Trinity Primary School 
Curriculum Subjects
English
At Trinity, we follow the National Curriculum 2014 for the teaching of English. We endeavour to nurture a love of literature and language, and instil in children the confidence to continue reading and writing throughout their lives. We aim to deliver an inspiring English curriculum through lessons which encourage pupils to:
- read and write with confidence, fluency and understanding
- have an interest in words and their meanings and a growing vocabulary
- plan, draft, revise and edit their own writing
- be interested in books, read with enjoyment and evaluate and justify their preferences
- develop their powers of imagination, inventiveness and critical awareness.
Phonics & Early Reading
In the EYFS and into KS1 at Trinity, we use a variety of approaches to develop early reading comprehension and enjoyment. These include: regular storytelling, singing and rhyming activities to develop phonological awareness, activities to develop GPC (grapheme- phoneme correspondence) recognition, 5 sentence story, Talk 4 Writing etc. These approaches inspire children to want to read, support their acquisition of vocabulary, and develop their imaginative story retelling. Our EYFS staff are highly skilled at extending children’s learning and understanding in the moment through the use of making comments or using expert questioning.
Comprehension skills develop through pupils’ experience of high-quality discussions with the teacher. Our daily practice provides regular opportunities for this to happen through:
- High quality texts - we have carefully selected a range of high quality and engaging books as a stimulus for learning across the curriculum.
- Class readers – we have highly valued daily story time which provides an additional opportunity for children to experience a wide range of high-quality picture books, poems and rhymes and to engage in book talk.
- Children take part in a ‘book vote’ daily where they choose between two stories they would like to read in whole class story time that day. Children are asked to explain why they voted for the story they chose, giving them an opportunity to express their preferences and explain their thinking as well as introducing the British value of democracy.
- The learning environment – our pupils are given the opportunity to immerse themselves in story through role play, dressing up, retelling of stories using puppets, masks, use of the listening station etc.
- During 1:1 or group guided reading sessions, our pupils will be taught explicit strategies that support them to understand what they have read, ie: prediction, questioning, clarifying, summarising and activating prior knowledge.
- Children are offered a breadth of reading experiences that include fiction and non-fiction texts, the latter of which are often related to our topics.
Unlocking Letters and Sounds 
At Trinity, we use Unlocking Letters and Sounds which was validated by the DfE in December 2021.
We begin teaching phonics in Nursery where children learn the listening and auditory discrimination skills that encompass Phase 1 of phonics. The teaching of Phase 2 phonics begins in term 1 of Reception and children make rapid progress in their reading journey. Children begin to learn the main sounds heard in the English Language and how they can be represented, as well as learning ‘Common Exception’ words for Phases 2, 3 and 4. They use these sounds to read and write simple words, captions and sentences. Our aim is that children leave Reception being able to apply the phonemes taught within Phase 2, 3 and 4.
In Year 1 through Phase 5a, b and c, children learn any alternative spellings and pronunciations for the graphemes and additional Common Exception Words. By the end of Year 1 children will have mastered using phonics to decode and blend when reading and segment when spelling. In Year 1 all children are screened using the national Phonics Screening Check.
In Year 2, phonics continues to be revisited to ensure mastery of the phonetic code and any child who does not meet age related expectations will continue to receive support to close identified gaps. For further details please see the Unlocking Letters and Sounds progression document linked below.
To ensure no child is left behind at any point in the progression, children are regularly assessed and supported to keep up through bespoke 1-1 interventions. These include GPC recognition and blending and segmenting interventions. The lowest attaining 20% of pupils are closely monitored to ensure these interventions have an impact.
Reading Scheme
At Trinity we promote a 'phonics first' approach and in both our guided reading sessions at school and in the books children take home, texts are very closely matched to a child's current phonics knowledge so that every child can experience real success in their reading. In these crucial early stages of reading we primarily use books from Ransom Reading Stars Phonics, to ensure complete fidelity to the Unlocking Letters and Sounds progression we follow.
Phonics screening check
Year 1 pupils are required to take part in a phonics screener check to measure their understanding of phonics. This is a national check that all children in England are required to complete. All pupils are monitored throughout the year and parents/carers are informed about how their child is achieving throughout the year. The check combines a mixture of real and pseudo (nonsense) words which the children have to decode (read). The check takes place at the end of Year One.
Please use the link below to see the materials used in the Phonic Screener Check. These are adapted each year.
Maths
At Trinity, our vision for mathematics is for children to have a secure knowledge of mathematical facts and concepts that is embedded, deepened, and built upon as they progress from Nursery to Y6. Children will develop the skills and understanding of different types of mathematical enquiry to be able to investigate and answer questions about maths around them.
They will make links between the mathematical knowledge and skills that they are developing and applying in school to their applications in the world around them. They will know why and how this is useful and can draw on the appropriate knowledge and skills when needed.
Trinity children will develop a sense of global citizenship, understanding how mathematics can play a key role in exploring solutions for local, regional and global problems.
Power Maths
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Power Maths follows the 'concrete, pictorial, abstract' approach to teaching maths and we encourage the use of practical apparatus for the introduction and reinforcement of concepts as well as mathematical language.
In line with National Curriculum’s expectation that the ‘majority of pupils will move through the programmes of study at broadly the same pace’, all children will have access to the same content. To meet the differing learning needs of the children, teachers may adjust the pace of the lesson, provide further reinforcement or greater depth, reasoning and problem solving learning opportunities.
Teachers are skilled in adapting the lesson to meet the needs of the learner and will use diagnostic 'Hinge Questions' and 'Full Participation Techniques' to gain feedback on the children's understanding from where next steps can be identified.
Key Instant Recall Facts
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In year 4, all children nationally will be taking an online Times Table Check on all multiplication facts up to and including 12x12.
RE
At Trinity school, we aim to provide an inclusive progressive education in RE. We follow a whole school overview that is planned from the AMV and Understanding Christianity frameworks. Children in nursery through to year 6 will build upon their learning and understanding year on year. This learning is linked closely to the British values reflecting that all children are unique and learn in different ways. The children are better equipped to understand the views of others. This understanding will lead to respect and tolerance of those who have a different point of view. This will be part of their lifelong journey as local, national, and global citizens. It will also provide children with the skills needed to in their future and help them as long-life learners beyond Trinity.
RE is a necessary part of a ‘broad and balanced curriculum’ and must be provided for all registered pupils in state-funded schools in England. It is compulsory for all pupils in academies. RE is multi-faith and recognises the place of Christianity and the other principal religions in the UK. Non-religious worldviews are included.
This requirement does not apply to pupils below compulsory school age (although there are many examples of good practice of RE in nursery classes).
Parents have the right to withdraw their child(ren) from RE or part of RE and can do so without giving any explanation. Parents can only withdraw their child(ren) from RE, not other curriculum areas. For example, pupils can’t be withdrawn from a study of religious art in an art lesson, or parts of the history curriculum such as the study of Christian conversions.
Pupil Voice
1. Things I enjoy about RE........
"I like how we get to learn about new religions." "I like all the art and craft and all the drama." "I like all the different stories."
2. Things that me help in learn in RE.....
"I like video clips and films." "using i-pads for research." "I learn through the drama."
"I like painting because it helps you think'"
3. What have you learnt about how other people's beliefs impact on their lives?
"Some people have to pray 5 times a day." "People have to follow the rules of how to live, it depends what they believe." "People go to church or to the temple" " Some people have to wear special clothes and cover up their bodies"
4. How do the British values support your learning in RE?
"Respecting someone else's point of view, if you don't get on it helps if you understand their point of view." "Being tolerate and understanding that different people have to do different things." Democracy - "Everyone has an opinion and they are all important."
"It's important that following a faith is someone's choice otherwise they might grow up feeling unhappy and depressed."
Science
At Trinity, science is a core aspect of our curriculum and a key subject in helping children to develop their thinking skills and curiosity. Our teaching and learning in science has a strong foundation in developing enquiry skills, making connections between our scientific learning and understanding and its application in the world around us. Children enjoy a broad range of practical investigations and experiments that are often linked with their topic work or their learning in English and maths. They are encouraged to ask questions and to wonder about the world around them. At Trinity we look for opportunities to thread an understanding of Global Citizenship throughout our learning, developing children’s awareness of environmental issues and the work of scientists to find sustainable solutions to problems. Our science curriculum is enriched further through visiting speakers and workshops, an after-school science club and out of school visits.
Personal, Social, Health & Economic Education
At Trinity, our vision for PSHE is for all children to become healthy, independent and responsible members of society who understand how they are developing personally and socially. PSHE at Trinity aims to give children the confidence to tackle many of the social, moral and cultural issues that are a part of growing up. Throughout the PSHE curriculum, children are nurtured and challenged, with the aim being that every child achieves more than they ever thought possible. Throughout their time at Trinity, we help children to become local, national and global citizens who are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community.
JIGSAW
At Trinity, we teach children using the JIGSAW approach. The JIGSAW approach incorporates Health education, British Values and sex and relationship education using a mindful approach. We aim to establish a safe, open and positive learning environment based on trusting relationships between all members of the class.
Jigsaw covers all areas of PSHE for the primary phase including statutory Relationships and Health Education. The overview below gives the learning theme of each of the six units (puzzle pieces) and these are taught across the school; the learning deepens and broadens every year.
Dreams & Goals Enterprise School Fair 2024
This year we ran our first enterprise school fair. Economics is an important part of the PSHE curriculum and we wanted children to explore the importance of money, buying and selling. Each year group made items to sell to the rest of the school. We worked together to choose the cost of the items, and sold these in order to make a profit. To support our learning, we welcomed in parents from the finance sector to give children an insight into what it's like to work in the world of finance. This aided children's understanding of how money, profits and finance works.
Healthy Minds
We are working hard to ensure that our school is developing a healthy and happy learning environment. This year, we obtained the North Somerset Healthy Schools Award, through targeted actions to improve the children's understanding of a healthier and more active approach to learning and well-being.
At Trinity, we strive to promote positive mental health and well-being for our whole school community and recognise the importance both play in our lives, in the same way as physical health. Through the promotion of positive mental health and well-being our children are helped to understand and express their feelings, build their confidence, emotional resilience and therefore improving their capacity to learn, equipping them to be healthy learners for life.
Positive mental wellbeing is essential if children and young people are to flourish and lead fulfilling lives.
We know that everyone experiences life challenges that can make us vulnerable, and at times, in need of additional emotional support. Our school believes that teaching about mental and emotional wellbeing as part of a comprehensive PSHE curriculum is vital and our pupils learn that mental wellbeing is a normal part of everyday life. We ensure that our pupils know that good mental health is just as important as physical health and promote the link between the two.
Through our Healthy Minds lessons, we:
- Ensure pupils are able to recognise different emotions and teach coping strategies to help manage them in healthy ways.
- Learn through colour monsters that anxiety is an emotion we all feel and explore different ways of managing and controlling any anxieties we may have.
- Encourage pupils to engage in and express themselves through a range of creative activities to promote wellbeing e.g. writing, yoga, art, music, construction, photography and fitness.
- Prepare and support pupils to manage times of change and stress.
- Promote and teach mindfulness (being present in the moment) to improve good mental well-being.
- Teach strategies to maintain positive mental health, understand what can affect their mental health and how we can help to reduce the stigma surrounding mental health issues.
We offer different levels of support:
Universal support: to meet the needs of all our pupils through our overall ethos and our wider curriculum. For instance, developing resilience for all through our Yeti work. Children have weekly PSHE (Jigsaw) and Healthy Minds lessons. Whole school fundraising events for charities and Children’s Mental Health Week.
Additional support: For those who may have short term needs and those who may have been made vulnerable by life experiences such as bereavement, eg: Oasis meetings, support from a member of the Inclusion Team.
Targeted support: For pupils who need more differentiated support and resources or specific targeted interventions, eg: intervention with the Learning Mentor, Thrive approach.
Children's Mental Health Week 2024Anna FreudHeadspaceYoung MindsSend And YouChildlineGive Us A Shout
PE
At Trinity, children lead healthy, active lives in order to achieve more than they ever thought possible through mind, body and spirit. Children are encouraged to keep active through our weekly mile. They develop competence in a broad range of physical skills and activities. We deliver the National Curriculum by following the Get Set PE Scheme of Work. Children have two timetabled PE sessions a week which gives the children the chance to apply and use the skills they have learnt during their Get Set PE sessions to a range of team games. In addition, children engage in inclusive and competitive sports and events where they are challenged to thrive in their sporting journey as lifelong learners.
Pupil Voice
What we like about PE...
"I like PE because you always learn different skills.”
“I like PE because you can work together as a team.”
" I like PE. I like that it challenges us to do new things.”
“Yes, it is fun and gets you energised.”
“PE is my favourite subject because I like learning new skills and sports.”
“I like learning new skills outside.”
“I like PE because it helps us burn off energy.”
What we do if we find something a challenge in PE...
“My friends help me if I am finding it tricky.”
“Ask the teacher for help and they show us again."
“Keep practising and keep trying.”
“Ask my friends and if they don’t know, I ask a the teacher.”
"Try a new tactic.”
“Keep practising at home and in school.”
About our current learning..
“We are learning how to play dodgeball. We need to use throwing and catching skills which we learnt when we did tag rugby.”
“We are learning how to throw and catch underarm with a beanbag and then when we are confident, we then do the same with a tennis ball.”
“If the ball is going a different way, we can move to stop and get it.”
“Striking is trying to score a goal.”
“Fielding is when you move around and catch it.”
Gymnastics – “We have learnt poses like star, tuck, pike, straddle.”
"We created our own dance routine and performed it to the class. Our dance routine used counts of eight."
“You must always have two hands on the hockey stick.”
“Hockey is very different to golf. In Hockey the stick doesn’t go over your knee, you don’t swing it. You control the ball as you move forward.”
Competitive Sporting Events and a Wider Range of Activities on offer at Trinity
At Trinity, we aim for every child to take part in a sporting event or wider activity during their time. Trinity attend a range of sporting events, some of these being competitive and some being inclusive, where the children have the chance to learn a new skill or have a go at something they are not very confident with. We attend events at Gordano where we compete against other local schools and also North Somerset events where we compete with different schools in North Somerset.
Term 1 Sports Events
Y4 Multi Sports Festival (inclusive)
Twelve year 4 children took part in a multi-skills festival at Hutton Moor, where they learnt some new skills and games. During the afternoon, the children took part in two workshops. The children were given the opportunity to try plastic sword fencing, laser shooting and Pentactive activity on rotation. They also took part in a multi skills cricket festival, run by the Somerset Cricket Board. The children really enjoyed learning the new activities and showed eagerness and determination as they approached each activity.
KS2 Cross Country
The children have been practising their running skills during Future Stars PE over the last few weeks. Forty children across KS2 were selected to go to Gordano to compete against the other Portishead schools. The children showed courage, determination and perseverance during the afternoon. Years 4-6 then went to compete against other North Somerset schools at Bristol Grammar School sports fields and worked hard to beat their personal best. Well done to all the runners!
Y5/6 Football
Trinity took a girls' and boys' football team to Gordano to compete in a tournament of matches against other Portishead schools. Both teams showed great teamwork as they passed each other the ball and showed respect to the other teams. The boys' team showed determination and resilience as they played their games. The girls' team worked together extremely well and won all their games meaning they earned the right to qualify to the next round. The girls' team will be playing next term at the BGS sports ground against other qualifying North Somerset schools. Well done to both teams!
Term 2 Sports Events
Y5/6 Tag Rugby Festival
The children that attend Tag rugby club after school took part in a tag rugby festival at Gordano school. They played against lots of other Portishead schools and showed off what they have learnt by winning all of their games. Well done to them!
Y5/6 Girls Football Final
On Friday nine year 5 and 6s attended the North Somerset Primary Girls' Football Finals at Bristol Grammar School. We were in a group with All Saints and Worle Village. In our first match we drew nil-nil with Worle Village who went on to beat All Saints 1-0, this meant that we needed to beat All Saints by 2 goals to top the group…..and thanks to 2 goals from Immy we won 2-0 and topped the group! We then went into another pool with the original group winners. In our first game we beat a very strong Mary Elton team 1-0 with Martha scoring a last-minute winner. In the second game we convincingly beat St Josephs 2-0 with Martha again bagging both goals. This means we progress to the Somerset Finals in January. Well done girls – what a brilliant achievement and great teamwork! The standard was very high but the girls didn’t let it phase them and represented Trinity brilliantly.
Term 3 Sports events
Y4/5 Kurling and Speed stacking.
A group of Year 4 and 5 children attended a Kurling and speed stacking sporting event at Gordano. They said “Kurling is such an exciting sport. You have to be precise and calm to get it as close to the middle as possible. It is a lot of fun and we got really competitive. On the other side of the hall we practiced cup stacking, which is harder than it sounds. At the start we had three cups and using both your hands you needed to stack them as fast as possible to a pyramid. Then you stacked them back up. We timed ourselves doing 9 cups, which was really exciting. The fastest one did it in under 5 seconds!!” Overall, it was a brilliant day and the children learnt lots of new skills – Well done to them!
Y5/6 Girls County Football finals.
Our Y5/6 girls football team went to Weston College to compete in the County finals against other football teams from across Somerset. They played in a pool against 5 other teams and there were some very close matches. They won their first match and lost their next two but went out with determination and won their last two games. They went through to the semi final on points and goal difference - it was a very close tournament! The semi final was played in very wet, cold conditions, they were the first to score but the match ended in a draw 1-1 and went to penalties! Trinity's goalkeeper saved all the penalties so they went through to the final against Yeovil. The girls showed great resilience after a long day and in cold, wet conditions but played their best game and won the final 3-1.The girls will now go on to play in the next tournament against the winners of Devon & Cornwall later this term. The girls showed brilliant teamwork, rowing together and perseverance throughout the day. They were resilient when they didn't win and kept on going and it paid off. They had courage to keep going and remained hopeful throughout the day. Well done girls - what a brilliant achievement and we are very proud of you all!
Year 2 Cricket Festival
Eight Year 2 children went to St Katherines to take part in a Cricket festival. The children went around the hall and took part in all the activities showing courage and resilience as they tried new skills. Thy practised throwing and catching, aiming for a target which was the cricket stumps, practised their over arm throw and used a bat to hit the ball. All the children were determined and willing to take part in all the activities. The St Katherine’s students were particularly impressed by Trinity’s accurate catching. The eight children then came back to school and showed brilliant leadership skills as they helped set up, deliver and teach the rest of the Year 2 children the activities. Well done to them!
History
At Trinity, our vision for History is for children to learn - in an environment that nurtures and challenges thinking - so that they consider and develop their understanding of different perspectives. From looking at events, people and achievements of the past we want them to learn from history to understand, develop and apply the British Values to their own lives. We want to inspire a deep learning from the past, so they build strong solid foundations to enable them to make informed decisions as global citizens and learn from and build on the previous historical achievements and achieve even more than they thought possible.
We teach children about a wealth of different historical events. We explore British History, from the Stone ages to the Romans and Vikings and beyond. We delve into great dynasties, such as the Ancient Greeks, Ancient Egyptians and the Mayans. Local trips and visitors, as well as taking trips virtually to Africa, South America and mainland Europe, offer opportunities for children to physically experience and explore a range of sources and thereby consider the impact of our history upon modern life.
Goegraphy
At Trinity, we have high expectations through a passionate, creative and inclusive teaching approach where children achieve more than they ever thought possible. Further supported by our CREW values, children experience teamwork and investigative opportunities both in and out of the classroom. The children’s nurturing and challenging learning journey in geography will result in embedded key skills which are built upon year on year helping us to create global citizens and lifelong learners.
Computing
At Trinity, our vision is to provide our children with a firm foundation where they learn to use technology both in school and beyond the computing curriculum, throughout their lives and in the wider community. We offer nurturing and challenging opportunities for children to use their computational thinking and creativity. We inspire them to become active participants in the digital world and thrive; achieving more than they thought possible. Our children will be able to confidently demonstrate how to be safe and respectful online citizens and be aware of the steps they can take to keep themselves and others safe online.
Design & Technology
At Trinity, teaching and learning in DT is experienced holistically. Children are taught about the materials that are used for different purposes and are encouraged to consider their properties and suitability for purpose. They are introduced to an increasing variety of tools and techniques as they progress through the school from Nursery to Year 6 and are given opportunities to explore tools, materials and techniques before embarking on a considered and well-informed ‘design, make and evaluate’ process. Children are introduced to and inspired by design and technology in the world around them and are taught how design, engineering, mechanics and technology are integral to daily life and progress. A key aspect of children’s learning in design and technology is the understanding of the purpose and usefulness of their products for different audiences and users. Threaded through our teaching and learning in this subject at Trinity is the importance of sustainability and the impact of construction and production on the natural world and people of the world.
Art & Design
At Trinity, our topics often provide a context for teaching and learning in art and design. Each year group revisits five different strands of skills from Nursery to Y6: drawing, painting, textiles and collage, sculpture and printing. Children draw on and develop previously learnt skills through the delivery of a carefully designed progression framework. Alongside their learning about the different disciplines in art, children are exposed to a wide variety of artwork from different cultures and periods of history, from drawings, paintings and sculptures to pieces of textile art and collages. They are taught to appreciate, enjoy, discuss and value art in all its forms, and use the works of artists as inspiration for their own artistic and creative projects.
French
At Trinity, we are teaching French as our choice for a modern foreign language. We aim to provide an opening to other cultures and enable the children to become global citizens. Furthermore, we want to inspire and create a curiosity about the world.
Through a structured, progressive and sequenced curriculum, the children develop their knowledge of phonics, vocabulary and grammar, which underlines their oracy, writing and reading. By the end of Year 6 the children speak French with increasing fluency and confidence.
Furthermore, we spark their curiosity about other languages and cultures, like Cantonese or German, during worships, which are led by EAL children.
At Trinity school, we aim to provide a progressive education in French. We follow a KS2 overview that is planned from the Language Angel’s scheme. Children in year 3 through to year 6 will build upon their learning and understanding year on year, which gives them a great foundation to pursue a deeper understanding of the French language in the future. Our vision is to spark a curiosity about the world and other cultures, using France and other French speaking countries as an entrance into the world outside the United Kingdom. It enables the children to become global citizens. Lessons and worships are linked to the British values, such as respect and tolerance, equipping the children to understand other cultures and the views and perspective of others. It will also provide children with the skills needed to in their future and help them as long-life learners beyond Trinity
Music
Through their music learning at Trinity, children will have the opportunity to express their uniqueness as well be inspired to see the part that music plays in their lifelong journey. Our broad and progressive curriculum immerses children in music both in how it is structured and played allowing them to believe they can achieve more than they ever thought possible through performance and creation. Children at Trinity are passionate about music learning and have opportunities to further their musical talents and passions through a range of wider curricular opportunities as well feel nurtured and challenged through collective performances or showcases.
We deliver the National Curriculum by following the KAPOW Scheme of Work. There are also a range of further opportunities for children to develop their music knowledge and interest (individually and corporately) including participating in Rock Steady, peripatetic music lessons, Raise the Roof, The Big Sing and Trinity's Got Talent.