Key Stage 3

Please refer to the ‘Introduction to Our Curriculum’ tab for information about the broader curriculum offer experienced by all learners across the school.

Learning in Key Stage 3 is rooted in a differentiated Avalon Curriculum which matches their stage in learning and enables progress towards their next steps of achievement.

The range within the Avalon Curriculum includes: the National Curriculum; the ‘Equals Curriculum;’ the ‘Profound Curriculum;’ ‘Thrive;’ and the developmental ‘Early years Foundation Stage Curriculum.’

The learning opportunities are also informed by parents’ and carers’ aspirations for their young person in adulthood; pupils contribute to this as able; linking their learning of skills and knowledge in school to their future lives as adults, which they are seeking.

Each curriculum pathway leads to a range of accreditations in Key Stage 4.

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Learners working at Stage 1 of the Avalon Curriculum often require a personalised sensory curriculum. This may include, for example, physiotherapy; occupational therapy; hydrotherapy; ‘Atmospherics;’ and will include the development of communication as a key foundation to all learning and life.

The ‘Profound Curriculum’ supports the setting of individual targets and progress tracking towards end of year and end of key Stage targets. There are five main strands to the ‘Profound Curriculum:

·       Communication

·       Sensory cognitive

·       Social

·       Motor [development of physical movement skills]

·       Life skills

We value the role of parents; therapists and other specialist support services; such as the Visual Impairment Service; in collaborating together to support the setting of targets; tracking and monitoring progress in priority areas of learning.

Learners working at Stage 2 of the Avalon Curriculum  builds on the established core foundations for learning. The stage 2 curriculum continues to promote active, inquisitive learning and ‘’learning to learn’ skills, with practical and engaging activities. These are rooted in age appropriate, real life contexts and supported by learning in the community.

The timetable includes lessons in the classroom and a range of subjects which are common to all schools, such as English, maths and science. These are enhanced by learning beyond the school building where pupils are learning to apply these skills in the day-to-day real life contexts of their local environment. Importantly, at the same time, they are learning a range of key skills for the whole of their lives; their independence and safety and ability to increasingly participate as a member of the wider community.

Challenging individual end of year and end of Key Stage targets are set for English and maths are expressed in terms of progress within the ‘P Levels.’ Bsquared further breaks down the P-Levels to capture all the steps of progress.

 Other assessment tools are identified for individual pupils dependent on needs and targets. These include the ASD Progress tool, which is an assessment framework designed to recognise the progress of pupils’ on the autistic spectrum in 4 key areas of challenge. These are:

·       Communication

·       Social interaction

·       Flexibility of thought

·       Emotional regulation

Other assessments include Thrive, which uses neuroscience, attachment theory and child development to assess social and emotional development and create targets and action plans to support development in these areas.

Learners working at Stage 3 of the Avalon Curriculumextends the learning through consolidation and generalisation of their prior learning as well as through learning new skills and knowledge. Learners working in Stage 3 have their academic learning assessed and tracked using the “Age Related Expectations” assessment framework. Challenging targets are set for English and maths using these, English is also assessed using reading, phonics and spelling assessments.

There is a key focus on social and emotional development, including social communication and interaction [face to face and through social media] in this stage and Thrive assessments and action plans are used to support pupil to make optimum progress in this area.

Careers Education incorporates and extends the stage 2’s practical approach by linking learning in school to the work of work, exploring different jobs and pathways to them and developing work related skills.

Sex and Relationships Education

This is differentiated according to pupils’ levels of understanding. For pupils in the early stages of our curriculum, through day to day routines of personal care and hygiene or getting changed, it begins with reinforcing practice of personal privacy and learning how to greet a range of different people appropriately and in practice. Teaching in these areas is supported by the use of social stories.

For pupils at the upper levels of stage 2 of our curriculum teaching develops through  a weekly lesson in ‘learning roots’ time. It includes the following topics: puberty and changes to our bodies; personal presentation; keeping safe [personal privacy]; different relationships and appropriate behaviours; feeling and emotions and where babies come from. Flexibility in this subject also enables teachers to tailor their teaching to meet the needs of individual pupils.

Pupils at stage 3 of our curriculum have a broader programme of learning with this focus, as part of their PSHE curriculum; with weekly PSHE lessons.

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