The Dollis Curriculum Intent

At the end of their Key Stage 2 experience, the Dollis child will have the skills and knowledge to be an exceptional citizen and succeed in life. Alongside British Values, our values of kindness, honesty and respect, determination, courage and ambition permeate the teaching of every subject area and underpin the inclusive nature of our broad and rich curriculum.

Our school, based in the heart of Barnet, has a curriculum that recognises the history of our locality and the diversity of its community, acknowledges the school’s vast grounds and rich opportunities for outdoor learning; embraces new technology and challenges global issues.

We have structured our inclusive ambitious curriculum through a long-term map that demonstrates the sequential progression of knowledge and skills. It is a spiral curriculum that builds on prior knowledge and gives opportunities for children to distil, crystallise and consolidate their learning. Each subject has clear end points for every year group and the end points enable pupils to meet our curriculum intent. The curriculum equips pupils with the knowledge and cultural capital they need to succeed in life.

The curriculum prepares children for their future through equipping them with the essential skills of collaboration, communication, investigation, motivation, self-management and problem solving.

It is our firm belief that every child should leave Dollis Primary with:

• the knowledge, skills and education that prepares them for secondary school, adult life and the world of work,
• a sense of responsibility as a future global citizen;
• ambition and an awareness of their limitless potential and
• a thirst to be a motivated learner for life. 

Implementation

This is how we teach at subject and at classroom level. Our teaching which is based on sound pedagogy (eg Cognitive Science, Rosenshine ‘s principle of instruction and Doug Lemov’s SLANT) enables pupils to understand key concepts, presenting information clearly and promoting appropriate discussion,

Teachers check pupils’ understanding effectively, identifying and correcting misunderstandings, and ensure that pupils embed key concepts in their long-term memory and apply them fluently.

The subject curriculum follows the curriculum map design. It is delivered in a way that allows pupils to transfer key knowledge to long-term memory. It is sequenced so that new knowledge and skills build on what has been taught before and enable the child to work towards defined curriculum end points.

Assessment is used to check pupils’ understanding and it supports the teaching of the curriculum.

Impact

All children, including SEND and disadvantaged pupils, make good progress.

Our pupils are being prepared for the next stage of education through:

• Experiencing the ‘Dollis Promise’ – this is the cultural capital provided in each subject area in its curriculum content, breadth and balance  
• Coaching though the Compass for life to be resilient, ambitious and aspirational.
• Meeting the expected standard or higher in their year 1 phonics, KS1 and KS2 SATs and at the end of the EYFS.