The new curriculum design is based on a basic principle of three different pathways that are underpinned by a commitment to further advance inclusive and adaptive teaching; providing pupils with a progressive and sequenced curriculum where each pathway enables the delivery of a more specific and tailored approach for the wide varying needs of our pupils. The curriculum has been created, which places the pupils into the centre of their own learning.
Pathways are set based both academic, social, communication and personal development. When deciding upon which pathway a child should be placed several considerations are taken in to account:
Area of need, prior attainment, baselining, social skills, level of communications and teacher knowledge.
Flexible practices that allow pupils to move between pathways ensuring content is well targeted to academic, social and personal development needs
This covers the engagement model framework for early learning and readiness to learn, such as participation, initiation and attention. This pathway design has an emphasis on; communication, independence, real-life contextual learning, exploration, sensory-learning and therapies. By removing the expectation of subject-linear progress, and replacing with a higher quality expectation of ‘pupil-driven’ progress, growth in all areas can be recognised and celebrated for these pupils, as opposed to in solely academic areas. The Pathway has also been underpinned by the SCERTS model established by Educational Psychologists for the development of communication and social-emotional abilities
This is a Semi-Formal subject-specific curriculum with an emphasis on; practical, active and sensory learning approaches within targeted subject lessons. This covers some of the some early national curriculum criteria. At the end of Phase 3 these learner should be working at Year 1 National curriculum. In 14 + curriculum these learners will typically achieve Entry level 1 or 2 qualifications
This is a more Formal Strand. These pupils make relatively rapid, linear progress in subject-specific learning and are able to cognitively access National Curriculum, Key Stage 1 subjects.
This pathway offers an adapted and differentiated National Curriculum, where more formal learning opportunities are provided which are delivered with an active, practical and real-life contextual learning approach.
At the end of Phase 3 these learner should be working at Year 2-3 National curriculum. In 14 + curriculum these learners will typically achieve Entry level 2 or 3 qualifications
Post 14 Phase provides a personalised learning experience for every learner. As either a two, three or four year course. The Phase offers learners their own bespoke curriculum, which changes with them to suit their needs as they grow and develop. Learners from this mix age cohort will be placed in pathways based academic, social and personal ability.
The curriculum offer has a focus on broadening knowledge and developing skills required to lead an independent and fulfilled adult life. With a mixture of both academic and vocational subjects, supporting every student to achieve a profile of recognised achievements and life skills they need for adulthood. This will ensure that learners are ready to make the transition to the next phase of their lives. The curriculum will also provide opportunities for each student to achieve success and grow in self-esteem.
CEIAG and World of Work
Careers Education, Information Advice and Guidance (CEIAG) is central to the Phase. All learners receive impartial advice and support to make informed decisions about their next steps. Where appropriate leaners will have work experience opportunities during their time in Post 14. This will be in the form of taster sessions or a longer-term work experience placement. Learners also have the opportunity to gain some work experience completing jobs in and around the school premises. Social Enterprise and Employability skills will be developed in all Pathways, allowing learners to make and sell items as well as learn skills that will help them on their journey through school life into the world of work.
Within all Pathways, the long-term aims included in the EHCP are planned for and worked towards on a termly basis.