Learning

Dixons Trinity has three key drivers:

1.  Mastery: the urge to get better and better at something that matters.
2.  Autonomy: the desire to direct our own lives.
3.  Purpose: the yearning to do what we do in the service of something larger than ourselves.                                                                                                            
Our practice is thoroughly rooted in this approach and in our three core values:
hard work, trust and fairness.

At Trinity, we build a partnership between parents, students, and teachers that puts learning first. We help our students to value learning by activating them as owners of their own learning.

Our teachers have real respect for their learners as people with ideas of their own.  They are passionate about teaching and learning, and able to present challenging learning tasks.  Their expertise allows them to 'read' their classrooms and to be more responsive to learners.  They are extremely flexible and take every opportunity to maximise learning.  They are great seekers and users of feedback.

We firmly believe that assessment is the bridge between teaching and learning.  Therefore, every lesson at Dixons Trinity will show evidence of the following core features:

1.  Intelligent sequencing
2.  
Highly tailored learning activities
3.  Effective formative assessment

THESE ARE COMPULSORY FEATURES OF ALL OUR LESSONS.

Several other key elements of the academy approach include:

Innovative and creative large group lessons in English, mathematics, science and humanities (up to 4 hours in total each week).

In our classrooms and in our schemes of work and lessons plans, we value knowledge, skills and understanding.

Our Top 3 literacy strategies are: reading book in possession at all times (reading); speak in full sentences and no slang (speaking); track the speaker/s (listening).

We begin every morning with breakfast and students attend morning meetings and complete knowledge quizzes to aid their knowledge retention.  Students spend 30 minutes reading every day during DEAR (Drop Everything And Read) sessions.

Students who are not on track to achieve their targets in the core may be expected to attend Morning Mastery sessions in English, mathematics and/or science (from 7.30am).  Year 10 students attend Prep sessions, which are dedicated to students completing individual study, but it is also an opportunity for targeted intervention to take place.

Advisors who coach students to seek and build authentic learning experiences inside and outside of the academy building, especially through the cycle long independent 'stretch projects'.

All lessons begin with a Do Now activity where students are quizzed on key knowledge based around prior learning, or subject 100% sheets.  This process of recall helps students to remember, and be able to retrieve, key subject knowledge from day one in Year 7.  Our aim is to embed a culture of revision throughout the year not just before end of cycle assessments.

The mantra is an important part of the teaching and sets the tone for the learning that follows.  It should always be upbeat and enthusiastic, setting the scene at the start of each lesson.

Instead of excusing bad learning habits we insist on good learning habits day-in-and-day-out with high expectations and no excuses.

We harness the power of feedback to increase student learning, by ensuring that feedback causes cognitive rather than an emotional reaction.

In addition to their standard weekly homework in the EBacc subjects, KS3 students are expected to complete one independent 'stretch project' each assessment cycle (13 weeks).  This project is assessed through a student exhibition at the end of each cycle.  Students in sets 1 and 2 English also attend dialectic stretch lectures which cover topics such as Philosophy, and Art and Culture.

The iBase (learning commons) and IT Desk are open to students before, during and after the normal academy day for homework support and independent study / reading.

We expect all students to progress at least two levels over a Key Stage.  This will result in nearly every student succeeding in achieving at least five good GCSE's at grades A*-C (including English and mathematics), and the majority achieving the English Baccalaureate (5 A*-C in English, mathematics, science, one language and history / geography).

Please see the links to key documentation given below for further information about teaching and learning, assessment, curriculum and behaviour for learning.  The Academy Blogs have links to key planning documentation for individual subject areas.

Click link to view PDF or right-click > "Save Target As" to download:
Subject Long Term Plans
English Support at Home
Homework Timetable
Assessment at Key Stage 3
Curriculum at Key Stage 3
Curriculum at Key Stage 4
GCSE Options
Teaching and Learning Policy
Assessment, Feedback and Reporting Policy
Behaviour for Learning Policy

1Adopted from Drive, Daniel Pink 2009