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 inter-connected 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.

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 (2021) which states that schools must offer a curriculum which is balanced and broadly based which:

“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.”

The National Curriculum sets out objectives that most children will be expected to achieve by the end of Key Stage 1 (Year 2) and Key Stage 2 (Year 6). Furthermore, DBIS recognises the importance of supporting children to build upon the Characteristics of Effective Learning in the EYFS by developing and demonstrating the attributes of the DBIS Learner Profile to promote growth as lifelong learners. As an inclusive school, we recognise that growth and development are individual to each child and therefore, we recognise that it may take some children longer, or they may require specific support, to achieve the expected outcomes at the end of each Key Stage. As such, the curriculum and learning experience is adapted to ensure all children’s strengths are celebrated and next steps in their personal learning journey are identified so all children are able to achieve their full potential.

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:

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.

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.

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.

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.

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.

By enacting the DBIS Learning Principles, we achieve the following:

• A learning experience that builds on children’s existing strengths and achievements;
• Students are valued as unique and having extraordinary potential for learning;
• Inclusive provision and practice;
• An engaging, purposeful climate for learning in which all children’s backgrounds are celebrated;
• Learning facilitated through inquiry and a combination of adult-led, adult-initiated and student-initiated opportunities.
• A structure for learning that recognises the starting points of each unique student and meets their needs.
• Effective transitions between year groups, key stages, phases of the school and possibly to settings other than school.

OUR CORE AIMS:

• All students are provided with a rich and varied learning environment that allows them to achieve their full potential.
• To enable students to become confident, resilient, resourceful, enquiring and independent learners.
• To foster students’ self-esteem and help them build positive relationships with all stakeholders in our learning community.
• To support the development of positive dispositions for learning in order that children are successful throughout their educational journey and beyond.
• For all students show respect for all cultures and, in so doing, to promote positive attitudes towards others.
• To enable students to understand their community and help them feel valued as part of this community.
• To help all students grow into reliable, independent and positive global citizens.

PRIMARY PRINCIPLES OF TEACHING AND LEARNING:

Our Primary School puts learning and the individual child at the heart of everything we do. Our philosophy is based around the holistic development of the whole child, ensuring that all students are given every opportunity to grow their unique strengths, develop curiosity, independence and confidence and pursue their individual interests. This is achieved as a result of strong, positive relationships between all in our school community.

Effective practice in Primary is dedicated and built on five themes:

1. Relationships
2. Intent
3. Enrichment
4. Personalisation
5. Connections

RELATIONSHIPS

We recognise the important role positive relationships have to play in supporting growth and development. We nurture positive environments where all students feel a sense of safety, belonging and happiness. We know that student wellbeing is directly linked to progress and achievement therefore ensure that time is invested in building positive relationships between all stakeholders in our students’ learning. Adults are sensitive and responsive to students’ individual 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.

Parents as Partners:

We believe our parents are the students’ first teacher and value the observations and insight 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.

ROLE OF PARENTS

• Parents have a fundamental role to play in helping students to learn. We do all we can to inform parents about what and how their children are learning by:
• holding parents’ open mornings each term, curriculum evenings and year group meetings as well as sharing updates on Twitter and through the regular curriculum newsletters.
• communicating information to parents at the start of each half term in which we outline the curriculum areas that the students will be studying during that term at school.
• for Reception to Year 6, releasing reports to parents regularly during the year in which we explain the achievement and attainment of each student and indicate how the student can improve further (refer to Reporting to Parents Policy).

• We believe that parents have the responsibility to support their children and our school in implementing school policies. We would like parents to:
• ensure that their child has the best attendance record possible;
• ensure that their child is equipped for school with the correct uniform, PE kit and supplementary stationary;
• do their best to keep their child healthy, well rested and fit to attend school;
• inform school if there are matters outside of school that are likely to affect a child’s performance or behaviour at school;
• ensure that school is contacted where there are matters of uncertainty, concern or positive feedback;
• promote a positive attitude towards our school and learning in general;
• promote good manners;
• ensure an understanding of personal hygiene;
• promote respect for cultural differences;
• promote care and respect for school property.

INTENT

Our inquiry-based pedagogy is supported by our bespoke curriculum, based on the rigour of the English National Curriculum and brought to life through our many Discovery Units of learning and our innovative use of technology. The facilitation of purposefully planned learning experiences allow students to develop positive attributes for learning which can be applied when meeting new challenges.

ENRICHMENT

We strongly believe that learning does not just happen in the classroom therefore learning opportunities are regularly planned outside in our school grounds or beyond the school setting. Student leadership opportunities, high-quality extracurricular activities, trips and residential camps provide the opportunity for children to develop the attributes of our Learner Profile, place learning in a different context and discover new interests as well as support academic progress. Forest School opportunities are available to all students as well as micro gardens to support learning in Science and of the natural features of our immediate environment.

PERSONALISATION

All practitioners who work regularly with our students should prioritise having a thorough knowledge of each child in order to identify subtle changes in behaviour successfully and to ensure the children grow confident in their own identities as learners and individuals. Each student is supported from their unique starting point where strengths are identified in all areas of learning and social and emotional development in order to develop individualised next steps.

CONNECTION

Learning experiences are designed to support students in making connections between prior learning or experiences, each other's backgrounds and the world around them. By connecting concepts, knowledge and skills, students are able to transfer them to a variety of contexts. This is further enhanced through the value we place on cultural diversity and inclusivity. Internationalism is embedded and celebrated across our curriculum enabling students to grow as active change-makers and global citizens.

DBIS LEARNER PROFILE

We recognise that when there is support for children’s sense of agency - knowing they have control of their own decisions, goals and actions, children are likely to be effective in their learning. As such, we support children to develop and demonstrate the attributes of the DBIS Learner Profile as a statutory part of the planning, teaching and learning process.

The Attributes of the DBIS Learner Profile are:

Mindful Leaders

This includes:

• Respectfully communicating with others
• Demonstrating flexibility

Committed Learners

This includes:

• Being resilient
• Enjoying being involved with others
• Showing focus when working on a task

Balanced Individuals

This includes:

• Being thoughtful
• Considering how actions will affect self and others

Effective Collaborators

This includes:

• Cooperating with others to achieve a common goal

Problem Solvers

This includes:

• Enjoying finding out new things
• Being willing to take risks in learning
• Learning through trial and error

Responsible Citizens

This includes:

• Demonstrating a drive to learn about others and their world

Creative Thinkers

This includes:

• Having my own ideas
• Making links in my learning

Confident Communicators

This includes:

• Organising and sharing my ideas clearly
• Listening carefully to others

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:

• The compulsory subjects of the English National Curriculum; these are categorised as core and foundation subjects;
• High-quality formative and summative assessment opportunities that inform future planning;
• Specialist teaching and learning in Learning Technologies (LT) , Music, Physical Education (PE) and Mandarin;
• Inquiry based learning opportunities that introduce students to concepts which allow connections to be made between and across subjects;
• A strong focus on wellbeing and developing the attributes of the DBIS Learner Profile.

The Core Subjects

There are three core subjects. These are:

• English
• Mathematics
• Science

The Foundation Subjects

There are seven foundation subjects. These are:

• Art & Design
• Design Technology
• Geography
• History
• Physical Education
• Music
• Learning Technologies

The following subjects are taught by specialist teachers:

• Physical Education
• Music
• Learning Technologies

Mandarin

Students also participate in regular Mandarin lessons which are facilitated according to the students’ language background. 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 planned to include critical curriculum content and skills in the foundation subjects and key concepts; delivered through an inquiry-based approach. Teachers act as facilitators and co-constructors of learning to assist children to develop the capacity to design and evaluate processes leading to creativity and innovation. They help students develop an international mindset alongside their awareness of their own self, 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.

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 emerging strengths and next steps for the children.

In Key Stage 1, each class completes a continuous provision plan which details the resources the children will have continuous and consistent access to everyday to ensure they are able to 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.

Key Stage 1 Continuous Provision Template

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, identifying strengths and ways to best support and extend children 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 Key Stage 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

Example Rhythm of the Day Template

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.

Planning Displays

Each class in Key Stage 1 should display their Rhythm of the Day and Continuous Provision plans, this is to ensure easy access for anecdotal notes and observations and clarity for all adults who are supporting in the environment. All other short term planning is stored in the planning folder within the Primary Admin drive in the correct year group folder.

APPROACH TO TEACHING AND LEARNING

Our beliefs and ideals surrounding teaching and learning are built upon and define the features of effective teaching and learning at Discovery Bay International School. We acknowledge that students learn in many different ways and recognise the need to develop strategies that allow all students the opportunity to achieve their potential.

Effective teaching and learning in Primary is supported through:

• Positive relationships with students where adults know each child deeply to support their holistic development;
• The partnership between staff and parents which helps our students to feel secure at school and to develop a sense of wellbeing and academic achievement;
• Secure understanding of the foundations that have been built previously so that learning is always progressive in nature. This includes from EYFS to Key Stage 1, Key Stage 1 to Key Stage 2 and Key Stage 2 to Key Stage 3;
• Coordinated and consistent practice and high expectations for all learners;
• 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;
• A carefully planned curriculum that strives to support children to achieve the end-of-year expectations for their year group;
• The effective use and deployment of additional adults;
• The encouragement for children to communicate and talk about their learning and develop independence and self-management;
• Purposeful and effective use of digital technology..

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.

Primary Learning Environment Policy

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 support and intervention is relevant to the students’ stage of development and pursues 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 planning and learning opportunities consider the targets in these plans and work collaboratively with the Link Teacher for their year group to ensure they are able to 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 share best practice and arrange times to visit their colleagues to support their own professional development. The Deputy Head of EYFS and Primary oversees this process as part of ensuring best practice in 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: a review of the planning and resourcing linked to a specific focus
2. Learning Walks: a vehicle to support professional learning and share best practice. There will always be a predetermined focus and feedback
3. Learning Environments:
4. Student Voice:
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.

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. These platforms 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: 16.04.24