Guiding Statement Report 2022-23

06
SECTION 1
EDUCATIONAL PILLAR I: ACADEMICS
We offer a broad and rigorous curriculum based on DCB’s Learning Principles 1 enabling
students to acquire knowledge, conceptual understanding, skills, and attitudes.
At DUCKS, our inquiry-based approach to learning uses the Early Years Foundation Stage
Framework and the English National Curriculum standards as the progressive spine for an
enhanced conceptual framework of units of investigation. The development of 21st-century
skills and deep understanding are key features of our purposeful approach.
Tracy Francis | Head of DUCKS
“DUCKS offers children a wealth of learning experience within the
security of a translanguaging environment. We establish the foundations
for lifelong learning, ensuring our children are on the path
to be truly global citizens that will make a difference.”
Junior School students engage in topic-based learning, a cross-curricular approach that
integrates different subject matter under an umbrella topic or area of interest. Students
have dedicated English and Mathematics lessons and specialist teachers for Mandarin,
Physical Education, Art, Design Technology and Music. Where possible, the learning in
these subjects is also linked to the current topic.
Jacinth Gurdon | Head of Junior School
“Our aim is to ensure that all the children in our care are happy,
confident and enthusiastic learners. We provide an appropriate
and balanced academic challenge that enables students to realise
their unique potential in a supportive environment. ”
1
DCB’s Learning Principles:
Learning is effective when it has a clear purpose:
• Students take ownership and responsibility for their own learning.
• Students use what they already know to construct new understandings.
Learning is effective when it is adapted and applied:
• Students make connections between knowledge, concepts and skills.
• Students transfer knowledge and skills to a variety of contexts.
Learning is effective when it is personalised:
• Students are appropriately challenged from their own starting points.
• Students can engage in meaningful and deliberate practice in lesson time.
• Students respond to quality feedback with concrete strategies for improvement.
Learning is effective when it is relational:
• Students engage in effective collaboration and build positive, safe relationships.
• Students are able to recognise mistakes as collective learning opportunities.