Curriculum - Intent, Implementation and Impact
Our Curriculum Intent, Implementation and Impact are based in our Core Values.
Curriculum Intent:
- That pupils access a broad and balanced curriculum that combines both knowledge-based teaching with skills-based learning
- That pupils develop skills in order to retain information meaning that knowledge is generative and has a positive impact on their long-term memory
- That pupils develop a vocabulary sufficient to support them through qualifications and into the wider world
- That pupils develop knowledge that is connected in schemata which enables them to make links between learning
- That pupils make good to outstanding progress against personal targets
- That pupils have a sense of pride in their learning and achievements
- That pupils have opportunities to participate in a range of co-curricular enrichment activities within and beyond the Academy day
- That pupils develop communication skills in order to be able to clearly express their needs, access the curriculum and be ready for adult life
- That pupils develop reading skills through a phonics-based reading scheme
- That pupils develop vocational and independence skills for life beyond the Academy
- That pupils use of ICT is encouraged, and that they learn skills and safety for modern technology
- That pupils develop a greater awareness of their local community and make a positive contribution to society
- That all pupils are fully supported and guided through the process of planning their futures
- That pupils are able to identify, understand and regulate their own emotions
- That pupils develop prosocial interaction skills, which can be generalised outside of the classroom
Implementation
- Each day starts with a PSHE wellbeing session which teachers plan to support pupils’ progress towards their individual emotional skills targets. These lessons follow the trauma-responsive approach of safe – connected – regulated – ready to learn
- Class teams work in partnership with parents and carers to ensure the best outcomes for pupils
- Teachers have good subject knowledge and pedagogy
- There is a nurturing, safe environment to support learning
- Pupils are aware of their own targets and are helped to understand how to progress
- Pupils are supported to develop strategies to remain emotionally regulated to access learning
- Pupils have regular trips into the local community to extend their learning
- There is a language rich environment in all subjects in which staff support pupils using a total communication approach
- Teachers check understanding and correct misconceptions
- A variety of teaching approaches is used building on developing a variety of experiences and skills for pupils
- Tasks are designed sequentially to support pupils develop and build upon their long-term memory
- There are foci on reading and communication skills, giving pupils foundations for future learning
Impact
- Students develop confidence, independence and self-worth leading to improved mental and physical well-being
- Students acquire new knowledge and skills, building upon skills known
- Students improve all forms of communication in a language rich environment
- Students make social and emotional progress measured through a range of welfare data: attendance, behaviour, progress towards Prisum targets, well-being surveys
- Students develop independence skills to enable success within education, chosen career pathways and life skills
- Students have a sense of pride in learning and personal development
- Students are able to read a sufficient level in order to be able to access qualifications and the wider environment such as further education and employment
- Students have the skills to form meaningful friendships and relationships
- Students feel connected to the local community and believe they have a positive role to play in it