Working definition of the curriculum “The curriculum is a framework for setting out the aims of a programme of education, including the knowledge and skills to be gained at each stage (intent); for translating that framework over time into a structure and narrative, within an institutional context (implementation) and for evaluating what knowledge and skills pupils have gained against expectations (impact/achievement).” Ofsted
Holy Trinity Church School’s Curriculum intent is underpinned by our Christian vision and runs alongside the Bath and Wells Multi-Academy Trust’s ‘Curriculum Principles and Curriculum Intent’
Our curriculum overview provides an outline of the overall Intent, implementation and impact of our curriculum
Holy Trinity’s Broad, Deep Curriculum is broken into 6 distinct segments.
To empower our curriculum intent, we view our children in three distinct aspects. Academic, Emotional and Identity. The diagram of the gears below represent these three aspects. If we target support on each one and make them rotate faster, they will influence each other.
Our desire is that every child leaves our school ‘Secondary School Ready’, and they are able to flourish and successfully continue their education journey in this new setting because of well integrated learning in their long term memory.
Academic Outcome: A child will leave our school with a wide range of skills and knowledge which have been integrated into their long term memory that will allows them to access and explore the world around them, helping to develop their self-esteem and identity.
The quality of the children’s learning is monitored on a regular basis by the Leadership Team and subject leaders. This information is used to provide focused and bespoke training to raise the quality of education across the subjects. Children with SEND are monitored on a regular basis to ensure they have the most focused tailored learning.
Using the Uplift approach, assessments are carried out across all subjects at an individual learning goal level and across units of work or topics which enables teachers to make professional judgements on children’s outcomes. This data enables teachers to be aware of the lowest 20% and provide focused support to identify gaps in learning. Data is collected at key points for different subjects:
Emotional Outcome: We aspire for all our children to leave our school with the skills to remain flexible, adaptive, coherent, energised and stable by monitoring their emotional responses, understanding their bodily sensations and using their ‘thinking brain’ to make informed choices.
Our curriculum will help us to support children with gaps in their emotional development. Within our reporting to parents, we also share with them information about their child’s emotional development in terms of what we see in the school setting. We use this section of our report to inform parents of the skills that the children have secured. We report using 3 terms: Exceeding, Achieved and Working Towards. These statements are taken from the work of Dr. Ross Greene and his work on Lagging Skills. There are 22 lagging skills that are very relevant to functioning successfully in society. (Lost at School, Green, R, 2014)
Identity Outcome: A child will leave our school with a wide range of positive school memories, skills and knowledge. They will have a strong understanding of their likes and dislikes and detach this from their emotional stability to gain a sense of who they are as a unique person and that other around them are unique.
Our deep focused curriculum and wide range of learning opportunities will provide children with character-building experiences; enabling them to grow a clear Identity of who they are.
Our Personal Development Curriculum provides the driving force to provide our children with a wide range of opportunities and experiences. Each term the children complete an Identity Profile of themselves; identifying the things that they enjoy and like and defines who they are. These profiles can be used to support children by providing additional opportunities for them or to help them find things that they can enjoy if they struggle to identify these themselves.
Children in year 6 complete a Myers-Briggs Personality Type Indicator. The Myers-Briggs Personality Type Indicator is a self-report inventory designed to identify a person's personality type, strengths, and preferences. The questionnaire was developed by Isabel Myers and her mother Katherine Briggs based on their work with Carl Jung's theory of personality types. Today, the MBTI inventory is one of the most widely used psychological instruments in the world. We complete these assessments to provide them with an understanding of themselves as they head to secondary school.