Our Curriculum Offer
Curriculum
A Curriculum is a framework setting out the aims and expectations for what will be taught, and structure of what pupils will do within a programme of education. This can be broken down into the Intent, Implementation and Impact.
Intent
At Woodsetton we believe ‘Every pupil matters...every moment counts’. This is reflected in our curriculum intent. We offer a broad and balanced AIM High curriculum that is Ambitious, Inclusive and Meaningful. Our bespoke curriculum sets out high expectations for all learners, is adapted so no pupil is disadvantaged and ensures learning is relevant and purposeful for the needs of all our pupils. The curriculum is designed so that learning is sequenced to build on pupils existing skills and knowledge. Moreover, it teaches them to apply their learning and prepares them for life within school, at home and in the wider community. We also provide pupils’ the opportunity to develop their independence, well-being and confidence through a wide range of enrichment and extra-curricular activities linked to personal development.
At Woodsetton we aim for our curriculum to:
- Provide pupils with a stimulating and engaging learning environment
- Ensure that all pupils develop an understanding of themselves and an awareness of their place within the community
- Ensure that all children develop appropriate subject specific knowledge, skills and understanding in line with their stage of development
- Allow pupils to apply their skills and knowledge within a range of meaningful contexts
- Develop pupils’ resilience and perseverance
- Prepare pupils for life beyond Woodsetton
- Provide pupils with a breadth of experiences and opportunities to expand their horizons beyond the classroom
- Teach and give pupils’ ‘the right to choose’
Implementation
At Woodsetton our curriculum continues to be able to change and evolve to meet the individual needs of all our pupils. To ensure learning is relevant, engaging and challenging, pupils are structured in four ‘Pathways’. Within each Pathway, teaching and learning is tailored to provide pupils a meaningful curriculum, giving them the appropriate level of support to develop their knowledge, skills and understanding in their learning journey. The Pathways also reflect pupils nurture, emotional and personal development needs. Although Pathways are broadly progressive in age, there is flexibility to move pupils between pathways or classes within the same Pathway to support their needs and development during their time at Woodsetton. Each Pathway covers skills, knowledge and understanding across a range of areas of learning. These follow a sequence of learning and therefore are transferable between the four pathways and demonstrate progression.
Robust quality assurance ensures consistency in delivery and expectations across the school. A 2-year curriculum cycle ensures a broad coverage of topics and work is not repeated as pupils typically spend two academic years within each Pathway.
Pathway 1 (Caterpillars & Badgers) - Pupils in Pathway 1 will be working within the areas of the EYFS and the Engagement Model. They will be focusing on establishing routines, supporting communication and interaction and developing a confidence to learn through exploration, realisation, anticipation, resilience and initiation. There is a great emphasis on sensory learning.
Pathway 2 (Hedgehogs, Woodpeckers, Ladybirds & Bees) - Pupils in Pathway 2 are continuing to develop their listening, attention and communication skills to support their learning. They are building their confidence to learn new skills and knowledge in different areas of the curriculum through a sensory diet. Some children will continue to work within the Engagement Model.
Pathway 3 (Frogs & Owls) – Pupils in Pathway 3 will be applying their knowledge and skills within the wider world around them. The curriculum is based on working below KS1 age related expectations.
Pathway 4 (Squirrels & Butterflies) - Pupils in Pathway 4 are pupils in KS2 working towards and within KS1 and KS2 National Curriculum age related expectations. These children are developing skills to become independent learners with the ability to transfer skills across different areas of the curriculum.
Because of the personalised approached to the curriculum we can meet the needs of all our learners. Through Individual Learning Plans, all children across the school focus on targets linked to their Education, Health and Care Plans (EHCP). Some pupils also receive additional funding e.g. Pupil Premium and the impact of any interventions funded through these is monitored to ensure that they support progress.
Impact
We measure impact, not just in the work pupils’ produce, but in all aspects of their learning and development, no matter how small. We celebrate each pupil’s small steps of achievement in their individual journey as they develop their skills and knowledge and embark on new experiences. The curriculum is designed so that all pupils can demonstrate progress over time, regardless of their starting point. Not only do we measure pupils’ academic progress through assessment of their levels of knowledge and understanding, we also measure pupils’ personal achievements and well-being linked to their EHCP. Moreover, our curriculum is measured by its ability to successfully prepare our pupils for their next steps beyond Woodsetton; equipping them with the life skills and core British Values to become rounded citizens and valued members within the community. Ultimately, our pupils are motivated and empowered to succeed and become independent and confident young adults who have high expectations of themselves despite their disabilities or barriers to learning.
Relationships, sex and health education and the school ethos
All children are entitled to Relationships and Sex Education. This entitlement is taken from the UN Convention on the Rights of the Child which establishes that all young people have the same right to enjoy their sexuality within the highest attainable standard of health, free of coercion and violence, and to access quality sexuality education and sexual health services.
Learning about their own sexual development and health together with an awareness of their relationships with others, can greatly enhance the pupils’ ability to lead their lives competently and with fulfilment. We also expect other learning outcomes to be enhanced by the increased self-esteem and confidence which a good relationships, sex and health education programme can bring about.
Our guiding principles for Relationships Education at Woodsetton School have been that all of the compulsory subject content must be age appropriate and developmentally appropriate. It must be taught sensitively and inclusively, with respect to the backgrounds and beliefs of pupils and parents while always with the aim of providing pupils with the knowledge they need of the law.
We are determined that the subjects we teach must be deliverable and have flexibility to shape our curriculum according to the needs of our pupils and our community.
We want the subjects to put in place the key building blocks of healthy, respectful relationships, focusing on family and friendships, in all contexts, including online. This will sit alongside the essential understanding of how to be healthy.