At Holy Trinity CofE Primary School it is our intent that the curriculum opens pupils’ minds to a range of possibilities, raises their aspirations for the future whilst equipping them with the necessary skills and knowledge and inspires a love of learning whilst enabling them to maintain healthy minds, bodies and relationships.
Through our curriculum we aim to
Our Christian ethos encourages pupils to be responsible, friendly, respectful, honest, forgiving, peace loving and to have hope for the future.
Pupils’ work on developing learning behaviours that will support them throughout their academic life and in to their future careers, these are: risk taking, reflection, resilience, perseverance, problem solving, inquisitiveness, making links, independence, cooperation and collaboration.
Our curriculum team ensures that the curriculum offered is broad and balanced, challenging and relevant to learners and continues to develop so that all pupils have every opportunity to succeed. Subject leaders complete regular reviews and support staff through training and paired planning.
Our curriculum is underpinned by three drivers chosen to ensure focus on our vision and curricular aims. These are Possibilities, Questioning and Spirituality.
Our curriculum develops pupils’ knowledge and skills across each subject in the primary national curriculum and allows time for pupils’ to rehearse and revisit these thus ensuring they are embedded for the next stage in their learning.
Firm foundations for learning are built through a continued focus on basic skills and language acquisition is a thread throughout the curriculum.
Research evidences that the more knowledge pupils have the easier it becomes to gain new knowledge, this is because they begin to make links and attach new information to existing knowledge building schemas. Retrieval Practice, in the form of low stakes quizzes, is used at Holy Trinity to ensure that new learning is shifted to the long-term memory through regular recall, this in turn frees up working memory, by reducing cognitive load, as pupils make links in learning more naturally and categorise knowledge.
At Holy Trinity we use a Talk 4 Writing approach in our teaching of writing. Pupils are exposed to model texts and are taught key writing skills throughout each learning journey. Pupils have opportunity to practise skills and apply them independently in other curriculum areas.
English lessons are based around quality texts taken from our reading spine which ensures progression. Guided reading lessons focus on specific reading skills which are mapped out as a long term whole school overview. Pupils have access to a variety of different types of texts including year group ‘HT Book Club’ titles which have been specially selected to encourage a love of reading.
Pupils all have a banded reading book which is changed regularly; parents are encouraged to read with their children and to sign their reading diary. Pupils visit the well-stocked school library weekly and can choose a book to take home. Pupils also have access to Bug Club which enables them to access learning independently at home.
To promote reading for pleasure staff share a story every day in each class. Parents are invited to join some class reading sessions.
During maths lessons we use a concrete, pictorial, abstract approach where children regularly manipulate practical resources to help them deepen their understanding of key concepts. Teachers use a range of teaching strategies to engage the children in maths and ensure progress is made by all children within a class; no set formula is used. A typical lesson would include:
Number sense – We believe that it is imperative that children gain an intuitive understanding of numbers, their magnitude, relationships, and how they are affected by operations. The concrete, pictorial and abstract approach is widely regarded as the leading approach to achieve a good sense of number. Children regularly manipulate practical resources such as egg boxes, numicon and abacuses to help them develop a good sense of number.
Reasoning – Mathematical reasoning is the critical skill that enables a student to make use of all other mathematical skills and to delve deeper into the area of maths being taught at that time. They learn how to evaluate situations, select problem-solving strategies and draw logical conclusions. Mathematical reasoning allows children to reflect on solutions to problems and determine whether or not they make sense. At Holy Trinity children get the opportunity to reason at least 3 times per week once they have mastered the area of maths they are learning at the time.
Investigations - Investigations enable children to make use of all of their mathematical skills and put them into real life context so investigations could be thought of as the 'glue' which helps mathematics makes sense. At Holy Trinity children are given the opportunity to investigate regularly. Whole class investigations usually have a competitive element which the children really enjoy.
Foundation subjects include Art & Design, Computing, Design Technology, Geography, History, Music, P.E. and French (KS2).
Lessons are subject focused but do incorporate other areas wherever possible to allow children to make links in their learning. Key concepts for teaching and learning subject specific skills have been carefully selected for each subject area.
Teaching is spaced across two years to enable children to access each topic within a subject at different developmental stages of their learning allowing them apply new skills and deepen their understanding.
Subject topics are introduced through questions, which pupils revisit as an outcome to demonstrate their new learning.
Context lessons ensure that pupils recognise when and where events are taking place and what else is happening around the world at that time.
Links are also made to pupils’ lives, the locality or current affairs to ensure that the curriculum is relevant, pupils are encouraged to share experiences from their own diverse backgrounds to add breadth to learning. Opportunities are provided for memorable experiences to be made engaging pupils’ and fostering a lifelong love of learning.