School Curriculum

These learners can communicate with fluency and can make reasoned choices. They can work and act co-operatively in small groups.  Following a varied level of support learners can work independently (i.e.  Age related expectations for reception (used to be known as NC L1a) upwards.

DESCRIPTION OF CURRICULUM, EXPECTED PROGRESS AND ACCREDITATION

National Curriculum programmes of study across Key Stage 3 and 4; adapted and differentiated for individual needs. At KS4 accreditation opportunities include: AQA Entry Level Certificate (1,2,3) Mathematics, English and Science; GCSE Mathematics and English, AQA Unit Awards (Entry Level in core, foundation and vocational studies), WJEC Humanities (Geography, RE. History) and ICT and The Duke of Edinburgh Award.

SUPPORTED LEARNERS

These learners require their learning to be supported through structured patterns of communication and social activity to enable them to develop positive social behaviour.

DESCRIPTION OF CURRICULUM, EXPECTED PROGRESS AND ACCREDITATION:

These learners are working below the NC (previous P levels) and at Key Stage 3 and for some in Key Stage 4, they follow a thematic approach which supports repetition and overlearning to consolidate key knowledge and skills. This curriculum adapts the National Curriculum subject areas to give breadth and balance and is further enhanced by incorporating individualised targets and introducing elements from sensory and nurture curricula according to individual needs. e.g. including sensory diets or augmented & alternative speech/language/ communication.

For some supported learners at Key Stage 4, they continue to follow an approach which supports the repetition and overlearning but is also enhanced through accreditation opportunities which include: (Pre) Entry and Entry Level Unit Awards available in all subject areas as appropriate.

EXPERIENTIAL LEARNERS

These learners require their needs to be met primarily through experiences and activities which are multi-sensory and stimulate learning through kinaesthetic approaches, proprioceptive activities and touch, hearing, taste, sight and smell. (i.e. up to previous P4).

DESCRIPTION OF CURRICULUM, EXPECTED PROGRESS AND ACCREDITATION:

This highly experiential and multi-sensory curriculum is designed to focus on engagement and very early development of communication, cognition-thinking skills and physical- sensory needs. Progress and learning is assessed using The Engagement Model (DFE 2020).  Additional interventions for these learners may include: hydrotherapy, rebound therapy, sensory integration, proprioceptive activities, intensive interaction, physiotherapy and occupational therapy including postural management, MOVE.

At KS4 accreditation opportunities include: (Pre) Entry Awards available in all subject areas as appropriate.