Curriculum
OUR CURRICULUM (in conjunction with our Admissions Criteria)
Our curriculum is as unique and individual as our learners. We tailor our curriculum to meet the need of all our students and the nuances of our special school context.
The curriculum is the planned activities which promote personal growth and development. It includes not only the formal requirements of the National Curriculum but also the range of extra-curricular activities that the school organises in order to enrich the experience of of the children which includes the Duke of Edinburgh Award, outdoor education and residential trips.
The well being of our pupils is integral to their learning and are supported towards a fuller understanding of what it means to experience and maintain good mental and physical health. This crucial area of our taught curriculum underpins what we call ‘readiness to learn’ and develops pupil resilience in all areas of their development.
Readiness to learn is promoted via Holistic therapy, Play Therapy, Counselling, our extended day and 24 hour offer and the Nurture Base. We have a dedicated team of MHFA (Mental Health First Aiders) who, as established personnel, are well placed to act as Champions for pupils and support them/staff on a daily basis. The pupil voice is strong, and advocates for the whole child as well as supporting LGBT & Prevent work.
We measure pupil attitude to self and school using PASS.
INTENT
Aims of our curriculum:
to provide a broad and balanced curriculum for all pupils that is coherently planned and sequenced towards cumulatively sufficient knowledge for skills and future learning and employment
enable pupils to develop knowledge, understand concepts and acquire skills and to be able to choose and apply these in relevant situations
support pupils' spiritual, moral, social and cultural development and equip pupils with the knowledge and cultural capital to succeed in life
promote a positive attitude to learning
ensure equal access to learning for all pupils, with high expectations for every pupil and appropriate levels of challenge and support
IMPLEMENTATION
Within KS2, our curriculum is delivered using a variety of different approaches and resources depending on the nature of the subject being taught and the needs of the pupils. The core subjects are taught separately via the KS2 lead and specialist teachers and the foundation subjects thematically. KS2 pupils also access the same enrichment offer as KS3 and KS4 - outdoor education, Forest School and Cultural Capital activities.
Within KS3, pupils follow a varied curriculum which includes core and foundation subjects which continues to develop their skills and knowledge. The curriculum also supports the spiritual, social, moral and cultural development. During the final year of KS3, pupils begin to identify subjects they would like to develop skills and knowledge in and will select their options ready for KS4.
Within KS4, all pupils continue to follow the core curriculum subjects and then their chosen 3 subjects till the end of KS4. Pupils work towards a variety of qualifications ranging from Entry Level Certificate to Level 2.
PATHWAYS THROUGH OUR CURRICULUM
Our curriculum and its Pathways are designed so pupils options are not narrowed and we are able to support them to remove barriers to learning that may contributed to by SEN.
Pathways through our curriculum are supported through a range of assessments.
We currently offer three distinct pathways through from KS2 with all pupils accessing our Wellbeing Curriculum regardless of academic pathway.
PATHWAY ONE
The Pathway One curriculum has been designed for learners who are working towards GCSE or equivalent.
This group of pupils will predominately be working at ARE (age related expectations) in most areas of the curriculum.
Pupils within this Pathway may have specific barriers to learning that impact on their ability to access the National Curriculum, but will access specific teaching and interventions where needed to support them in attaining skills to overcome this.
These pupils may benefit from scaffolded learning, yet are mostly independent in their access of learning
At KS4 these pupils will have a clear Post 16 pathway to education and/or employment at level 2 or above.
PATHWAY TWO
The Pathway Two curriculum has been designed for learners who are working towards ELC or Level 1 qualifications.
This group of pupils are working below ARE (age related expectations) in most if not all areas of the curriculum.
These pupils may need learning facilitated via higher levels of scaffolding.
They have specific barriers to learning that impact on their ability to access the National Curriculum.
At KS4 these pupils will have a well designed transition and a supported post 16 pathway.
PATHWAY THREE
This pathway has beeen designed for pupils that experience difficulties accessing the first 2 pathways.
They have a bespoke designed curriculum, which contains a minimum of literacy and numeracy, but can also include a tutor for other subjects, college courses, work experience and/or motivational placements.
This pathway does not preclude them from attending lessons at Archers Brook School or any of our services.
At KS4 these pupils will have a supported transition and clear Post 16 Pathway.
Our curriculum is designed to be flexible so that pupils may move between pathways and access courses on other pathways.
IMPACT
The impact and effectiveness of our curriculum is derived from the roles and responsibilities the Governing Body, the Headteacher and the Subject Leads have in enabling the pupils to:
be supported to re-engage with the curriculum and through this, experience successful learning
every pupil will have a clear post 16 pathway which is well designed and supported
every pupil will develop enhanced social skills supporting them to manage in a college or workplace setting
EHCP educational targets will have been updated for their onward journey
If you would like further information please email admin@archersbrook.cheshire.sch.uk
