Education Curriculum

Aims

  1. To develop the trust, confidence, motivation, concentration, imagination and co-operation skills necessary to learn, interact and benefit from a “school ethos” in its broadest sense.

 

  1. To enable students to benefit from specialist provision allowing them to address their difficulties and begin to fulfil their educational potential.

 

  1. To engender worthwhile and trusting relationships between students/students, students/teaching staff and students/other significant adults.

 

  1. To give students positive and rewarding experiences enabling them to behave and respond with positive attitudes and responses to demands, requirements and ultimate objectives of a school environment.

 

  1. To equip all students with the resources and skills to, either, continue their education to the best of their ability within other schools or to move out into society with knowledge and skills relevant to social, emotional, educational and vocational needs.

 

  1. To enable all students to leave school with academic and vocational, external/internal qualifications commensurate with their ability and achievements at school.

Objectives

 

To respond to the individual and group needs of students by adopting a structured, purposeful environment sensitive to the individual needs of each child as stated by, “The School Curriculum From 5 To 16” (HMSO 1985.P3).

 

  • “to help pupils develop lively, enquiring minds, the ability to question and argue rationally and to apply themselves to tasks, and physical skills;”

 

  • “to help pupils to acquire knowledge and skills relevant to adult life and employment in a fast changing world;”

 

  • “to help pupils to use language and number effectively;”

 

  • “to help instil respect of religious and moral values, and tolerance of other races, religions and ways of life;”

 

  • “to help pupils understand the world in which they live, and the interdependence of individuals, groups and nations;”

 

  • “to help pupils appreciate human achievements and aspirations;”

 

  1. To educate all students within small group (not more than eight) situations and to fulfil requirements of National Curriculum and optional Tests in so far as possible with each child.

 

  1. For students to gain positive experiences from school and thus encourage positive attitudes to learning and behaviour.

 

  1. For students to develop educationally to the best of their ability and fulfil the generally accepted goals as suggested in the Warnock Report (HMSO 1978):

 

  1. “To enlarge a child’s knowledge, experience and imaginative understanding and thus his/her awareness of moral values and capacity for enjoyment, secondly, to enable him/her to enter the world after formal education... as an active participant in society and a reasonable contributor to it capable of achieving as much independence as possible.”

 

  1. To develop a secondary curriculum based on aspects of the National Curriculum in which the individual needs and difficulties of each student can be met through a wide range of teaching skills, perspectives and resources.

 

  1. To offer a range of services to enable each child to benefit from worthwhile environments and experiences within and outside formal education.  These services will include: organised transport to and from school, a structured pastoral system for each child, the encouragement of home/school liaison, a range of lunch meals (including specialised diets if required) supplied by the school, school uniform, the arrangement of inter-school sports and leisure activities, a range of leisure activities, community projects, inclusive opportunities (including extended work experience programmes), links with Young Peoples Service and a highly profiled system of educational and behavioural objectives.

        Approaches

 

  • The Curriculum will be based on a Secondary, subject specialist approach wherever possible encompassing aspects of the National Curriculum at the appropriate Key Stage for each individual child.

 

  • Each child is assessed on Literacy and Numeracy skills, Emotional Literacy, Behaviour and preferred learning styles on admission to school and from this an Individual Learning Support Plan which includes preferred learning styles and strategies and Individual Educational and Behavioural objectives planned, profiled and initiated, recorded in the IEBP.

 

  • Each class will consist of no more than eight students of similar age and/ or ability.

 

  • Each class will be taught by a subject Specialist Teacher supported by a Learning Support Assistant wherever possible.

 

  • All optional tests will be taken by students as far as possible.

 

  • There will be particular emphasis on the development of literacy, number and problem solving skills through a range of enrichment and specific programmes for the development of particular skills, as well as structured learning programmes for students experiencing Moderate Learning Difficulties and further Specific Learning Difficulties.

 

  • There will be the facility for the implementation of small groups and individually based learning programmes.

 

  • The school day will consist of four ‘45 minutes lessons’ in the morning and three ’40 minute lessons’ in the afternoon (except Friday afternoon where there will be two ’40 minute lessons’) – see ‘The School Day’.

 

  • All students will be provided with all the required resources and materials to complete any set task within school.

 

  • Schemes of work throughout the curriculum will be based on the relevant guidelines suggested by the National Curriculum documentation in each of the Extended Core and Foundation areas of the National Curriculum.

 

  • Each scheme of work will be supported by individual lesson plans giving accurate information as to work covered, concepts taught and achieved, tasks completed/not completed and comments on educational/behavioural performance for each student.

 

  • There will be a 6 week Initial Assessment document produced and a meeting held to look at baseline assessment in Literacy, Numeracy, Behaviour, Learning Styles, Emotional Literacy and Subject based. This will form the basis for an Individual Learning plan.

 

  • There will be an Annual Review on each child to discuss achievements and to plan for future development.  Where requested, Termly Reviews will be initiated, particularly when re-integration becomes a realistic possibility.

 

  • All students, in both Key Stages 3 and 4, will be taught the knowledge and understanding through opportunities, to develop confidence and responsibility and make the most of their abilities.  To develop a healthy, safer lifestyle, and to develop good relationships and respect the differences between people.  This will be implemented with a structured PSHE programme.

 

  • Students in Key Stage 3 will be introduced to the world of work and be helped make career choices.  Students will discuss their attitudes to work and focus on their skills and abilities whilst being realistic about job opportunities.

 

  • In Key Stage 4, students will focus on the rights and responsibilities in the world of work with liaisons with Young Peoples Service and other outside agencies.

 

  • Each child’s progress within each subject area will be profiled and recorded in line with National Curriculum guidelines.  Each subject area will report on achievements and performances with respect of National Curriculum guidelines and future objectives.

 

  • Students work will be levelled and exemplary material kept for each subject.