The Curriculum at Dunster First School

We aim to engage, motivate and stretch each child
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Our curriculum intent is built upon the ethos which is at the heart of our school, valuing each individual child and an unwavering commitment to aiding them in discovering their element. We believe the research into mental health and wellbeing shows that when humans feel positive about their achievements and are able to excel they are at their happiest as well as their most productive,subsequently their passions, motivation and commitments enable them to exceed all expectations both external and internal. We want for each of our pupils to have this experience to both enrich and enhance their own learning resulting in exceptional progress, but also to support their mental wellbeing. An enriched learning experience feeds not only the mind but the spirit, it develops curiosity, problem solving, resilience in the independent individual but it also encourages collaboration. Creating a holistic learning experience where everyone can succeed.

A rich and diverse programme

Therefore, we are always looking at ways in which we can enrich every learning experience. This means ensuring we offer a rich and diverse programme of sports, to making excellent use of workshops, resources, trips and visits to enhance all aspects of our curriculum, including investing in our outdoor curriculum activities making excellent use of our local heritage and local landscape. We have extended this commitment to developing our pupils as leaders, and engaging them in topics that mean the most to them, which is why we fully support the eco schools curriculum and utilise our pupils in helping to devise and create their own learning experiences. Our curriculum is enriched with opportunities to light life-long fires of excitement for every child.

The curriculum we view in the same manner we view the role of education, in a holistic mannerintrinsically linked to educate every child on all matters: academic, social, moral, health, spiritual,citizenship, values & ethics; developing a sense of worth and belonging in our school community thatensures our pupils are cohesive, positive and kind members of society.

Our staff celebrate our child orientated approach and encourage learning through play, real experience and social interaction; these bright young minds never fail to surprise us in their innate ability to reason, question, resolve and learn. We are committed to ensuring we provide them with the tools, content, and challenge that secures their life-long love of learning.

We recognise that each aspect of our curriculum develops different attributes and offers unique learning experiences despite there being multiple links and cross over offering topic based learning opportunities which we make good use of in our planning. Although we do follow the EYFS and National Curriculum we also deliver these in a manner which goes beyond the subject content to look at the skill development and the learning habits each subject area can lend itself to. We want our children to view themselves as natural historians, scientists, historians, detectives,mathematicians, writers, authors, journalists, artists, politicians, socialists, philosophers, leaders and many more. Growth mindset features in our delivery of our curriculum, from our groupings and marking and feedback policy to our display and assemblies. It is important to us our pupils embrace the ‘power of yet.’

Reading and Phonics Programme - Little Wandle

At Timberscombe, St Dubricius and Dunster First Schools, we use the Little Wandle synthetic phonics to give your child the best possible start with their literacy.

How is Little Wandle taught?

From Preschool to Year 1, children are taught to read using synthetic phonic sounds. They will learn the single letter phonemes alongside digraphs (double letter phonemes e.g. ea as in sea) and trigraphs (tripleletter phonemes e.g. igh as in light) and how to blend them together to read words. Alongside these sounds, children are taught 'tricky words' which are those words which are not phonetically decodable. Children will be encouraged to use their sounds to build words within their writing.

When will my child begin to read?

Once children are blending sounds independently to read words,they will take home their first reading book. They will read this book for a minimum of three times which will give them a chance to decode words, practise reading for fluency and then answer questions about their book o aid comprehension skills. Books will be sent home to read with your child that link to the phonics sounds they are learning.

How will my child's reading be monitored?

Children will be assessed half termly against the sounds that they have been taught. From this assessment, teachers will be able to place children on the correct level reading books and provide extra support if needed.

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Please see the Curriculum Overview documents listed below.

For further information about any of our curriculum areas please contact the school office with your enquiry.