A journey to educational excellence: At Tregolls Academy we aim to provide a creative, inclusive, challenging and real-world curriculum that inspires our children to ‘be the best they can be.’Tregolls School (An Academy)
Children need intrinsic motivators where the child has a want for learning and a real genuine thirst for learning.This enables children to retain learning through ‘real life’ experiences more effectively through intrinsic connections that are made across the brain. We pride ourselves on a unique and genuine child led curriculum; starting with the needs of the child first. We endeavor to find out what makes the children ‘tick’ and this informs us want they want to learn. We then design and build learning opportunities that are ‘REAL’ relevant, engaging, authentic and learning opportunities, which develop global awareness and have real authentic world outcomes preparing children for the 21st Century. Children have the opportunity to design their own learning journey, finding key aspects, which engage them. Teachers then plan the outcomes ensuring they always start with the children at the heart of the planning and then the delivery, creating every opportunity to develop core skills even further.

The children complete project based learning where they gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge. This approach allows children to apply skills to real life problems that are relevant and engaging in the world of work for the 21st Century. The projects are underpinned by the 6Rs (Resilience, Respect, Responsibility, Resourcefulness, Relationships and Reflectiveness), ensuring that the children are prepared with the necessary life skills that they need to be part of an ever evolving world.

We strongly believe this forever evolving effective curriculum will provide the most exciting and engaging learning opportunities. It is the best curriculum for the children of Tregolls as we prepare them for life in ‘Modern Britain,’ and lead them to ‘be the best that they can be.’

Learning at our school will continue to flourish with the freedom and creativity which it inspiringly brings through the curiosity that we provide. We will embellish, mould and make it our own as we continue to deliver in as innovative a way as possible to meet the needs. This will incorporate advancing technology, and key skills of literacy and numeracy throughout. Take a look below to see how we do it.

How we build our exciting curriculum

Stage 1, Class teachers identify with the children what the children want to learn about-what makes the children ‘tick’, what engages the 21st century child? It could be anything at all! We think big, nothing is impossible ‘we believe that life is not about waiting for the storm to pass, it’s about LEARNING to dance in the rain…

Stage 2, Class teachers then plan an ‘authentic’ outcome to work towards with a big question to answer. This could be setting up a pop-up shop or gallery in a Truro museum, like our Year 3 and 4 children have done to share their learning with the local community as tour guides. Or it could be even to make a complete film and show it to the general public like our Year 6 children did at the local cinema. This is what we work towards immersing the pupils over the term in a variety of learning opportunities. Parents and families are not authentic audiences-they’re biased! We engage the general public so that we can make it real, we call this our ‘real curriculum’.

Stage 3, Class teachers map the learning across the term during a ‘Blue Sky’ thinking day. They present their curriculum plan for all staff to then contribute during a staff meeting (see above) every term to share and collaborate with exciting ideas.

Stage 4, class teachers then ensure that they cover the school’s non-negotiable (see below). They are taken from the revised national curriculum 2014. This approach allows for us to engage the children in what they want to learn, but in a very creative manner and still addressing the requirements of the revised national curriculum non-negotiables. Preparing children for the 21st century, enabling accurate assessment and more importantly opportunities for outstanding outcomes and for our children to develop the core skills further across a wide range of subjects.


We assess against the non-negotiables (national curriculum age related expectations)for foundation subjects termly using the language below, just below, developing, on-track and exceeding. The core subjects we assess half-termly using key performance indicators relating to age. Again we use the same language as we do for foundation subjects for core subjects ensuring continuity and understanding.

The curriculum is very important to us and we dedicate a lot of our time, funding, energy and effort in ensuring that it’s exactly perfect for what our children want in a creative and immersive manner. Senior leaders across all subjects review the impact of the curriculum and the correlation to learning. Our unique approach is being shared out across many schools, as they have seen the outcomes and enjoyment we are achieving.

During our last inspection in July 2014, one of our Year 6 pupils reported that ‘The biggest problem that he had with school is that it is closed on a Saturday!’

How we learn

Every child has the right to be ‘astonishing’, and this is a core value that we are very passionate about. We employ a strategy for the majority of our lessons known as the ‘Star System’. In essence, we don’t group the children apart from in reading. The star system allows every child to reach their highest potential in every lesson, whilst building self-esteem. Imagine what it feels like to be that child who is with the ‘red’ group? Or even worse, the child who is in the red group, but can actually access the learning at a much higher level. If we use mathematics as an example, some children struggle with shape, space and measure-but not calculations. If we grouped them we would be limiting their opportunity to accelerate their progress in calculations. Each activity that is provided will be for well above, below and in line with national age related expected outcomes. Following the input phase of the lesson, the class teacher will support the child through a visual assessment to ensure that they choose the activity that will challenge them to achieve their highest potential and continue to develop, independence, confidence and self-esteem.

TREX Millie

We made the local news as we were recently visited by a T-Rex and an Allosaurus as part of Helford Class’s project launch day!

Curriculum Maps
Project Map A1 Helford Y2Project Overview A1 Helford Y2


Please see each individual 'Class' webpage for year group specific  curriculum coverage.
Talk The Text – Our Literacy Scheme

Alan Peat Boxing (Bag) Clever: The week before the launch of week 1 is crucial (extra detail – Alan Peat Improving story writing p28). For this session the children will play an active part in creating the skeleton of your story. In each bag/box the following labels will be added: Who? Where? Where next? Why? Things that go wrong? Who helps? Where last? Feelings? (KS2).

KS1 will be Who? Where? Things that go wrong? Who helps? Feelings? The teacher, depending on the class and year group, will place into the bags picture/s which will work for the chosen story type.

3 weeks fiction: The text that is then written will be based on the previous weeks boxing clever session. The story needs to be linked directly to your topic curriculum. Must include a story map and boxing up which should be displayed in the classroom

2 weeks of non-fiction: The whole school overview shows what text you need to teach and when. The non-fiction text needs to be directly linked to the fiction, e.g. Harry Potter/Willy Wonka fiction = non-chron report on dementors and a set of instructions on how to make an everlasting gobstopper!

Talk The Text at Tregolls

Reading and Phonics

Reading is an integral part to a child’s education; here at Tregolls we teach the children to read from Nursery using the phonic scheme ‘Read Write Inc’ . Because we teach the children to read from as soon as the children enter school in Nursery, we believe that this is one of the main reasons that children leave Key Stage 1 significantly above national expectations for reading.

Maths at Tregolls School – An Academy

At Tregolls, we believe that Maths should be fun, clear and challenging; we want every child to leave Tregolls with a love of Maths and a deep grounding in the basics needed to progress!

We aim to develop the children’s understanding, so they can not only apply fluency and speed to their mathematics, but also a deepened comprehension of how maths works; enabling them to be able to develop their mathematical reasoning skills, make connections between ideas and make informed and appropriate choices about the methods they wish to use (mental or written) to solve mathematical problems efficiently and effectively.

Maths No problem

This year, across Year 1 – 6, we will be using the Maths – No Problem! It is a highly structured approach to teaching maths and deepens the understanding of all children. Each lesson is based around an ‘anchor task’ which the children explore using different methods. The children are encouraged to talk about their maths and explore their ideas fully.

Maths No Problem embeds reasoning skills, fluency and problem solving throughout every lesson. It promotes the use of concrete and pictorial resources placing each lesson in context. Using variation of questioning, it builds on pupils knowledge and understanding, encouraging pupils to make links within their learning.

This may be very different to the way in which you were taught yourself. To help you support your child at home please see the link below to the ‘Maths No Problem’ website and Parent Videos.

We are very excited to be beginning this mathematical journey!

Click the link below to watch the Maths No Problem! parent videos and find out more.

Below is a booklet to help parents understand what their children are taught as part of the maths curriculum. Please see the maths objective and progression table to understand the principles of what the children have to learn.

100 Club Challenge!

100 club has been developed to help raise standards in Numeracy by encouraging pupils to improve their mental maths skills, fluency in number and therefore increase the speed and confidence they tackle mental maths problems in Numeracy sessions, across the curriculum and in day to day life. The challenges are progressive, each week the children will learn a new number bond or multiplication table along with other key mental maths skills.

How it works

All pupils have one opportunity per week to complete the next level. This is done throughout the school at the same time on Monday. All pupils are encouraged to have a go each week and increase their score– this is to keep pupils enthused and wanting to enter the next club. When the children reach the 21 club and start to learn their multiplication tables, each club is called the name of the number of questions that they need to complete in the time limit. E.g. the 22 club has 22 questions and so on.

We also encourage teachers, other staff and parents to have a go too!

5 club – addition and subtraction to 5– 3 minutes unaided

10 club – addition and subtraction to 10– 3 minutes unaided

20 Club – 5 club – addition and subtraction to 20– 3 minutes unaided

21 Club – 2 x – 3 minutes unaided

22 Club – 10 x – 3 minutes unaided

23 Club – Doubles and halves to 20 – 3 minutes unaided

24 Club – 5 x – 3 minutes unaided

25 Club – Pairs of multiplies of 100 which total 100/1000 – 3minutes unaided

33 Club – 2x, 10 x, 5x, 3x – 3minutes unaided

44 Club – 2x, 10 x, 5x, 3x, 4x – 3minutes unaided

55 Club – 2x, 10 x, 5x, 3x, 4x, 6x – 4 minutes unaided

66 Club – 2x, 10 x, 5x, 3x, 4x, 6x, 7x – 4 minutes unaided

77 Club – 2x, 10 x, 5x, 3x, 4x, 6x, 7x, 8x – 4 minutes unaided

88 Club – 2x, 10 x, 5x, 3x, 4x, 6x, 7x, 8x, 9x – 4 minutes unaided

99 Club – 2x, 10 x, 5x, 3x, 4x, 6x, 7x, 8x, 9x, 11x – 4 minutes unaided

100 Club – 2x, 10 x, 5x, 3x, 4x, 6x, 7x, 8x, 9x, 11x, 12x – 4 minutes unaided


Pupils are able to practise at home using practise challenge sheets available and these will be sent home by their class teacher. However, they are allowed to have as many as they wish!

Tell a Trusted Adult
What should you do if anything ever happened to you or if you had a problem? Tell a trusted adult right away. Who is a trusted adult? Someone you can talk to about anything; someone you feel happy being around; someone who is a good listener; or someone who has helped you before.

What kinds of things should you tell a trusted adult about? Anything you want to; things that make you feel scared, uncomfortable, or confused; a problem you are having; or anything that makes you happy. A trusted adult will help them no matter what the problem is.

If someone approaches you or tries to hurt you, touches you in a way that makes you feel scared, uncomfortable, or confused, or if you are in any kind of danger, you should tell a trusted adult right away.

Who can be a trusted adult in your life? You should always go to an adult who makes you feel safe and comfortable. It’s important to know that not all adults are trustworthy; if a person you trust ever does something that is not OK, always know that there are other trusted adults you can go to for help.

It’s good to be different – revised Key Stage 2 assembly theme

As part of our curriculum, Key Stage 2 will be learning about the importance of tolerance in today’s society. The children will be learning about different societies and cultures including lesbian, gay, bi-sexual, transphobia in modern Britain along with other world religions, combined with British values. A weekly assembly (as detailed below) will outline the nature of the learning that will take place. Thought provoking videos and discussion will take place each week. Thank you for your support with this.

It’s good to be different – revised Key Stage 2 assembly theme
2018/19 Assemblies

Autumn term assembly timetable

2017/18 Assemblies
2016/17 Assemblies
2015/16 Assemblies
It’s good to be different – revised Key Stage 2 assembly theme

As part of our curriculum, Key Stage 2 will be learning about the importance of tolerance in today’s society. The children will be learning about different societies and cultures including lesbian, gay, bi-sexual, transphobia in modern Britain along with other world religions, combined with British values. A weekly assembly (as detailed below) will outline the nature of the learning that will take place. Thought provoking videos and discussion will take place each week. Thank you for your support with this.

Key Stage 2 Modern Britain Assembly Timetable

Autumn term assemblies

Spring term assemblies

summer term assembly info

Links to the recent assemblies about keeping safe on the internet:

Keeping safe on the internet
Online Internet Safety Assembly Powerpoint

TASC (Thinking Actively in a Social Context)

Each half-term we look at how pupils can apply skills in a challenging context through TASC (Thinking Actively in a Social Context). All pupils join up within their house groups (Reception to Year 6) and are challenged to work together to complete an activity. Have a look at some of the challenges that the pupils have been working on…

bridges powerpoint

tasc day spring 2

TASC – Autumn 2015

Autumn Shelter Building

TASC – Spring 2016

TASC – Summer 2016

The Story of the Christmas Stocking (1)

TASC-Zoo (1)

Esafety TASC PPT

Parent Workshops January 2017
KS1 Maths at Tregolls
KS1-English at Tregolls