Curriculum Offer
Curriculum Plan
Curriculum Intent
At Trinity Academy Newcastle, our curriculum is designed to support all learners to achieve success both academically and personally, preparing them for the next stage of education, employment and adult life.
The curriculum is carefully structured to meet the needs of learners with Social, Emotional and Mental Health (SEMH) needs. It balances academic achievement with the development of emotional regulation, independence and life skills, ensuring that all learners can access learning and make sustained progress.
Our approach is informed directly by learners’ Education, Health and Care Plans (EHCPs), particularly Section F, which consistently identifies the need for a differentiated and personalised curriculum.
Curriculum Intent 2026-2027
The Curriculum Model
Building on the curriculum intent outlined above, the Curriculum Model is structured around four strands to ensure that pupils receive a balanced and personalised offer.
This structure reflects the identified needs of our learners and ensures that alongside academic learning, pupils develop the regulation, social understanding and independence required to access education successfully.
For any additional information please contact the Deputy Head: Mrs Sarah Graham
Curriculum Strands
|
Strand |
Purpose |
|
Core Academic |
To develop learners’ knowledge, understanding and skills in English, Maths and Science, enabling them to close gaps in prior learning and achieve appropriate qualifications through a structured and sequenced curriculum. |
|
Social & Emotional Learning |
To develop learners’ emotional regulation, self-awareness and social communication skills, enabling them to engage positively in learning through explicit teaching of behaviour, relationships and wellbeing. |
|
Therapeutic & Applied Learning |
To provide structured, practical and engaging learning experiences that support emotional regulation, build confidence and enable learners to experience success beyond traditional academic contexts. |
|
Life Skills & Future Readiness |
To prepare learners for independence, employment and life beyond school through the development of practical life skills, career awareness and real-world application of learning. |
Curriculum Structure
- Pupils access 29 lessons per week across KS3 and KS4
- All lessons are 40 minutes to support engagement and routine
The curriculum ensures a balanced offer across all four strands, enabling pupils to access learning, sustain engagement and prepare for their next stage.
Key Stage 3 Curriculum (Years 8–9)
At KS3, the curriculum provides breadth and balance, developing foundational knowledge while supporting pupils’ SEMH needs.
KS3 Curriculum (29 Lessons per Week)
Core Academic
To develop learners' knowledge, understanding and skills in English, Maths and Science, enabling them to close gaps in prior learning and achieve appropriate qualifications through a structured and sequenced curriculum.
|
Subject |
Number of Lessons |
Documents |
|
English (1 x library) |
5 |
|
|
Maths |
4 |
|
|
Science |
3 |
Social & Emotional Learning
To develop learners' emotional regulation, self-awareness and social communication skills, enabling them to engage positively in learning through explicit teaching of behaviour, relationships and wellbeing.
|
Subject |
Number of Lessons |
Documents |
|
PSHE / IAG |
2 |
|
|
Enrichment (Fri L6) |
1 |
Therapeutic & Applied Learning
To provide structured, practical and engaging learning experiences that support emotional regulation, build confidence and enable pupils to experience success beyond traditional academic contexts.
|
Subject |
Number of Lessons |
Documents |
|
Farm (carousel) |
2 |
|
|
Art |
1 |
|
|
Creative Design |
1 |
|
|
Humanities |
2 |
|
|
Music |
1 |
|
|
PE |
2 |
|
|
RE |
1 |
Life Skills & Future Readiness
To provide structured, practical and engaging learning experiences that support emotional regulation, build confidence and enable pupils to experience success beyond traditional academic contexts.
|
Subject |
Number of Lessons |
Documents |
| Explore – PFA / Outdoor Education / Cultural Capital |
2 (Double) |
|
| Food (L1 Qual) |
- |
|
|
IT |
2 |
Additional KS3 Provision
- Forest School (group provision each term)
- ASC programme (targeted support)
- Tutor-based reading and intervention
Key Stage 4 Curriculum (Years 10–11)
At KS4, the curriculum is increasingly personalised, enabling pupils to access appropriate academic and vocational pathways.
KS4 Curriculum (29 Lessons per Week)
Core Academic
To develop learners' knowledge, understanding and skills in English, Maths and Science, enabling them to close gaps in prior learning and achieve appropriate qualifications through a structured and sequenced curriculum.
|
Subject |
Number of Lessons |
Documents |
|
English |
5 |
|
|
Maths |
5 |
|
|
Science |
3 |
Social & Emotional Learning
To develop learners' emotional regulation, self-awareness and social communication skills, enabling them to engage positively in learning through explicit teaching of behaviour, relationships and wellbeing.
|
Subject |
Number of Lessons |
Documents |
|
PSHE / IAG |
2 |
|
|
Enrichment (Fri L6) |
1 |
Therapeutic & Applied Learning
To provide structured, practical and engaging learning experiences that support emotional regulation, build confidence and enable pupils to experience success beyond traditional academic contexts.
|
Subject |
Number of Lessons |
Documents |
|
PE |
2 |
|
|
Art |
2 |
|
|
Food |
2 |
|
|
Farm |
2 |
|
|
RE (Philosophy & Ethics) |
1 |
Life Skills & Future Readiness
To provide structured, practical and engaging learning experiences that support emotional regulation, build confidence and enable pupils to experience success beyond traditional academic contexts.
|
Subject |
Number of Lessons |
Documents |
| DOFE |
2 |
|
| Sports Leaders |
2 |
|
|
IT (Digital Appreciation - Pearson) |
2 |
|
|
Explore (PFA / Outdoor Education / Cultural Capital) |
2 |
Qualifications and Pathways
The curriculum supports a range of pathways to ensure all pupils are prepared for their next stage:
Academic Pathways
- GCSE English
- GCSE Maths
- GCSE Science
- Functional Skills (where appropriate)
Vocational and Alternative Pathways
- IT (Digital Appreciation – Pearson)
- Sports Leaders
- Duke of Edinburgh Award
- Art GCSE
- Food / Home Cooking BTEC Level 1/2
Enrichment and Cultural Capital
The curriculum is enhanced through planned opportunities beyond the classroom:
Enrichment and Drop-Down Days
- Health and wellbeing
- Relationships and RSE
- Cultural awareness
- Careers and next steps
Cultural Capital Opportunities
- Educational visits
- Local and national experiences
- Integration within the Explore curriculum
Music Action Plan
|
|
At Trinity Academy Newcastle, we encourage learners to develop a keen interest in music using digital media, offering singing, composing personalised pieces and listening to lots of different kinds of music across our curriculum. We strive to provide a range musical opportunities, including the attendance of professional musicians and workshops, and to effectively communicate additional enrichment with families so that learners can continue to develop their skills and love of a range of music. Our long-term vision is that all learners access high-quality weekly music lessons and can progress their learning by taking up an instrument, using digital music software to compose or joining a musical group. All learners will be given the opportunity to experience the joy of live performances. |
|
Curriculum Music: Vision is to ensure all learner can access high quality music provision. |
At Trinity Academy Newcastle, we work closely with the Music Hubs to ensure we gain the absolute best experiences for our learners. Through our collaborations, we will continue to invite several music professionals on site to support our drive for greater involvements and appreciation of a myriad music. Following student input, we have invested in a digital music platform called Charanga, which has been developed by the Music Hub and offers a range of musical styles for learners to investigate. Learners are also able to compose their own pieces of music, in their chosen style, then continue the development outside of school time. |
|
Co-Curricular: Vision is to ensure small group/individual lessons are free of charge and that there are a range of groups that learners can take participate in. |
Trinity Academy Newcastle is one where learners are encouraged to develop their love of learning in a range of ways. Our work with the Music Hub enables us to provide opportunities for professional musicians to work with learns to foster a lifelong love of music. Every learner can access our musical instruments free of charge and are encouraged to try new instruments to enrichment their life experiences. |
|
Enrichment: Vision is to make links with a range of organisations so that our learners can access a variety of live performances, supporting their wider development and enrichment. |
Learners are encouraged to develop a range of musical pieces across a variety of styles then perform these in a safe and calm environment where they feel comfortable and secure. Our aim to run a number of events where learners are able to showcase their progress and talents to parents and carers to develop confidence.
|
RSE Curriculum Intent & Framework
Measuring the Curriculum’s Success (Impact)
As Trinity Academy Newcastle's curriculum model has several elements to it and sets out to achieve several different aims, it is appropriate to view impact in several different ways. Primarily, knowledge accumulation and learner learning will be tracked and evidenced via assessments and outcomes.
The success of preparing learners for the next stage of their education or employment will be evaluated using destination data and progression routes for Key Stage 4 learners.
Parent voice, Learner voice, Attendance and Behaviour data will form learner engagement evaluation.
Well planned lessons, taught by enthusiastic and engaging practitioners will be evidenced via lesson observations, learning walks, quality assurance and work scrutiny. This forms part of the quality of education evaluation.
A learner’s personal (holistic) development is measured through personalised targets as derived from their EHCPs. Progress towards these targets is pivotal to the development of the “whole person.”