The curriculum at Trinity Academy aims to ensure that we:

  • Provide a broad and balanced curriculum which is engaging and challenging for all students.
  • Equip all students with the knowledge and skills required to succeed.
  • Maintain a strong focus on the core literacy and numeracy skills required for success.
  • Continue to provide an outstanding level of education.
  • Develop well rounded citizens who are empathetic, honest, responsible and respectful at all times.

The subsequent pages within this section provide information about more detailed aspects of our curriculum provision.

Curriculum across the phases – Phase One

Phase One – Years 7 and 8

During Phase One, students follow a broad and balanced curriculum encompassing thirteen different subjects. Through this journey they can expect to be introduced to many different ideas, disciplines and opportunities to flourish and progress, to build skills, knowledge and experience, finding their areas of interests whilst addressing the core skills they need to be successful.

During the Phase One journey there is a clear emphasis on developing and securing the core skills in literacy and numeracy that will impact on all other learning. At Trinity Academy there is nothing more important than providing the building blocks for success. As a result, students follow The Mastery Pathway in English and Maths.

TMP is a bespoke curriculum designed specifically for students to enable them to focus their time and efforts on mastering the core skills needed to be successful in Maths, English and beyond. This involves focussing on key skills and knowledge, practising these to ensure concrete understanding and then proving this through key summative assessments. These assessments provide an individualised diagnostic breakdown of areas of strength and development. Teaching and learning is then tailored to the needs of students to ensure gaps in learning are addressed.
A number of students who join us with additional learning needs follow the Mastery Support Pathway. This is designed to support small groups of students to make progress in Maths and English, enabling them to access the wider curriculum more successfully.
Where gaps in knowledge and skills appear during Phase One, this is addressed through Bungee intervention. The Bungee intervention team are highly skilled in providing small group support to address misconceptions and misunderstanding. Students are selected for this on a dynamic basis throughout the year, and may be temporarily withdrawn from some other lessons to address and focus on core skills. Once students have developed understanding and confidence, they will then re-join their usual lessons.
At Trinity Academy, students embark upon a challenging, fulfilling broad and balanced academic pathway from the moment they join us. As a result, they will study a Modern Foreign Language (French or Spanish), Science, Computer Science, History and Geography.
Providing a more broad and balanced curriculum including the creative and more active subjects is a key element of the curriculum diet for young people at Trinity Academy. As a result, students learn about and develop skills and knowledge in Religious Studies, Art and Design, Design Technology, Music and Performing Arts. These areas are often where talents are identified and where students flourish in a less academic setting. Students enjoy and achieve well in these areas and this often leads to extended work and participation in our extra-curricular programme – INVOLVE.
At Trinity Academy all students study Religious Education through to GCSE level. As an academy with affiliation to the Diocese of West Yorkshire and the Dales, this is a crucial part of what makes us unique. The education is wide-ranging and covers all faiths and none, focussing on our core values of Honesty, Empathy, Respect and Responsibility by studying many different faiths and cultures.
The Curriculum for Life is an entitlement for all students at Trinity Academy. This has been developed in support of the UK Youth Parliament’s campaign, ‘Lessons for Life’, and supports our students to become healthy, considerate and active citizens in modern Britain. Through this initiative students access careers advice, sex and relationships education, online safety, British values and financial capability, among other key topic areas. This is accessed throughout their school life through a number of special events, visiting speakers and focus days.

Curriculum across the phases – Phase Two

Phase Two – Years 9-11

At Phase Two students begin their qualifications. The academy has an excellent track record for outstanding academic success at GCSE. The journey to achieving qualifications success begins at the start of Year 9 and leads to students sitting a minimum of eight GCSE or equivalent qualifications across the three years. At least one third of each year group study the full suite of English Baccalaureate subjects and all students follow a range of qualifications that lead to successful pathways to further education, training or employment.

The range of GCSEs and equivalent qualifications offered is as follows:

Core GCSEs English Baccalaureate GSCEs Other GCSEs Vocational Qualifications
Maths Statistics
English Language
English Literature
Computer Science
Religious Studies
Art & Design
Design Technology
Textiles Technology
BTEC Business
BTEC Art & Design
BTEC Sport
BTEC Health & Social Care
BTEC Performing Arts


To read more about the options and our process, please download our latest Information, Advice and Guidance booklet which is supplied to all our young people.


The academy operates a wide-ranging after school extra-curricular (INVOLVE) and academic support (ACHIEVE) programme. The INVOLVE programme encompasses a wide range of activities ranging from sports and drama to our debating society and cookery. All students are encouraged to take part in at least one activity per week.

ACHIEVE provides targeted academic support and takes place each night of the week. Students of all abilities are identified and supported to make progress in their learning. The aim is to ensure that students meet their full potential and the programme provides the opportunity for more focussed, small group intervention and support.