Curriculum

Curriculum Intent

At Trumpington Community College, our aim is to provide an excellent education for all our students; an education which brings out the best in all of them and prepares them for success in life. Our curriculum is designed to provide children with the core knowledge they need for success in education and later life, to maximise their cognitive development, to develop the whole person and the talents of the individual and to allow all children to become active and economically self-sufficient citizens.

By teaching our curriculum well we develop pupils’ cultural capital: “the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement.” (DFE National Curriculum, 2014)

At Trumpington Community College, students will

  • experience a broad, deep and knowledge rich curriculum;
  • be literate and numerate;
  • have high expectations for their achievement and build their character;
  • develop their cultural, social, moral, mental and physical development;
  • secure foundations for progression

Implementation

Subject specialism is at the heart of our curriculum and you will see differences in the way that the curriculum is constructed and assessed in different subjects. Standardised written assessments, for example, play less of a role in performance subjects such as music, drama and physical education. The stability of our curriculum allows subject expertise to develop over time, and we are careful to provide sufficient time for teachers of the same subject to plan together and collaborate.

As a mastery curriculum our pupils study fewer topics in greater depth, with the expectation that we don’t move on to the next topic until all pupils have a secure understanding of the current topic. A three year Key Stage 3 provides pupils with the time and space to gain this secure understanding. In our lessons we expect to see all pupils grappling with the same challenging content, with teachers providing additional support for pupils who need it. Rather than moving on to new content, our higher attainers produce work of greater depth and flair.

Our approach to teaching and learning supports our curriculum by ensuring that lessons build on prior learning and provide sufficient opportunity for guided and independent practice. We use Barak Rosenshine’s Principles of Instruction to develop our teaching practice. At the heart of Rosenshine’s principles is a simple instructional core:

  • Explanation of new material in small steps (I)
  • Guided practice with prompts and scaffolds (we)
  • Independent practice with monitoring and feedback from teacher (you)

At each point in this instructional core, teachers check understanding of all pupils by asking lots of questions and providing feedback.

The Rosenshine principles support the implementation of the curriculum by ensuring that pupils regularly recall prior learning. You will often see this at the start of our lessons. When prior learning is committed to long term memory it becomes fluent or ‘automatic’, freeing space in our working memory which can then be used for comprehension, application, and problem solving.

Everything from which children learn in school – the taught subject timetable, the approach to spiritual, moral, social and cultural development, the co-curricular provision and the ethos and ‘hidden curriculum’ of the school – are to be seen as part of the school curriculum. Our principle of ‘Education with Character’ is delivered through the curriculum in this broadest sense.

We are particularly conscious of the role that literacy and vocabulary plays in unlocking the whole curriculum. Our teachers explicitly teach the meaning of subject-specific language, and we expect lessons to contain challenging reading and writing.

The culmination of our curriculum is that pupils leave our school with the confidence and intelligence to thrive. We know our pupils as individuals which enables us to provide curriculum guidance and careers guidance throughout their time with us. We expect all pupils to leave our school with the grades required to progress to their desired destination, and the character required to flourish once they get there.

Impact

With thousands of students across United Learning following the same or similar curriculums, we have been able to develop common assessments in 6 subjects (English, mathematics, science, geography, history and modern foreign languages) which are subsequently used atTrumpington Community College. These summative assessments allow students to demonstrate their growing understanding of their subjects and teachers to assess the impact of their teaching. These summative assessments are taken twice a year at Key Stage 3 and common mocks at Key Stage 4, enabling teachers to focus on formative assessment from lesson to lesson.

Our formative assessments are designed to support students in achieving fluency in each subject. This means that in lessons pupils are quizzed on prior knowledge in order to embed this knowledge in their long-term memory. This frees up their working memory to attend to current learning. We are particularly conscious of the role that literacy and vocabulary plays in unlocking the whole curriculum. Our teachers explicitly teach the meaning of subject-specific language, and we expect lessons to contain challenging reading and writing.

Every student has an equal right to a challenging and enlightening curriculum. By teaching this curriculum well, and developing effective habits in our students, we bring out the best in everyone at Trumpington Community College

Key Stage 4 (Years 10 & 11)

 

Key Stage 3 (Years 7 – 9)

We are currently working on this page. Key Stage 3 subject documents will be uploaded here in due course.

Summaries of the curriculum content during home learning

Cambridge Academic Partnership

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