THIS PART OF OUR SITE IS UNDER DEVELOPMENT AND SOME AREAS ARE STILL UNDER CONSTRUCTION
Our Whole School Curriculum
Our curriculum model was created jointly by staff and governors and shows how our Ethos and Vision links everything we do. We strive for our curriculum to broad, balanced and progressive. Children have a range of opportunities and experiences which enhance and enrich their learning. Our curriculum takes into account our children's prior experiences, culture, local surroundings and British Values. To see more about how we enrich our broad curriculum check out the Latest News section, newsletters and our active facebook page
Key Stage One
In Year One and Two we use the Chris Quigley Essentials Curriculum as our overview document but then each subject has used this as a tool to design their curriculum. To learn more see below.
Early Years Foundation Stage
In Nursery and Reception we use the Lancashire EYFS Curriculum Framework which builds on Development Matters. To learn more see below.
The whole curriculum design project was completed in partnership with Kingmoor Junior School to ensure that our curriculum is based on a progressive framework from Nursery to year 6.
(Our approach to the curriculum and how we are complying with our duties in the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014 about making the curriculum accessible for those with disabilities or special educational needs.)
The following principles inform and guide our policy and practice:
- Meeting the diverse and complex needs of each and every individual is embedded in everything that we do as a school
- It is the responsibility of KNIS to enable all children to access and make progress via the curriculum
- “Equal opportunities” is not the same as “Equal provision” and we adapt provision to ensure it meets the needs of our learners.
What is good provision for a child with SEND is good for all children, i.e. an abundance of activities that allow children to learn visually, through speaking and listening and kinaesthetically using principles of Quality First Teaching and by embedding BLP across the curriculum. We respond to children’s diverse learning needs by being committed to removing barriers to learning and we do this by:
- Creating effective and interactive learning environments
- Using assistive technologies where appropriate
- Providing scaffolding to support children’s learning.
- Modelling activities / tasks
- Paired and collaborative work that is rich in discussion and reflection
- Use of encouragement and authentic praise to motivate and develop self-image and esteem.
- Teaching using multi-sensory approaches
- Using visual cues to aid understanding
- Providing visual timetables to reduce anxiety
- Pre-teaching key vocabulary to provide a ‘hook’ into teaching
- Looking at alternative methods for recording work
- Teaching using metacognitive approaches so that children learn how they learn best and develop and range of tools to support them in approaching their work independently and confidently.
- Securing motivation and concentration by using stimulating topics themes and lessons
- Using appropriate assessments to enable children to demonstrate what they can do and have learned.
- Setting targets for learning
- Teaching more able children with their own class and extending their learning through differentiated group work, extra challenges and opportunities for independent learning.