagogical approach supports pupils’ learning, motivation, and wellbeing by employing the principles of engagement and innovation through inspiring projects. Projects are carefully sequenced, interconnected, and provide clear subject endpoints for concepts, knowledge, and skills.
Our ambitious curriculum fulfils, and exceeds, the legal requirements of the Early Years Foundation Stage and the Primary National Curriculum and exposes pupils to a range of enriching experiences, which progressively builds knowledge and skills.
Our inclusive learning community caters to the needs of all pupils. Pupils achieving above their peers are appropriately challenged and actively encouraged to continuously expand their skills and knowledge through modified learning opportunities. Pupils requiring additional learning support, benefit from targeted and specific opportunities which allow them to embed skills, learn at a suitable pace in a caring and supportive environment.
Specific Curriculum Aims
Through our broad and diverse curriculum, we specifically aim to develop pupils’:
- Appreciation for literature, art, and music.
- Understanding of the benefits of diversity by respecting one’s own, and others’ cultures and traditions.
- Awareness of the need to sustain and improve the environment, locally and globally.
- Mindset which challenges injustice and champions living peaceably with others.
To foster an appreciation for classical and current literature, pupils are exposed to high quality and carefully selected reading texts from the Centre of Literacy in Primary Education’ s Power of Reading scheme, including a Shakespearian unit in Term 6. Book clubs and a dedicated interactive area for reading (Media Merge Room), support a growing love for reading.
We go beyond the content of the National Curriculum in our Art tuition and relate our art to diversity of cultures, climate change and issues of justice.
Themed days, visitors, and visits enhance our pupils’ understanding of the importance of respecting diverse beliefs, traditions, and cultures.
Matters of environmental responsibility, climate change and sustainability are explored in sensitive and practical ways. This enables our pupils to gain a deeper understanding of their local and global responsibilities for protecting and preserving our world.
Creative methods and pedagogies, which increase pupils’ repertoire of skills, vocabulary, and intelligences in understanding and challenging injustice, are addressed respectfully.
Our curriculum design is underpinned by Barak Rosenshine’s Principles of Instruction. This evidence-based approach ensures:
- The development of long-term memory and efficient recall through repetition and daily reviews.
- Lesson structures actively support pupils’ working memory and reduce extraneous cognitive load.
- Efficient retrieval practices are developed.
- Appropriate academic support is provided to all pupils through scaffolds.
- Independent practice is an integral part of every lesson.
We employ a mastery approach to the teaching of Mathematics and have embraced the National Centre for Excellence in the Teaching of Mathematics’ (NCETM’s) definition of mastery. Thus, pupils of all ages are provided with multiple and varied opportunities to acquire a deep, long-term, secure and adaptable understanding of mathematics, and efficient and accurate recall of mathematical facts. The drivers of this mastery approach are coherence, representation and structure, mathematical thinking and fluency.
We use knowledge organisers to create opportunities for spaced retrieval practice and the retention of facts. Knowledge organisers are a summary of key facts and essential knowledge about a unit of work or a curriculum subject. They are normally one side of A4 paper and all key information is presented in an easily understood format, making them accessible to all pupils and easy to use at home.
The ability to communicate efficaciously is a vital life skill. At Holy Trinity we teach our pupils to become more effective speakers and listeners, thus empowering them “to better understand themselves, each other and the world around them”-Voice 21. Our emphasis on speaking in full sentences, using ambitious and uncommon vocabulary, and adopting a good speaking posture, all work together to provide a route to social mobility. Thus, empowering all pupils and aiding them in finding their voice to succeed in school and in life.
Three times per year we open our classrooms to parents to experience live teaching of Mathematics, English and Science. These sessions engage and enthuse both parents and pupils alike and serve to strengthen the home-school partnership. Termly subject specific workshops equip parents with strategies in supporting their child’s learning at home.
Termly celebration assemblies motivate, reward, and showcase the talents and achievements of our pupils. As well as achievement and effort in academic subjects, we recognise pupils who embody our Christian values of love, honesty and respect, and qualities which promote British values.
At Holy Trinity we define cultural capital as knowledge, skills and behaviours that enable social mobility. This is realised through all aspects of the curriculum. We expose pupils to the arts, public speaking, provide musical instrument tuition, and offer a range of educational experiences and visits. We actively promote character-building qualities which lead to well-informed global citizens.
The desired outcomes of the curriculum ensure pupils are well-rounded individuals, embrace challenges with courage and are confident in embarking on the next stage of their learning journeys.
The impact of our curriculum is measured using the following markers:
- Percentage of pupils achieving ‘Good Level of Development’ at the end of their Reception Year.
- Results from the Phonics screening tests.
- End of Key Stage 1 and 2 Standardised Assessment Tests (SATs) results.
- Multiplication Tables Check scores.
We monitor the impact of the curriculum though triangulation of outcomes: pupil voice, test/data outcomes, planning, monitoring of books and displays, lesson learning walks, discussions with teaching staff, pupils, and parents.
At the end of the academic year teachers make summative judgements about how well pupils have mastered subject domain content and how proficient they have been in making inter and intra-curricular connections.
School leaders, curriculum and subject leads regularly review our provision to assess how well our school is meeting the requirements of this curriculum statement. These reviews have a direct impact on our professional development leading to both external courses and in-house training, utilising staff expertise. Part of this in-house training includes the identification of high-quality professional texts studied by staff over a series of weeks. This culminates in the application of concepts from the text with small groups of staff and pupils, allowing other staff to give constructive feedback and development points (Teacher Research Groups).