Our Curriculum


Phonics 

We teach phonics through the Read Write Inc program. This ensures that there is a rigorous, consistent approach and pupils become familiar with the structure of lessons as they progress through Reception, Year 1 and Year 2. We regularly assess pupils' progress and group them according to their ability. This enables all teachers of phonics to maximise rapid progress with learning to read. To see more about the teaching of phonics go to the English page of this website under the Learning tab.



Reading

Reading is a key life skill and is the bedrock for learning new knowledge.It is our aim, by the end of their primary education, for all pupils to be able to read fluently and with a good level of understanding of what they have read. Once pupils have completed the Read Write Inc program they progress onto a graded coloured reading scheme until they are ready to become a 'Free Reader'. Once the children are on the 'Free Reading' spine, they select from books that are suited to their reading age and ability and one that will be engaging and challenging. There are a wide selection of books available in all classes and in our well stocked libraries and pupils are encouraged to engender a love of reading by taking books home.
We used VIPERS (Vocabulary, Inference, Prediction, Explain, Recall and Summarise.) in order to check pupil's understanding of what they read. We are also developing 'Reciprocal Reading' to support reading comprehension - we are using puppets to support this strategy so that it is accessible to all ages and abilities. To see more about the teaching of reading see the English page on this website. 



Writing


The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading:

  • transcription (spelling and handwriting)

  • composition (articulating ideas and structuring them in speech and writing).

    The teaching at Delaware Primary Academy develops pupils’ competence in these two dimensions. In addition, pupils are taught how to plan, revise and evaluate their writing. These aspects of writing are incorporated into the National Curriculum programmes of study for composition.
    Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting. At Delaware, we use high quality texts and units from Hamilton. We ensure each unit has a Learning Journey and includes elements of ‘talk for writing’; as we know that oral rehearsal helps metacognition and supports the writing process. The skills and knowledge being taught in each unit are displayed visually for the children on a ‘Learning Journey’ in the classroom and in books. The mapped skills and knowledge are taken from the National Curriculum and are assessed regularly against the progression of skills exemplified in the Devon County Council Planning and Assessment materials.




We believe it is important for pupils to have something engaging to write about and to have a purpose; therefore we  use the wider curriculum as a stimulus for writing. We teach SPAG as part of some lessons but where necessary it is taught as a discrete skill this helps to build children's understanding of grammar and punctuation. There is a strong focus on the development of a rich and varied vocabulary. Teachers plan to include Tier 2 and Tier 3 vocabulary, relevant to the literacy unit, and this allows for links to be made with the wider curriculum. We use the DFE approved Twinkl spelling programme to teach spelling in Key Stage 2. Read, Write, Inc. is our spelling programme in Key Stage 1.

Handwriting

We use the 'Letter join' handwriting scheme to provide a structured program to develop handwriting in the school.
In EYFS and Key Stage One, the teaching of handwriting goes alongside our Read Write Inc phonics program and as children complete this program and progress into Key Stage Two, their handwriting is taught more through the letter join scheme which teachers a cursive style. 



Maths

We use the 'Whiterose' materials to provide a basis of our mathematics teaching. These resources support the mastery approach to teaching. If teachers discover that pupils need extra reinforcement then they supplement the Whiterose planning with other materials. We use visual and practical materials to support mathematical understanding.  Also, if pupils have a good understanding of concepts they spend more time deepening their understanding through 'applying' their knowledge in a range of contexts.

We participate in NCETM (National centre for excellence in teaching mathematics) programmes to further strengthen our practice. The pupils regularly practise times tables facts to improve fluency and recall.


Wider Curriculum 

We use the Bridge Trust progression ladders for each of the foundation subjects. These support our curriculum planning to ensure that there is clear progression of knowledge, skills and vocabulary in each year group. We assess these subjects using a similar assessment grid. Click on each of the files below to see the progression of knowledge and skills in each year group. There is also an overview of learning for Geography and History.

We use these ladders to inform progression in each subject for every planned unit of work. You will find this detail at the start of units of work on Seesaw in the form of a Rubric. Teachers and subject leads cross reference the Rubrics and ladders to ensure coverage of the curriculum. Teachers take the knowledge from the Rubric to form objectives for each individual lesson taught.

We use Seesaw as a recording platform for our learning across the wider curriculum instead of books. We started this in 2022/23 and are refining our use of it as we gain further experience.

Delaware Primary Academy:  Our Curriculum Statement

 Staff have spent a considerable amount of time developing and working towards embedding an effective curriculum. This continues to be an ongoing journey for us as a school. Leaders have used a range of materials (such as educational books and studies) to help shape our curriculum. Therefore, please note that our curriculum is not static. We are always looking to make it relevant in the ever-changing world that we encounter. Our current priority is to ensure that we have sufficient cultural diversity reflected. If you have any questions or you would like more information about our curriculum, please contact secretary@delawareprimary.co.uk. For subject specific information, such as our Reading and Maths Policy, please follow the links at the bottom of the subject pages.  

Our Curriculum

What is the intent of our curriculum?

At Delaware Primary Academy, our curriculum is designed with knowledge at its heart to ensure that children develop a strong vocabulary base and extensive understanding of the world. We appreciate that a knowledge-rich curriculum does not simply mean memorising disconnected facts. Pupils develop relationships with knowledge so that they can put their knowledge to work in powerful, meaningful ways. Our curriculum provides opportunities for pupils to develop understanding by connecting new knowledge with existing knowledge in order to develop fluency and the ability to apply their knowledge as skills. Therefore, Teachers and Subject Leaders have thought carefully about the sequence of our curriculum to ensure that new knowledge builds on what has been taught before and what may come after. We aim to deliver a broad, balanced and inclusive curriculum which empowers pupils to achieve their full potential and make informed and responsible decisions throughout their lives. Our overall aim is for pupils to learn, thrive and excel.

How do we implement our curriculum?

Our curriculum is underpinned by the National Curriculum alongside our ‘Knowledge Progression Ladders’, which helps to sequence the knowledge delivered as children progress through the school, along with ‘end points’ in our curriculum. The National Curriculum informs the knowledge progression ladders- detailing the knowledge that each child will learn in each year group. This knowledge is progressive. 

The knowledge is then mapped across the school to ensure that every child has their full entitlement. Knowledge is taught in subject specific lessons, built into an overarching enquiry question. Knowledge is taught to be remembered, not merely encountered. Our curriculum values long-term learning and we recognise that progress means knowing more and remembering more. We recognise that learning can be defined as an alteration in long-term memory and if nothing has been altered in the long-term memory, then nothing has been learned.

Staff use the map to guide them in their coverage of what needs to be taught and when. It is tailored to suit the needs of the children at that time, in teacher’s Medium Term Plans. The plans support teachers when they write Learning Journeys in English, science, art/dt, history/geography- which are the main enquiry drivers. Teachers use their pedagogical knowledge of how children learn best to enable pupils to understand key concepts, presenting information clearly to help embed key knowledge into long- term memory, so that pupils can develop fluency and automaticity. Feedback, retrieval practice and assessment are prioritised so that teachers can check pupils’ understanding effectively and identify any misunderstandings and misconceptions.

Our broad, balanced, inclusive and exciting curriculum is taught through a ‘themed’  approach whereby only genuine and authentic cross curricular links are made between subjects. When it is more appropriate, subjects are taught discreetly. Teachers ensure there is coverage of all the knowledge and break this into learning objectives with age-appropriate statements and use the ladders to guide their planning each day/week and throughout the year. Each 'theme' is led by an enquiry question such as What impact did travel during the time of the Tudors have on the world as we know it?’  Our themes are represented as 'Rubrics' which are displayed within each classroom and in books. Pupils are encouraged to reflect on: the knowledge and skills they have acquired so far; any misconceptions along the way and; where they are heading (a purposeful outcome). Revisiting of this Rubric at the start of each lesson provides retrieval opportunities to recap important tier 2 and tier 3 vocabulary. The teachers use the 'Knowledge and Progression Ladders' to sequence the knowledge and vocabulary that they will teach the children, in order for them to answer this question. The learning includes enriching experiences. 

After teaching each unit, staff assess using the assessment ladders, mapping out a child’s journey in each subject and across the range of the curriculum. This is used when planning the next unit, to identify gaps for individuals and classes. It is also passed up to the next teacher, in preparation for transition before September.

Whilst we adopt a ‘themed’ approach to some areas of our curriculum, we make efforts to ensure that children fully understand the subject in which they learning, in order to develop subject disciplinary knowledge. For example, teachers help pupils to ‘think like a scientist’ or ‘think like a historian’ by discussing the different skills needed to do so.

Our curriculum is further enhanced by:

- Visitors, educational visits and ‘hands on’ experiences.

- WOW days and events to inspire and engage pupils


- Opportunities for pupils to share the questions that they would like to explore, in order to encourage curiosity

- Links to the local community

- Purposeful outcomes that include the wider community

- Learning Values and Learning Characters



Through our implementation of the curriculum, we aim to equip pupils with the knowledge and cultural capital they need to succeed in life.


What is the impact?

The impact of our curriculum can be seen in the pupils’ development of detailed knowledge and skills across the curriculum. This impact is reflected in the work that pupils produce, along with national test scores improving and key assessment points during the school year. At Delaware Primary Academy, we strive to ensure that pupil attainment is improving and that pupils are fully prepared for their next stage of education and ready to contribute positively to society as a whole. Our values (curiosity, creativity, excellence, responsibility, determination and enthusiasm) help to enable the pupils to become the very best version of themselves. Through the use of monitoring (pupil voice, lesson observations, outcomes, data analysis etc), leaders review and reflect on the intent and implementation of our curriculum to ensure that it has the desired impact. Subject leaders have developed a 3 Is document for their subject area and use action plans throughout the school year to build upon and develop their subject area.

If you would like any more information about our curriculum at Delaware, please contact the school office who will put you in contact with the appropriate leaders. 


EYFS

We build on learning in EYFS in all curricular areas (see the document below for further details).


The early years foundation stage (EYFS) sets standards for the learning, development and care of your child from birth to 5 years old. All schools and Ofsted-registered early years providers must follow the EYFS, including childminders, preschools, nurseries and school reception classes. We are firm believers that ‘No job is more important than working with children in the early years.’ (Development Matters).

In our school, this includes Nursery and Reception classes.

The EYFS is about how children learn, as well as what they learn. Children need opportunities to develop their own play and independent exploration. This is enjoyable and motivating. They also need adults to ‘scaffold’ their learning by giving them just enough help to achieve something they could not do independently. Helping children to think, discuss and plan ahead is important, like gathering the materials they need to make a den before they start building. These are ways of helping children to develop the characteristics of effective learning.

Children learn and develop more from birth to five years old than at any other time in their lives. If children are at risk of falling behind the majority, the best time to help them to catch up and keep up is in the early years. Every child can make progress, if they are given the right support. When we give every child the best start in their early years, we give them what they need today. We also set them up with every chance of success tomorrow.


EYFS approach and partnership with parents

Our approach is underpinned by providing the children with developmentally appropriate opportunities for learning through an ambitious curriculum. When the children start with us, we spend lots of time getting to know them and their abilities, interests and characteristics of learning. We use this knowledge of the whole child to carefully pitch learning to ensure each child individually makes progress and succeeds.


Our structure of the day reflects the children’s needs. We balance the ratio of adult-directed and child-led learning and, very importantly, consider the needs of the children as the year progresses – moving from between our Nursery to Reception and Reception to Year One. We put the children at the heart of our curriculum. We plan from their interests and interweave this alongside what they need to learn and develop in their knowledge and skills. We plan for all areas of the curriculum in a holistic way and lots of the children’s activities will be supporting many areas of learning and development at the same time.

In our indoor learning environments, we focus on providing the children with real-life, purposeful experiences. In our outdoor learning areas, we encourage the children to take risks in a supportive atmosphere, to challenge themselves and to experience the awe and wonder of the natural world. All of this ensures that our children leave our EYFS with a love for learning and they have developed the knowledge which has been built up and rehearsed over time to be confident and independent learners, ready to tackle Year One.

We strongly believe that it is important for us to have strong and respectful partnerships with our parents. This helps to build the foundations for children to thrive at Delaware Primary Academy. We recognise and celebrate parents and carers as major stakeholders in their child’s education. This is reflected in our robust approach to transition within the early years and into Year One. We promote and encourage our parents and carers to work closely with us in supporting their child’s learning and development. This is achieved with regular feedback and handovers with our parents/carers, home learning opportunities provided by our school, workshops throughout the year, information packs on learning, liaising with parents/carers about their child’s successes and next steps, communication between home and school through Seesaw, and much more! We share with our parents/carers that the help they give their child at home has a very significant impact on their child’s learning and development.


The ARC

At our Delaware base, we have an Area Resource Base which we refer to as 'The ARC'. 


Our vision is to provide an ambitious, inclusive learning environment which enables our children to develop new skills and independence to support their lifelong learning journey. We want our children to fulfil their academic potential whilst also supporting their emotional wellbeing. 

 
Our Curriculum 

In the ARC, a creative curriculum is planned and adapted to meeting the needs of individual pupils. The pupils’ interests are taken into account and the curriculum includes life and independent skills. Children who are not yet working at a subject specific level have a curriculum that follows the Engagement Model. The children that are ready to learn specific subjects have a timetable where all curriculum subjects are visited over the course of a term. Where possible, the children from the ARC will, with support, integrate into mainstream for specific subjects.  

See saw is used as a tool for learning and assessment. There is a high emphasis given to PSHE and Life Skills.

We work very closely with other similar settings and liaise with the Local Authority for additional monitoring of our provision.

Assessment

Pupils' learning is assessed through a range of ways - end of unit tests, quizzes, PIRA and PUMA tests, looking at work produced, questioning and talking to pupils about their learning.  In Key Stage 1 and 2, reading, writing and mathematics assessments are updated each term to check that pupils are making expected progress. Curriculum assessment ladders are highlighted at the end of each half term to show which learning objectives have been met.


Documents

View the following documents within your web browser or download to read later

Art and Design skills knoweldge and vocabulary progress ladder June 2021.pdf
Art and Design skills knoweldge and vocabulary progress ladder June 2021.pdf
Computing skills knoweldge and vocabulary progress ladder June 2021.pdf
Computing skills knoweldge and vocabulary progress ladder June 2021.pdf
Delaware and Gunnislake Geography Overview.pdf
Delaware and Gunnislake Geography Overview.pdf
Delaware and Gunnislake History Overview.pdf
Delaware and Gunnislake History Overview.pdf
DG EYFS Intent Implementation Impact Final.pdf
DG EYFS Intent Implementation Impact Final.pdf
DT skills knoweldge and vocabulary progress ladder June 2021.pdf
DT skills knoweldge and vocabulary progress ladder June 2021.pdf
EYFS- Reception Long Term Overview .pdf
EYFS- Reception Long Term Overview .pdf
EYFS Nursery Long Term Overview.pdf
EYFS Nursery Long Term Overview.pdf
EYFS Wider Curriculum 2020 Final Final (2).pdf
EYFS Wider Curriculum 2020 Final Final (2).pdf

 

 

Geography skills knoweldge and vocabulary progress ladder June 2021.pdf
Geography skills knoweldge and vocabulary progress ladder June 2021.pdf
History skills knowledge and vocabulary progress ladder June 2021.pdf
History skills knowledge and vocabulary progress ladder June 2021.pdf
How the Wider Curriculum is tailored to the children at Delaware (1).docx
How the Wider Curriculum is tailored to the children at Delaware (1).docx
MFL skills knoweldge and vocabulary progress ladder June 2021.pdf
MFL skills knoweldge and vocabulary progress ladder June 2021.pdf
Music skills knoweldge and vocabulary progress ladder June 2021.pdf
Music skills knoweldge and vocabulary progress ladder June 2021.pdf
PE skills knoweldge and vocabulary progress ladder June 2021.pdf
PE skills knoweldge and vocabulary progress ladder June 2021.pdf
RE skills knoweldge and vocabulary progress ladder June 2021.pdf
RE skills knoweldge and vocabulary progress ladder June 2021.pdf
Science skills knoweldge and vocabulary progress ladder June 2021.pdf
Science skills knoweldge and vocabulary progress ladder June 2021.pdf

 

Our Values...

Creativity

Creative

We are bold and innovative in our approach to find new solutions to the challenges we face.

Curiosity

Curious

We are inspired by the awe and wonder of the world.

Integrity

Responsible

We take responsibility for our actions in an environment of mutual respect.

Enthusiasm

Enthusiastic

We are passionate about learning.

Excellence

Excellent

We are the best we can be.

Determination

Determined

We overcome all barriers to reach our potential, developing a capacity to improve further.

Welcome back to all of our pupils. Nursery, Reception, Y1, Y2 , Y3 and Y4 will be taught at the Delaware base. Y5 and Y6 will be taught at the Gunnislake base.


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