Our Curriculum Delivery Model
To provide our pupils and students with the skills to live as independently as possibly in an ever changing world, to be:
- Successful Learners
- Confident Individuals
- Responsible Citizens
To be successful our children need to feel safe and build trusting relationships. Only when we enable this will our children be able to engage in learning activities and develop the skills necessary.
Our curriculum is based around 3 themes of safety:
- Of self – the ability to self-regulate and manage own emotions and so engage in learning experiences
- For self – the ability to be independent and autonomous (do things not only by yourself but for yourself)
- With others – the ability to manage and develop positive relationships
These 3 themes ultimately lead to the 4 outcomes for Preparation for Adulthood:
- Independent Living
- Community Inclusion
Our students have faced, and do face, numerous obstacles to learning and it is our role as educators to put in place whatever strategies are necessary to remove all barriers to learning. Across our trust we will utilise all available resources to ensure our students are available to learn.
Our Approach to Personalisation:
The purpose of assessment within our schools is to celebrate success and identify next steps for further development.
Assessment is an ongoing activity and as such should be active – Assessment for Learning and Assessment of Learning, as much as is practically possible, should occur alongside students. Students should be engaged in celebrating success and identifying their next steps for learning.
EHCP outcomes (long term objectives) will be identified through the annual review process when reviewing the EHCP. From September 2019 we will use ‘PfA Outcomes across the age ranges for children and young people with SEND’.
Annual IEP objectives (yearly curriculum targets) will be identified during the annual review. We will use ‘Skills Builder SEND’ to identify steps to success to meet outcomes identified in the EHCP
Assessment of Learning will be captured by using Evidence for Learning, quantifying success:
INDEPENDENCE: Learners complete tasks independently
Can they do it on their own?
FLUENCY: Learners reach a level of mastery combining speed and accuracy
Are they getting better at it?
MAINTENANCE: Learners maintain competency over time through repetition. They remember after a break
Can they do it more often? Are they more reliable?
GENERALISATION - Learners achieve mastery in different settings or contexts, with different stimuli or with different staff
Can they do it with different people or in in different places?