At Dalton School, our curriculum is derived from a precise understanding of the context of which we serve. Our vision is focused on the school in the community and the community in the school. Thus, wherever possible we engage parents and other visitors in order to value our community and broaden children’s minds to their citizenship role. Our intent is also focused on developing children’s aspiration through enterprise and giving them purposeful opportunities to engage their pupil voice. Across the curriculum, such experiences are founded upon instilling school values and aims and these are underpinned by British values to erode misconceptions about culture, faith and sexuality. Everything we do is progressive and built on closing the learning gaps, particularly for the most vulnerable, including the lowest 20% in early development specifically in communication, language and literacy and knowledge and understanding of the world. As a result, we carefully consider topics to develop children’s capital and social, moral, spiritual and cultural development.
Through this intent, we also strive to ensure breadth and depth in all aspects in subjects so children become masters of their own learning, whatever their ability. Increasing children’s ability, across the curriculum to justify, reason, form opinions and draw conclusions, is founded upon a whole school strategy to promote self-efficacy, including perseverance, resilience and other characteristics of effective learning.
With the intention described above, the curriculum is designed to challenge prejudice, promote equality and engage an ownership and love of learning so that at the end of their primary years children can explain preferences and begin to establish initial ideas about career choice.
What is a Learning Community?
At Dalton School, teachers work collaboratively using their expert knowledge and skills to develop different areas of the curriculum. They ensure that the National Curriculum is implemented to a high standard and ensure that there is progression of knowledge across the year groups, including Early Years Foundation Stage. Through regular monitoring, review and evaluation, learning communities are able to identify areas of strength and development within our school and provide support for staff in order for them to develop their subject knowledge. This is done through coaching and training, which in turn improves outcomes for all groups of learners.
Below is an example of how the learning communities are organised (2023-2024)
Click on the year group to find out what we are learning about throughout the year.
To find out more about our curriculum, arrange to see your child's class teacher.