Curriculum Philosophy

At Trinity, our curriculum is designed to support learners to thrive, achieve and lead fulfilling lives beyond school. We recognise that learners learn in different ways and at different rates, ensuring a coherent and progressive journey from Early Years to Post-16.

Communication
Emotional Regulation
Physical & Sensory
Cognitive Development

Learning is structured from Early Years through to Post-16, ensuring a coherent and progressive journey.

A Developmental Approach

  • Early engagement and exploration
  • Developing participation and understanding
  • Applying skills with increasing independence

Skills & Structure

Our curriculum is supported by Skills Maps outlining progression and structured planning at all levels. Every learning intention is directly linked to EHCP outcomes.

The curriculum is:

  • Personalised
  • Aspirational
  • Connected to real-life experiences
  • Rooted in Preparation for Adulthood

Skills Maps and Structure

Our curriculum is supported by:

  • Skills Maps outlining progression
  • Structured planning at all levels
  • Learning intentions linked to EHCP outcomes

Preparation for Adulthood

This underpins all learning. From the earliest stages, learners develop communication, independence, and relationships that support their future lives. Our curriculum is personalized, aspirational, and connected to real-life experiences.

How learning builds over time

Phase Focus
Early Years / KS1 Early communication, routines and exploration
KS2 Building independence, communication and teamwork
KS3 Developing identity and understanding the wider world
KS4 Applying skills in real-life contexts
KS5 Independence and transition to adult life

Curriculum Design, Delivery and Impact

Design (Intent) Delivery (Implementation) Impact
Ambitious and inclusive curriculum Consistent teaching and routines Meaningful progress from starting points
Sequenced learning Skills maps and responsive teaching Knowledge and skills applied over time
Preparation for Adulthood focus Daily development of life skills Ready for next stage
Communication central Total Communication used Learners can express themselves
Real-life learning Experiential teaching Skills applied beyond classroom
Wellbeing prioritised Strong relationships and regulation Learners ready to learn