Teaching and Learning Policy - Primary

PRIMARY (YEAR 1 - 6) TEACHING AND LEARNING POLICY

SCHOOL AIMS:

• To promote a culture of excellence in teaching and learning.
• To provide a broad and balanced curriculum that reflects the international nature of the DBIS student community.
• To encourage internationalism and develop intercultural understanding, providing students with the skills, dispositions, and knowledge to participate in an increasingly interconnected world.
• To ensure a supportive, happy and secure environment for learning.
• To develop leadership skills and a sense of service to others through a range of extra-curricular opportunities locally and internationally.
• To encourage the physical and emotional wellbeing of each individual.
• To use innovative pedagogy and technology to enrich learning.
• To work in partnership with parents, alumni and the local and wider community in the ongoing development of the school.
• To foster a learning community where every student, teacher, staff member, parent and DBIS alumni has an ongoing passion for learning.

*This policy has been developed for the specific needs of the Primary School and should be read in conjunction with the whole school's High Quality Learning and Teaching Statement.

RATIONALE:

Our Primary Policy outlines the philosophy, pedagogy and core aims of learning and teaching from Year 1 - 6 at Discovery Bay International School (DBIS).

Our policy reflects and values our whole school core values, mission and aims as well as the intentions and practice set out in The National Curriculum in England Statutory Framework for Key Stage 1 and 2 (2014, which states that schools must offer a curriculum which is balanced and broadly based, that:

“promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society prepares [children] at the school for the opportunities, responsibilities and experiences of later life.”

PRIMARY CURRICULUM

Students follow the Key Stage 1 and 2 National Curriculum for England, which is tailored to meet the needs of our unique international community. We believe inquiry is a powerful vehicle for children’s learning and that it promotes the highest standards of learning and development.

The curriculum includes:

Specialist teaching and learning in Learning Technologies (LT), Music, Physical Education (PE), Mandarin and Library;

Inquiry-based learning opportunities that introduce students to concepts which allow connections to be made between and across subjects are offered in our Discovery Units;

A strong focus on wellbeing and developing the attributes of the DBIS Learner Profile.

Mandarin

Students also participate in regular Mandarin lessons, which are tailored to their individual language backgrounds. The three groups are:

• Native Speakers
• Second Language Learners
• Foreign Language Learners

Discovery Units

Our Primary curriculum is enhanced by bespoke Discovery Units. These units are designed to incorporate critical curriculum content and skills, as well as key concepts, delivered through an inquiry-based approach. For further information, please see the linked Discovery Curriculum Handbook. Teachers act as facilitators and co-constructors of learning to help children develop the capacity to design and evaluate processes that lead to creativity and innovation. They help students develop an international mindset alongside their awareness of their themselves, encouraging them to become lifelong learners.

In Key Stage 1, students will participate in guided inquiries combined with opportunities to apply and revisit learning within the classroom provision.

In Key Stage 2, students participate in more whole-class investigations and independent inquiries.

Discovery Units form part of the Medium Term Planning process.

Phonics

In Key Stage 1, students continue to participate in and progress through adult-led phonics sessions inspired by the Read Write Inc. (RWI) programme. We refer to these groups as ‘Phonics Friends’. The students begin to focus even more on spelling and writing in order to apply these skills independently. We aim for students to have completed all the sounds covered by the RWI programme by the end of Year 1 and to consolidate understanding in Year 2. There is a close liaison between Year 2 and 3 teachers to ensure support is given to those who require further or additional support with phonics when they enter Year 3.

PRINCIPLES OF TEACHING AND LEARNING:

The Learning Experience at DBIS is:

• Enriched through Discovery
• Achieved through Personalisation
• Stronger through Community

The education we offer our children is based on the following Learning Principles, which outline what we believe great learning constitutes at DBIS. These provide a framework from which we have developed a bespoke and impactful pedagogy to support the learning of all the children in the Primary years:

Connected: The DBIS learning experience enables our students to make connections, transfer skills and take an active part in the world around them. Our students develop an international mindset, a strong sense of self and positive attributes that encourage them to become lifelong learners.

Primary Learning, in this instance, is realised through:

• The partnership between staff and parents that helps our students to feel secure at school and to develop a sense of wellbeing and academic achievement;
• The encouragement for children to communicate and talk about their learning and develop independence and self-management;
• Opportunities to apply and build upon prior knowledge, skills and concepts, and where appropriate, within and across different cultural contexts;
• Cross-curricular opportunities are maximised with internationalism embedded and celebrated to enable our children to be active change-makers and global citizens;
• Developing and tackling Global Citizenship and Intercultural Learning competencies.

Intentional: Intentional learning at DBIS is the mindset of seeing every experience as an opportunity to learn. Natural curiosity is fostered to ensure all students develop a love of learning and approach everyday situations with creativity and independence.

Primary Learning, in this instance, is realised through:

• Secure foundational understanding at each transition (EYFS to KS1, KS1 to KS2, KS2 to KS3) to maintain learning progression;
• A broad, balanced, challenging and carefully planned curriculum that strives to support children to achieve or exceed the end-of-year expectations for their year group;
• The effective use and deployment of additional adults.
• Ensure explanations are clearly sequenced and appropriately paced to avoid cognitive overload, allowing all children to process and consolidate new concepts effectively;
• Plan lessons that prioritise active involvement, encouraging children to be hands-on explorers, problem-solvers, and collaborators in their own learning process;
• Intentionally build in a variety of opportunities (e.g., questioning, hinge questions, mini-plenaries) to gather real-time evidence of student understanding and use this data to adjust teaching immediately.

Enriched: The DBIS learning experience raises aspirations and engenders a sense of personal pride in achievement. A greater meaning to learning is given through the stimulation of children’s curiosity and motivation to learn through the exploration and expansion of their interests.

Primary Learning, in this instance, is realised through:

• Opportunities for learning outside the classroom enrich the learning experience through a variety of ways, such as camps, trips, forest school and student leadership;
• Establishing a learning environment that enhances and celebrates the student learning experience;
• Purposeful and effective use of digital technology to transform learning;
• Student agency is intrinsically promoted within our practice.

Personalised: Every DBIS learner is valued as an individual. Learning journeys are unique and opportunities are tailored to reflect this by setting realistic and challenging expectations that meet the specific needs of each student.

Primary Learning, in this instance, is realised through:

• Students are valued as unique and having extraordinary potential for learning. This leads to inclusive provision and practice;
• An approach that starts with identifying students’ strengths to plan for a stimulating climate for learning where all students have the opportunity to achieve their potential both academically and developmentally;
• Appropriate strategies for assessment which inform future planning and differentiation to have a positive impact on learning;
• Link teachers liaise with class teachers to provide specific scaffolds, planning support, connecting with families and external services.

Relational: At the heart of best practice and the development of the whole child lies strong and meaningful relationships. At DBIS, we nurture positive environments where all our students feel a sense of safety, belonging and happiness.

Primary Learning, in this instance, is realised through:

• Adults are sensitive and responsive to children's needs, feelings and interests.
• We set clear and consistent boundaries and have a positive approach to behaviour management, empowering students through choices and positive language.
• Positive relationships with students where adults know each child deeply to support their holistic development;
• Coordinated and consistent practice and high expectations for all learners;
• Student wellbeing is directly linked to progress and achievement; therefore, we ensure that time is invested in building positive relationships between all stakeholders in our students’ learning.

COMMUNICATION & HOME-SCHOOL PARTNERSHIPS

We believe that our parents are the students’ first teachers and value the observations and insights that parents share to support optimal learning and development.

We actively involve parents by ensuring they are included, listened to and trusted within their own role of supporting their children’s wellbeing, development and learning. Primary practitioners have a responsibility to work in partnership with all families as part of their professional responsibilities by ensuring regular communication, where appropriate, about the students’ learning and development. Parents play a fundamental role in helping students earn. We do all we can to inform parents about what and how their children learn by providing the following:

• Parent-Teacher Conferences (PTCs);
• Parent Focus Group;
• Academic Updates (formal reports);
• Curriculum Documentation;
• Curriculum Workshops;
• Termly Welcome Letters;
• Celebrations of Learning;
• Open Classrooms.

DBIS LEARNER PROFILE

These attributes represent the aspirational learner profile at DBIS, outlining the qualities students should strive to embody throughout their educational journey. They serve as a roadmap for personal growth, encouraging students to become reflective, dedicated, articulate, inquisitive, purposeful, empowered, adaptive, and internationally minded individuals. These attributes are not merely academic goals, but rather a guide to developing the character and skills necessary to thrive as responsible, compassionate, and impactful members of a global community.

The Attributes of the DBIS Learner Profile are:

Experiential Learning Opportunities

Experiential learning opportunities are integral to the learning process at DBIS. All children in Key Stage 1 will participate in bi-weekly Forest and Woodwork (Carpenters’ Cabin) experiences. Students in Key Stage 2 will access the forest, roof garden and woodwork opportunities as appropriate to the Discovery Units.

PLANNING

There are three stages of planning the curriculum:

1. Long-Term Planning

The Primary Curriculum map sets out the curriculum content, sequence of learning and progression of skills.

Primary Curriculum Map

Each year group has their own curriculum map, which provides greater detail on the long-term plan for curriculum coverage.

Our Discovery Progression Document guides teachers to ensure effective curriculum coverage, acknowledging the need for flexibility so that they can respond to the children's emerging strengths and next steps.

In Year 1, each class completes a continuous provision plan that details the resources the children will have continuous and consistent access to every day, ensuring they can exercise autonomy in their learning and select resources independently. Continuous provision is carefully planned according to the children’s stage of development, their interests and the curriculum. Continuous provision plans should be displayed in each area of provision to enable adults to facilitate meaningful learning in these areas. They are reviewed every term to ensure the provision is appropriate to the children’s age and stage of development, as well as the curriculum.

2. Medium-Term Planning

Medium-term planning includes the unit plans for Mathematics and English, which document the sequence of learning. Discovery Units are also planned for each year group.

3. Short-Term Planning

Weekly planning is informed through ongoing observations and assessments of the children, which identify strengths and ways to best support and extend them according to the curriculum and DBIS Learner Profile.

Teaching teams plan collaboratively to ensure consistent curriculum coverage, share ideas and plan for additional adults. Each class has a weekly plan that reflects their unique children. It is an expectation that weekly and daily planning is shared with education assistants so they have a clear understanding of their role in supporting the children’s learning throughout the week. They should have a clear understanding of the children and objectives they need to focus on, their role within adult-led opportunities and when supporting student learning in class.

In Year 1, plan for Writing, Reading, Discovery & Mathematics. These weekly plans are then plotted into weekly Rhythm of the Day documents to demonstrate:

• When children will have access to the provision
• When direct teaching will take place
• When children will engage with adult-initiated and child-initiated learning
• The role of the different adults

In Key Stage 2, differentiation for each class is documented on the year group unit plans. Learning Enhancement link teachers may also add comments to these plans for specific students.

Planning will be reviewed weekly by Heads of Year and periodically by members of the Senior Leadership Team and Heads of Curriculum as part of the Looking for Learning Cycle.

USE OF DATA

A wide variety of data is gathered and used to support and promote increased student achievement throughout their time in the Primary School. Teacher judgments are collected termly, in every strand in all subject areas. Standardised testing is also completed to gain further insight into student attainment, and to quality assure our internal assessment procedures. This standardised data includes cognitive abilities testing using the CAT4 assessment and academic testing in English, Mathematics, and Science through the use of Progress Tests, as well as spelling testing through the use of NGST.

Data conversations, known as 'data dialogues', take place termly and support teachers to identify students who may need additional support and challenge. Additionally, wellbeing and attendance data are also considered alongside academic achievement to gain a greater insight into the holistic picture of a child's current needs. Middle leaders are responsible for summarising the insights and actions from data dialogues and completing an analysis document to support the team moving forward into the subsequent term. The Primary Leadership Team regularly reviews data analysis documents and offers support and challenge when needed.

Data gathered from formative assessment strategies are used to inform next steps for individuals and groups of students.

Data is used to identify individual learning needs, monitor progress over time, identify performance discrepancies and evaluate the success of teaching and learning strategies and intervention strategies. Staff are trained to analyse data to help identify academic and pastoral concerns.

More information can be found on the school DARRTS Procedures (DARRTS: EYFS & Primary Data for Learning, Assessment, Recording, Reporting and Target Setting Procedures)

CLIMATE FOR LEARNING

The learning environment is more than the physical layout of the classroom. Being sensitive to all needs, beliefs and cultures is of paramount importance, so the climate for learning will always be inclusive. Teachers and education assistants are responsible for cultivating an environment that engenders mutual respect and positive affirmation. The principles of our Character and Culture policy are embedded in practice. Learning environments should create a sense of belonging for all children.

Resources and manipulatives are easily accessible for students, who are encouraged to self-select appropriate tools to support their learning and understanding. Mistakes are modelled, encouraged and celebrated, developing reciprocal trust and challenge so children feel confident to actively participate in their learning. Classroom working walls engender a sense of pride, support current learning and value student voice.

INCLUSIVE PRACTICE

Our aim is for all students to participate fully in our mainstream setting. Some students will require further support, guidance or intervention in order for this to be possible.

Learning Enhancement Link teachers and education assistants work collaboratively with class teachers and Heads of Year to ensure that support and intervention are relevant to the students’ stage of development and promote their engagement with the mainstream curriculum.

The school’s Dyslexia Friendly Policy includes guidelines for ensuring students with dyslexia are fully included within the curriculum.

Where required, some students may have an Individual Education Plan (IEP) or Student Support Plan (SSP), which provides specific targets for development in consultation with the Team Around the Child (TAC). Teachers should ensure that planning and learning opportunities consider the targets in these plans and work collaboratively with the Link Teacher for their year group to ensure students can access the curriculum.

SHARING BEST PRACTICE

We are extremely proud of the excellent practice that exists in our school; the best professional learning opportunities are often when we observe and spend time with our colleagues.

Teachers are encouraged to enhance their professional development by sharing best practices and observing colleagues. These observation opportunities, called 'Learning Labs,' are coordinated by the Senior Curriculum Lead. The Deputy Head of EYFS and Primary oversees the entire process to ensure high standards of teaching and learning across the phase.

LOOKING FOR LEARNING CYCLE

The Looking for Learning Cycle is used by Heads of Year and Heads of Curriculum in consultation with members of the Primary Leadership Team to monitor and review high standards of teaching and learning across the phase. It consists of the following elements:

1. Planning & Resources
2. Learning Walks
3. Learning Environments
4. Student Voice/End of Term Reflections
5. Evidencing Learning

Professional Learning Opportunities

Teachers can apply for professional learning opportunities throughout the year. CPD opportunities are linked to the Performance Development Cycle and are discussed with line managers prior to applications.

Links to Curriculum Documentation

EYFS Curriculum Handbook (FS-1 &FS-2)

Key Stage 1 (Year 1 & 2) Curriculum Handbook

Key Stage 2 (Years 3 - 6) Curriculum Handbook

Discovery at DBIS Handbook

Whole Class Reading at DBIS

Writing at DBIS

SCHOOL CLOSURE

In the event that the school should remain closed for an extended period (including but not limited to government-directed closure due to public health concerns), the Primary School will ensure continuity of learning through the use of online learning platforms. Learning activities for each scheduled class on that particular day should be shared through Seesaw by 9:00 am. This will allow staff to share content and children to engage with learning at remote locations.

CONCLUSION:

We strive to provide the highest quality of teaching and learning for our students at Discovery Bay International School. We expect all staff members to fulfil their professional responsibilities and enact our teaching and learning policy to achieve the best outcomes for all students.

Created: 19.11.07

Last Reviewed: 07.01.26