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North Road, Dewsbury, West Yorkshire, WF13 3AD

office@diamondwoodacademy.co.uk

01924 325308

Diamond Wood Community Academy

Our Curriculum Principals

 

At Diamond Wood Community Academy we believe that supporting the social and emotional well-being of each child is essential in order to ensure effective learning can begin to take place. Therefore, this is at the heart of everything we do.

 

Our definition of ‘The Curriculum’ encompasses all learning activities that support our vision. These allow our children to work hard to reach their full potential, foster high self-esteem and nurture high aspirations whilst enabling everyone to ‘grow and shine’.

 

Broadly based on the Early Years Foundation Stage and National Curriculum, our children use their right to: explore through play; access the outdoors (in particular our Forest School); and experience a healthy range of emotions through social interaction that build resilience. Experiences are carefully planned to ensure every child has the opportunity to develop a sense of belonging to our school and their community.

 

The Early Years Foundation Stage and the National Curriculum ensures our content is coherently planned. We use them as a base to provide a sequence of stages to enable our children to build cumulatively on their knowledge and skills required to successfully achieve set end goals. These stages include:


- Early Years Foundation Stage (EYFS): Nursery (3-4 year olds) and Reception (4-5 year olds)
- Key Stage 1 – Years 1 and 2 (5-7 year olds)


Teachers regularly assess the children against the Early Years Foundation Stage profile and National Curriculum objectives, assisted by our bespoke tracking system. Standardised assessments are also used for English and Maths. This ensures rigorous, continuous assessments and impacts teachers’ practice to enable them to monitor academic progress and attainment. We are then able to swiftly identify those making less than expected progress and put the necessary interventions in place.

 

Our more vulnerable children make good and outstanding progress from starting points considered ‘well below’ nationally.

 

To ensure pupils become more confident independent learners, we have recently reviewed and adapted our Marking Policy. The purpose of feedback is to support learner’s progress enabling them to take ownership of their own work and know how to improve it further. Our policy empowers our children to become more skilled in independent drafting and editing, taking responsibility for improving their own work, spotting mistakes and thinking for themselves.