THE 4 KEY DRIVERS OF THE DOWSON CURRICULUM

Learners for Life

Developing and encouraging skills and attributes such as:

  • A Life-long love of learning
  • Ambition and Aspiration
  • Motivation, drive and desire to learn – a thirst for knowledge.
  • A positive mental attitude
  • A growth mind-set
  • Embracing challenge, struggle and failure – not afraid to have a go!
  • Resilience
  • Perseverance and determination
  • Adaptability
  • Risk taking and self-challenge
  • Knowing how to learn
  • Independence
  • Understand own strengths and know how to use them
  • Confidence in own ability but know when to ask for help.
  • Learning from mistakes
  • Open mindedness and willingness to try new things and experiences
  • To be able to follow their dreams
  • A sense of achievement from effort and learning trait demonstration rather than outcome and success driven.

Basic Skills for Life

Developing a high standard of the key skills in:

  • Reading competence – decoding and comprehension.
  • Writing – handwriting, spelling, punctuation, grammar and overall writing composition.
  • Mathematics – number and its wide reaching use and application in many contexts.
  • Use and understanding of money for economic well-being, financial competence and debt awareness.
  • Communication skills: speaking articulately and with accuracy; listening and accepting different viewpoints; being able to express an opinion and viewpoint or present an argument effectively.
  • ICT skills / IT literacy and understanding e-safety
  • Problem solving, decision making, critical thinking skills
  • To question and to do this appropriately; to ask questions and know how to find an answer – including research skills
  • High standards in the presentation of work - take pride in their work.
  • High standards in the presentation of themselves (correct and smart uniform) – ‘Look Smart, Think Smart!’ / positive outlook on life and school

Other key subject-specific skills such as for example:

  • Thinking scientifically and designing fair tests controlling variables;
  • Historical skills - using sources, understanding bias;
  • Geographical skills – reading maps, using aerial pictures;

Spiritual, Moral, Social and Cultural

Developing and encouraging skills and attributes such as:

  • Respect - for self and others
  • Good behaviour/manners
  • Knowing and understanding right from wrong
  • Ability to work as a team collaboratively / co-operate
  • Morales and empathy
  • Understanding of self and others / awareness of others and others’ needs
  • Social skills and socially appropriate reactions / responses
  • Knowledge of socio-economic factors
  • Being a good friend and holding positive relationships with peers
  • Caring and sharing / kindness
  • Understanding of citizenship, being a member of society and the community
  • Feel safe and practice good personal safety, including knowing what to do if feeling unsafe.
  • Knowledge about how to be healthy in body and mind
  • Sexual awareness and understanding of different family types.
  • Self-care / self-esteem / self-belief / acceptance of self
  • Acceptance and tolerance of diversities; awareness of other cultures and religions
  • Be creative and express themselves in many different ways – for example through appreciation or use of art / music or dance

My Place and Part in the World

Developing knowledge, skill and understanding in:

  • Knowledge about the wider world around them / where we are in the world.
  • The geographical make-up of the country, the United Kingdom and the countries and continents of the wider world.
  • Understanding of Fundamental British Values
  • Understanding of how the country is run
  • Knowledge of the Major World Religions
  • Where things come from – food / clothes
  • Appreciation of countryside and nature – awe inspiring
  • Know basics about how systems of the world work e.g. trade, economy – including the history of these.
  • Local knowledge – cultural, geographical and historical
  • Know their personal information - where they live / come from – and heritage.
  • Recognise the similarities and differences between their own lives and others around the world or from historical times.
  • Understand the implication of their actions and behaviours on the planet and affect change in their actions as a result.
  • Grow plants and vegetables and understand sustainability.
  • Take ownership in ensuring the environment in school and the local area is taken care of.
  • Have awareness of major world news and events.
  • Be charitable to causes which they feel affected by or empathy for

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