Curriculum statement

The curriculum at Dorchester really is the beating heart of the school – it is what keeps our children interested and enables them to make the progress they are really capable of. Our curriculum is flexible so that it meets the needs of every single child whilst maintaining the key content of the National Curriculum.

The intent at Dorchester is to always give each individual child broad, rich and deep learning experiences – learning experiences that they can take with them through life; whether it is through subject knowledge, skills and understanding or through instilling in them vital character traits to make them ready for life’s challenges.

We have developed our ‘Dorchester Dozen’ of learning experiences we want our children to have taken part in by the time they leave Dorchester. These have been carefully chosen to reflect our context and the things we know are important to our children and families. Our ‘Dorchester Dozen’ can be found below:

#1 – Farm Life: visit a farm

#2 – Let’s Play: visit a role play centre

#3 – Read, Discover, Explore: visit a library

#4 – Embracing Difference: visit a place of worship

#5 – The Magic of Live Performance: visit a theatre to watch a show

#6 – The Coast is Calling: visit the beach

#7 – History of Hull: tour local landmarks

#8 – Making a Masterpiece: visit a place of artistic inspiration

#9 – Science, inspiring innovation: visit a STEM museum

#10 – Discover London: visit our capital city….by train

#11 – Adventure Awaits: visit a residential centre

#12 – Healthy You: visit a place of health and wellness

Dorchester’s curriculum is there to shape the children of the future. We do this through three curriculum aims:

Curriculum Concepts:

As part of our curriculum, we have identified ‘concepts’ which children will develop throughout ALL subjects. These branch across the whole curriculum, creating horizontal links across all subjects. They aim to develop flexible knowledge and skills that children can apply to multiple curriculum areas.

  • Compare and Contrast

  • Interpret and Summarise

  • Written and Oral Expression

  • Infer and Enquire

  • Predict and Connect

Dorchester Primary School – Long Term Plan:

HCAT Signature

Principle:
Promoting community,
Building effective relationships,
accountability,
ownership of own actions,
resolving conflicts.

HCAT Signature:
Community members;
– feel they belong
– have a voice and influence
– challenge appropriately
– understand fair process
– resolve conflicts
– take responsibility

Principle:
Developing the ability to think, reason, problem solve and apply learning

HCAT Signature:
Community members;
– are lifelong learners
– have a growth mindset
– can apply knowledge skills and understanding
– are ready for the next stage

Principle:
Promoting character traits to deal with the challenges of life.

HCAT Signature:
Community members;
– demonstrate the appropriate key character virtues particularly resilience and resourcefulness
– contribute positively to the community
– have a social conscience
– are responsible citizens

Principle:
Developing the value of self and others, enabling a social and emotional place to learn.

HCAST Signature:
Community members;
– have a strong identity
– are happy and secure
– are able to empathise and care for others
– value self and others

Principle:
Facilitating a broad range of experience and opportunities to open doors

HCAT Signature:
Community members;
– are able to broaden horizons
– shape their own mindset
– make informed choices
– have equal opportunities

“The help that leaders provide for pupils with special educational needs and/or disabilities (SEND) is a strength of the school.”

Ofsted

“In the short term, leaders have placed a greater focus on subjects such as
English and mathematics.”

Ofsted

“As soon as children start school, leaders check their speech and language needs so that extra help can be provided, where it is required.”

Ofsted

“Strong, cross-curricular links with subjects, such as science, give pupils the opportunity to apply their skills and
knowledge when making products.”

Ofsted

“In the early years, mathematics is a high priority. Daily ‘carpet time’ is used to teach children
mathematical concepts”

Ofsted

“In other curriculum
areas, such as design technology (DT), the curriculum is improving rapidly.”

Ofsted

“The mathematics curriculum is clearly sequenced. Teachers provide opportunities for pupils to continually revisit and review previous learning.”

Ofsted

“Pupils now use mathematical vocabulary with accuracy.”

Ofsted

“One pupil told inspectors that ‘teachers are really caring, we know if we ask for help, we will get it’.”

Ofsted

“Leaders’ subject monitoring has led to a consistent and successful approach to the teaching of phonics across the early years and key stage 1.”

Ofsted

“Leaders have continued to prioritise the teaching of phonics and reading.”

Ofsted

“Leaders use assessment well to ensure that the books pupils read match the sounds they already know.”

Ofsted

“Leaders have ensured that pupils have plenty of opportunities
to design, make and evaluate projects using different materials.”

Ofsted

“Leaders provide ‘chatterpacks’ to parents so that they have the age-appropriate resources they need to support their child’s
reading.”

Ofsted

“Leaders ensure that opportunities for pupils to apply their mathematical understanding are provided in the activities pupils
complete.”

Ofsted

“Knowledgeable and highly trained leaders ensure that pupils get the support they need to achieve.”

Ofsted

“Teachers provide lots of opportunities for pupils to rehearse and say the sounds they are learning aloud, which helps them to remember them.”

Ofsted

“Children are
taught to read as soon as they start in the early years.”

Ofsted

“In subjects such as history, teachers use assessment skilfully to find out what pupils know before they start to teach a new unit of work.”

Ofsted

“Democratically elected roles, such as house captains and school councillors, enable pupils to contribute purposefully to school life.”

Ofsted

“Leaders have created an ambitious curriculum that sets out clearly what pupils should
learn and when.”

Ofsted

“Leaders have established ‘hive’ provision for pupils who need it. These well-resourced, intimate settings provide the intense support that a significant minority of pupils need.”

Ofsted

“Leaders have rightly reorganised their curriculum to make up for learning that has been
lost during the COVID-19”

Ofsted

“Pupils spoke with enthusiasm about the school garden they are developing and of their plans for the fruit and vegetables they will grow.”

Ofsted

“Pupils are clear about the school rules.”

Ofsted

“School council representatives attend School Stakeholder Group (SSG) meetings to share their views.”

Ofsted

“Pupils feel that they are being listened to and that their views help leaders to improve the school.”

Ofsted

“Leaders ensure there is a focus on developing pupils’ mathematical vocabulary.”

Ofsted