Intent: what are we trying to achieve with our curriculum?
At D’Eyncourt, we have a shared vision for our pupils to achieve through a rich and varied curriculum. We offer a curriculum that is broad and balanced which has roots in our school values – we aim to be our BEST – and which builds on the knowledge, understanding and skills of all children, whatever their starting points, as they progress through each Key Stage. Our aim is to deliver an ambitious, aspirational curriculum that is well planned and meets the needs of all our pupils. We challenge all children to strive for academic, creative, sporting and personal accomplishment within a safe and happy community. The curriculum, which is planned sequentially, allows children to build on previous learning and secures firm foundations for the future.
We aim to excite, inspire and empower children through a range of cultural experiences alongside offering a range of literature that reflects our values and validates their realities. Themed weeks and days, whole school activities and opportunities within and outside school all enrich and develop the children’s learning. We expect children to achieve the best they can use the tools and support we provide. All children should have high aspirations and we want to encourage them to become resilient learners. Children at D’Eyncourt have a love for learning and they work well with teachers and support staff to achieve their full potential. The aim of our curriculum is for pupils to have the requisite skills to be successful, independent and motivated learners in readiness for their next stage of education. We want all children to leave our school as independent learners with self-belief and abiding respect for others. We aim to instil a life-long love for learning and a strong grounding for future success.
Implementation: how do we deliver our curriculum?
To implement the curriculum, all teachers have good subject knowledge and are supported to maintain and improve this knowledge through training, observing best practices and undertaking relevant research. During lessons, appropriate use of teacher questioning, modelling and explanations are all used and there is an expectation that all children will develop resilience and accept responsibility for their own learning and work independently. The curriculum incorporates the statutory requirements of the National Curriculum and each unit is mapped against the progression of skills to ensure that learners develop detailed knowledge and skills across the full breadth of the curriculum through engaging and age-appropriate curriculum content. Lessons incorporate examples; retrieval practice and, over time, revisit teaching and knowledge skills. Steps to success help teachers to break down learning into manageable ‘chunks’ to ensure all children can access learning. We believe that inclusive education means providing all pupils with appropriate learning opportunities and support alongside their peers. The curriculum is planned in a way to promote a love of learning, encourage personal growth and support the wellbeing and development of all children.
Leaders ensure that high-quality, meaningful lessons are taught to deepen learning and encourage challenge. Subject leaders provide colleagues with support for planning, resourcing and teaching. High-quality texts are used from Reception to Year 6 building on the foundations of excellent teaching of phonics through Read Write Inc. The school curriculum map is planned to ensure that teaching is sequential with the teacher ensuring that knowledge and skills are taught in a logical and progressive order. The teaching of key vocabulary is a primary feature in all subjects. High levels of interaction for all children is also encouraged and our teachers are passionate about what they teach.
To enhance our curriculum, themed weeks and days, whole school activities and opportunities within and outside school all enrich and develop the children’s learning. After school clubs and events extend these opportunities further. Additional whole school programmes and approaches support quality teaching and learning and the school is well resourced in terms of learning materials, books and technology. Regular use of praise and encouragement to motivate children is used and parental engagement using Class Dojo links school and home well. We are lucky to have a fabulous site where outdoor learning is planned to broaden each child’s experience and deepen their understanding.
Impact: what difference is our curriculum making to pupils?
The impact of our curriculum is evaluated through the end of year assessments and Government tests; through Governor meetings; visits and through our own monitoring of teaching, learning and pupil voice. All children achieve well by developing knowledge and skills on their journey through school. This is demonstrated through outcomes at EYFS, Phonics (Year 1), Key Stage 1 and Key Stage 2. Children with SEND achieve the best possible outcomes and are monitored through their school journey at D’Eyncourt.
Through our core values, we instil the importance of being kind and caring, excel in learning, show respect and take on challenges. The teaching of well-being is intrinsic to each child’s learning and how to manage their well-being with regard to wider social issues, which can affect them in their lives outside of school. We support and prepare children for new challenges, instilling resilience and promoting good choices. We measure how effectively our curriculum helps our pupils develop into well-rounded individuals who share our values and carry with them the knowledge, skills and attitudes which will make them lifelong learners and valuable future citizens. Children leave D’Eyncourt ready for a successful transition to secondary school and to go on and live their lives with a solid grounding.
ENGLISH: English underpins the school curriculum by developing students’ abilities to speak, listen, read and write for a range of purposes, using language to learn and communicate, to think, explore and organise. We believe that a quality English curriculum should develop our children’s love of reading, writing and discussion. We aim to equip children with the skills necessary to achieve this, throughout our engaging curriculum.
MATHS: At D’Eyncourt, we ensure our children have access to a high quality, a broad and balanced mathematical curriculum that is both challenging and enjoyable, with a range of mathematical contexts for pupils to explore. We provide our children with a variety of mathematical opportunities (with cross-curricular links) which will enable them to make the connections in learning that are needed to enjoy greater depth understanding.
SCIENCE: Through our curriculum, we want our children to be passionate scientists, enthused by a hands-on, enquiry-based curriculum that nurtures curiosity and questioning. We encourage pupils to explore and discover the world around them; develop their ability to predict and rationally explain ideas; and establish and extend their understanding of the knowledge, processes, methods and uses of Science.
COMPUTING: Technology is becoming an integral part of our children’s futures therefore, we ensure that our children are equipped with the skills and knowledge to safely develop their digital literacy, programming understanding and computer science proficiency. Computing has a strong connection with all other curriculum areas therefore we ensure it is embedded in all curriculum areas.
GEOGRAPHY: Children understand the meanings of human and physical geography, and review the relationships between them. We aim to inspire pupils to explore both human and physical processes which influence the world in which they live, as well as to develop their own understanding of how they influence the world. We aim to equip pupils with knowledge about diversity within their own environment, as well as further afield.
HISTORY: Our teaching of history inspires children to be curious about, and connected to, the past. Through exciting lessons, our pupils understand and feel part of their local area, their country and the wider world, and wonder at the richness and diversity of human culture. We teach children how to weigh evidence, distinguish facts and opinions, empathise with people from the past and consider their own values.
Physical Education: Our curriculum, with the support of the Wolves foundation, focuses on social, personal, cognitive and creative skills taught through PE lessons, which provides children with opportunities to become physically confident and support their health and fitness. We also give the children opportunities to compete in school and out of school in sporting competitions which helps embed values such as fairness and respec
Religious Education: Our Religious Education curriculum is built strongly around tolerance and respect towards all faiths and beliefs. Children will learn about all major religions during their time at school. Our Religious Education programme of study follows the Wolverhampton Agreed Syllabus for Religious Education, which provides a carefully curated curriculum that represents the balance of interests in the local community.
D&T: Our Design and Technology curriculum builds on the key areas of design, making and evaluation. Children are able to creatively problem-solve with the purpose of the item always at the forefront of their minds. Alongside this, and to further build on their understanding, children apply their technical knowledge to aid design, production and then evaluation.
ART: At D’Eyncourt, we use art as an opportunity to reinforce inspiration and imagination across the curriculum. The creativity of art enables all learners to express themselves in a personalised way whilst also developing their critical eye. When experimenting with different media forms in art, children are able to grow as reflective artists.
MFL: e study French in KS2. It transports children out of their immediate environment into the wider world both linguistically and culturally. We aim to inspire pupils to develop their foreign language skills in an active, enjoyable and informal way so that everyone feels able to participate in a supportive and valued environment.