Intent

It is our intention to provide a broad, inspiring and inclusive curriculum that ensures all children have a wide range of opportunities to explore, question and deepen their thinking over time. Our school values are embedded across our curriculum, enabling pupils to show care for themselves, others and the world around them; have courage to find their voice and see challenge as an opportunity to grow; and to learn to cooperate with one other so that they are able to consider the views of others, adapt their thinking, and work as a team. Each subject area provides opportunities for children to learn and develop these values, creating transferable skills across subjects, throughout school life and beyond.

Subjects are taught as distinct disciplines that are knowledge-rich and sequenced meaningfully so that, as children move up through the school, they consolidate and develop their subject-specific knowledge over time. Learning is brought to life by making it memorable and engaging, both in the classroom and beyond. We believe that working with drama, art, music and sporting specialists through whole-school projects, performances and competitions enhances our curriculum. These creative, cultural and sporting activities symbolise the holistic and inclusive view of education that runs through our school, with the development of the whole child driving all that we do.

At Holy Trinity and S. Silas we encourage children to be:

  • Caring citizens (care) – who show care to each other, the local community and wider world; who know how their actions can help others.
  • Courageous communicators (courage) – who ask questions, speak knowledgeably, extend their vocabulary, take risks, learn from their mistakes and challenge themselves through new experiences.
  • Cooperative learners (cooperation) – who work well together, negotiate and compromise, share ideas, listen to and support one another.

Implementation

We believe learning at Holy Trinity & S. Silas includes the following:

  • a structured and well-paced curriculum that demonstrates year on year progression
  • supporting children in the development of their skills of investigation, experimentation and application of their thinking
  • providing children with rich and deep questioning that probes their understanding of key concepts, skills and ideas
  • ensuring that children confidently share their learning and progression in a range of different ways
  • an inclusive approach that adapts to strengths and needs
  • the use of drama, art and music to bring experiences alive in preparation for learning
  • visits to galleries, museums, nature parks etc. as teaching areas.

We give our teachers these top tips for engaging classrooms:

  • explore what’s possible through the senses;
  • value all contributions;
  • focus on questions rather than answers;
  • make it safe to take risks;
  • allow time for ideas to emerge;
  • encourage and develop visualisation;
  • dream, draw and describe before you write;
  • make connections and then make some more;
  • make the familiar unfamiliar and the unfamiliar familiar.

Impact

We have high aspirations for every pupil and it is our aim that each child is equipped with the skills, knowledge and confidence to independently take the next step in their educational journey. 

Assessment at the end of each Phase

 a)  Early Years Foundation Stage (EYFS).   At the end of Reception, based on classroom observations, a Foundation Stage profile are completed for every child in line with statutory requirements. This helps teachers plan appropriately for each child’s next phase of learning.

b)  Key Stage 1.   At the end of Key Stage 1, children are assessed using non-statutory end of key-stage assessments. This takes place in their last term of Year 2, within their normal classroom environ­ment, and consists of a varie­ty of assessment tasks, implemented by their teacher. 

During the summer term, over a week specified by the Department for Education, children in Year 1 are given a statutory phonics screening check (PSC) to assess their progress in this aspect of reading. 

Parents are informed of their child’s results.

c)   In order to ensure progression in learning and the development of skills, data from end of Key Stage 1 assessments is used to plan each child’s work as they begin Key Stage 2 programmes of study.

d)  Key Stage 2.  At the end of Key Stage 2, following the timetable for a week specified by the Department of Education, children in Year 6 sit statutory national tests in English and Mathematics. Levels achieved by the children in the tests, together with the teacher’s assessment across the subject for the year, are reported to parents.

Further Information

To discuss our curriculum or find out more, please speak to Neil McIntyre (Deputy Headteacher) or Kate Arnison (Assistant Headteacher).