Curriculum and Assessment

Our Academy is organised into three key stages:

  • Early Years Foundation Stage (EYFS): our children in our reception class are called Explorers.
  • Key Stage 1 (KS1): our Year 1 class is called Builders and our Year 2 class is called Artists.
  • Key Stage 2 (KS2): our Year 3 class is called Scientists, Year 4 classes are called Adventurers and Voyagers, Year 5 class is called Pioneers and our Year 6 class are Leaders.

The Curriculum at DLA gives our children opportunities to learn, build on and develop new skills. Our children are exposed to a range of subjects and activities that allow them to experience different topics and learning styles. This provides them with an introduction to the essential knowledge that they need to be educated citizens and help to engender an appreciation of human creativity and achievement.

For information regarding areas of the curriculum we teach at DLA, please click here to read about our approaches to learning and to see our Yearly Curriculum Maps.

[box] Early Years Foundation Stage [/box] photo 1

We aim to apply the best principles of early years education, encouraging positive attitudes to school and its routines. During their time in the early years, children have free access to learning areas both inside and outside. A variety of activities are on offer which are either child-initiated or adult-led.

In our reception class, children  develop social skills and learn how to work harmoniously together by taking turns, sharing and listening. Through a purposeful, well-planned and organised curriculum, children gain strong foundations in literacy, numeracy, creative and physical skills, as well as nurturing their personal, social and emotional development. The children’s development during this crucial stage underpins their future learning.

[box] Key Stage One and Key Stage Two[/box]

In Years 1 to 6, our children enjoy focused, carefully planned core lessons, which reflect the emphasis placed on teaching the children reading, writing, mathematics and investigative skills. We teach some subjects discreetly though, although where possible and relevant, there is always a cross curricular link running through. The subjects we teach ‘alone’ are: English, Mathematics, Computing, Music, Religious Education and Physical Education.

Other subject areas are predominately covered in an integrated manner through the International Primary Curriculum; through themes embracing particular focuses. These areas are: Information Communication Technology (ICT), Science (when the topic is centred around Science) and the foundation subjects of Music, Art and Design, History, Geography, Personal Social and Health Education (PSHE), Society, International and Modern Foreign Languages (MFL).

Sex and Relationship Education (SRE) is incorporated into PSHE. Every effort is made to match the teaching and knowledge to the maturity of the children. We aim to help pupils cope with the physical and emotional challenges of growing up and provide them with an elementary understanding of human reproduction. We also enable them to make informed choices about their health and environment and provide them with confidence and strategies to resist bullying.

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[box] Organisation[/box]

Our children work in a variety of ways: as a class, in groups, pairs and individually. The emphasis is always on active and meaningful participation of pupils in their own learning. Additionally, the curriculum has a strong international focus. As such, our Academy has developed numerous links with partner schools, schools in other areas of Great Britain and organisations and schools abroad.

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[box] Resources[/box]

The Academy is very well resourced, enabling teachers to deliver a broad and balanced curriculum. We continue to invest in ICT so that our pupils can learn using the most up-to-date technologies. Within our curriculum we aim to provide for the academic, personal and social development of every child; encouraging them to work and think independently so that learning is engaging.

Please click on the below links to access online Curriculum resources to further support your child at home:

[button link=”http://www.bbc.co.uk/education/levels/z3g4d2p” color=”teal” newwindow=”yes”] KS1 BBC Bitesize[/button]

[button link=”http://www.bbc.co.uk/education/levels/zbr9wmn” color=”teal” newwindow=”yes”] KS2 BBC Bitesize[/button]

[button link=”http://resources.woodlands-junior.kent.sch.uk/” color=”teal” newwindow=”yes”] Woodlands Resources[/button]

[button link=”http://www.strettonhandley.derbyshire.sch.uk/curriculum-links/” color=”teal” newwindow=”yes”] Curriculum topics[/button]

 

 

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[box] Assessment[/box]

Assessment is an integral part of teaching and learning. Children’s work is marked daily and subsequent lessons are adapted to ensure quality learning. Progress is continually monitored by teachers and learners are given feedback and targets for improvement, which they are then expected to respond to. Our children are also given opportunities to evaluate and improve their work, either independently, in pairs or as a small group. In this way they are encouraged to take responsibility for their learning.

EYFS: our children in Reception are involved in baseline assessment once they have settled into their class. This year we have used the EExBA baseline, alongside our own assessment. Observations of each child help our staff to assess their level of progress against the age related EYFS Development Matters for all areas of learning. This assessment also helps teachers to identify each child’s needs and specific areas for development. Each child has a `Profile Folder’ to store all samples of work, observations, photos and assessments. This is then used to enable our staff to monitor progress and assess each child for the Foundation Stage Profile. Parents are welcome to look through their child’s profile and discuss progress that is happening both at home and school with the class teacher. At the end of Foundation Stage, the Reception teacher will have completed a foundation stage profile for each child, identifying progress in all areas of learning. This is shared with our parents through an end of year report, and the profile is passed on to the Year one teacher to inform them of each child’s progress and support further learning in these areas.

KS1 and KS2:

[button link=”http://www.davidlivingstone.croydon.sch.uk/wp-content/uploads/2017/01/DLA-Assessment-Overview.pdf” newwindow=”yes”] Rationale for Assessment 2016-2017[/button]

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[box] Additional Support for Children[/box]

We provide a range of targeted support in order to overcome barriers to learning. Additional support for children is achieved through appropriate assessment, setting personalised challenges and responding to individual needs. Our staff work closely with our parents and carers to ensure the learning needs of all children are met.

[box] Homework[/box]

Homework enables our children to practise aspects of their learning, extend and share school work with their families, pursue areas of interest and become independent learners. Children are given regular homework — more as they get older. All children are expected to read at home every night as well as learn spellings and times tables. As pupils progress through the Academy, they are given regular assignments to complete. Teachers encourage parents to provide feedback on tasks carried out at home. For our Homework Policy, please see Policies on About Us and Policy tab.

[box] Educational Visits[/box]

Educational visits that enrich our curriculum topics, are an important way for our children to learn and experience activities beyond the classroom to other settings and contexts. Outdoor education is also an important part of our curriculum and our physical environment and the local area are well used as a learning resource. In addition, there are opportunities for pupils to go on residential trips. Parents are asked to make a contribution towards the cost of trips. Without such support these activities could not take place.

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[box] Extra-Curricular Activities[/box]

Stimulating extra-curricular activities are run to complement and extend our curriculum; dependent on staff availability and specialism. Activities occur before school, during the lunch break and after school. Arts ans Sport Drive DLA

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