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Kingsley High School

‘Enjoy and Achieve’

‘Enjoy and Achieve’

Curriculum

Kingsley High School Welcome.mp4

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 “You have a flexible and dynamic curriculum that links subjects together and gives pupils opportunities to practise key skills as well as acquire knowledge. Staff use their expertise and creativity to adapt lessons to suit the range of different ways that your pupils learn, and they make very careful observations of the progress that pupils are making "  Ofsted 2018

 

 We believe in planning for each child as an individual and ensuring our teaching enables each pupil to achieve their potential.

 

From the moment our pupils arrive at school and  throughout the day,  the school provides many learning opportunities,  including breaks,  lunchtimes, personal care. These take place  in a wide variety of learning environments in school and the local community.

 

Our curriculum is broad, balanced and appropriate to the individual needs of each pupil. The curriculum is not static; it is flexible to meet the changing population of the school.

 

 

The aim of our curriculum is to offer an engaging school experience which will enable each pupil to make sound progress, taking steps towards adulthood and independence – whatever form that may take-, and which is based on the principles of respect, care and professional accountability.  We recognise that pupils are entitled to the full range of curriculum areas and that teachers should constantly seek to develop and employ strategies which are appropriate to individual needs. However, pupils are also members of the school and wider communities and thus, are also entitled to be prepared to access the rights and responsibilities of these communities, which reflect British Values. To facilitate this pupils receive appropriate support as required.

 

From our initial  discussions, an overall curriculum map has been drawn up which  identifies the core curriculum areas, with priority given to promoting communication, life-skills and independence, plus an entitlement to a breadth of experiences which will draw from all curriculum areas. Learning and positive experiences take place across subject boundaries: our aim is to create a rich learning environment which enables each student to achieve maximum progress. To do this we have identified key themes for each half term which will run through as many lessons as possible to give some cohesion. (Whilst the ideal is for all lessons/topics to reflect the theme; we recognise that this may not always be possible.)

 

 Flexibility has been built into the timetable to allow staff to arrange learning activities in the way that will best suit the learning styles of their group. For some pupils this will mean a highly structured series of short tasks; for others a longer period of time to complete activities and allow consolidation of an experience.  For the purposes of organisation, pupils are grouped in areas of need (although it should be acknowledged that each young person is an individual!) Staff have met to draw up an ideal timetable for the week. Within the overall timetable blocks, teachers will choose to organise the day/week to suit the needs of the class.

 

Specialists support the curriculum and learning. These include Speech & Language Therapists, Occupational & Physiotherapy Team, QTVI and behaviour support.

 

 Each half term the school holds themed days and weeks to support students` creative development.

 

Please refer to our curriculum policy below for more detail. Information regarding Post 16 appears elsewhere on this website.

 

 

Phonics is a way of teaching children how to read and write. It helps children hear, identify and use different sounds that distinguish one word from another in the English language.

Written language can be compared to a code, so knowing the sounds of individual letters and how those letters sound when they’re combined will help children decode words as they read.

Understanding phonics will also help children know which letters to use when they are writing words.

Phonics involves matching the sounds of spoken English with individual letters or groups of letters. For example, the sound k can be spelled as c, k, ck or ch.

Teaching children to blend the sounds of letters together helps them decode unfamiliar or unknown words by sounding them out. For example, when a child is taught the sounds for the letters tpa and s, they can start to build up the words: “tap”, “taps”, “pat”, “pats” and “sat”.

 

What Programme Do We Use?

https://www.jollylearning.co.uk/

British Values

British Values in the Curriculum

RECOVERY CURRICULUM SEP 2020. To enable our learners to return to school following the COVID19 Outbreak, we will suspend our usual curriculum and implement a 'Recovery Curriculum' as an interim measure, supporting physical, emotional and mental wellbeing.

Examples of  Subject Curriculum Maps