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Our Model

At Kingsley we love learning and our curriculum is designed to be robust and rigorous and above all fun! The curriculum has a high degree of flexibility allow us to meet the needs of each child as they develop.  Pupils learning needs may be identified as originating from one of the four different houses  of our curriculum model :-

 

  • The first strand of our model encompasses the subjects, skills and knowledge leading up to and included in The Early Years Foundation Stage Curriculum and the National Curriculum (2014), as assessed by NC level descriptors and P Scales. This includes specialised content for our earliest learners. We term it our WOW, Cognitive Curriculum House.      We believe and indeed research tells us, that in order to engage with the curriculum and make progress, children (& adults) need to enjoy  their learning  and this is significantly  enhanced by memorable or WOW ACTIVITIES. Themes have been selected as vehicles for curricular delivery which spark interest and excitement in the pupils. 
  • Social and Emotional Development  forms our second Curriculum House.The executive functioning skills of emotional control and monitoring tend to sit within this house as does our sensory integration programme. This quadrant also holds our over-riding behaviour and motivation policy and procedures. The work associated with this aspect is augmented through the work of our family support team, offering individual interventions as well as supporting families to be full partners in their children's learning
  • Metacognition Skills  form a third house and develop the children's learning to learn skills and thinking skills: This area encompasses many of our focused Executive Functioning skills. Executive functions consist of a set skills that help the individual respond, organize and act on information. These skills enable us to moderate our behaviour, plan, organize, remember things, prioritize, pay attention and get started on tasks. They also help our children use information and experiences from the past to solve current problems. This house also includes the “Key skills” as identified in the  “National Curriculum (2000).    Due to the nature of our pupil’s development, the importance of these skills is heightened. Whilst the key skills of Literacy and Communication, Numeracy and ICT are delivered in specific and cross curricular modes, we have identified the key skills of “Problem solving & Independent Enquiry”, “Working with others” and “Reflecting on Learning” as being of equal importance and  so  linked each with specific themes in our curricular map to promote planned teaching & learning opportunities in these areas, which are particularly important to the long-term development of our pupils.
  • EHCP/IEP (identified within the pupils IEP) These areas derive from the child's educational and Health Care Plan , and are a distillation of what is a priority  at a particular moment in time. It helps us ensure that our curriculum is responsive to the changing needs of each child. The content of this house may in fact come from any of the other houses, but these allow us to highlight individual priorities

 

* The complexity and flexibility of our curriculum means that each child's needs can be provided for as they change and evolve.  The balance of these houses and prioritise will vary for individual pupils and will alter over time.

 

 
   

 

 

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