Curriculum Guide
Primary School - (Nursery to Year 6)
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The Curriculum
Our curriculum provides a rich blend of academic, physical, social, artistic and cultural learning opportunities. We hope to encourage all students to strive for excellence, to demonstrate resilience, to show empathy to the needs and differences of others and to enjoy their learning. Dulwich College has developed a context relevant version of the Early Years Foundation Stage Framework and the National Curriculum of England. We have maintained the skills, learning objectives and assessment rigour of the British frameworks but have developed a curriculum that is unique, and which is particularly relevant to our student body and the environment in which we live. Our Middle Leadership Teams (MLT) help in the pastoral care of your children and in the review and development of the curriculum. In the Primary School, the majority of the students’ learning is provided by the class teachers and covers the subject areas set out as follows.
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Children in the Nursery and Reception classes follow the English Early Years Foundation Stage (EYFS) Framework. The EYFS sets out age-related learning and development requirements that our children follow. The early learning goals outline the knowledge, skills and understanding that children should acquire by the end of their Reception year. Progress towards these goals is shared with parents through our online learning record - Tapestry. The structure of the EYFS framework consists of: The Prime Areas • • •
Communication and Language Physical Development Personal, Social and Emotional Development
The Specific Areas • • • •
English Mathematics Understanding the World Expressive Arts and Design
Key Stage 1 and Key Stage 2 (Year 1- Year 6) The Key Stage 1 and Key Stage 2 curriculum is taught using a child-centred, cross-curricular approach to education, which makes links between different curriculum subjects and deepens children’s understanding by providing greater opportunities to enhance their learning. The subjects taught by the class teachers in KS1 and KS2 are as follows: • English • Mathematics • Integrated Curriculum (History, Geography, Science) • Information Communication Technology (ICT) • Personal, Social and Health Education (PSHE) Dulwich College Seoul recognises the importance of teaching English and Mathematics, which are studied both as discrete subjects and as tools to support learning across the whole curriculum. From Year 3, the students are placed in loosely banded ability groups for Mathematics. The Integrated Curriculum (History, Geography and Science) is taught using a selection of topics which stimulate the children’s interest. The time devoted
to each subject in any given week depends upon the focus of the topic, but the structure of the National Curriculum ensures that there is a clear progression of key skills and breadth of study in knowledge and understanding across each Key Stage. Information Communication Technology (ICT) is integrated into the units of work to further enhance cross-curricular learning, whilst still allowing for the discrete teaching of key skills as and when required. Personal, Social and Health Education plays an important part in any school as it gives our students the confidence to make the most of their own potential and overcome the problems that they will encounter during their life journey. It also teaches them how to develop a healthy and safe lifestyle. Our students are also taught to value good relationships with others and respect differences between people, be they ethnic, social, religious, cultural, of gender or disability.
Philosophy 4 Children (P4C) Philosophy for Children is an approach used throughout our curriculum. The programme asks challenging questions of students and expects them to explore their initial ideas, encouraging them to think more deeply. Abstract concepts such as poverty, success, happiness are discussed as are questions with no correct or incorrect answers. More information on the curriculum can be found in the Foundation Stage, Key Stage 1 and Key Stage 2 Curriculum Overviews.
PRIMARY SCHOOL: NURSERY TO YEAR 6
Foundation Stage (Nursery and Reception)
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Specialist Subject Teaching In order to fully enhance the students’ learning opportunities, DCSL firmly believes that all children should receive specialist teaching from an early age. Although Nursery and Reception classes are primarily taught by their class teachers, the children do have weekly specialist lessons in PE, Mandarin and Music. Specialist teachers are employed in the following areas for KS1 and KS2: • • • • •
Korean Studies Mandarin Art and Design Technology Music Physical Education (PE)
The specialist teachers consult with the class teachers to ensure that their subject complements the topics being taught in the home classroom.
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It is very important that our children appreciate the culture, history and traditions of Korea. The weekly Korean Studies lesson will give all children an understanding of key points of interest from our host country, such as an appreciation of Korean history and culture, costumes, cooking, festivals and famous people. Wherever possible, we seek to link all our learning to a Korean context so that the children are active learners with hands-on experience. In Year 5 and Year 6, Korean speakers will be able to access and respond to materials in Hangeul.
Mandarin Children in Nursery are encouraged to develop their spoken English before learning another language at school, but as a gradual introduction to Mandarin they receive two small group sessions per week with the specialist teachers. The Reception children receive daily specialist lessons in Mandarin. They join in with the activities relevant to their level of Mandarin. In KS1 and KS2, we offer both Mandarin as a Second Language (MSL) and Mandarin as a Foreign Language (MFL), which are based on their prior language proficiency. This ensures that each child joins the course best suited to their needs: 1.
Mandarin as a Second Language (MSL)
This pathway is for heritage students who have been living out of China (or other areas where Chinese is used as an official language) or non-heritage students who have been living in China for a long time. These students are able to carry out communication tasks that are age-appropriate, but may not be fully functional in their literacy skills in Mandarin. The focus for students in this pathway is to develop their reading and writing skills, so that they are able to understand and analyse increasingly complex written and spoken materials and assess subtleties of the language in a wide range of forms and styles. 2.
Mandarin as a Foreign Language (MFL)
This pathway is for non-native/non-heritage students. During the initial stages, the course places a greater emphasis on listening, speaking and reading skills, while students, later on, will also be required to write Chinese characters. It is recommended that students practise the skills which mirror real-life contexts and therefore equip them with practical linguistic skills. They learn these skills through topics that are relevant and applicable to their lives inside and outside of school.
Art and Design Art is a source of inspiration, enjoyment and fulfilment. It develops children’s creativity and imagination and gives them the opportunity to express their thoughts and emotions. Our students develop their creativity and imagination by exploring the visual, tactile and sensory qualities of materials and processes. Working as artists, they are encouraged to develop their own voice as well as work collaboratively in order to communicate with different audiences through a variety of media and contexts. The KS1 and KS2 children are taught by our specialist Art and Design teachers, either in their classrooms or in their Art Rooms. The students will have the opportunity to work with a variety of materials, including clay, which will be fired in our Kiln Room.
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Korean Studies
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Music Music is taught to children throughout the school by our specialist teachers. The children have two lessons per week, including singing sessions. Children will learn rhymes and songs from different cultures celebrating the international nature of our school. They will be given the opportunity to play and listen to a variety of instruments. The children will compose and perform their own compositions, individually, in pairs, in groups and as a class. Classes will also listen, and comment on, musical performances from a variety of eras, cultures and styles. The Music lessons encourage the children to develop confidence, teamwork and learning within a creative environment. The children will be able to showcase their musical talents throughout the year in a series of concerts, performances and assemblies. In the Junior School, the time in the Music lessons is split between learning an instrument and participating in the wider music curriculum. The students will learn basic rhythm and pitch notation, as well as other simple fundamentals of music theory. Singing is also a fundamental part of the Music curriculum and the classes spend time rehearsing for assemblies and performances.
KS2 Instrumental Programme Starting in Year 3 the KS2 students at DCSL will begin the exciting adventure of learning an instrument in a group environment. Each student in Year 3 to Year 6 will have the use of a school instrument on which to learn. This is a fantastic opportunity which will enable your child to experience the joy of music making throughout his or her school career, whether it be on the recorder, string instrument or wind instrument. All groups will perform for their parents and peers throughout the year. The students of Year 3 will learn the descant (soprano) recorder in the weekly music classes. They will be taught the rudiments of music as well as the technique of playing the recorder. In Year 4 the children will have a chance to play the violin or the ‘cello for one year. If your child already plays one of the string instruments on offer they will be given first priority on the other instrument which is taught in the class. Students in Year 5 and 6 have the wonderful opportunity to learn a wind or brass instrument of their choice. They may choose from a variety of instruments provided by the school and the class will be orientated around the Wind Band approach. Unlike string instruments, wind instruments do not usually come in smaller sizes and guidance will be given on which instruments are the most suitable for your child.
Supporting Learning English as an Additional Language (EAL) EAL is taught to students who have been assessed as needing support in English. Assessment takes place during the admission procedure and initial weeks of school. The aims and objectives of EAL are to: • • • •
Supply a flexible EAL curriculum that provides the students with the level of English skills required to meet their academic and social needs Allow each student to use English in a wide range of activities. Facilitate the rapid integration of new students into the school community Ensure students are comfortable in an English speaking environment and are confident enough to be risk takers in the learning process
Most children requiring EAL support are withdrawn from the Mandarin lessons and are taught by specialist EAL teachers in small focus groups. Children may also receive EAL support within the mainstream lessons. The EAL teachers work closely with the class teachers to aid and support learning across the curriculum.
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The Primary PEP class has been established to support students who show potential to prosper in the Primary School, but currently lack the required levels of English. There is an additional cost to come into this programme and the classes are limited to a maximum of 8 students, drawn from across the Year 3 to Year 6 age group. The curriculum is English intensive, although learning in Mathematics is maintained. Other subjects are taught through selected topics, which help to introduce key vocabulary and concepts. Students in the PEP class are also part of a regular form class and join their peers for Art, PE, Music, assemblies and extra-curricular activities. The children are regularly assessed against a series of set language criteria to judge whether they possess enough English understanding to benefit from the learning offered in the mainstream classes (this is commonly referred to as ‘survival English’). If they reach this standard at the end of any given term, they are moved into a mainstream class in the appropriate age group. Two years is the maximum time that a child can remain in the PEP class.
Learning Support Dulwich College welcomes a great diversity of students, many of whom have different ethnic and linguistic backgrounds and some of whom have specific learning needs. We believe that such diversity enriches our school community. Our Learning Support Team offers a system of support across the school, which is flexible and caters for the individual needs of identified students. Support may include: • • • •
Consultation and advice regarding appropriate strategies to meet specific learning needs Working collaboratively with the class teachers and parents to develop IEPs (Individual Education Plans) for identified students Developing resources to support students’ learning needs Supporting the needs of students who are deemed gifted and talented in one or more subject areas and require further challenge and enrichment in their learning.
Learning support may take place within the classroom or in the Learning Support Room through individual or small group lessons. Many children begin their education at the school at a very young age when learning or behavioural needs have not yet been identified or diagnosed. If children are subsequently identified with learning or behavioural needs, the school will actively seek to provide additional support for these students. However, the College may have to review their placement in the school in light of our ability to meet their needs, and will make recommendations for alternate schooling options if required. We are unable to offer special educational services, such as psychotherapy and physical or occupational therapy, and we therefore cannot admit students with severe learning, language or behavioural needs.
Physical Education At Dulwich College Seoul we promote a ‘sport for all’ ethos. Through our PE curriculum and sports programme, we encourage and expect all children to participate, develop their skills and gain enjoyment from the activities and lessons taught. Children learn how to think in different ways and make decisions in response to creative, competitive and challenging activities. They learn how to plan, perform and evaluate actions and ideas, and reflect on their performances to improve the quality of their work. Children learn about their responsibilities both as an individual and as a member of a group or team, promoting positive attitudes towards a healthy and active lifestyle.
PRIMARY SCHOOL: NURSERY TO YEAR 6
The Personalised English Programme (PEP) - Primary
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PE Kit All students must wear the correct kit for PE, which should be named and be taken home the same day for washing. Students in DUCKS (Nursery to Year 2) should wear their kit to school on the days they have PE. Year 3 - Year 6 students may wear their PE kit to school if their lesson is prior to morning break. They will need to bring their school uniform to school to change into after the lesson.
Expectations In PE lessons, an understanding of the expectations regarding clothing, movement, care of equipment and general attitudes toward the PE environment are required from all students. Many extra-curricular activities also involve the use of the Gym and other PE areas and equipment. During PE lessons: • • • • • •
Students must take off their watches, earrings and other jewellery. Ear studs that cannot be removed will be taped. No student may take part in lessons/activities without the correct PE kit, including hats when appropriate. Students must treat the equipment with care and respect. Equipment will be counted out and counted back by the teacher, who will then ensure that all items are returned to the store. Students may only carry equipment under the supervision of the teacher. No food or drink is allowed inside the Gym. Drinking water is provided.
Physical Education is a compulsory element of the curriculum. All children are expected to participate. If your child is unable to do PE they will require a letter explaining the reasons.
Sports Events Each year there are Sports Days for the Early Years Foundation Stage, KS1 and KS2 children. All children are expected to join these important events unless ill. Each term, the KS1 and KS2 children also compete in House team competitions.
Sports Teams In addition, in KS2, we provide the opportunity for students to represent the school at inter-school events and sporting fixtures against local and international schools - home, away and overseas - are held throughout the year for our representative teams.
Swimming Swimming is an important part of the school’s PE curriculum. It is excellent for general fitness and body control. It is also a skill that could save a life. As a compulsory element of the curriculum, all students are expected to participate. The lessons will be taught across the three terms. Students should bring their own towel, swim hat, goggles and costume. Safety is of paramount importance. Therefore, we ensure that all classes are supervised by trained PE teachers and lifeguards. If your child is unable to take part in a lesson, they will require a letter from their parents explaining the reasons.
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Swim Squads and Swimming Lessons Swimming has quickly become an integral part of our sports programme and we offer a number of opportunities for swimmers of all levels, over and above what is offered through the PE curriculum. All children intersted in becoming part of the school swim squad must attend an initial trial. We are fortunate to have a very talented team of swimming teachers/instructors, led by ex-Chinese National team swimmer and experienced swim teacher Mrs Jun Huang (Jun.Huang@dulwich-seoul.kr). For further details please contact her directly.
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The school has a competitive swim squad (which trains in the morning before school), a development squad which trains after school, as well as opportunities to swim after school as part of the extra-curricular programme.
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