Curriculum Information
We understand that the way individual children and young people learn will be different depending upon their needs, learning styles and aspirations. The school has three types of curriculum, Core, Alternative and Supplementary. A pupil may do any number of these depending on their curriculum pathway.
Core Curriculum
Core curriculum means learning the National Curriculum subjects following a linear model of assessment.
Alternative Curriculum
Alternative curriculum means learning through an alternative model including Routes for learning and a sensory approach, TEACCH and/or SCERTS. Progress is usually lateral or may present as a spiky profile.
Supplementary Curriculum
Supplementary curriculum refers to the therapeutic and additional provision that a child / young person will need to enable them to be ready to learn and / or to access learning. They will have personal priority needs that are central to their learning and quality of life. Such personal priority needs are highlighted within each pupils’ Education and Health Care Plan and will be a central feature of their Individual Education Plan. Such needs will be met through working with trained professionals either out of the classroom or through a discrete programme incorporated into classroom activities. Examples include rebound therapy, hydrotherapy, sensory circuits, sensory integration and Speech and Language therapy. Progress within these areas is measured through engagement, involvement and maintenance or improvements in health and wellbeing.
Curriculum Content
We recognise the need for a range of approaches, strategies and resources and the need for Teachers, Teaching Assistants, Parents/Carers and multiagency practitioners to work in partnership in order to deliver a curriculum that meets the needs of individual pupils.
We promote the moral, cultural, spiritual, mental and physical development of pupils and prepare them for the opportunities and responsibilities of later life. We also acknowledge the importance of developing life skills and that fun and enjoyment is essential to well-being, emotional development and a passion for learning.
We have developed a number of Assessment Pathways to ensure that just as we recognise that the pedagogy for different learning needs should be personalised, we must also recognise that the key skills, communication systems, formative and summative assessments should also reflect progress for each child / young person. The pathways are:
Yellow
This pathway is assessed using Routes for Learning and MAPP (Mapping and Assessing Personal Progress) and is used for pupils who have Profound and Multiple Learning Difficulties (PMLD).
Blue
This pathway is assessed using SCERTS (Social Communication, Emotional Regulation and Transactional Support) and informal TEACCH (Treatment and Education of Autistic and related Communication handicapped CHildren) and is used primarily for pupils who are ASC (Autism Spectrum Condition).
Green
This pathway is assessed using National Curriculum P-Levels and PIVATS (Performance Indicators for Valued Assessment and Targetted learning) and is used primarily for pupils who have Severe Learning Difficulties (SLD).
Orange
This pathway is assessed using a series of 'I can' statements based on Stages and Age Related Expectations that was developed by the Assessment Lead in school. Each statement can be Emerging, Developing or Achieved depending on the number of times a pupil demonstrates the skill and the amount of support they needed. This pathway is primarily for pupils who have a Moderate Learning Difficulty (MLD) and is used when a pupil is working beyond the P Levels in a subject. Because of this a pupil could be working on the Green pathway in some subjects and Orange in others.
Core Curriculum
Core curriculum means learning the National Curriculum subjects following a linear model of assessment.
Alternative Curriculum
Alternative curriculum means learning through an alternative model including Routes for learning and a sensory approach, TEACCH and/or SCERTS. Progress is usually lateral or may present as a spiky profile.
Supplementary Curriculum
Supplementary curriculum refers to the therapeutic and additional provision that a child / young person will need to enable them to be ready to learn and / or to access learning. They will have personal priority needs that are central to their learning and quality of life. Such personal priority needs are highlighted within each pupils’ Education and Health Care Plan and will be a central feature of their Individual Education Plan. Such needs will be met through working with trained professionals either out of the classroom or through a discrete programme incorporated into classroom activities. Examples include rebound therapy, hydrotherapy, sensory circuits, sensory integration and Speech and Language therapy. Progress within these areas is measured through engagement, involvement and maintenance or improvements in health and wellbeing.
Curriculum Content
We recognise the need for a range of approaches, strategies and resources and the need for Teachers, Teaching Assistants, Parents/Carers and multiagency practitioners to work in partnership in order to deliver a curriculum that meets the needs of individual pupils.
We promote the moral, cultural, spiritual, mental and physical development of pupils and prepare them for the opportunities and responsibilities of later life. We also acknowledge the importance of developing life skills and that fun and enjoyment is essential to well-being, emotional development and a passion for learning.
We have developed a number of Assessment Pathways to ensure that just as we recognise that the pedagogy for different learning needs should be personalised, we must also recognise that the key skills, communication systems, formative and summative assessments should also reflect progress for each child / young person. The pathways are:
Yellow
This pathway is assessed using Routes for Learning and MAPP (Mapping and Assessing Personal Progress) and is used for pupils who have Profound and Multiple Learning Difficulties (PMLD).
Blue
This pathway is assessed using SCERTS (Social Communication, Emotional Regulation and Transactional Support) and informal TEACCH (Treatment and Education of Autistic and related Communication handicapped CHildren) and is used primarily for pupils who are ASC (Autism Spectrum Condition).
Green
This pathway is assessed using National Curriculum P-Levels and PIVATS (Performance Indicators for Valued Assessment and Targetted learning) and is used primarily for pupils who have Severe Learning Difficulties (SLD).
Orange
This pathway is assessed using a series of 'I can' statements based on Stages and Age Related Expectations that was developed by the Assessment Lead in school. Each statement can be Emerging, Developing or Achieved depending on the number of times a pupil demonstrates the skill and the amount of support they needed. This pathway is primarily for pupils who have a Moderate Learning Difficulty (MLD) and is used when a pupil is working beyond the P Levels in a subject. Because of this a pupil could be working on the Green pathway in some subjects and Orange in others.
Curriculum in the Key Stages
Early Years Foundation Stage (EYFS)
The Foundation Stage encourages our children to develop the fundamental and pre-requisite skills for all future learning. Each child will be acknowledged as an individual, with individual strengths and needs, encouraged at all times to develop their experiences, skills, knowledge and understanding. They will have access to an interactive curriculum based on the ‘Development Matters’ and Early Support Developmental Journal Framework. Emphasis is also placed on the development of the pre intentional and intentional communication, which underpins all that we do.
Key Stages 1, 2 and 3
Balancing the needs of the pupils and the statutory entitlement of the National Curriculum requirements underpins the curriculum for 5–14 year old pupils. At Kelford School we embrace the philosophy that children are active learners and learn best when they are interested, motivated and inspired. Within each classroom there will be age appropriate continuous provision, ‘Learning through play’ remains important throughout the Primary Department where children have planned opportunities to learn independently and develop their own interests. Class Teams are expected to organise their learning environment to reflect children’s interests and allow equality of access for independent learning.
Class Teams are expected to know and understand how each child learns best within their class through sharing information and careful analysis of observations. It is expected that a range of teaching strategies will be employed within each lesson to address the learning styles of each pupil.
Every pupil receives their entitlement to 2 hours of high quality Physical Education and 1 hour of Religious Education.
We use Read Write Inc for our phonics and literacy materials in Key Stage 1. This is currently being rolled out across whole school.
Key Stage 1 & 2 Subjects
| Subject / Other Activity | Comments | |
|---|---|---|
| National Curriculum | English | Including application |
| Mathematics | Including Using and Applying | |
| Science | ||
| ICT | ||
| D&T | ||
| History | In the Primary Phase these subjects will be taught through a thematic approach with a long term plan which covers all aspects of the programme of study for each subject | |
| Geography | ||
| Art & Design | ||
| Music | ||
| PE | ||
| Personal Social Development | Grouped by need / personalised | |
| Modern Foreign Language | At Key Stage 2 through theme days | |
| Citizenship / PSHE | Taught throughout the curriculum | |
| RE | ||
| Supplementary Curriculum | Sensory Integration / Therapeutic Inputs | Dependent upon need |
| Life Skills / Functional Skills | Taught throughout the curriculum | |
| Social Skills / Interaction | Dependent upon need | |
| Communication / SALT | Dependent upon need | |
| Student Council | ||
| Independence | Taught throughout the curriculum | |
| Travel Training | Taught through first hand experiences linking to visits | |
| Community Visits / trips | At least one visit compliments the thematic learning or functional skills |
Key Stage 3 Subjects
| Subject / Other Activity | Comments | |
|---|---|---|
| National Curriculum | English | Ability streamed groups |
| Mathematics | ||
| Science | ||
| ICT | ||
| D&T / Art & Design | On a half termly carousel | |
| History / Geography | On a half termly carousel | |
| Modern Foreign Language | Subject specific, French / German | |
| Citizenship / PSHE | ||
| Music | ||
| PE | 1 activity community based | |
| RE | ||
| SRE | ||
| Supplementary Curriculum | Sensory Integration / Therapeutic Inputs | Dependent upon need |
| Life Skills / Independence | Dependent upon need | |
| Functional Skills | ||
| Social Skills / Interaction / PSED | ||
| Student Council | ||
| Communication / SALT | Through curriculum | |
| Travel Training | Dependent upon need | |
| Community Visits / trips | ||
| Enrichment Activity | Sports including team sports | |
| Community links - theatre, cinema, leisure |
Key Stage 4
The Key Stage 4 curriculum focuses on developing the six Key Skills in ways that develop our pupils as independent, active and valued citizens within our school. The curriculum includes English, Maths, RE, PE, PSHE, Citizenship, Work Related Learning, Lifeskills and Thematic work (incorporating Expressive Arts, Science, Geography, History, Music and ICT).
The cross-curricular Key Skills are developed across all these subjects and areas of learning. These are Communication, Numeracy, ICT, Problem Solving, Working with Others and Improving own Learning and Performance. ASDAN Transition Challenge is used to accredit pupils’ learning and achievements at Key Stage 4 and links with Sixth Form support post school progression.
Students who are sitting GCSE will do so in partnership with the mainstream school where they have undertaken the learning programme.
With Key Stage 4, students can begin their journey towards achieving the Duke of Edinburgh Bronze Award. They could then progress to the Silver Award in Sixth Form.
Key Stage 4 Subjects
| Subject / Other Activity | Comments | |
|---|---|---|
| National Curriculum | English | |
| Mathematics | ||
| Science | ||
| ICT | ||
| PSHE | ||
| Thematic work (incorporating Expressive Arts, MFL, Geography, History, Music and ICT) | These subjects may be chosen as an option for a qualification in partnership with a Mainstream School | |
| Work Related Learning (Work Skills, Horticulture, Catering, Hair and Beauty and DIY) | On the school site | |
| Travel Training | ||
| Fitness and Leisure | ||
| Enterprise, Careers | ||
| Citizenship | ||
| RE | ||
| Supplementary Curriculum | Sensory Integration / Therapeutic Inputs | |
| Life Skills / Functional Skills | ||
| Social Skills / Interaction | Taught throughout the curriculum | |
| Communication / SALT | Dependent upon need | |
| Student Council | ||
| Independence | ||
| Community visits / trips | ||
| Enrichment Activity | Sports including team sports | |
| Duke of Edinburgh (Bronze) | ||
| Community links - theatre, cinema, leisure |
Sixth Form
The Sixth Form curriculum focuses on developing students’ ability to make choices and decisions about their lives, and developing the confidence, skills and independence, attitude and communication skills to succeed as young adults. The curriculum includes Expressive Arts and Music, PE, Life Skills, English, Maths, PSHE, Work Related Learning (Fitness and Leisure, Enterprise, Careers and Work Experience), College Courses.
Accreditation in Sixth Form builds upon the work in Key Stage 4. ASDAN Personal Progress - The qualifications have been developed for students working between P Levels 1-8 and Entry 1 to have their achievements recognised and accredited. They are made up of units which can be broadly divided into the following areas: Literacy/Numeracy/IT; Independent Living Skills; Personal Development; Community Participation and Preparation for Work.
ASDAN PSD – This qualification provides a framework for developing and accrediting personal and social skills for students working at Entry Levels 1 and 2.
CERTA Independent Living and Using Employability Skills – These qualifications are designed to develop personal and work-related skills. They are used to accredit the learning of students who will progress into further education (college), supported employment or want to develop independent living skills.
Students at Kelford School currently follow courses in Work Skills, Horticulture, Catering, Hair and Beauty and DIY on the school site and construction at The Willows Vocational Centre.
Functional Skills Entry Level – These qualifications develop basic English, Maths and ICT skills in everyday and practical contexts. Students can achieve these qualifications at Entry Level 1, 2 or 3.
For more information on the curriculum you can see our Curriculum Policy here or contact school.
