Curriculum Overview

Pathway 1 – Sensory Curriculum

The sensory curriculum’s intention is to focus on the achievement of early developmental objectives across a thematic curriculum which is not subject specific. The curriculum is led by students; their interests, passions and developmental level.  Throughout this pathway, the 5 aspects of engagement (exploration, realisation, anticipation, persistence and initiation) are constantly considered and developed.  Learners will access a range of stimuli which promote the development of the 5 aspects of engagement through continuous provision and carefully engineered learning environments, matched to the needs of individuals.

Please click the buttons below to read more about the curriculum outline

Targets

Every morning students work on their EHCP targets in a continuous learning model ,where activities and resources stimulate students preferred interests to facilitate progress towards targets.

Cognition

Students are supported to develop their cognitive and problem solving skills in the context of the half termly curriculum theme. Multi-sensory lessons provide opportunities for sensory stimulation, engagement and exploration using all of the available senses – visual, auditory, tactile, olfactory (smell), gustatory (taste) vestibular (sense of balance, speed, and direction), proprioceptive (sense of body in space). Learning takes place inside and outside of the classroom e.g. through Forest School and in the community. Early number sense is incorporated developing awareness of the immediate environment, the predictability of things happening and how these objects can be explored or manipulated with developing purpose.

Communication

Pathway 1 encompasses a wide range of communication strategies that aim to reach our students through all possible sensory channels supporting them to become effective communicators.  These strategies work alongside highly trained staff who adopt techniques such as, high processing time, staff modelling and a total communication approach. The total communication approach offers opportunity for our students to receive information and also express their needs or wants successfully within their own immediate environment.  The use of these strategies is also adopted by our multi-disciplinary team who provide high support throughout the Pathway 1 curriculum.

Strategies across Pathway 1:

  • Objects of reference
  • Makaton
  • TaSSels (on body signing)
  • Intensive Interaction
  • Large visual timetable
  • Communication boards
  • Gesture
  • Senses
  • Alternative and Augmentative communication (ACC)

 

Lessons to promote the total communication approach incorporate topic based sensory stories, Tac Pac, massage, switch adapted equipment and continuous provision areas around the classroom.

Personal, Social and Emotional Development

Students are supported to develop their self-help skills so that they can participate as independently as possible in their self -care routines. Students are given opportunities to develop an understanding of themselves and significant others. They are encouraged to develop social interaction skills, so that they can successfully and safely engage and interact with others.

Understanding the world

Students are given the chance to explore and discover new elements of the world that that they may never come into contact with to create a sense of awe and wonder of the world they live in. Students will have the opportunity to experience various cultures through exploration of the senses, learning outside of the classroom by exploring the natural world as well and engaging in technology.

Expressive Art and Design

Students have the opportunity to express themselves through movement, dance, drama and social based activities, as well as the tactile sensory experiences of art.

Physical Development

Students are provided physical opportunities which incorporates movement linked to individual pupil targets, physiotherapy and OT programs. Students have individual movement targets that are implemented every day in a variety of physiotherapy equipment. Students access hydrotherapy, rebound therapy and massage therapy as part of holistic physical programmes. Group PE is delivered, such as Boccia and table top cricket, so all students participate in PE games.

Measuring Curriculum Impact

The curriculum impact is measured through students’ progress through Footsteps/Stepping Out assessment, EHCP outcomes/Learning plans and Post 16- ASDAN accreditation.

Pathway 2 (Explore): Independence Curriculum

On entry to the academy all students assessed as B1 beginning to B2 Beginning on the Ascent Assessment Framework are offered the Explore: Independence Curriculum pathway.

The curriculum’s intention is to promote independence, functional communication, as well as developing life skills and preparation for adulthood. The curriculum at this stage is still partly led by the interests and passions of students whilst also introducing learners to some semi-formal, practitioner initiated activities. Students will still focus on some predictable interest topics. Exploration of sensory stimuli using 5 aspects of engagement are also further developed. Learning takes place in a classroom environment, as well as in the community, so opportunities are provided to learn skills in a safe place which can then be transferred and generalised other environments. Preparation for adulthood starts in year 7 and students are able to experience the concept of work and jobs with appropriate supports in place. Cross curricular opportunities and visits are provided to further embed ‘work’ skills through class jobs and visits.

Please click the buttons below to read the curriculum outline.

Targets

Students work on their EHCP targets daily to develop functional skills and prepare students for adult life. Students work on social and emotional activities to develop their emotional literacy. Students may also work on Occupational Therapy or SALT targets in the sessions and throughout the school day.

Cognition

Early Maths is taught so students can develop numeracy skills to make students as mathematical able and functional as possible. Students develop a sense of shape, quantity, space which is also cross curricular in use, so students have opportunity to incorporate Maths in as many real life stations as possible. Individual learning opportunities are identified throughout the day such storing their belongings on arrival in school, transitioning around the school with increased independence and requesting motivators at choice time. There will be a specific focus on student’s own interests to engage in the topics as well as focusing on the predictable interest topics provided by the curriculum overview.

Communication

Our aim is to support our students to be understood by others and to express themselves safely and effectively to the best of their abilities. Students are given opportunities to develop functional intentional communication skills supported by Alternative and Augmentative Communication (AAC) such as gesture, sign and pictures. Key communication skills such as getting attention, requesting, rejecting and seeking help are learnt and practiced in context. Individual targets are planned form SALT assessments, SCERTS assessments, EHCP and LP targets. Students access opportunities to learn communication skills and ways of communicating based on the student’s preference. Early phonic and whole word reading is taught where appropriate. Literacy is taught through topics to engage in the students in communication, storytelling, drama and role play. Early Fine Motor skills are promoted to develop fine motor skills to write when appropriate. There will be a specific focus on student’s own interests to engage in communication/motivate to communicate as well as communicating predictable interest topics provided by the curriculum overview.

Strategies across Pathway 2:

    • Makaton
    • PECS
    • Communication boards
    • Teacher Talk
    • Visual timetable
    • Now/Next boards
    • Transition schedules
    • Communication aids
    • Colourful semantics

 

Lessons to promote our students functional intentional communication include activities such as, food preparation, instructional tasks, equipment/resource checklists and social skills.

Personal, Social and Emotional Development

(PSHE/ CEIAG /RSE Independence/Citizenship and DT)

Throughout the day students are supported to develop self-care skills, participate in small group and activities with the aim of develop the emotional resilience needed to manage change, wait, and try new things. Topics to promote PSHE and RSE are delivered to develop students’ knowledge, understanding and preparation for adulthood. Students access a variety of role play and work experience activities to develop their participation in the word of work. Students develop enterprise skills through a variety of activities to develop purposeful employment experiences.

Physical Development

Students access a range of physical activities to develop fundamental movement skills to promote balance, coordination and fitness based upon sequential physical development. Students access swimming, yoga, outdoor fitness, games and basic team games to promote a love of physical activity and wellbeing.

Understanding the world

(Science / Topic Based Foundation Subjects /Forest School)

Students are taught scientific enquiry skills and basic scientific content to engage in the world they live in.

The subject enables problem solving and enquiry to develop cognitive skills to transfer into real life.

A termly Foundation topic weaves R.E, History, Geography and ICT skills into a theme and for students to make links with subjects through concrete experiential learning that is sequential and developmentally appropriate.

Expressive Art and Design

(Art, Music, Drama and Dance)

Students have the opportunity to express themselves through dance, drama and music to express themselves and develop lifelong interests.

Sensory Integration

Pathway 2 recognises that students need to be well regulated in order to learn. All classrooms have a range of sensory equipment to support students (including but not limited to: Trampolines, Physio balls, break out areas, fiddle toys)

Students are encouraged to regulate independently and supported by OT and SCERTS targets. Those who are unable to independently regulate are supported by trained class staff and OT.

Sensory circuits are built into daily lessons as an additional opportunity to help students to regulate

Measuring Curriculum Impact

The curriculum impact is primarily measured using Ascent Stage assessment information for Maths, English (reading, writing and communication), Science and Computing alongside robust analysis of progress towards EHCP outcomes using Learning Plan analysis. Wider impact is measured using progress and observations in SCERTS, the Derbyshire Language Scheme, SALT assessments. Students will fall into Assessment Route 2a of the Ascent Trust Target Setting Rationale.

Pathway 2 (Discover): Independence Curriculum

On entry to the academy all students assessed as B2 Developing to C1 Secure on the Ascent Assessment Framework are offered the Discover: Independence Curriculum pathway.

The curriculum’s intention is to promote independence and functional communication, as well as developing life skills and preparation for adulthood whilst preparing students to access a more formal curriculum pathway in the future.

The pathway follows a semi-formal approach in which subjects and topics are used as the vehicle to teach. Learning takes place in a classroom environment, as well as in the community, so opportunities are provided to learn skills in a safe place and then transfer and generalise in other environments. Preparation for adulthood starts in year 7 and students are able to experience the concept of work and jobs with appropriate supports in place. Cross curricular opportunities and visits are provided to further embed ‘work’ skills through class jobs and visits.

Targets

Students work on their EHCP targets daily to develop functional skills and prepare students for adult life. Students work on social and emotional activities to develop their emotional literacy. Students may also work on Occupational Therapy or SALT targets in the sessions and throughout the school day. Opportunities are provided to develop skills as part of discrete daily target sessions and across the curriculum.

Cognition

Early Maths is taught so students can develop numeracy skills to make students as mathematical able and functional as possible. Students develop a sense of shape, quantity, space and Maths is also cross curricular in use, so students have opportunity to incorporate Maths in as many real life stations as possible. Individual learning opportunities are identified throughout the day such storing their belongings on arrival in school, transitioning around the school with increased independence and requesting motivators at choice time.

Communication

Our aim is to support our students to be understood by others and to express themselves safely and effectively to the best of their abilities. Students are given opportunities to develop functional intentional communication skills supported by Alternative and Augmentative Communication (AAC) such as gesture, sign and pictures. Key communication skills such as getting attention, requesting, rejecting and seeking help are learnt and practiced in context. Individual targets are planned form SALT assessments, SCERTS assessments, EHCP and LP targets. Students access opportunities to learn communication skills and ways of communicating based on the student’s preference. Early phonic and whole word reading is taught where appropriate. Literacy is taught through topics to engage in the students in communication, storytelling, drama and role play. Early Fine Motor skills are promoted to develop fine motor skills to write when appropriate.

Strategies across Pathway 2:

    • Makaton
    • PECS
    • Communication boards
    • Teacher Talk
    • Visual timetable
    • Now/Next boards
    • Transition schedules
    • Communication aids
    • Colourful semantics

Lessons to promote our students functional intentional communication include activities such as, food preparation, instructional tasks, equipment/resource checklists and social skills.

Personal, Social and Emotional Development

(PSHE/ CEIAG /RSE Independence/Citizenship and DT)

Throughout the day students are supported to develop self-care skills, participate in small group and activities with the aim of develop the emotional resilience needed to manage change, wait, and try new things. Topics to promote PSHE and RSE are delivered to develop students’ knowledge, understanding and preparation for adulthood. Students access a variety of role play and work experience activities to develop their participation in the word of work. Students develop enterprise skills through a variety of activities to develop purposeful employment experiences

Physical Development

Students access a range of physical activities to develop fundamental movement skills to promote balance, coordination and fitness based upon sequential physical development. Students access swimming, yoga, outdoor fitness, games and basic team games to promote a love of physical activity and wellbeing.

Understanding the world

(Science / Topic Based Foundation Subjects /Forest School)

Students are taught scientific enquiry skills and basic scientific content to engage in the world they live in. The subject enables problem solving and enquiry to develop cognitive skills to transfer into real life. A termly Foundation topic weaves R.E, History, Geography and ICT skills into a theme and for students to make links with subjects through concrete experiential learning that is sequential and developmentally appropriate.

Expressive Art and Design

(Art, Music, Enterprise, Drama and Dance)

Students have the opportunity to express themselves through dance, drama and music to express themselves and develop lifelong interests.

Sensory Integration

Pathway 2 recognises that students need to be well regulated in order to learn. All classrooms have a range of sensory equipment to support students (including but not limited to: Trampolines, Physio balls, break out areas, fiddle toys.) Students are encouraged to regulate independently and supported by OT and SCERTS targets. Those who are unable to independently regulate are supported by trained class staff and OT. Sensory circuits are built into daily lessons as an additional opportunity to help students to regulate

Measuring Curriculum Impact

The curriculum impact is primarily measured using Ascent Stage assessment information for Math’s, English (reading, writing and communication), Science and Computing alongside robust analysis of progress towards EHCP outcomes using Learning Plan analysis. Wider impact is measured using progress and observations in SCERTS, the Derbyshire Language Scheme, SALT assessments. Students will fall under Assessment Route 2b of the Ascent Trust Target Setting Rationale.

Pathway 3 – Functional Skills Curriculum

On entry to the academy all students assessed as C2 and above on the Assessment Framework are offered the Functional Skills Curriculum pathway.

The curriculum’s intention is to teach students functional Literacy and Maths skills, so students can be fully prepared for the world of work when they leave school.

The curriculum pathway is a more formal curriculum offer where a wider majority of National Curriculum subjects are offered to develop students’ understanding and knowledge of the world around them, with core skills to prepare them for employment and future training.

Please click the buttons below to read the curriculum outline

Targets

Students work on their EHCP targets daily to develop functional skills and prepare students for adult life. Students work on social and emotional activities to develop their emotional literacy. Students may also work on Occupational Therapy or SALT targets in the sessions and throughout the school day.

English

Students follow the RW Inc Literacy programme and the English curriculum delivered through a termly topic. Students develop phonic based decoding and whole word reading to develop their reading skills based on sequential and cumulative planning and assessment.

Maths

Students follow a sequential Maths curriculum to develop Mathematical mastery and knowledge to apply in cross curricula subjects and real life to promote independence and employment.

Design and Technology

Students follow a sequential Food technology curriculum to develop food preparation skills to master independent living skills and prepare food for themselves and others. Students also study textiles to develop independent living skills.

Humanities

Students follow a topic based foundation curriculum that weaves the skills of History, RE and Geography in real life topics and experiences, to support students to make links and develop transferable knowledge and skills.

Science

Students follow a sequential curriculum that embeds scientific knowledge and enquiry skills to develop student predictive and enquiry based skills.

PSHE/CEIAG/RSE

Students follow a topic based spiral curriculum that embeds and revisits skills and knowledge to enable students to make informed choices in their lives.

Expressive Arts

Students engage in rich activities that encourage and develop their creative skills based on sequential skills that are revisited to improve and hone students’ artistic abilities.

ICT

ICT is embedded throughout the curriculum to enable students to use ICT to promote literacy, finding out information and presentation skills, and as a functional tool for life. A sequential assessment tool is used to assess students on and develop students’ ICT skills in daily life.

Measuring Curriculum Impact

The curriculum is measured by students’ success and development through Reading tests, Maths and English Assessment Framework, EHCP/LP targets. Students are accredited through Edexcel Functional Skills Accreditation in Year 11.

6th Form: Curriculum for Preparation for Adulthood

The curriculum’s intention is to use student desires and interests to plan bespoke individual programmes of study to enable success in future life for our students through, inclusion, participation and employment in society.

The curriculum is implemented through the following Preparation for Adulthood Headings.

Employment

NOCN – Using Employability Skills
NOCN – Independence Edexcel Functional Skills Maths and English
Duke of Edinburgh
CEIAG
Sensory Stories
Awareness of the World of Work
Enterprise
Snack Bar employability and independence ASDAN accreditation
Work experience placement
Preparing for college/work

Community, Friends and Relationships

RSE Community Participation
Student Council
John Muir Award
Lunch/After School Club
Online Safety

Independent Living

Home Management Skills
Accessing Community Facilities/Services
Town Training
Walk Wise
Independent Travel
Residential trips
Switch Work
Meeting New People
ICT in the home & Community/Creative media

Health

PSHE
Physical Education
Outdoor Education
Hydrotherapy
Swimming
Rebound Therapy
Dance
Yoga
Pastoral/Advocacy

Measuring Curriculum Impact

The impact of the curriculum is measured through the preparation for adulthood targets from EHCPs that students meet, work experience skills and opportunities, NOCN, ASDAN and EDEXCEL accreditation.