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Curriculum Information

Please view our September 2021 Semi- Formal and Formal Curriculum below

Curriculum Statement 20/21

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, 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 Pre-formal.

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 there 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 learning environment that promotes effective learning and enables the pupil to experience a sense of enjoyment and achievement throughout their school career

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 the 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.

Pre-Formal

Pupils with complex or profound needs KS1 onwards A developmental sensory-based curriculum helping pupils to connect and respond to 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 endpoints for leaving school, giving the opportunity to gain accreditation to give them access to college 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, the 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 who make rapid progress during their time in the 6th Form.

Pathway Allocation

When moving on from

EYFS

Curriculum

PKSS

VOE Routes

Progression Step

KS1-3

Steps4life

High School

Formal PStep 10 Level 2
PStep 9
PStep 8 Level 1
PStep 7 Entry 3
Standard 6 PStep 6
Standard 5 PStep 5 Entry 2
Standard 4 PStep 4 Entry 1

Secure Step 4 or higher of Early support

Semi-Formal Standard 3 PStep 3 Step 7
Standard 2 VOE routes 9 PStep 2 Step 6
Standard 1 VOE Routes 8 PStep 1

Working  in Step 1-3 of Early support

 

Pre-Formal VOE Routes 7
VOE Routes 6
VOE Routes 5
VOE Routes 4
VOE Routes 3
VOE Routes 2
VOE Routes 1

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 into reception there is a gradual change of emphasis as they are encouraged to take part in more adult-led learning activities.

Year 1 Bridging Year

When moving from Reception to year 1 there will be a year 1 bridging year.

To enable a smooth transition from EYFS to KS1 curriculum the following is in place:

  • They will be following the KS1 semi-formal curriculum long term plan
  • Focus remains on PSHE, Communication, Thinking skills and Literacy
  • There is an emphasis on continuous provision and child-initiated learning opportunities
  • Adapted focus on how my world works to 30 minutes per week to enable a high percentage of focus on the prime areas as stated above
  • There is no taught Literacy topic session to allow for a higher percentage of communication and PHSE
  • There will be a planned story for the end of the day

Pre-formal

The pre-formal pathway focuses on the key areas of learning outlined in pupils’ EHC plans – communication, cognition, physical skills, sensory needs and social-emotional and mental health needs. Pupils have individual learning plans that reflect the highly individualised approaches needed for learning. We encourage pupils to be active communicators using a range of approaches including intensive interaction and augmentative communication strategies. We support pupils in having as much control over their environment as possible using an active learning approach.

Teaching and learning for our pre-formal learners are sensory in nature. A topic overview supports teachers in providing an imaginative framework of sensory experiences.

Semi-formal and Formal

Semi-formal and Formal pathways follow a topic based creative curriculum (see topic overview). There is an overarching whole school theme that is 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

Pre-formal learners:

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 the 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, the 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 who make rapid progress during their time in the 6th Form.

Students also work toward the 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 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 at that moment by playing alongside, modelling, commenting, supporting and encouraging play.

There is a long-term plan with topics 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 on 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.

Pre-formal

Pupils following the pre-formal curriculum pathway have a session each day focussing on communication and cognition. Pupils with physical needs have a daily session to support learning in this area.

Teachers track progress using Routes for learning and Vale of Evesham Routes for learning. We acknowledge that engagement is crucial to optimise learning and use the engagement model to analyse pupil experiences and play approaches to best enhance engagement.

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 is 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. The 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 workplace. 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 workplace. 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 the 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 workplace, 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 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

 

Topic Breakdown – Semi-Formal/Formal

Pre-Formal Themes