Our Rationale for Teaching and Assessment of Kinaesthesia/Movement

At St Luke's, we believe a kinaesthetic approach to learning encourages our pupils to achieve an increased potential to “Thrive in Life” and be happy. It gives our pupils the opportunity to progress physically, emotionally, socially and creatively as independently as possible.

"Great ideas originate in the muscles" – Thomas Edison
Kinesthetic approaches to learning are about ‘doing’ as most of our pupils who physically engage in learning retain knowledge better than other forms of learning.

Many of our pupils have challenges with basic coordination, balance, left and right orientation, spatial and body awareness, fine motor skills and regulation of our sensory rich environment which impacts on their emotional regulation and there their daily lives.

Kinaesthesia StAPPS

St Luke's Assessing Pupil Progress System (StAPPS) for Kinesthesia was created in order to respond to the needs or our pupils, therefore ensuring movement, development of fine and gross motor skills and emotional regulation skills were tracked and assessed to ensure our pupils made progress.


Aims and purposes teaching Kinaesthesia

• To use their body to learn new skills
• To develop the ability to smoothly perform actions using both sides of the body simultaneously (bilateral integration)
• To give pupils the space and freedom to use large muscles, through activities such as running, climbing and swinging on playground equipment
• To develop fine and gross motor skills to foster independence and responsibility for themselves
• To use occupational therapy as a tool to help pupils fulfill their full potential in living independent lives
• To develop an awareness of their sensory rich environment
• To use their senses to make sense of the world around them
• To develop strategies to self regulate when their arousal levels are resulting in distress for themselves and others
• To celebrate every little bit of progress our pupils make

Although the Headteacher has overall responsibility for subjects and the curriculum, the role of the Sensory and Kinaesthesia leader supports the aims of the school;
• To inform school staff and parents if the importance of sensory issues in education, and wellbeing of pupils
• To advise staff in supporting pupils who face challenges in the development of their fine and gross motor skills
• To monitor the use of the rationale and review, as necessary
• To support staff in creating kinaesthetic lesson opportunities
• To monitor progress through CAPPS data
• Arrange support and advise through outside agencies, such as Occupational Therapy
• Share professional knowledge through peer lesson observation
• Support staff and inform them of courses and developments in the areas of sensory integration, fine and gross motor skills and emotional regulation
• Share and encourage the celebration of kinaesthetic learning through displays and photographs of pupils progress and development
• To ensure the development of fine and gross motor skills are transpire in all other curriculum subjects
• Order resources and source innovative tools to aid learning
• Provide information for the school development plan
• Liaise with other coordinators when necessary