Introduction to our Curriculum

Where does it come from?

  •  The national curriculum and developmental [step by step] pre national curriculum frameworks
  •  Learning linked to accreditations which are relevant to learners’ lives and future plans

And more….

  • It is rooted in our school aims which parents, learners, governors and staff determined together
  • Last summer we checked: ‘Are these still right?’ All agreed they are. Governors added the word ‘healthy’ into ‘To learn to make positive healthy choices for themselves’
  • It is rooted in parents’ vision for their young person as an adult on leaving school
  • It is rooted in learners’ aspirations for their own futures
  • It is rooted in educational research and experience of our learners

Our school vision is ‘Learning for Life’ – together with our parents and the learners themselves - we aim to teach skills for the whole of life.

What kinds of learning does the curriculum include?

Academic learning from the early developmental foundations and a breadth of subjects, leading to all learners gaining accreditations at a level of appropriate challenge for them

Communication skills which underpin all learning and the ability to engage in learning and working with others effectively with increasing independence

Emotional learning to give them the skills to deal with people and form positive relationships; to learn to reflect on their own emotions and actions and to learn from this

Emotional well-being developing personal relaxation skills which they learn to apply in real life contexts for healthy lives

Learning to be independent looking after themselves in practical ways, for example, their own personal care and tasks of day to day living in the home; as well as developing their independence and ability to be safe online and in the wider community

Citizenship within the school community which starts with learning to take responsibilityin our school communityfrom sharing out ‘class jobs’; to specific roles such as coaches or club leaders or other roles which pupils have identified that they would like to undertake.

Citizenship in the local community is developed through group volunteering projects and engaging in local events and opportunities as they arise

Citizenship of the wider world, developing pupils’ awareness of their responsibilities, challenging stereotypes and misconceptions about countries, faiths, cultures and people.

Skills for workthese are supported by learning in all of the areas above and also by work experience, volunteering and preparation for work units and accreditations

Skills for leisure and healthy lives developing fitness and physical skills from individual activities like circuit training or riding a bike to team games and sports; learning about sex and relationships; healthy eating and cooking

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