Phases of Learning

At Trinity, we know that the journey of a young person from Year 7 to 11 and beyond is formative and can not simply be defined by National Curriculum Key Stages. We guide our students through three Phases of Learning, each culminating in a ‘Crowning Ceremony’, or graduation-style celebration event. These phases empower our students to become reflective, self-aware and ultimately in control of their own learning. A summary of the purpose and content of our each Phase of Learning is shown below:

Phase One: Year 7 and 8

  • Students learn the ‘Trinity Way’ in order to find success in a broad curriculum. Students focus on learning to learn, behaviour for learning and mastery. The curriculum is delivered by subject specialists. Literacy, numeracy and oracy is taught across the curriculum.

  • Students engage in a carefully designed pastoral curriculum during extended tutor time. This includes personal, social, health and economic education (PSHE) and an introduction to career pathways and employability skills.

  • Students evidence their engagement in learning outside of the classroom, particularly (but not exclusively) in the performing arts, their contribution to the school community and the development of their character.

Phase Two: Year 9 and 10

  • Students choose and start their GCSE options. Students focus on deepening learning from Phase One, developing a passion for the knowledge, skills and understanding that are specific to each subject.

  • Passports will be developed to support graduation at the end of Year 10 and these will include evidence of continued and deepening excellence in co-curricular opportunities, contributions to our community and developing the aspects of character critical in Phase Three and life beyond.

Phase Three: Year 11

  • Whilst we do not believe that it is the only way in which success is defined, doing well in public exams is important. As such, students focus on exam technique and preparation for public exams.

  • Fundamental to supporting our students during this time, is our commitment to developing their understanding of personal wellbeing (physical, emotional and spiritual), as well as our ongoing focus on promoting the growth of aspects of character that support the realisation of their success.

  • Central to the phase is also the significance we place on finalising and formalising pathways to post-16 education, employment and training. Building on the employability work of Phase Two, we are committed to ensuring that all of our students are supported in making ambitious and appropriate decisions about their next steps.