Introduction

At KMPS we know that the curriculum is the vehicle by which we equip children with the knowledge, skills, attitudes and character that they need to grow, thrive and succeed in education and life.

We recognise that every lesson, interaction, experience and opportunity to play is an opportunity for learning and development. Whether these are planned or unplanned, formal or informal, adult-directed or child-initiated they are an important part of our school curriculum. We recognise every minute of the school day counts.

Intent

We are ‘bringing out the best’ in all our pupils by giving   
them access to a broad and rich curriculum, enabling our children to ‘Stretch and Reach’:

UP – to achieve academically

• to be confident and competent speakers, readers, writers and mathematicians
• to have ambitious subject knowledge across the curriculum
• to nurture their artistic and intellectual experience
  

IN – to have a strong sense of who they are, and be able to express it  

• to strive to continuously improve physically, mentally and emotionally
• to be able to appropriately express who they are: their skills, character, feelings and views.
• to be proud of who they are

OUT – to relate well with, and share responsibility for others

• to be able to communicate, collaborate, disagree-well and negotiate
• to know how they relate, and share a responsibility: locally, nationally and globally
• to have an awareness and appreciation of the cultures, needs and differences of other

FORWARDS – to be equipped with a ‘spirit of adventure’  

• to be resilient and embrace opportunities to take risk
• to be able to think critically, solve problems and make decisions
• to be ready to embrace the next stage of their learning and development, and be fully prepared for life in modern Britain

In all of these, to have a sense of how they live out the 7 KMS Wholehearted Habits: responsibility, courage, kindness, aspiration, tolerance, respect and confidence.

Implementation

At Kenyngton Manor our curriculum is implemented so that:

key subject knowledge and subject-specific vocabulary sticks

• Pupils are active participants in constructing knowledge – e.g. discussing and debating, handling manipulatives and artefacts, asking and answering questions, solving problems, carrying out investigations.
• Pupils are explicitly taught and then expected to use key and ambitious vocabulary.
• Regular and frequent opportunities are taken for review and recall, including low-stakes, informal testing (assessment as learning).

subject knowledge becomes broader and deeper

• Lessons and units are sequenced to build on prior knowledge and skills
• Whilst knowledge is often connected and built-upon across subjects, in Key Stages One and Two subjects are taught discretely and with fidelity. We do not teach teach lessons so that they are cross curricular or with an emphasis on ‘topics’ or ‘themes’.
• Opportunities for external visits and visitors, carefully linked to the curriculum, enable pupils to apply and revisit learning.
• Whilst time for subjects is allocated to emphasise our school priorities, there is flexibility to accommodate lessons so that they are conducted in the way that is most helpful meaningful for children (e.g. subject-specific days, shorter lessons, longer lessons)

there is an emphasis on the application of spoken language, phonic knowledge, early reading and reading

• Curriculum time is prioritised for reading, this includes a heavy emphasis on phonics and early reading in the early years, year 1 and where pupils are in the early stages of reading
• Frequent opportunities are given for applying spoken language, phonic knowledge, early reading and reading across curriculum subjects.

pupils’ develop a broader and deeper experience and understanding of how to learn and how to be the best person that that they can be

• Within assemblies, interactions and subjects across the curriculum, pupils grow broader and deeper understanding and experience of the KMS 7 Wholehearted Habits and KMS Learning Keys.
• Pupils’ learning across the curriculum is explicitly shaped by the contributions of a wide range of people, races, cultures, belief systems and societies.
• ‘The Zones of Regulation’ sits at the heart of staff and pupils’ understanding of behaviour.

the educational programme outlined in the Statutory Framework for the Early Years Foundation Stage (2024) and programmes of study in the National Curriculum (2014) are delivered

This ensures that children ‘know more, remember more, and do more’ connecting and building upon what they have learned across lessons, between units within a subject and then across the curriculum between subjects.

Impact

 The evidence of the impact of our curriculum will be when:

• all our children have a positive attitude towards the subjects they are learning
• all our children are able to articulate in speech and writing what they have learnt previously, applying a rich range of subject-specific vocabulary.
• assessment of learning shows that all our children know more, remember more, and do more: connecting what they have learned across lessons, between units within a subject and then across the curriculum between subjects. This will be evident in contributions made by children in lessons, conversations with children and work produced by children.
• point-in-time-assessment, standardised assessment and statutory assessments provide evidence that all our children know more and remember more.
• all our children have the knowledge and skills they need, to continue to be successful in their next lesson, unit, Key Stage and school.

 To find out more around the curriculum please contact info@kms.thpt.org.uk