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Curriculum Information

Please view our September 2022 Semi- Formal and Formal Curriculum below

Curriculum Intent

Our curriculum aims to:

  • Promote independence and a love of learning
  • Maximise the individual’s potential and develop a level of resilience.
  • Offer a wide breadth, balance, relevance, differentiation, progression and continuity that is suited to each learner.
  • Address the needs and requirements of each pupil’s Education, Health and Care Plan (EHCP). This may require specific modifications of, or dis-applications from, various National Curriculum requirements
  • Provide a stimulating and engaging learning environment which promotes effective learning and enables the pupil to experience a sense of enjoyment and achievement throughout their school career

Curriculum Statement 22/23

The school has 4 Phases: Early Years, First School, Middle School and High School. In First School pupils are taught by a class teacher and have regular opportunities for child-initiated learning. In Middle School the young people are taught by some subject specialist teachers. In High School most pupils follow accredited programmes and are taught by specialist teachers.

Pupils in First, Middle and High School follow one of the following curriculum pathways, depending on their learning needs – Formal, Semi-formal or Complex.

Vale of Evesham school adopts a quality first teaching model and has its own creative curriculum devised to meet the specific needs of our pupils. The curriculum provides opportunities for active learning and encourages independence. There is a wide range of technological support to enable pupils to learn effectively such as Eye Gaze, Switches, and a wide range of programmes and apps for various subjects and activities. Vale of Evesham school has a sensory room and here are serval adaptions in rooms to support learning, e.g. cookers and sinks that lift up and down and tables that are height adjustable in the science laboratory.

Our Curriculum Aims To:

  • Promote independence and a love of learning
  • Maximise the individual’s potential and develop a level of resilience.
  • Offer a wide breadth, balance, relevance, differentiation, progression and continuity that is suited to each learner.
  • Address the needs and requirements of each pupil’s Education, Health and Care Plan (EHCP). This may require specific modifications of, or dis-applications from, various National Curriculum requirements
  • Provide a stimulating and engaging learning environment which promotes effective learning and enables the pupil to experience a sense of enjoyment and achievement throughout their school career

 Curriculum Model

Curriculum Pathways

Our curriculum has aspirational yet realistic expectations for all learners across the following pathways:

Pathway Pupils

(See pathway allocation for levels)

Content
EYFS Early Years Learners follow the EYFS curriculum throughout Early Years. This is a developmental curriculum, which plays a diagnostic role in establishing which of the two pathways the child begins in Key Stage 1.
Complex For pupils with complex learning disabilities and difficulties or profound multiple learning difficulties. needs KS1 onwards A developmental sensory based curriculum.  Supporting pupils to engage in the world around them. To build and sustain meaningful interactions and make choices.

 

For 6th Form students there is an increased emphasis on learning off-site and within the community. The purpose of this is to prepare for transition from school to other educational and non-educational setting

Semi-Formal Pupils with severe and moderate learning needs KS1 onwards

 

 

 

Skills based creative curriculum with a basis of a highly differentiated national curriculum. The broad curriculum provides pupils to consolidate and generalise their skills to develop their long-term memory through the delivery of core and foundation subjects. The curriculum creates opportunities for appropriate independence and fostering skills for life.
Formal Pupils with moderate learning needs UKS2 onwards Adapted National Curriculum which emphasises skills for life.

Focusing on end points for leaving school, giving the opportunity to gain accreditation to give them access to collage and appropriate employment.

Foundation subjects provide pupils with the opportunities to apply the skills learnt in core areas and develop a love for learning.

6th Form Semi-Formal and Formal

 

 

 

 

Pupils with severe and moderate learning needs in 6th Form Those who enter the 6th Form with Pre-entry level, Entry Level 1 or Entry Level 2 accreditation (or who have not achieved accreditation but are working at an equivalent level) follow the OCR Life and Living programme, which includes units for communication, numeracy, personal skills, world of work, horticulture, home management, environment and community.

Students who enter 6th Form with Entry Level 3 or Level 1 accreditation follow Level 1 and 2 English and Maths programmes in addition to the appropriate units of the OCR Life and Living Entry Level or ASDAN Certificate of Personal Effectiveness at Level 1. Vale of Evesham School 6th Form offers Edexcel Level 1 and 2 Functional Skills English, AQA Level 1 Maths and AQA GCSE Maths. Under most circumstances, learners following Level 2 programmes would be directed to local college provision for their 6th Form, however Level 2 courses are provided to cater for learners with a spiky profile or those whole make rapid progress during their time in the 6th Form.

 

Curriculum Design

Early Years

In EY we follow the key principles of the EYFS with a focus on the Prime areas of development as well as Thinking and Literacy.

In the EYFS classes children are supported to develop through a balance of child led learning and adult led learning. Adults support learning through play and this is an essential part of learning for this younger group of children. During adult led learning adults support  the essential early learning skills that allow them to sit and take part in adult activities as part of a group and to actively learn. As the children move in to reception there is a gradual change of emphasis as they are encouraged to take part in more adult led learning activities.

Complex

The complex curriculum

The complex curriculum meets the needs of pupils who have profound and multiple learning difficulties and those who have complex learning difficulties (complex SLD)

We understand pupils with PMLD as being those pupils who

‘’are on a spectrum that indicates that they have profoundly complex learning needs. In addition to profound learning difficulties, learners are likely, though not in all cases to have other significant difficulties such as physical disabilities, sensory impairments and/or severe medical conditions. Learners require a high level of adult support, both for their learning needs and also for their personal care. They are likely to benefit from engagement across all senses and will need a curriculum which recognises that all learners will to a greater or lesser degree, have difficulties with object permanence, contingency awareness, declarative communications, making choices, learning by imitation and following instruction. Learners generally communicate by facial expression, body language and other non-verbal methods.’’

Imray and Colley, 2017

We understand pupils with CLD (complex learning difficulties) as being those pupils within the SLD spectrum who  alongside  their learning needs may have some additional difficulties that include

  • social communication, social interaction, and rigidity in behaviour towards thought and change sensory sensitivities
  • A tendency towards restricted personal interests
  • A need for support and direct teaching to engage in social activities
  • Difficulties in conforming to what may be considered conventional school behaviour which means much or all of the learning takes place in very small groups or on an individual basis.

Pupils with CLD are intentional communicators. Pupils use a range of communication strategies including body language, gesture, sign, symbols, symbol exchange and AAC. Some pupils may use a limited range of words or protowords – however most pupils with CLD are nonverbal or minimally verbal.

Engagement

Engagement is central to effective learning for pupils following the complex curriculum. We use the Engagement scale and profile (Carpenter et al, 2015) as a tool to analyse the learning and teaching experiences we offer and pupil responses to these activities. We acknowledge that there will be significant overlap in skills, knowledge and understanding between some pupils following the complex curriculum and those following the semi formal curriculum. How best to engage pupils and so maximise their learning is the dominant factor in deciding which curriculum pathway is most appropriate.

Semi-formal and Formal

Semi-formal and Formal pathways follow a topic based creative curriculum (see topic overview). There is an over arching whole school theme which are linked to the Fundamental British Values, which can be embedded to an appropriate level for the class.Whether that be by values board, class rules, collective worship and reflection or within the curriculum content.

The two pathways are parallel in design to allow pupil transition from one pathway to another when appropriate to the learner. The pathways run on a two-yearly cycle apart from High School which operate on a three-year rolling programme. This allows for skills to be developed through a spiral approach to learning across all subjects. Where repetition does occur, this is to ensure the skills are embedded, developed and extended. Some areas may appear the same, however they will be taught at a different level appropriate to their phase.  The topics are designed to reflect age-appropriate learning and development across the school.

6th Form

Students will follow a curriculum suitable for their attainment level, and supporting their transition needs and personal goals.

Learners with Complex needs:

Students on this curriculum pathway use sensory approaches to develop communication, awareness, engagement and autonomy in a wide variety of settings including the local area and community beyond school.

In common with Key Stage 4, the programme addresses 4 key areas – Cognition, Communication, Physical and Sensory. Progress in these areas is regularly assessed, and the pupil data tracked in order to support the delivery of challenging and meaningful learning opportunities. For 6th Form students there is an increased emphasis on learning off-site and within the community. The purpose of this is to prepare for transition from school to other educational and non-educational settings.

Semi-formal learners and Formal learners:

Those who enter the 6th Form with Pre-entry level, Entry Level 1 or Entry Level 2 accreditation (or who have not achieved accreditation but are working at an equivalent level) follow the OCR Life and Living programme, which includes units for communication, numeracy, personal skills, world of work, horticulture, home management, environment and community.

Students who enter 6th Form with Entry Level 3 or Level 1 accreditation follow Level 1 and 2 English and Maths programmes in addition to the appropriate units of the OCR Life and Living Entry Level or ASDAN Certificate of Personal Effectiveness at Level 1. Vale of Evesham School 6th Form offers Edexcel Level 1 and 2 Functional Skills English, AQA Level 1 Maths and AQA GCSE Maths. Under most circumstances, learners following Level 2 programmes would be directed to local college provision for their 6th Form, however Level 2 courses are provided to cater for learners with a spiky profile or those whole make rapid progress during their time in the 6th Form.

Students also work toward Duke of Edinburgh Award in the four sections: skill, physical, volunteering and expedition, or the Junior Award Scheme for Schools.

Students access local colleges on a weekly basis in a College Link session supported by Vale of Evesham staff.

Implementation

Early Years

Early Years have a continuous provision of what is available all of the time for the child led learning. Enhancements for this are detailed in the medium and short term plans relating to the topic, the needs and also interests of the cohort of children.  Adults support learning through play by observing and responding in that moment by playing alongside, modelling, commenting, supporting and encouraging play.

There is a long-term plan with topics to and to focus on to ensure all areas of development are supported.

This is then broken down into medium term plans for each topic each half term with focuses for the areas of development and individuals next steps and SaLT targets. Adult led activities will happen within a familiar routine and have a high level of structure. Details for the adult led sessions will be broken down in the short term planning and observations of the previous week will feed into the short term planning for the subsequent week.

We work closely with other professionals and parents to support the learning at this early stage of development.

Complex

Lesson structure

Pupils with PMLD and CLD learn in different ways from their peers therefore for them to learn effectively lessons will look different. Learning is likely to be individualised rather than differentiated. Effective lessons may involve all of the pupils doing different things, sometimes supported by an adult, sometimes exploring an enabling environment independently. Some pupils may be learning at the table, others may be learning on the floor or whilst moving around the classroom.

Pupils following the complex curriculum often have difficulties with sensory processing and in managing arousal levels. They may be taking part in sensory diet activities to allow them to access learning. Effective lessons following the complex curriculum may allow for periods of activity and periods of apparent inactivity. Effective engagement is key in providing high quality learning experiences, this engagement may ebb and flow during a lesson.

Pupils following the complex curriculum will have delays in their attention. Lessons should be short (30mins unless an offsite activity or one involving travel.

Breadth and Balance

We recognise that to maximise engagement and learning we need to give our pupils a rich and inviting range of learning opportunities. We use themes to ensure pupils have a range of experiences as they progress through the school year and through their school career. We concur with Imray and Hinchcliffe 2014 ‘’for the most complex (learners) let’s focus on the things that matter. This is why we advocate a very different personalised curriculum for some learners, which might be broad and balanced when we can make it so, but above all, is relevant’’

The impact of learning opportunities is assessed on an ongoing daily basis through careful staff observation. Impact is evidenced using the Evidence for Learning online system. We use the engagement model to assess pupil engagement across the range of learning opportunities given to pupils following the complex curriculum pathway.

Progress in communication is assessed termly using the Vale of Evesham routes assessment tool. A small minority of pupils following the complex curriculum pathway who have literacy as an area of strength may also be assessed using the Vale assessment framework (v levels).

We work collaboratively with parents and other professionals including speech and language therapists to set long-term communication targets as part of pupil EHCP reviews. All pupils will have at least 1 target around their communication needs.

Semi-formal and Formal

For each curriculum area teachers are provided with a subject overview and long-term plan. This is to ensure all areas of the curriculum content are covered and the number of hours are relevant to age and phase. This also ensures topics relate and do not overlap, ensuring the pupil has a progressive learning pathway throughout their school life. This allows the pupil to build on previous knowledge and experiences providing a sequential approach to learning throughout the school. Teacher will track and access pupil progress through the use of B Squared.

6th Form

Students access learning in classrooms, glasshouse and horticulture area, café and retail space, home-skills area, local businesses and voluntary organisations, the pupil transport network, Evesham town community and Worcestershire countryside.

The weekly programme consists of:

  • English/Communication
  • Maths/Numeracy
  • Café – a setting where Communication and Numeracy skills can be rehearsed and embedded in addition to skills relevant to the work-place. Food and retail are major local employers, so skills developed here can be applied directly in work experience placements and are relevant for post-school employment.
  • Horticulture – a setting where Communication and Numeracy skills can be rehearsed and embedded in addition to skills relevant to the work-place. Nurseries, and businesses related to the horticulture and gardening sectors and major local employers, so skills developed here can be applied directly in work experience placements and are relevant for post-school employment.
  • Community – this includes safe and effective travel and access to local services for health, leisure and support.
  • Self – PSHE, RSE, Citizenship
  • Home – Independent living skills
  • College Link – a sample programme at Pershore College supporting effective transition to post-school education and training provision. This link has been successful in improving retention rates for school leavers entering local college provision.
  • Duke of Edinburgh Award and Junior Award Scheme for Schools. These programmes develop resilience, engagement, active lifestyles and leadership. Young people develop the attitudes and skills required to tackle challenges and work in teams. These skills are transferrable to work-place, educational and community settings, as well as representing a significant achievement directly comparable to that of other young people across the world. Another focus of these programmes is the development of pupils’ interests, talents and abilities.
  • Assembly – an opportunity for reflection, celebration and belonging

Topic/ Theme Year Rota

Teachers will follow the below rota as to which topic area they will be following. EYFS-KS3 will run on a 2 yearly programme. High School will run on a 3 yearly programme. This is to ensure pupils do not repeat topics and areas of learning, ensuring a broad, balanced and spiralled curriculum.

EYFS-KS3

Academic Year 2021/2022 2022/2023 2023/2024 2024/2025
Topic Year A B A B

 

High School

Academic Year 2021/2022 2022/2023 2023/2024 2024/2025
Topic Year A B C A

Assessment Frameworks

Framework Title Levelling System Phase Curriculum
Early Support- Literacy Steps EY EY
Early Support- CAL
Early Support- PD
Early Support-Thinking Skills
Early Support- PSED
Early Support- CoEL
Vale- Reading- Phonics V1-6

NC1-3

First/Middle/High Semi Formal/Formal
Vale- Reading – Comprehension
Vale- Communication
Vale- Writing/Fine Motor
Vale- Maths- Number
Vale- Maths- SSM
Vale- Maths- Data Handling
Vale- Computing
Vale-Science
Vale-PSHE
Vale Routes Assessment Framework Vale Routes 1-10 First/middle/high Complex
Intensive Interaction 7 Point interaction scale First/middle/high Complex
Rebound Proficiency Grade 1 and 2 First/middle/high Complex
Sounds of Intent Reactive

Proactive

Interactive

First/middle/high Complex
Positive looking
Attention Framework Years First/middle/high Complex (potentially worth looking at for Semi)
Pre Entry Level English Milestone 4-8 6th Form Semi Formal/Formal
Pre Entry Level Maths Milestone 4-8
Functional Skills English Entry Level 1-3
Functional Skills Maths Entry Level 1-3
Optional Frameworks:
Switch Progression
Steps to Eating

 

Topic Breakdown – Semi-Formal/Formal

Complex Curriculum Themes

  • The themes outlined below are to give breadth of experience for the pupils following the complex curriculum.
  • They are themes, not topics –there is no expectation that the pupils will learn skills and knowledge about the subject matter
  • The themes are to spark staff imagination in devising a wide range of activities to develop pupil engagement
  • Story sharing may follow the theme (see text map)
  • Sensory activities including messy work, art, music, dance massage, dance etc. may also follow the theme
  • Learning will be assessed using the engagement model, against ILIS and using the Vale Routes assessment too