Our curriculum is designed to recognise pupils existing knowledge and skill base. All our children come from different schools and have varied experience of a primary based curriculum. We recognise the vast majority of our children have experienced limited access and success within these curriculums and understand the importance of ensuring our curriculum is centred around the child. Within each subject, we have identified a very succinct outline of the knowledge that pupils need to acquire by the end of each unit of work. Through carefully considered hands on learning experiences, we will allow the pupils to develop interpersonal skills, build resilience and become creative, critical thinkers. Alongside this pupil are given the opportunity to take part in visits and attend workshops to enhance each unit and provide pupils with memorable learning experiences.
Our curriculum is a powerful vehicle utilised to maximise the potential of each individual and overcome all barriers to learning. Topics and units are selected based on what knowledge we believe our children need for life and those that will motivate and inspire learning. Our Curriculum offers opportunities for pupils to express themselves appropriately in various different ways; therefore, developing their emotional intelligence alongside their academic skills. Enabling children to express themselves in this way supports their wellbeing. Social skills and the ability to communicate and cooperate with others is also a key life skill which our children need support to develop in order to feel a sense of belonging throughout their lives.
Enrichment is a fundamental part of our curriculum. We believe that children need to have long lasting memories built around positive experiences. Through our enrichment programme we develop skills in the following areas:
- Personal Development
Subject leaders in each area are responsible for making sure there is adequate curriculum coverage in all classes. At the beginning of each year, a long term plan is shared for Science, Humanities and PSHE, to ensure all subjects are covered in a broad and balanced way. It is important that progression can be seen across the differing abilities of pupils, though this may not be organised by age.
An individualised unit plan for each class is developed by the class teacher. All adults within the classroom will help children work towards achieving agreed objectives matched to the child’s individualised learning needs.
- Depending on the ability range within the class, pupils may be working on different National Curriculum objectives. Inclusion is paramount in all lessons.
- Ongoing assessment will help teachers to make decisions about next steps for children. Formal assessment of core subjects will take place at the end of each term.
- Questions will be encouraged at all times.
- Unconditional care and support will be given to all children to help coach them into making their own decisions.
- Practical resources will be used to aid children, who may prefer a visual, auditory or kinaesthetic approach to their learning.
- Children will be encouraged to work independently.
- Tasks will build on prior learning. A clear learning journey will be evidenced within children’s books.
- All learning will be purposeful.
- Child talk relating to learning will be encouraged. This will be modelled to less confident pupils.
- Adults will be engaged with children at all times. This may be to help with academic learning or to prevent children from becoming dysregulated.
- Lessons will incorporate life skills that children need to use in their wider experiences.
- A clear plan will be set in advance by the teacher, but this will be adapted to consider the needs and views of the children.
How will we measure impact?
- The systems and procedures for monitoring seek to improve the standards of teaching and learning thus raising standards.
- All teachers who lead subjects are responsible for the quality of specialist subject resources.
- All teachers are responsible for implementing a planned curriculum matched to the needs of all pupils in their care.
- Learning outcomes need to be specific and clear, so that they can form the basis of a meaningful assessment process that identifies what a child knows, understands and what skills that they may have gained.