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