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Our Curriculum Approach

Our Adventures in Learning Approach...

Our local community is at the heart of our teaching and learning; topics have been created and developed to embrace the community in which we live. We use our immediate environment as a stimulus for our learning in all areas of the curriculum. Each curriculum subject is taught through rich, exciting topics designed to capture the interests of infant children. We pay careful attention to preserve the integrity of each subject and ensure that children understand the key features of the different subjects they are learning.

The curriculum has been designed to help children feel both rooted in their community and also give them knowledge and understanding of the wider world in which they live. The topics have been designed to complement and build on one another with clear progression and links so that in subsequent year groups they will be able to explore concepts more deeper, applying their knowledge in different contexts.

Each topic is centered on a theme or topic that teachers believe will capture their pupils’ imaginations and interests, creating a ‘way in’ for various areas of the curriculum. Topics incorporate a ‘Fascinator and ‘Fabulous Finish’. A ‘’Fascinator’ is a launch event, often rooted in suspended belief, that engages children in their learning; a focal point for the sequence of teaching that leads to multiple learning opportunities and avenues for investigation. This might include a spaceship crash landing, a visit from a dinosaur or meeting a pirate in cave at the beach. A ‘Fabulous Finish’ is a ‘finale’ to a sequence of learning that creates purpose and closure to the children’s learning, such as a performance assembly where visitors are invited
nad pupils showcase and share their new knowledge and skills.

Teaching & Learning Approach

Teacher expertise lies at the core of the delivery of the planned curriculum and teachers are actively encouraged to develop subject
specialisms. This enables strong direct instruction in the classroom, with teachers able to deliver content with clarity, confidence and
precision. Direct instruction is interspersed with age-appropriate pupil tasks to enable pupils to practise and consolidate their
understanding, before moving swiftly on to new content.

We believe that children learn best when:
● Teachers have high expectations of all children’s learning and provide appropriate scaffold to support all children to achieve.
● Lessons begin with a recap of prior learning. This may be through quizzing, a short writing task or a quick classroom discussion.
● New learning is then presented in an engaging and creative way, in small steps and through carefully planned explanations.
● Pupil participation in learning is maximised through a range of strategies: no hands-up, mini whiteboards, effective questioning and
lesson delivery that is concise and engaging.
● Lessons are shaped according to the needs of the children: sped up or slowed down or levels of support adjusted following in-lesson
● Opportunities to practise new learning are embedded so that new knowledge is internalised and new skills become fluent and
● Practice is guided initially, with levels of support being gradually withdrawn to foster pupil independence.
● Our classroom practise is underpinned by our 6Ps. These ensure a consistent pupil-focused pedagogical ethos to all teaching and

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Please click here to view the Equalities Statement, Accessibility Plan, Racial Equality Policy and the Equality and Diversity Policy.  Please also refer to the Everyone's Included pages of the website where you can find an information report detailing how our school identifies, assesses, and makes provision for children with Special Educational Needs and disabilities.

If you would like to find out more information about the curriculum at Trenance Learning Academy please contact the school office.