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Dickens Heath Community Primary School

Enabling every child to be the best version of themselves

Curriculum

Curriculum intent

At Dickens Heath Community Primary school, our curriculum aims to support both academic achievement and personal development preparing our children well for the next stage of their education and beyond, inspiring them to be lifelong learners and equipped with a growing sense of life-ready skills for the future as they leave Dickens Heath.

 

Knowledge, attitude and personal growth (encompassing SMSC) are the key drivers of our broad and balanced curriculum which teaches the objectives of the EYFS Framework in FS1 and FS2, the National Curriculum for all subjects in Y1-6 and the Locally Agreed Syllabus for Religious Education.  This is bound to our core purpose of enabling every child to be the best version of themselves and underpinned by our school values of: respect, trust, honesty, co-operation and positivity.

 

Implementation

As a school, we focus on the whole child and in order to support both academic achievement and personal development we feel that our children need to feel happy, safe and nurtured.  We achieve this by first focusing on ‘Maslow’s Hierarchy of Needs’ as with these needs met, children have the greatest opportunity to strive to be the best version of themselves.

 

 

Our curriculum is designed with knowledge at its heart to ensure that children develop a strong vocabulary base (which is explicitly taught) and understanding of the world.  The curriculum promotes long-term learning and we believe that progress means knowing more and remembering more. 

 

Our curriculum aims to ensure that children develop a range of knowledge and skills which successfully prepare them for their next stages in education. Knowledge and skills are carefully built upon to ensure learning is embedded into children's long-term memories; this is facilitated by quality first teaching by our talented team of staff.

 

We define learning as ‘an alteration in long-term memory. If nothing has altered in long-term memory, nothing has been learned. However, transfer to long-term memory depends on the rich processes described above. In order to develop understanding, children need to connect new knowledge with existing knowledge. Children also need to develop fluency and unconsciously apply their knowledge as skills.

 

Informed by this understanding of cognitive theory and development, our pedagogical approach is based on the research of the principles of Rosenshine. The basic principles are:

  1. Daily review
  2. New material in small steps
  3. Ask questions
  4. Provide models and think aloud
  5. Guide student practice
  6. Check student understanding
  7. Obtain high success rate
  8. Scaffolds for difficult tasks
  9. Independent Practice
  10. Weekly and Monthly review

At Dickens Heath, life is enriched by a range of extra-curricular activities.  A broad spectrum of sporting, musical, creative and other activities are offered at lunch-times and after school.

 

We aim to embed opportunities for high quality enrichment experiences including: educational visits, themed days, parent workshops and guest speakers.

 

The curriculum on offer for each year group are organised in Long Term Plans for each subject and outline the key vocabulary, skills, knowledge and concepts that will be taught and the progression across.  Detail regarding each area of the curriculum is accessible by following the links below.

 

We are also beginning to make use of knowledge organisers (which are sent home regularly) in foundation subjects to ensure children know exactly which information is expected to be learned over the course of their study in a particular subject. 

 

For more detailed information please refer to our Curriculum policy and Whole School Educational Strategy overview which can be found below:

Remote education

 

In the uncertain time that we are currently living in, it is important that we are fully prepared for the possibility that we may have to have a full or partial closure of school depending on the local Covid-19 situation. 

 

There will also be instances where individual children will be self-isolating due to coming into contact with a positive case of Covid-19. 

 

As a school we are producing detailed plans which we call ‘Maintaining Education plans’ for remote education so that children will have access to a high quality education at home equivalent to the learning that they would receive within the classroom and linked to the intended, current learning.

 

The main sources of communication between the teacher and home when remote education is taking place will be Microsoft Teams and Class Dojo.

 

The school office team will support you in advising around remote education when you report your child’s absence.  Please do not hesitate to contact the office or your child’s teacher for support/advice as required.

 

For further detail around our remote education offer and procedures please refer to the policy and plan below.

 

 

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