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Our Intentions: The leadership team at Dunston Primary Academy believe that the curriculum incorporates the full range of experiences offered by the school and is not simply a list of programmes of study to be followed. It is our intention to create a curriculum where children make accelerated progress from their starting points in all subjects as result of passionate focused teaching. Each subject will be taught with equal rigour. Additionally, children will develop a growth mindset which equips them to be successful at solving problems and seeking solutions to the big questions that introduce each lesson. This will be fuelled by their learned resilient, aspirational and optimistic outlook.


Our Implementation Strategies: Through our understanding of the Dunston locality, we recognise the importance of creating rich, vivid and focused experiences that engage all children in order ensure both progress and deep long lasting learning. Over time the children will benefit from a blend of teaching styles. Direct teaching will be used to allow children to develop either new knowledge or a skill. Through inductive teaching learners will follow a prescribed process of ‘teach and do’ in order to enhance their knowledge or understanding of a concept. Exploratory teaching methods will also be employed which provide learners with the opportunities to use previously learned knowledge and skills to develop their learning to create something of value.


To ensure that all pupils develop a growth mindset all learning environments will promote positivity and a ‘can do’ culture. This will be strengthened through Dunston’s policy of ensuring that positive exchanges exceed negative ones by 5:1. Children be taught to be creative thinkers, independent enquirers, team workers, effective participators, reflective learners, and self-managers, reflective learners. The curriculum will also especially teach the qualities of honesty, resilience and empathy. This will equip Dunston’s children to become successful, respectful and caring citizens. 


There will be regular monitoring and evaluation of the above implementation strategies. This will incorporate the analysis of assessment data, work scrutiny, lesson observations and pupil interviews.  The five driver groups (School Council, Green Ambassadors, Digital Leaders, Relationships Team and the Student Leadership Team) will also contribute to the school improvement cycle. Proactive middle leaders and appropriate assessment structures will also support the implementation process.


The Impact of our Curriculum: Assessment structures will show that pupils will make good progress from their starting points in all National Curriculum subjects. Additionally, the pupils will demonstrate that they are equipped for the future stages of learning. Children will have become schooled in the important skills and knowledge of the National Curriculum subjects and this will provide them with a disciplined mind. The pupils will also be able to see the links between the subjects because they have developed a synthesising mind. When learners demonstrate their ability to ask new questions and find imaginative answers it will reflect their creative mind. The children’s understanding and empathy for different people and cultures will show that they have a respectful mind. Finally, they will have an ethical mind that equips them to behave responsibly as they pass through life.