DOLTON C OF E  
PRIMARY SCHOOL 
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Curriculum 

Our Curriculum 
We aim to provide a rich, vibrant curriculum which inspires all our pupils and maximises attainment. Our school ethos is centred the 'Fruits of the Spirit' and the philosophy that "at the heart of the education process lies the child". Our provision aims to foster curiosity and a love of learning. As a Federation we aim to prepare our children to be resilient, reflective learners able to adapt and thrive in an ever changing world. We strive to create global citizens who are equipped with a broad knowledge base, critical thinking skills, respect of others, self belief, empathy and integrity.The curriculum gives focus to developing the child as a whole. Working with the pupils, staff and school community we have created a four year rolling programme which consists of broad, overarching themes which are relevant and maximise opportunities for depth of learning. As pupils progress along their learning journey they will focus on key texts which will help to fully immerse them in their learning. We encourage parental participation and integrate publication and celebration of learning into our topic outcomes. 
This term our Topic is Voyages of the Sea 
 
 
 
Teaching Your Child to Read. 
We use the synthetic phonics method to teach reading and writing. This means that we teach children the 42 main sounds of the English language in addition to the alphabet (names of the letters) 
The sounds are in seven groups. Some sounds are written with two letters such as ee or or. These are called digraphs. Sounds that have more than one way of being written are taught at first in one form only and then the alternatives are taught later for example ai in rain is taught first then a-e (gate) and ay (day). Alongside teaching the sounds children are taught to blend and segment words. Blending is the process of saying individual sounds in a word and then running them together to make the word. For example sounding out d-o-g and making dog. Segmenting is looking at the word then breaking it down into it's sounds. For example train the individual sounds are t-r-ai-n.  
The reading books we have in school all support reading using the synthetic phonic method. Children also have the opportunity to take home library books each week. 
In KS2 the school uses a programme called Accelerated Reader. Children read a range of fiction and non fiction books and take computer based tests to assess comprehension and vocabulary. Teachers and parents are able to monitor online the child's progress. 
 
If you would like further information on the new National Curriculum please click here 
Starting School Reception 
We recommend that all children begin school in September. Prior to this September in July, children are welcomed to have full days in school. Children are assessed during this first year of school against the Early Learning Goals. In July final assessments are made and sent home in your child’s report. They are also reported to Devon Local Authority. 
Each term you will receive a curriculum overview which informs you of what your child will be learning and suggestions on how to support your child at home. 
Over the course of the year you will be invited to open mornings, workshops to help with reading and phonics and parent/teacher meetings.Click on this text to edit it. 
Year 1 
Most children are now working within the Key Stage 1 National Curriculum. On going teacher assessments are made throughout the year in all subjects. Each term you will receive a curriculum overview which informs you of what your child will be learning and how you can support them at home. You will be invited to termly parent / teacher meetings. 
In June children in Year 1 take a statutory phonics screening test. The results of this are reported to parents. 
Year 2 
At the end of year 2 children are formally assessed against National Curriculum in Reading, Writing, Maths and Science. These are reported to parents and Devon Local Authority in July. From 2016, scaled scores will be used to report national curriculum test outcomes. For the KS1 tests a scaled score of 100 will always represent the ‘expected standard’ for a pupil at the end of KS1. 
Year 3, 4, 5 & 6 
Most children are now working within the Key Stage 2 National Curriculum. On going teacher assessments are made throughout the year in all subjects. Each term you will receive a curriculum overview which informs you of what your child will be learning and suggestions for how you can support them at home. 
At the end of year 6 children sit externally marked tests in Reading, Spelling, Grammar and Punctuation (SPAG) & Maths the class teacher makes a teacher assessment for these subjects, as well as in science. Both the test results and teacher assessment results are reported to parents in July. From 2016, a scaled scores will be used to report national curriculum test outcomes. Scaled scores maintain their meaning over time so that two pupils achieving the same scaled score in different years will have demonstrated the same attainment.For the KS2 tests a scaled score of 100 will always represent the ‘expected standard’. Pupils working below a scaled score of a 100 will be judged not to have met the required standard at the end of KS2. 
Phonics 
The children in Key Stage One at Dolton receive rigorous and systematic phonics teaching for 20-30 minutes each day. The school follows the Letters and Sounds Programme and sessions are planned by the class teacher. Daily sessions take into account the needs of all children ensuring that sessions target children’s current needs. On occasions children in Key Stage Two may need to access additional phonic support and intervention to aid their writing and spelling. 
 
When children join the school in Reception, parents are invited to a workshop that provides information on the teaching of phonics and strategies that they can use at home to support their child. This forms part of the new parents induction programme offered by the school. 
 
Whilst the school values the importance of phonics as a reading strategy we also acknowledge that this is not the only strategy that should be taught. We believe the teaching of reading should be undertaken in a holistic manner that embraces a wide range of strategies including the use of picture clues, inference and deduction and comprehension skills. 
 
The school aims for the daily phonic sessions to: 
•Be taught discreetly on a daily basis. 
•Use a multi sensory approach, so that children learn from a range of activities that encompass visual, auditory and kinaesthetic approaches to leaning. 
•Support both spelling and reading and allow children to have opportunities to read texts and spell words at their level. 
•Ensure that children have opportunities to apply their phonic knowledge 
•Build in regular opportunities to assess the children’s knowledge and move their learning forward. 
•Teach new high frequency words in the context of a sentence that is meaningful to the children. 
All sessions have a three part structure that aims to 
1) Recap on the learning from the day before 
2) Introduce and practice new skills 
3) Apply the new skills learnt in a suitable context. 
Oxfords Owls is a good source of support and information on the teaching of phonic's for parents.  
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