Curriculum Statement September 2024

Curriculum Intent

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 ambitious, 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 (RPE) for all, alongside both academic and vocational courses. Key Stage 5 provides appropriate pathways for the majority of students to progress towards 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.

Curriculum Principles

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, for example Growth Mindset (Carol Dweck), Feedback Loop (John Hattie) and Rosenshine’s principles of learning.
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.
Deliver a curriculum that is inspired by 21^st century technology and embraces learning experiences through the lens of tools, including iPads and software such as Microsoft 365.
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 homework clubs 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 here

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 2024 – number of periods per fortnight:

	English	Maths	Science	Religious Studies	Art	Computing	Drama	Geography	History	French	Music	PE & Dance	REACH (PSE)	Technology
Yr7	8	8	7	2	2	3	2	2	2	4	2	4	2	2
AP	I	I		I				I	I
Yr8	7	7	7	3	2	2	2	3	3	3	2	4	1	3
AP						Nu				Lit
Yr9	8	7	8	3	2	3	2	3	3	3	2	2	1	4
AP						Nu				Lit

I=Intervention Class Nu=Numeracy Class Lit=Literacy Class

Almost all students study the full range of subjects that are delivered by specialist teachers.

Literacy support

Century is an AI web-based program that enables students to develop their understanding of vocabulary, sentence structure and grammar and improve literacy by short ‘nuggets’ or unit of work on specific areas needing intervention. The programme uses AI technology to adapt to each student’s individual needs. Century is used as a homework tool and during lessons as Do Now tasks for all students through their English lessons in all year groups up to year 11. One of the weekly tutor times is also dedicated to reading.

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 every week and complete Star reading tests three times a year on their iPads to help track progress.

Numeracy support

Century is a web-based AI program that enables students to develop their math skills independently of the classroom. This program is used primarily as a homework tool for all students through their math lessons for students in Years 7-11. It is also used in small group classes to help with their numeracy development.

Grouping of Students:

On entry to Year 7 students are taught in mixed ability groups (average size 30) for the majority of their lessons. However, where specialist staffing allows it, our preference is to appoint additional teaching hours in English, Maths, Science and Humanities at Key Stage 3 to enable class sizes to be smaller. This then enables staff to focus more carefully on adaptive teaching and the needs of SEND students within these groups.

In Maths, students are set a couple of weeks after settling into Year 7 and have completed both a CATs test and an internal Maths baseline test.

In English it is mixed ability during Key Stage 3. In Year 10 and Year 11 there is a top set with all other classes being mixed ability.

In Science classes are mixed ability during Key Stage 3. In Year 10 there is a triple class and a top set Double group. All students are then placed into Higher and Foundation sets in Year 11.

In Year 7 small Intervention groups may come out of English, Maths, 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)

In Year 10 and Year 11:

All students choose 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. Where possible the entire curriculum is open to all students. The only restrictions currently in place are in Computer Science and Triple Science which is due to careful prior research done on establishing a minimum ability to enable an invitation onto the course.

Technology

All students receive an iPad, stylus, and cover when they enter the school. All students and staff receive Microsoft 365 accounts and have access to the full suite of Microsoft apps. The primary apps for classroom delivery are a combination of TEAMs and OneNote. This means that any student not able to attend school on any given day will have access to all of that day’s lessons.

The use of technology enables students to make adaptions to meet their own learning needs, thus encouraging independence. For example, the colour of the page or the pen can be amended, the font size adjusted accordingly and tools such as Immersive Reader can be used to help access the literacy within the lesson.

Staff are encouraged to look at their curriculum delivery within this context and where possible provide learning experiences that can only be achieved with the use of an iPad. To be clear, an iPad is much more than a reading tool or a delivery system for apps such as power point. The aim is to enable students to become fully independent learners as early as possible in their Holy Trinity learning journey.

All of this needs to be supported by appropriate infrastructure, including up to date servers and an appropriate Wi-Fi system. There is also a member of staff who is the leader of Innovative Learning and leads a team of particularly skilled colleagues who help upskill all learning within the school community.

Key Stage 4 Curriculum Model September 2024 – number of periods per fortnight:

Core Curriculum

Constrained Choice

Free Choice

English language and Literature

Maths

Science

Religious Studies

Core PE

REACH (PSE)

Option 1

Option 2

Option3

During the course of Key Stage 4, a few students will have their curriculum reduced. This is exceptional and is usually for carefully considered reasons. Where possible these students work on their other subjects in the Learning Hub under expert supervision.

Current Key Stage 4 Optional Subjects Studied

Subject	Year 10	Year 11
Art	GCSE	GCSE
Business Studies	GCSE or BTEC	GCSE
Child Development	OCR National	OCR National
Computer Science	GCSE	GCSE
Dance	GCSE	GCSE
Design Technology (Electronics, Textiles or Timber)	GCSE	GCSE
Drama	GCSE	GCSE
Engineering Design		OCR National
Enterprise	BTEC	BTEC
Food	GCSE	GCSE
French	GCSE	GCSE
Geography	GCSE	GCSE
History	GCSE	GCSE
ICT	OCR National	OCR National
Music	GCSE	GCSE
Music Technology	OCR National	OCR National
Physical Education	GCSE	GCSE
Photography	GCSE
Psychology	GCSE	GCSE
Travel and Tourism	BTEC	BTEC
Work Skills	BTEC	BTEC

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 than the 9 normally provided.

Courses currently running in the Sixth Form:

Courses are A level unless otherwise stated.

Art

Basketball Academy (Vocational)

Biology

Business Studies

Chemistry

Computing

Design and Technology

Economics

Electronics

English Literature

French

Further Maths

Geography

Health & Social Care (Cambridge National)

History

Law (BTEC)

Maths (A level and Core Maths)

Media Studies

Music

Performing Arts (OCR Foundation & Extended Diploma)

Photography

Physics

Psychology

Religious Studies

Science (BTEC)

Sociology

Sport (BTEC)

Textiles

Travel and Tourism (BTEC)

The Extended Project (EPQ) is offered as an additional AS Level.

English and Maths GCSE retake are offered for those who have not yet achieved a grade 4 in either/both subjects.

The on-sight 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 where 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.

There is also an onsite Performing Arts Academy where students can take a number of different pathways. 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 the following in one year: GCSEs in Sociology, Biology and a BTEC Level 2 in Sport.

Learning support

Provision is classroom-based with teachers being responsible and accountable for the development and progress of students with SEND in their class. Quality first teaching that is adaptive 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. 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.

We have additional support in place for Pupil Premium students. For additional information please look at the Pupil Premium statement 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

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.

In Key Stage 3 we have set aside four cultural capital days delivered throughout the school calendar. These provide out of lesson opportunities tied into the wider curriculum offer. All students in Key Stage Three work towards completing a Key Stage 3 ‘Passport’ which was launched first with Year 7 in September 2020. This passport 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 4.

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. Year 8s also take part in a two-day residential in the summer term, involving outdoor adventure activities and team building challenges.

At Key Stage 4 the focus moves away from cultural capital to enhancing the curriculum, providing opportunities to develop and build on work studied in the classroom. Events past and planned include Shakespeare workshops, Business Studies focussed visit to the AMEX stadium in Brighton, Geography field trips, University visit and Art, Photography and Design visits to Galleries and Museums. Workshops on revision and mental health have also taken place to support students at this key stage of their education. These Key Stage 4 experiences happen during the same days as Key Stage 3 Cultural Capital.

At Key Stage 5 the focus moves to supporting students access an RPE curriculum through a range of engaging activities both on and off site. Again, these activities coincide with the same days as the Key Stage 3 cultural capital and Key Stage 4 curriculum enrichment.