Curriculum Statement September 2022
As a Church of England School we are committed to the belief that every child is a child of God – uniquely blessed with individual gifts and talents. The intention of our curriculum is to provide opportunities for all students to flourish, drawing out their individual potential and developing them as fully integrated human beings. Our curriculum reflects our Christian ethos and is designed to be challenging, fulfilling, enjoyable and successful for all, regardless of academic or social barriers. The curriculum is designed with the intention of being rich and balanced, giving a breadth of opportunity at Key Stage 3 supporting the development of the skills needed to succeed at Key Stage 4 and Key Stage 5. Key Stage 4 has a core which includes RS GCSE for all, alongside both academic and vocational courses. Key Stage 5 provides appropriate pathways for the majority of students to progress to, and allows students to prepare for further study and the world of work. Alongside this, students are provided with a broad enrichment and work-related offer that stimulates their aspirations as global citizens - resilient in the face of difficulty, skillful when faced with new challenges, confident to step out into the unknown and assured of their individual self-worth and of the unique gifts that they each have to bring to the world.
We review our curriculum on a yearly basis and consider the following principles. We believe our curriculum should:
Embody the school vision which is to be a centre of excellence for learning, inspired by Christian values, where every person in our school community fulfils their potential.
Provide a broad and balanced range of subjects, including those that are creative and practical, at all Key Stages.
Include opportunities in a range of both academic and vocational courses at Key Stages 4&5.
Ensure Religious Studies sits alongside Maths, English and Science as a Core subject which every student will take up to GCSE level.
Ensure that every student has the opportunity to develop their character through a variety of experiences within REACH, PE, and the Creative Arts.
Be coherent and sequential so that new knowledge and skill builds on what has been taught, both within an individual subject and across the wider curriculum.
Be informed by educational research e.g. Growth Mindset (Carol Dweck) and Feedback Loop (John Hattie).
Acknowledge our contextual needs by giving a high priority to increasing students’ mastery of functional literacy, vocabulary and numeracy to maximise students’ opportunities for future learning and employment.
Provide opportunities for learning outside of the classroom. At KS3 this is being embedded through the concept of a ‘Passport’; a collection of co-curricular experiences that every student will have experienced.
Make explicit links to future career pathways alongside a programme of advice and guidance based on the Gatsby benchmarks to prepare students for life and work.
Ensure effective transitions at all key stages; from Year 6 to Year 7, Year 9 to Year 10 and Year 11 to Year 12.
Meet statutory National Curriculum expectations.
Curriculum Construction Principles
Our curriculum is structured in a logical and chronological manner.
Leaders carefully plan to ensure that appropriate knowledge and skills build upon what has been taught previously and are carefully developed before application into more challenging and complex situations, appropriate to the different curricular end points. These skills are recognised as the ‘big ideas’ within each subject area.
Knowledge is considered as a ‘big idea’ within all subject areas. We are developing our understanding of cognitive psychology to enable students to maximise their learning potential. This is best seen through the regular opportunities provided within subject areas to revisit knowledge acquired to enable improved retention and recall.
Our curriculum runs within a two-week timetable made up of 50 periods a fortnight, with 5 x 1 hour lessons plus assembly and Tutor time every day.
Each day begins at 8.45am with registrations, assemblies and a period of reflection and students are dismissed from this regular timetable at 3.10pm.
There are a range of additional activities such as study studio and numerous co-curricular opportunities which take place after this time on a daily basis.
Full details of the curriculum delivered in each subject area can be found in the Curriculum Section of the school website.
Key Stage 3
At Key Stage 3 the majority of students follow the curriculum as shown in the model below.
Key Stage 3 Curriculum Model September 2022 – number of periods per fortnight:
Almost all students study the full range of subjects that are delivered by specialist subject teachers.
Bedrock is a web-based program that enables students to develop their understanding of vocabulary and improve its use within sentences and paragraphs. This program is used primarily as a homework tool for all students through their English lessons in Year 7&8.
Accelerated Reader is a web-based program which enables a student’s reading level to be constantly assessed through an online assessment tool. Students read a book at the correct level, take an online quiz, and receive immediate feedback. Students respond to this regular feedback, motivating them to make progress with their reading skills through differentiated selection of reading material. Students in Year 7 and Year 8 read in most English lessons, have a dedicated library lesson once a fortnight and complete Star reading tests three times a year within computing lessons to help track progress.
Hegarty is a web-based program that enables students to develop their maths skills independently of the classroom. This program is used primarily as a homework tool for all students through their maths lessons for students in Years 7-11. However, Hegarty is migrating to Sparx which will mean that students in Year’s 7 and 9 will migrate to this improved system, with other year groups following next year.
Maths Whizz is a web-based program that is used to provide a baseline of ability and highlight specific areas for development. This program is used specifically for small group intervention classes.
Grouping of Students:
On entry to Year 7 students are taught in mixed ability groups (average size 30) for the majority of their lessons. In Maths, English and Science students are set according to ability during the course of Key Stage 3. For Maths this happens very early in Year 7, the other subjects are set from Year 8.
Small Intervention groups will come out of English, Maths, Science, Geography, History and RPE lessons for a unit of work before being reassessed. They will be taught in a small group with a strong literacy focus by a specialist.
In Year 8 and in Year 9 small groups of students will come out of their French lessons for literacy support and computing for Numeracy lessons. These groups are taught by a specialist member of the SEND team.
Key Stage 4
Key Stage 4 begins after the May half-term in Year 9. Students all follow the same Core Curriculum plus three choices of their own. Students are guided in their choice of subjects to help them follow a pathway which will enable them to succeed according to their individual gits and talents, needs and abilities.
The majority of students take nine subjects, but approximately 15% of the year group will gain an extra qualification by studying three separate sciences rather than a combined, double science option.
In addition, all students continue to take Core PE and REACH (Personal and Social Education)
Oxford Pathway: (This represents 85% of the student body). Students chose one of the following constrained options; French, Geography, History and Computer Science. Students wishing to study Computer Science have passed a pre-selection test. Students then make two further choices from the open options.
Cambridge Pathway (This represents 15% of the student body). Students receive additional English, Maths and Science support. Students then make two further choices from the open options.
Key Stage 4 Curriculum Model September 2022 – number of periods per fortnight:
During the course of Key Stage 4, a few students will have their curriculum reduced. This is exceptional and is usually for medical reasons. These students work on their other subjects in the Phoenix room under expert supervision.
Current Key Stage 4 Optional Subjects Studied
Key Stage 5 – Level 3 Provision
Most students study three subjects over two years from a wide range of Level 3 courses. Students for whom four subjects are appropriate, have that opportunity. Similarly, some students study only two subjects and have a work experience element in their curriculum.
Each subject has 9 periods per fortnight of taught curriculum time. Students spend the remainder of their time doing a mixture of independent study, school responsibilities, preparation for further study or employment and a few do work experience. In order to keep the breadth of curriculum, some classes have both Year 12 and 13 students in them and where groups are small, teaching is more personalised and there may be fewer formal lessons.
Courses currently running in the Sixth Form:
Courses are A level unless otherwise stated.
Basketball Academy (Vocational)
Design and Technology
English Language and Literature
Health & Social Care (Cambridge National)
Maths (A level and Core Maths)
Performing Arts (OCR Foundation & Extended Diploma)
Travel and Tourism (BTEC)
The Extended Project (EPQ) is offered as an additional AS Level.
English and Maths GCSE retakes are offered for those who have not yet achieved a grade 4 in either/both subjects.
English and Maths GCSE retake are offered for those who have not yet achieved a grade 4 in either/both subjects.
The on-site Basketball Academy offers student athletes the opportunity to combine academic studies with intensive Basketball Coaching. These students have the full Level 2 and Level 3 academic provisions available to them
We also have an offsite Football Academy partnership with Crawley Town Community Foundation. 40 students are studying Sport BTEC at Level 2 or 3, which they are combining with intensive Football Coaching. Students get the opportunity to retake GCSE English or Maths at Holy Trinity. There are a few students for whom functional skills is a more appropriate course in one/both of these subjects.
The Performing Arts Diplomas are an exciting new avenue of education to our post-16 provision. The Foundation is the equivalent to one A-Level whereas the Extended Diploma is the equivalent to three A-Levels. These vocational courses enable students to specialise in Dance, Drama, Music or Musical Theatre whilst all studying a common core unit. This provides students with access to a broad range of performing arts areas that will enable them to follow a preferred future pathway.
Key Stage 5 – Level 2 Provision
For students who do not quite meet the requirements for the Level 3 pathway we have a one year ‘stepping stone’ pathway to provide students with the appropriate experiences to enable them to move successfully onto the Level 3 pathway the following year.
These students will take both Maths and English, if they did not gain a 4 or better in these subjects at GCSE, and will complete at least two of the following BTEC Level 2s in one year: Health & Social Care, Science, Sport.
Provision is classroom-based with teachers being responsible and accountable for the development and progress of students with SEND in their class. High quality teaching, differentiated for individual students, is the first step in responding to students who have or may have SEND.
Advice, strategies and additional intervention may be put in place for students who continue to underperform, despite the best efforts of the class teacher.
For those students who continue to underachieve, additional specialist support may be needed to advise and inform provision. The SENDCO will be consulted and for a few/some students outside agency advice will be sought.
We have additional support in place for Pupil Premium students. As well as having access to good quality teaching the school provides additional interventions based upon specific identified needs. For additional information please look at the SEND information report which is found on the website.
Highly able students also need our special care and attention. We have a number of strategies in place to extend our most able students. For additional information please look at the high achiever statement which is found on the website.
Cultural Capital is the development and accumulation of knowledge, skills, experiences and human behaviours that students can draw upon to navigate their place in society. Through successful Cultural Capital they will be able to show greater awareness, understanding and competence in the real world helping them to be successful, happy and self-aware in the wider world. The confidence gained through Cultural Capital will help students to have more influence, and independence allowing them to show social mobility without the constraints of finance or stereotypical perception.
At Holy Trinity we wish to afford all students the opportunity to dream big and be successful; both academically and in their wider lives. We want to give them rich, exciting and sustained opportunities to develop culturally and become the best, most positive versions of themselves.
We run a range of extra-curricular activities including Inter-house sporting opportunities, creative arts, Christian union, book club, code club, singing club, orchestra, school productions and a variety of competitive sports teams. For additional information please look at the statement which is found on the website.
There are a number of regular Cultural Capital Days delivered throughout the school calendar. These provide out of lesson opportunities tied into the wider curriculum offer. In addition, all students in Key Stage Three work towards completing a Key Stage 3 ‘Passport’. This is a collection of activities that we believe all students within our community should have the opportunity to experience before they embark upon Key Stage. The Key Stage 3 Passport was launched to Year 7 in 2020-21 which means the Passport is being delivered to both Year 7 and Year 8 this academic year.
Events delivered during cultural capital days will include careers events, outdoor challenge days, visits to places of religious worship, stem opportunities, visits to places of cultural significance, study skills and wellbeing.