Curriculum

We recognise the need for our students to receive a broad and balanced curriculum to give them the opportunities they require to learn new skills in a targeted and structured way but will also give them the opportunity to use and generalise these skills.

Our students have specific needs and difficulties, which need to be addressed if they are to make progress. It is essential that we prioritise the teaching of key skills and certain curriculum areas to ensure the individual progress of each learner, through consolidation and extension of these skills.

Individualised teaching plans will allow teachers to design and implement highly structured teaching programmes to meet the very specific needs of each child in their class. This individualised approach not only considers the age of the child but also the nature and degree of their specific disabilities and barriers to learning.
Class Teams
Our students will remain in their own class, with their own teaching team for much of the teaching week. As a school we aim to provide our students with the best opportunities to develop a sensitivity and respect towards the needs of others and a desire to learn and achieve.
Thematic Approaches to Learning (TAL)
In the lower school (years 7, 8 and 9) our curriculum comprises a thematic, cyclical approach to curriculum coverage. This provides a meaningful context for the development of each student’s basic skills, knowledge and understanding, whilst delivering the relevant National Curriculum requirements. This ensures a broad and varied curriculum that remains interesting and stimulating for all our students.

Skills for Life (SfL)
To complement the teaching of National Curriculum subjects, a unique emphasis is placed by the school on offering opportunities for students to develop independence, social skills and skills for life. As the students progress to the upper school (years 9, 10 and 11) the Skills for Life opportunities increase with further opportunities to develop life skills, such as working towards independent living and the world of work. The progression of each learner is based on his needs, stage and interest, with the opportunity to achieve a range of accreditation e.g. GCSE and Entry Level accreditation. Curriculum areas, which will be taught each term for Lower School are:

  • Language and Communication Skills/Drama – cross curricular
  • English (Literacy skills and phonics – where appropriate)
  • Mathematics (Numeracy skills)
  • Physical Education
  • Fitness
  • ICT

Curriculum areas, which will rotate termly through a thematic approach, are:

  • Art and Design
  • Music (not including individual music tuition)
  • Technology
  • History
  • Geography
  • Science
  • RE
  • Personal and Social Education (Citizenship, The World of Work and Sex and Relationships Education)
  • Forest School

Curriculum areas, which will be taught each term for Upper School are:

  • Language and Communication Skills/Drama – cross curricular
  • English (Literacy skills and phonics – where appropriate)
    Mathematics (Numeracy Skills)
  • Physical Education
  • Fitness
  • Science
  • ICT
  • Personal and Social Education (Citizenship, the World of Work, and Sex and Relationships Education)

Curriculum areas which will rotate termly through Vocational and Life Skills, are:

  • Art and Design
  • Music (not including individual music tuition)
  • Technology
  • History
  • Geography
  • RE