The MISSION of Trinity Academy is to raise standards across the curriculum and forge strong character. We will do this by building a community centred on the belief that every child is made in the image of God (Imago Dei). We define this as infinitely precious, gifted for a purpose, and morally responsible.
In light of this, we aim to provide a curriculum that:
- places a high value on knowledge;
- seeks to develop strong character in line with our core values of determination, courage, humility, accountability, honourable purpose, integrity and compassion;
- supports the local and wider community by creating knowledgeable and responsible citizens who use their unique gifts in the service of others.
Learning transforms us. This is why we educate: to transform the students we serve, so that they in turn can have a transformative impact on the people around them.
In order to realise these aims, the curriculum is designed so that students:
- have access to a diverse and accessible curriculum;
- have opportunities to develop academic knowledge and skills alongside creativity and the confidence to express themselves clearly;
- are guided and prepared to access a wide variety of different careers in line with their interests and abilities;
- have opportunities to develop key employability and enterprise skills both inside and outside of lessons;
- develop cultural capital allowing them to be proactive and informed citizens with a comprehensive understanding of the thoughts, beliefs and customs of other people groups;
- develop a lifelong love of learning, particularly within their areas of interest;
- are able to articulate what they believe and why they believe it, while maintaining positive relationships and dialogue with people whose thoughts, opinions and lifestyle choice are different to their own;
- develop wisdom, defined as knowledge rightly applied.
The curriculum is knowledge-rich, built using the following guiding principles:
- Unifying ideas – We can’t teach everything. Instead, each subject emphasises a small number of “big ideas”. These are selected as the most significant and important within the subject area. As a Christian ethos school we choose to present students with, “whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable” Philippians. 4:8;
- Broad and balanced – From the start of Year 7, we aim to provide students as broad a curriculum as possible, while also providing sufficient curriculum time for an age-appropriate depth of study. The curriculum should promote the intellectual, moral, spiritual, aesthetic, creative, emotional and physical development of each child. The creative and performing arts are just as important to this end as are the language arts, sciences and humanities;
- Relevant – By making the curriculum relevant to each student we foster intrinsic motivation, helping our students love learning. The curriculum is shaped so that students develop local and cultural knowledge, and see how what they are learning helps prepare them for the future. Substantial choice is available, but only after students have had sufficient exposure to a broad range of subjects;
- Coherent and cohesive – In order to truly learn, students need to make connections between new information and what they already know. In turn, they can apply this knowledge to certain tasks and develop skill. The development of both understanding and skills is known as expertise. The curriculum is designed to be vertically coherent and cohesive. As students progress through a subject area they build upon pre-existing knowledge and concepts on a carefully planned and structured route. It is also horizontally coherent and cohesive as subjects work together to plan the curriculum so that shared concepts and capabilities are made explicit and taught in a logical order.
- Rigorous – The curriculum is knowledge-rich and students recognise that the facts and ideas central to a subject area are a pre-requisite for true understanding.
- Challenging – Students are unashamedly ‘made to think’. Students are exposed on a daily basis to an appropriate level of challenge which requires them to work in the struggle zone. Teachers adapt their lessons through regular checks for understanding to ensure that tasks are pitched correctly. The goal of good teaching is mastery. The majority of students need to be able to understand and apply the new knowledge before the next topic is introduced.
In line with our curriculum principles, the curriculum we offer to students is both broad and balanced. It is delivered over 20, 50-minute periods and 5, 60-minute periods.
In line with our duties laid out in the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014, we take every step to ensure that all students are able to access the full scope of the curriculum. Every year, we check the distribution of SEND students across the options subjects to ensure fair representation. Our SEND team work closely with students, parents and teachers to ensure that SEND students are able to access the same material as their peers.
Year 7 and 8
The curriculum includes:
- Modern Foreign Languages (MFL), French in Year 7 and German for some students in Year 8
- Humanities – History, Geography and Religious Education
- Performing Arts – Drama, Dance and Music
- Creative Arts – Art, Food Technology and Technology
- Physical Education
- LIFE – covers careers and PSHE
For students who have a reading age significantly below their chronological age, additional support is provided in the form of literacy (instead of MFL) and the Lexia programme in tutor time.
In Year 9 students begin to specialise to provide them with the opportunity to deepen their knowledge and understanding of the subjects they will choose to study to GCSE level. This takes place in two stages, one in Year 9 and one in Year 10.
Further details and information can be found in our curriculum guide that is shared with students in our spring options and careers events. The guide can be found below.
Approximately half of our students stay with us in sixth form to make the most of the wide range of courses available. Students appreciate the more academic and independent nature of sixth form study which is balanced with the individual attention and support only a sixth form can provide.
For further details of the courses on offer, please look at our prospectus here .
For additional information on the curriculum please contact Mr D Bedford, Vice Principal email: email@example.com