We believe that computing is an essential part of the curriculum; a subject that not only stands alone but is woven and should be an integral part of all learning. Computing, in general, is a significant part of everyone’s daily life and children should have the skills, with a thirst for learning what is out there. Computing provides a wealth of learning opportunities and transferrable skills explicitly within the Computing lesson and across other curriculum subjects.
Through the study of Computing, children will be able to develop a wide range of fundamental skills, knowledge and understanding that will actually equip them for the rest of their life. Computers and technology are such a part of everyday life that our children would be at a disadvantage would they not be exposed to a thorough and robust Computing curriculum. Children must be taught in the art form of ‘Computational Thinking’ in order to provide them essential knowledge that will enable them to participate effectively and safely in the digital world beyond our gates.
At all stages, online safety is embedded into the learning and emphasised through discreet teaching linked to PSHE objectives.
The intended impact of our PSHE teaching is to enable pupils to develop their emotional literacy and social skills, being aware of their own thoughts and feelings as they happen and developing strategies to help them manage them. Mindfulness is an aspect we intend to build on and through this we aim to provide them with a vital tool for life, regulating their emotions, building emotional resilience whilst enhancing their ability to focus and concentrate, both of which will help to optimise learning. The teaching of PSHE is also designed to reflect the needs of our pupils, allowing staff the flexibility to address any issues as and when they may arise, for example issues in the news, the loss of family member etc.
PE provides pupils with the opportunity to learn how to be successful participants in physical activity. It allows pupils to understand what physical activity looks and feels like and how with practice they can improve their skills sets to reach high quality outcomes. Year 3 and 4 pupils will begin to experience a range of gymnastics, dance and games activities. They will be able to demonstrate basic movements and begin to link skills together to work towards an intended outcome. They will start to understand the requirements of working within different group dynamics. By the time pupils reach years 5 and 6 they will have a deep and varied PE experience. They will be able to call upon an extensive range of skills and link these together to perform more complex movements and tasks. They will have the confidence to work well within a variety of group dynamics and apply tactical and strategical thinking in a range of contexts under pressure. Pupils will be able evaluate their own performance and that of others.
At Dormansland the children are given the opportunity to explore a variety of media working both two and three dimensions. Our aims throughout the school are the ongoing development of visual literacy, and to foster an appreciation of artistic traditions and ethnic heritages. Children are encouraged to observe and appreciate the work of a variety of artists.
Running throughout this curriculum intent, should be the philosophy that art is an expressive and enjoyable subject, which allows us to explore feelings, symbolism and different cultures. It is important to foster an interest in art and cultivate talent in more able artists, whilst also enabling other children to develop their skills and find the medium they can excel in. Art experiences should engage, inspire and challenge the children to experiment, invent and create their own works.
History is taught through a topic approach, with each paired year group focusing on different topics throughout a 2 year cycle. The aim is to develop the children’s understanding of the world’s past and how it has developed into the world in which we live in today. We also endeavour to create a sense of passion, enthusiasm and curiosity of the world and to undertake investigations and field trips to further the children's knowledge and understanding.
As the children move through Dormansland, they will learn about significant historical figures, such as Florence Nightingale, Tim Peake, Henry VIII; significant places – Hever Castle and significant events, such as The Great Fire of London. Field trips also provide the opportunity to explore the history of local places. Through the various topics, the children will continue to develop a chronologically secure knowledge and understanding of British, local and world history through their studies of the Stone Age through to the Vikings. As the children progress through to Years 5 and 6, they continue to develop their chronological understanding with in-depth studies of immigration and the slave trade; the Greeks; the World Wars and the Mayan civilisation.
The study of geography at Dormansland provides the children with the opportunity to have a broader understanding of the world around them, in terms of the physical make up, cultures and how people live around the world. It allows them to be able to discuss and develop their own views and opinions on world issues, such as deforestation and plastic pollution. Through their studies of different countries, the children can better understand different societies and draw comparisons to their own way of life.
In KS1, the children learn basic locational knowledge through their various topics and are introduced to geographical vocabulary through their school trips to Hever Castle and Brighton. Fieldwork and map skills are regularly undertaken during their trips to Ashdown Forest.
In KS2, the children learn about their immediate location with a study of Dormansland and further afield, when they study India. In Years 5 and 6, the children look at the world on a bigger scale looking at different cultures and climates around the world, enabling children to better understand how people around the world live and to make comparison with physical geography. The rainforest topic provides the opportunity to incorporate a number of different elements of geography including the Amazon, Brazil, deforestation and a local fieldwork study at a local reservoir and UK rivers.
Teaching French as our modern foreign language at Dormansland helps enable our children to develop the skills and confidence to consider themselves members of a wider multicultural world.
We aim to support children to understand another language and culture so that they can be more open and adaptable to new experiences. The priority is that children are keen to participate and make progress in being able to converse using useful sentences to communicate. Ultimately, we wish for our children to develop a curiosity and love of languages and to become interested and respectful of the world around them.