The Tregony Curriculum

At Tregony School, we follow the National Curriculum. This is taught through discrete subjects. 
Please download the Tregony School Curriculum. This document covers years 1 -6 and outlines how we meet the requirements of the National Curriculum and how we provide a rich and balanced education for the children who attend our school.  
The Tregony Curriculum is closely linked to our rolling programme, which further outlines what is taught, when. 
Our curriculum is continuously under review.  We are currently in the process of implementing a new scheme for some subjects.

The Tregony Curriculum Intent

At Tregony School, we want our children to become independent life-long learners. We aim to provide all children with an educational experience and curriculum which reflects our locality and the wider world, is language rich and representative. We seek to equip all children with the skills, knowledge and experiences to be successful in their future education, career and life choices.

This means:
  • That we follow the national curriculum
  • Our curriculum is well-sequenced and progressive, and that it builds on prior knowledge

  • In KS1, our curriculum is skills based. 

  • Our children are given opportunities to experience all that Cornwall has to offer via trips, visits and residentials. 

  • Opportunities to build cultural capital are sought. 

  • Children are aware of the opportunities that are available to them once they finish their education. 

  • Opportunities to experience Cornwall and all that it has to offer are woven through the curriculum. 

  • Our teachers have thorough subject and pedagogical knowledge. 

  • We use what is happening in the world to inspire our learning, discussions and daily life in the school so that the children are well-equipped to be citizens of the world. 

  • We seek to strike a balance between knowledge, skills and experience so that our children are well-rounded, adaptable and resilient. 


Implementation of the Tregony Curriculum:

  • Long term plans progressively introduce new concepts, knowledge and ideas and these clearly identify opportunities to allow children to revisit learning so that knowledge, skills and understanding are embedded. 

  • Medium term plans further breakdown learning into sequences of learning with clearly defined learning objectives, subject-specific pedagogical content knowledge outlined, scaffolds defined and opportunities for assessment identified. 

  • Subject knowledge is essential to effective teaching therefore teachers work to develop a deep and fluent knowledge of the content they are teaching.  

  • Teachers have an excellent knowledge of common misconceptions and plan accordingly to address these. 

  • Lessons are clearly sequenced, succinct, and focused on learning outcomes. 

  • Questioning is a backbone of all lessons. Teachers use questioning and dialogue to elicit children’s understanding, get responses from all children and to identify where children are in their learning. Questions are planned in advance, are broad in their scope and probe deeper into children’s learning and understanding. 

  • Both modelling and scaffolding are used in lessons to support children to develop their understanding of new content and to activate prior learning. 

  • Children are given feedback both in the moment and retrospectively, this feedback is insightful and will enable the children to both secure and move forward in their learning. 

  • Lessons typically follow the ‘I do - we do - you do’ approach which effectively scaffolds children’s learning so that they may be successful. 

  • Opportunities to activate prior knowledge are sought as are opportunities to embed new knowledge. 

  • Assessment clearly identifies what children don’t yet know, what they have learnt and what they need to learn next, including what they need to revisit.