Embedded Files
Curriculum Intent
Our vision and ethos for our school underpin everything we do. At Kingsmead, we want all of our children to be well educated, to be useful and kind and to make a positive contribution to their own life, the lives of others and the environment.
Our curriculum is developed around the principles of Learning Without Limits. At the heart of this approach is our belief that every child is capable of achieving and that their potential should not be limited by preconceived ideas about their ability. We have high expectations for every child and seek to remove barriers to learning rather than lower expectations. We recognise that children may take different routes towards achieving ambitious outcomes and provide the support, challenge and opportunities they need to succeed.
Learning Without Limits is reflected in the way our curriculum is designed and experienced by our children. We want children to be active participants in their education, developing increasing agency, independence and ownership of their learning. Children are encouraged to be curious, ask questions, make choices, collaborate, think deeply, take risks, learn from mistakes and reflect on their learning. Their ideas, interests and contributions are valued and used to enrich the learning experience.
Our curriculum is designed to support the development of attitudes and skills and acquisition of knowledge that enable every child to make their way successfully and ethically in our modern world. We believe that for every child to thrive and enjoy learning, our curriculum must have breadth (go beyond the ‘basics’); balance (art and culture, communication and language, personal and physical development and STEM); and depth (opportunities for children to think deeply, make meaningful connections and contribute to their own learning).
Through our termly focus on caring for ourselves, other people and the world, we have built our curriculum with the development of our children’s intellectual and cultural interests, good character and the achievement of educational standards at its heart. We want children to understand their place in the world and develop the knowledge, skills, confidence and values to make a positive contribution to the lives of others and the environment.
Our curriculum has been designed to create a balanced, ambitious and connected curriculum. We use a broad theme each term, with many linked to our High Quality Texts in English and an inquiry-based approach, where a stimulus, question or dilemma is used to engage children in learning in a low-threat way. A main subject driver is enhanced through meaningful connections with other subjects, creating a holistic approach to learning. Where possible, other subjects are linked but some subjects are taught discretely as is most appropriate.
Our curriculum leads children out into a fascinating world, making important links between subjects to enrich and deepen understanding. We aim to develop attitudes, knowledge, understanding and skills that are deep, remembered and interconnected. Children have opportunities to apply their learning in meaningful contexts, work collaboratively, make decisions and demonstrate their understanding in different ways. This enables them to see themselves as capable learners and to recognise that there are many ways to approach a problem, question or challenge.
Through Learning Without Limits, we aim to create classrooms where all children can participate, contribute and experience success. We value collaboration rather than competition, encourage children to learn from one another and use assessment to support learning and identify next steps rather than to define or limit children. We want children to develop a positive sense of themselves as learners and the confidence to believe that their capacity to learn can continue to grow.
Our aims:
To develop a useful and kind character.
To enjoy and achieve their best in learning by being curious and active participants in their education.
To develop children's agency, independence, collaboration and resilience as learners.
To develop children's sense of being one person among many.
To develop their ideas of social justice and develop pro-social behaviour that cares for themselves, others and the environment.
To develop values and attitudes of fairness and equality, participation and respect. (British Values)
To acquire the knowledge and skills that enable them to make their way successfully and become global citizens.
To ensure that high expectations apply to every child, regardless of starting point or perceived ability.
To provide opportunities for children to contribute to and influence their learning, developing ownership and responsibility.
To remove barriers to learning and provide appropriate support and challenge without unnecessarily limiting children's opportunities.
To develop children who are confident, curious, creative, collaborative and willing to take risks in their learning.
To enable children to recognise that their potential is not fixed and that they can continue to grow as learners.
By working together, teaching staff, parents, carers and children too, every child can work hard, enjoy their learning, achieve well and enjoy their success. Through Learning Without Limits, we want every child to leave Kingsmead with a strong foundation of knowledge, a love of learning and the confidence to believe that there are no limits to what they can learn, contribute and achieve.
Curriculum Map -2 year rolling programme.pdfCurriculum Implementation
Themes are planned over a two-year rolling programme, as is progression in foundation subjects. Each term has a focus linked to our ethos of caring for ourselves, other people and our environment. Our curriculum is implemented through the principles of Learning Without Limits, ensuring that all children are supported and challenged to achieve highly and are active participants in their learning.
Teachers plan learning that:
Is rooted in the National Curriculum and builds progressively on the knowledge, skills and understanding children have already developed.
Starts from a clear understanding of what children already know, understand and can do, using assessment to inform teaching and identify appropriate next steps.
Has high expectations for every child, with support and challenge used to remove barriers rather than limit children's opportunities or expectations.
Uses a meaningful hook, stimulus, question or dilemma to engage, motivate and enthuse children and provide a low-threat starting point for learning.
Provides opportunities for children to make choices, ask questions, share ideas and take increasing ownership of their learning.
Encourages children to work collaboratively, recognising that children can learn with and from one another and that learning is not limited by fixed notions of ability.
Makes meaningful connections between subjects wherever appropriate, enabling children to deepen knowledge, understanding and make connections across their learning.
Provides opportunities for children to think deeply, apply their learning, solve problems and demonstrate their understanding in different ways.
Builds in appropriate challenge and opportunities for children to take learning risks, make mistakes and learn from them.
Links learning to the termly focus of caring for ourselves, others and the world, helping children understand the relevance and impact of their learning beyond the classroom.
Enables teachers to respond flexibly to children's ideas, interests and needs, while maintaining clear curriculum progression and ambitious outcomes for all.
Uses assessment as an integral part of learning, helping children to understand what they have learned, identify their next steps and develop increasing agency and independence as learners.
Through this approach, curriculum implementation at Kingsmead aims to ensure that children are not passive recipients of knowledge but active, curious and confident participants in their education. Learning Without Limits encourages us to focus on what children can do and what they could achieve, creating the conditions for every child to flourish.
Curriculum Impact
The impact of our curriculum is seen in what children know, understand and remember, as well as in the attitudes, skills, confidence and agency they develop as learners. We evaluate the impact of our curriculum through a combination of formal assessment, teacher assessment, work scrutiny, pupil voice, learning conversations and observation.
Formal assessment is undertaken at key points throughout children's learning, including the Early Years Profile, Year 1 Phonics Screening Check and Year 6 statutory assessments, alongside other assessment approaches used across year groups, such as NFER Reading and White Rose Maths assessments. These assessments provide valuable information about children's attainment and progress and help us to identify gaps, inform future teaching and ensure that children are appropriately supported and challenged.
In line with our Learning Without Limits approach, we do not view assessment as a means of defining or limiting children. Instead, assessment is used to understand what children can do, identify what they are ready to learn next and provide opportunities for them to recognise and take increasing responsibility for their own progress. In each theme, children revisit and build on prior knowledge, enabling teachers to identify misconceptions and gaps in learning and respond accordingly. We value different ways of demonstrating learning and look for evidence of children applying their knowledge and skills in new and meaningful contexts.
The impact of our curriculum can also be seen in the confidence, curiosity, independence and collaboration of our children. Through pupil voice and observation, we look for children who can talk about what they have learned, make connections between different areas of learning, explain their thinking, ask questions and take increasing ownership of their learning. We want children to see themselves as capable learners who are willing to take risks, learn from mistakes and persevere when learning is challenging.
The impact of the formal curriculum and the informal curriculum, including personal development, character, attitudes and dispositions, can therefore be seen in the whole child. As children progress through Kingsmead, they develop the knowledge, skills, values and confidence they need to move successfully to the next stage of their education and become useful, kind and active contributors to their communities and the wider world.
Ultimately, the impact of our curriculum is reflected in children who know more, remember more, can apply what they have learned and believe in their capacity to learn and achieve. Through Learning Without Limits, we aim for every child to leave Kingsmead understanding that their potential is not fixed and that they have the agency and confidence to continue learning, growing and making a difference.
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