National Curriculum

  • We want the curriculum to help the children gain keys skills for their future
  • We want to build resilient pupils!
  • We want the children to enjoy their learning!
Overview of the Curriculum

It’s all about the needs of the children
Our curriculum is very important to us and each time we review it we seek to meet the needs of the children. We bear in mind the children’s current needs, and their future in the community, nationally and internationally. We bear in mind that Junior School children like to feel safe and enjoy themselves!

‘Core’ subjects
 We want the children to attain as highly as they can in Reading, Writing, Maths and Science and be able to use computing competently and safely as a learning tool.

R.E. (and Collective Acts of Worship)

As a Church of England School we value Religious Education as an enormously important vehicle for learning. R.E is in two parts. The first part is factual and teaches the children the key facts in the beliefs in Christianity, Islam, Hinduism and Judaism. The second part of the R.E is reflection. It is very exciting to hear the children ask, ponder and answer a huge range of issues of social, moral, cultural and spiritual that the whole world grapples with!
As a Church of England School, our collective acts worship times are unequivocally Christian. 



‘Foundation’ subjects
This is how we refer to history, geography, art, music, design technology, physical education (PE), modern foreign languages and personal, social, health, economic and citizenship (PSHE).

These subjects, interesting and enjoyable in themselves, provide key skills of learning for the children. These subjects provide key learning skills such as enquiry, planning, designing, refining, practising, evaluating, ordering etc.

  • We are seeking to prepare the children for future careers with resilience in an ever-changing world, with clear values of what is important.
  • We value resilience, reflection and respect.


Curriculum Maps
Each year group has a curriculum map which is regularly reviewed with regard to making cross curricular links between subjects to maximise progress.
Information about what will be taught each term is communicated to parents at the beginning of the academic year and every term.

English :

 We teach reading methodically throughout the school. The teaching of reading may include four elements.

  1. The first is teaching phonics to those who join us in Year 3 and need this support.
  2. Once children can work out what the words say, then they are taught how to understand texts and answer an increasingly mature range of questions in a range of texts.
  3. The third element of reading is developing an enjoyment of reading: beginning to decide on favourite authors, genre, etc.
  4. The fourth element is learning to read as a means of finding out information for a range of purposes – for one’s own interest, for working out the best savings account to start up, the best value food for a birthday party, the best value mobile phone to ask your parents for, to find out about the Ancient Egyptians, how to design a buggy, for a project, for research etc.


We teach writing throughout the school. The teaching of writing may include:

  1. Learning to form letters for those who may join us in Year 3 and need this support
  2. Learning to write simple sentences with capital letters an full stops independently.
  3. Learning to write using a range of sentence structures and join them together coherently
  4. Paragraphing
  5. Finding the writer’s voice with the ability to choose adventurous vocabulary and phrasing.
  6.  Writing in the appropriate genre and its features.
  7.  Develop skills of proof reading, editing and improving our writing.

The skills learnt in English lessons are used in all the subjects in the school.
Spelling and speaking and listening are also taught discretely and in an integrated way in the whole school.


The main focus of Maths is to have a good understanding of number and to continue to develop and extend childrens number sense.  Also to enable the children to be able to use the four ‘operations’ – i.e. be able to add, subtract, multiply and divide. From these starting points the children can then expand their learning and apply it to more in depth questions / word problems, and the other areas of Maths.
There is an emphasis on learning number bonds and multiplication tables to ensure that the children can apply this knowledge to other areas of Maths.

At Holy Trinity we follow the New Primary National Curriculum. The link below shows what is taught in each year group. Please note that due to the different needs of children in different classes not all things will be covered by classes at the same time.

Information evenings and English and Maths Workshops
Because these subjects are very important we hold information evenings every September. There is one information evening per year group and at this the teachers explain how they teach the reading, writing and Maths skills and give parents lots of ideas for them to develop with their child at home.  Children bring their parents to school that evening and parents go to the child's class!


Science is assessed at the end of Key Stage 2.  It is a vital subject for us and for Britain.  We have the Primary Science Quality Mark Silver award.  We have a link with Wallington Boys County Grammar, who invite some children to their school, for Maths and Science events though the year and who also come to our school to run special Science events.



Our ‘Treehouse’ houses the Computing suite!  This was created in 2010 with 15 pcs, Chromebooks, IPads and 15 laptops as well as another trolley of laptops which is used in classes. The Treehouse is air conditioned and a very popular room.  The school is also fully networked.
The children learn key skills and then have opportunities to apply their skills in various ways as they progress through the school. Desks are easily moved and the Treehouse also becomes the venue for Hip-Hop dance or anything else that’s needed at lunchtimes etc. 

This is planning, preparation and assessment time, and every teacher is entitled to be given 10% of the teaching week for this purpose.  At Holy Trinity, the teachers in each year group meet together for this time, which means that there are three classes which need to have other lesson and other teachers for that period. One of the lessons is music (taught by our specialist music co-ordinator), one is Spanish.
These lesson are taught in a rotation each term and by the end of the year each class has had the same content in their learning.


Assessment and Setting

Assessment Without Levels

From September 2015, the Government has made a huge change in the way that children in schools are to be assessed. This is a new way of thinking for schools, and assessment will look very different to how it has been done for the past 20 years. New assessment measures have been introduced to tie in with the New National Curriculum which was introduced in September 2014.  The new curriculum is more challenging with higher expectations placed on each year group.  For example, some of the mathematic skills previously learnt in Year 4 are now being learnt in Year 3. 

Assessing Without Levels

When the DfE announced that there would no longer be National Curriculum levels they didn’t replace them with an equivalent system.  Children’s progress will now be measured against Age Related Expectations (A.R.E.). Each year group has unique A.R.E. that the child must become secure in.  At Holy Trinity, we are using these terms to measure progress, in line with Sutton’s agreed descriptors.

·      Emerging towards A.R.E. Typically children will be emerging in ARE expectations in the Autumn term as the curriculum content for their year group is new to them.

·      Developing towards A.R.E. - Typically children will be developing in the Spring term when they have learnt more of their curriculum.

·      Secure—Secure in the end of year expectations.  Typically children will be secure in the Summer term once their year group’s curriculum has been covered.

·      Master- Secure in the A.R.E. for their year group, and can use and apply these skills across the wider curriculum (e.g. Science, History, R.E.) demonstrating a wide breadth of understanding across all subjects.

Under the old levels system, children who were exceeding might have moved into the next level. The DfE now want children who are in the exceeding bracket to add more depth and breadth to their knowledge, and to have more opportunities to develop their using and applying skills within the curriculum of their own year group. We call this mastery.  

We aim for all children to make at least 3 ‘steps’ of progress each year to become secure in their A.R.E.  Some children may be working at ARE below their actual age group so that we can track progress.  Children who are working below A.R.E will be monitored throughout the year and booster groups or interventions will be planned in order to begin to close any identified ‘gaps’ in understanding.  At the end of the academic year, your child’s report will state whether he/she has met Age Related Expectations.  Your child’s class teacher will advise you as to how you can help your child at home.  

Due to the difference in the nature of assessment at Key Stage 1 and Key Stage 2, we assess the Year 3 children when they enter the school.

If you would like to know more about each year groups curriculum please feel free to ask your child's teacher.