This pamphlet explains the aims of our curriculum and what makes it, in our opinion, unique.
We plan and deliver a broad and balanced curriculum that is well differentiated to meet the needs of all children. We utilise adults across the school to run extra activities that aim to maximise the potential of all students.
This page will highlight some of the work that we do across the school in order to achieve this.
If you would like to know more about the curriculum, or anything else, please don’t hesitate to give us a call or drop us an email and we can arrange a time for you to come in and see what we do!
“The Dial Park Way” underpins our approach to learning in school. It ensures we have a broad, balanced, progressive and fun curriculum.
From 2017 we have adopted an integrated day across the school. We use challenge cards in EYFS and KS1 alongside structured in class small group learning. In KS2 we use the DIAL (Discovery, Independent, Amend, Led) approach which clearly defines for children the type of learning they are engaged in and the expectation for each learning area. We aim to ensure that metacognition and depth and quality of questioning supports deeper thinking and learning.
We aim to have simplicity in our systems to plan, teach and assess. This diagram sums up what we do at Dial Park to ensure continuity in all classes and simplicity in order to support independent learning, progress and challenge. Teach and learning workflow PDF
Here is our Key stage 1 and 2 curriculum. We run a thematic curriculum which aims to connect areas of the curriculum together and have worked with a consultant over a number of years to ensure enjoyment, coverage and challenge. Its works on an odd and even year cycle as we have some classes in mixed year groups and don’t want them to repeat the same work! So for 2016 we are using the even year curriculum and in 2017 we will be using the odd year cycle. We have been working with a consultant (Chris Trevor) to ensure that the curriculum is exciting, covers the national expectations and is meaningful and well thought through for all children in all classes. The core subjects of Maths and English are differentiated appropriately in mixed year classes.
- KS1-Even-Year PDF
- Spring term maps
- KS1-Odd-Year PDF
- LKS2-Even-Year PDF
- UKS2-Even-Year-2 PDF
- Computing – Curriculum Overview PDF
We run an integrated day across the school. This is supports all staff in ensuring that there is coverage of the curriculum. It also supports children as they know what should be happening and when it is happening. In key stage 1 we have challenge cards which encourage the children to complete curriculum tasks independently. In key stage 2 we use the DIAL approach, a technique we adapted from a local teaching school to meet our needs. DIAL stands for (apart from our school name) Discovery, Independent, Amend and Led. Learning areas are set up in class under these headings where appropriate and the children then rotate through the day to each area of learning. This supports them in becoming independent, allows the teachers to work in a more focussed way, minimises whole class teacher talk and ensures that children have opportunities to improve their previous learning on the “Amend” table at regular intervals. Pupil surveys demonstrate that children prefer to learn in this way and it is backed up by Education Endowment Fund research especially around Metacognition and self regulated learning.
We also have a wealth of specialists and other things happening so this “specialists timetable” supports their organised implementation. Specialists timetable Autumn final Specialists timetable Spring final Specialists timetable Summer final
In order to ensure that we provide opportunities for deep learning around a subject and provide opportunities for awe and wonder we run theme days for every subject every year. Subject leaders use one of their “Being The Best Teacher I Can Be” days to plan a theme day and these have been run to great effect. The children love the immersion that comes from being focussed on one area for a full day and this then creates better links within the curriculum in following lessons.
Our computing theme day produced some winners from each key stage. All children were tasked with the job of making a film in iMovie of no longer than 1 minute to encourage children to become better readers. Have a watch!
Every child in the school had first hand experience of cultures from around the world: India, Pakistan, Nigeria, Japan, Judaism and China. They were encouraged to participate in activities and ask questions. Have a look a some of experiences they had:
We reward through the class DOJO which is a secure site for parents and teachers to share rewards, personalised learning, homework, positive messages or information crucial to the smooth running of the school. House point monitors collect these reward points weekly from classes and announce them in the celebration assembly weekly awarding a trophy to the winning house wrapped in the wining house colours. The restorative house captains collect this trophy on behalf of their house team.
Please use this at home as a way of understanding what we will be teaching your child in the core subjects of Reading and Maths. Print it off and pin it up in a place where you can talk about what your child is learning.
Maths Target Maps
Reading Target Maps
Phonics in EYFS
Throughout EYFS the children receive discrete daily phonics sessions for 20 minutes first thing in the morning at 9.10am. We start off each year by introducing the children to the 26 (phonemes) letters of the alphabet through using their senses. Each day a new (phoneme) letter sound is taught and linked to a piece of food, we then model and practise how to form this letter. Once we have directly taught each letter sound the children are them grouped by ability and start working through the letters and sounds phases. Phase 1 begins by children listening to the sounds in their environment and encourages the children to begin to orally segment and blend words. Phase 2 covers the single letters of the alphabet, Phase 3 begins to focus on some of the sounds that need two (digraph) or three (tri-graph) letters in them. By the end of Reception we hope that all children are working within the Phase 3 band of letters and sounds with some groups beginning Phase 4 in preparation for Year 1.
Below are a few links we think may be useful when introducing yourself and your child to the phonics curriculum.
- Alpha blocks guide to phonics for parents: with this super-helpful tool kit! http://www.bbc.co.uk/cbeebies/grownups/the-alphablocks-guide-to-phonics
- This one gives a phonics in a nutshell guide & pulls together loads of free games (lots from phonicsplay.com)
- Letters and Sounds
Free Letters and Sounds Resources. Whether you are a parent or teacher, you can use these free resources to help support the DfES Letters and Sounds phonics programme.
- For pronunciation and fun: https://www.youtube.com/watch?v=Djz82FBYiug JOLLY SONGS A-Z(from the big book JOLLY SONGS)
- And if any parents want a lesson in pronunciation from linguist Tami Reis-Frankfort.
Phonics in KS1
Throughout KS1 the children receive discrete daily phonics sessions for 20 minutes every morning. The children are streamed into ability groups depending on their progression through the six phases. Phase 2 covers the single letters of the alphabet, Phase 3 begins to focus on some of the sounds that need two (digraph) or three (tri-graph) letters in them. Phase 4 focuses on reading consonant clusters within words e.g. spring. As well as polysyllabic words such as lunchbox. Through to Phase 5 which is where the children learn all the different and alternative combinations of letters and the sounds they make. Phase 6 focuses on spelling and different word endings. Children are generally fluent readers by the time they reach Phase 6.
Sound cards are sent home with the children containing all the sounds they have learnt so far. The children need to be confident with the sounds as this will enable them to become enthusiastic readers. Please practise these sounds every night with your child.
Year 1 children have to complete a Phonics Screening test in June, this test checks the children’s letters and sounds knowledge by a word list containing 40 words. Included in the test are a mixture of real and pseudo (fake) words that the children have to decode. The children have to sound out and read the majority of the words correctly to pass the test. Children who fail the test in Year 1 have to take the test again in Year 2.
Clink the links below to practise for the year 1 screening check.
Here is our RE policy.
Computing Curriculum Overview and Policy
We love to use computers and mobile devices but need to make sure that we are safe at all times! Here is our computing policy which should be read alongside our safeguarding policy.
We have a well developed positive ethos which runs through he school – it is underpinned by a Restorative Approach and this is supported by the whole school but especially our Restorative House Captains. We are a showcase school within the local authority for our work in restorative approaches.
We use these sheets to support our children. If a child makes a poor choice and needs to reflect on it then these sheets are used supports them in understanding who has been affected and what needs to be done to put things right.
Here are some other documents to support families with safeguarding and other areas.
We also take part in Charity events throughout the year to promote British Values and support those less fortunate than ourselves. Here is our “Mannequin Challenge” film for Save the Children! Mannequin Challenge Save The Children
Anti Bullying Week
In 2016 we spent anti bullying week learning to “Celebrate our Differences”
In 2015 year we have been focussing on the rights of every child to help build resilience and prepare pupils positively for life in modern Britain.
Please follow this UNICEF link which shows what our children have been learning about. UNICEF The Rights Of Every Child
We made this film and used the film as a starting point for circle time discussions.
From this we will all be creating our own “right for every child” to help us to better understand that bullying behaviours are have a negative effect on our rights as individuals.
We made a film of all of our own rights for every child.
We will try and make sure that we respect each others rights in order to foster positive, restorative relationships.
Here at Dial Park we are extremely committed to delivering two hours of high quality P.E sessions each week. We use one of the sessions for Forest School with our own team Hayley and Rehna, while we use the other hour for high quality PE activities. We have a dance coach and a gymnastic coach, who work in school every week throughout the year, helping our children improve and enjoy those areas of sport.
Taking part in competitions and sporting events is also very important to us all at Dial Park and we aim to provide a range of activities for the children to take part in. Here are some of the events we have coming up.
At Dial Park, we encourage our older children to lead our younger children in sports activities during their playtimes, in our promise to meet the 30 minutes active play a day requirement.
During the first half term, Year 6 Sports Ambassadors are chosen to attend a training session where they learn all about being a sports ambassador and how to plan and lead exciting and engaging sessions. They are expected to deliver one 15-20 minute session per week to a specific year group and the children all report that they do a fantastic job!
Dial Park also offers active lunchtimes where Little Sports provide a wide range of activities for the children to take part in during lunchtime. So far this term, they have offered dance party, parachute, tennis, football, cricket, skipping, badminton and many more! It definitely keeps the children active and there is always something new to try.
After school clubs are also important as we like to offer the children a range of activities. Currently, we offer football coaching after school from Stockport County on Monday and Tuesday, as well as a lunchtime club on a Tuesday, Little Sports 4 lunchtimes a week, gymnastics club on a Thursday after school.
Here is how we are spending the PE grant and our PE action plan for the 2017/2018 school year.
- PE and Sport Premium action plan 18.19
- PE and Sport Premium action plan 17.18 KI
- P.E Action Plan 17.18
- PE grant spend 2014-2015
- PE Grant Spending for Academic Year 2015-2016
- P.E Action Plan 2013-14
- P.E Action Plan 2014-15
- P.E Action plan 2015-16
Meeting National Curriculum Requirements for Swimming and Water Safety
|Y5 (1om)||Y6 (25m)|
|Met National Curriculum||47%||66%|
|Effective Stroke – FC||49%||37%|
|Effective Stroke – BC||56%||57%|
|Effective Stroke – BRS||29%||17%|
|What percentage of your Year 6 pupils could swim competently, confidently and proficiently over a distance of at least 25 metres when they left your primary school at the end of last academic year?||66%|
|What percentage of your Year 6 pupils could use a range of strokes effectively (for example, front crawl, backstroke and breaststroke) when they left your primary school at the end of last academic year?||66%|
|What percentage of your Year 6 pupils could perform safe self-rescue in different water-based situations when they left your primary school at the end of last academic year?||24%|
|Schools can choose to use the Primary PE and Sport Premium to provide additional provision for swimming but this must be for activity over and above the national curriculum requirements. Have you used it in this way?||Extra coach provided for all 3 terms –
Staying Safe online
This is our acceptable use policy which the whole school community signs up to every year. acceptable-use-2016-pdf
Year 6 set a competition for the whole school to share something about how to Stay Safe Online.
Here are some of the fantastic results they received, well done Dial Park!