At Trinity the aim of our curriculum is to create autonomous, independent lifelong learners with a real passion for learning. Through the curriculum we want pupils to acquire not just the knowledge they will need to make outstanding progress but also the skills and attributes of great learners such as resilience, persistence and reflection. Our curriculum is very traditional and very academic and it develops the whole child – spiritually, morally, culturally and socially. It is extended and enriched by a variety of extra-curricular activities, trips and visit. Students are taught in sets in the lower school and our top set is our Grammar stream made out of approximately the top 25 students in the year group. At Key stage 4 students choose from a range of personalised learning pathways that will lead them on their journey to outstanding progress and achievement at GCSE.

We believe that the ability to learn is your passport to success. At Trinity, learning is vibrant and engaging for young people and adults and learners are building resilience, resourcefulness, reflectiveness and reasoning as learning principles. Trinity students become Superlearners who have all the skills and attributes they need to aim higher and achieve more. Trinity Staff and students have created our own taxonomy of learning which is unique to the school and is fundamental to lesson planning.


Creativity and innovation lie at the heart of our teaching and learning so that students are presented with attractive learning opportunities that motivate, inspire, empower and engage them. As a result, pupils approach learning opportunities and enquiries as keen and skilled investigators. A wide range of teaching and learning styles are employed and each subject is related to the real world. Learning outcomes are clear, show high expectations and are used as goals by pupils enabling them to make excellent progress and develop a passion for learning. Our learning plans are based on the accelerated learning cycle and have 4 distinct phases:


We believe in the value of homework and this is set regularly either by the teacher or through the use of Fronter. Homework tasks are always meaningful and not "just another task" or "finishing work off" as we believe this enables all our students to make the best possible progress. We have outstanding teachers who inspire and motivate our students.

De Bono and super learning powers - download (pdf)






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