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The Edith Borthwick School

Enabling everyone to reach and go beyond their potential

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Curriculum Intent

 

LEARNING AT THE EDITH BORTHWICK SCHOOL

THE EDITH BORTHWICK SCHOOL

CURRICULUM OVERVIEW

 

Aims

At the Edith Borthwick School our aim is to provide a learning environment for every learner that is personalised, inclusive, safe, enjoyable and challenging with appropriate support and guidance to enable them to develop skills for life. Our aim is to give learners the skills to live as independently as possible in their life beyond school.

 

Beliefs

At the Edith Borthwick school we believe that everyone should;

  • Enjoy learning and achieving
  • Show care and concern for themselves, others and the environment
  • Treat others with respect and dignity and accept and tolerate others and their individual differences
  • Be safe, healthy and happy and be a valued member of the community
  • Develop self-confidence and self esteem
  • Put students and their families at the heart of everything we strive for

 

Strands of learning

We believe that there are five essential areas for Learning, these as integral to the SEN code of practice and the Preparing for Adulthood agenda. Our intention is that these are part of everything that we do here at the Edith Borthwick School. Students learning happens across these areas. The headings are:

Independence

Communication

Cognition and Learning

Physical and Sensory

Social and Emotional

 

The curriculum is further spilt into other areas of learning:

Functional Skills – Reading, literacy, Numeracy, English, Maths

Creative Development- Music, art, drama, dance

Physical Development- PD, Swimming, Rugby, Football, Rebound, Physio, Hydro

Independent Living Skills- PSED, SRE, RE, Food Preparation, Enterprise, Personal Care

Community Awareness- Travel Training, Community visits, Recycling, Gardening, Personal Safety and Road Safety

Knowledge and Understanding of the World- ICT, D & T, Science, History, Geography

 

Reading skills are a key focus across the school with access to set reading schemes, dedicated reading/phonics sessions. The early learning of reading is promoted through the use of Jolly phonics, sensory stories, auditory books, iPads and kindles as students move through the school. 

 
We also feel that it is essential to develop each individual personally, therefore personal and social development opportunities are planned across the curriculum, including a variety of Social, Moral, Spiritual and Cultural (SMSC) experiences gained from visiting groups, assemblies, planned community access and residential trips.

 

 

Early Years-Key Stage 2

In these key stages, lessons are topic based with learning covering strands and individual goals, we use the Creative Learning Journey to ensure we plan optimum coverage and breadth. In addition to this topic based work learners access a variety of other opportunities such as PAWS, Didi Dance, Forest School. Lessons are delivered through the 6 key areas from Early Years – Communication, Language and Literacy (CLL), Knowledge and Understanding of the World (KUW), Problem Solving (PS), Creative Development (CD), Physical Development (PD) and Personal and Social Education (PSED).

 

Key Stage 3

In Key stage 3 learners begin to access lessons and opportunities to prepare them for the next key stage. This includes Duke of Edinburgh bronze or Gateway award, enterprise, more formal design and technology and food technology.

 

Key Stage 4-5

In key stages 4 and 5, learners access appropriate courses linked to their needs to support them to prepare for adulthood, these can lead to accreditation through ASDAN. Our more formal learners access OCR English and Maths. The offer is aimed to enable learners to develop and gain the skills needed for whatever their next challenge may be, for example accessing travel training, college or links with adult provision.

 

We are developing clear Learner Pathways suitable to the needs of the learners as follows;

 

INFORMAL 

SEMI FORMAL

FORMAL

Learners with profound, multiple and complex needs working between P1-4.

 

Learners with severe learning disabilities working between p4-8.

Learners with moderate learning disabilities working above the p levels.

 

These pathways ensure that learning opportunities are maximised and learning is pitched appropriately.

 

 

Our vision and shared values sit at the heart of all we do and permeate through all learner pathways and experience.

 

INFORMAL PATHWAY

INTENT – WHAT WE ARE TRYING TO ACHIEVE

WHO FOR?

Learners who have profound, multiple and complex learning disabilities and are working p1-4

AIMS:

To enable learners to communicate, think and problem solve within an immersive learning environment

FOCUS:

Learners who develop communication and independence so their voice is heard

Confident learners who can live happy, healthy and fulfilling lives.

Citizens who are valued and active members of their community.

IMPLENTATION – HOW WE ARE PLANNING TO DO IT AND HOW WE ORGANISE LEARNING

EY-KS3 - Overarching themes offering irresistible learning opportunities in the 6 key areas of the creative learning journey.

KS4-5 – Appropriate pathways linked to adulthood plan with real world learning opportunities.

SUBJECTS

Communication, Language & Literacy (CLL)

Comprising of:

Reading/Writing

English

Problem Solving (PS)

Maths

ICT

Enterprise

Life skills

Knowledge and Understanding of the World (KUW)

Science

History

Geography

Creative Development (CD)

Art

Design technology

Music

Drama

Physical Development (PD)

PE

Healthy lifestyles

Physio

Outdoor pursuits

Personal and Social Education (PSED)

PSHE

SMSC

RE

Sex & Relationships

 

AREA

LESSONS

ROUTINES

LEARNING OUTSIDE THE CLASSROOM

COMMUNICATION

PERSONALISATION

BEHAVIOUR

ENVIRONMENT

APPROACH

*Variety of approaches, teaching styles and collaborative learning.

 

*Aspirational learning goals focussed on the learners greatest priorities

 

*Ongoing formative assessment informs next step planning.

Clear routine and structure to each day and week.

 

Opportunities for learners to practice, refine and generalise skills.

 

Support learners to know what is happening.

 

Consistent staffing

Planned educational visits to access a range of environments (increasing over time)

 

Using and applying skills in the community

 

Anima Care

 

Horticulture

 

Residential opportunities 

AAC

 

Objects of reference

 

On body sign

 

Sensory cues

 

Makaton, PECS & symbolised text

 

Total communication environment

 

Intensive interaction & Attention Autism

All about me information.

 

EHCP priority learning goals

 

Therapy strategies:

Physio

Speech & language

Sensory integration

 

SMSC and British Values

 

Exciting, engaging and stimulating curriculum

 

Positive behaviour policy

 

Individual support strategies

 

Sensory integration

Clear and tidy

 

Access to high quality resources

 

Enabling control and influence

 

Total communication

 

Supports vision and teaching and learning.

IMPACT – HOW WE WILL EVALUATE AND CONTINUE TO IMPROVE

ASSESSMENT

Individual ongoing assessment linked to personalised learning goals using Evidence for Learning 

Progress in knowledge and skills

Internal and external moderation

Progress meetings with phase leads

Annual review of progress against Education, Health & Care Plan (EHCP)

Multi-disciplinary discussion and assessment.

FEEDBACK

Surveys (Learner, parent & staff)

School improvement partner, school effectiveness partner and peer reviews.

ACCOUNTABILITY MEASURES

Behaviour analysis

Attendance

Attainment and improved standards

Reporting to Governors

                                   

 

SEMI FORMAL PATHWAY

INTENT – WHAT WE ARE TRYING TO ACHIEVE

WHO FOR?

Learners who have severe learning disabilities and are working p4-8

AIMS:

To give learners the skills to live as independently as possible in their life beyond school.

FOCUS:

Successful learners who enjoy learning and achieving.

Confident learners who can live happy, healthy and fulfilling lives.

Active citizens who positively contribute to their community.

IMPLENTATION – HOW WE ARE PLANNING TO DO IT AND HOW WE ORGANISE LEARNING

EY-KS3 - Overarching themes offering irresistible learning opportunities in the 6 key areas of the creative learning journey.

KS4-5 – Appropriate accredited pathways linked to adulthood plan with real world learning opportunities.

SUBJECTS

Communication, Language & Literacy (CLL)

Comprising of:

Reading/Writing

English

Problem Solving (PS)

Maths

ICT

Enterprise

Life skills

Knowledge and Understanding of the World (KUW)

Science

History

Geography

Creative Development (CD)

Art

Design technology

Music

Drama

Physical Development (PD)

PE

Healthy lifestyles

Physio

Outdoor pursuits

Personal and Social Education (PSED)

PSHE

SMSC

RE

Sex & Relationships

AREA

LESSONS

ROUTINES

LEARNING OUTSIDE THE CLASSROOM

COMMUNICATION

PERSONALISATION

BEHAVIOUR

ENVIRONMENT

APPROACH

*Variety of approaches, teaching styles and collaborative learning.

 

*Aspirational learning goals stretch learning.

 

*Ongoing formative assessment informs next step planning.

Clear routine and structure to each day and week.

 

Opportunities for learners to practice, refine and generalise skills.

 

Support learners to know what is happening.

Planned educational visits, using and applying skills in the community

 

Animal Care Horticulture

 

Duke of Edinburgh & NCS

 

College links

 

Residential opportunities

Augmentative & Alternative communication (AAC)

 

Makaton, PECS & symbolised text

 

Visual support

 

Social communication development

 

Attention Autism

Lego Therapy

All about me information 

 

EHCP priority learning goals

 

Self-assessment and ownership of own learning

 

SMSC and British Values

 

Sensory integration

Positive behaviour policy

 

Zones of Regulation

 

Individual support strategies

 

Sensory integration

Clear and tidy

 

Access to high quality resources

 

Supports independence and increasing responsibility, e.g. lockers.

 

Supports vision and teaching and learning.

IMPACT – HOW WE WILL EVALUATE AND CONTINUE TO IMPROVE

ASSESSMENT

Individual ongoing assessment linked to personalised learning goals using Evidence for Learning 

Progress in knowledge and skills

Internal and external moderation

Progress meetings with phase leads

Self and peer assessment

Annual review of progress against Education, Health & Care Plan (EHCP)

Accreditation through Duke of Edinburgh, ASDAN.

FEEDBACK

Surveys (Learner, parent & staff)

School improvement partner, school effectiveness partner and peer reviews.

ACCOUNTABILITY MEASURES

Behaviour analysis

Attendance

Attainment and improved standards

Reporting to Governors

                                   

 

FORMAL PATHWAY

INTENT – WHAT WE ARE TRYING TO ACHIEVE

WHO FOR?

Learners working above the p-levels who can access more formal learning

AIMS:

To give learners the skills to live as independently as possible in their life beyond school.

FOCUS:

Successful learners who enjoy learning and achieving.

Confident learners who can live happy, healthy and fulfilling lives.

Responsible learners who contribute to their community.

IMPLENTATION – HOW WE ARE PLANNING TO DO IT AND HOW WE ORGANISE LEARNING

EY-KS3 - Overarching themes offering irresistible learning opportunities in the 6 key areas of the creative learning journey.

KS4-5 – Appropriate accredited pathways linked to adulthood plan with real world learning opportunities.

SUBJECTS

Communication, Language & Literacy (CLL)

Comprising of:

Reading/Writing

English

Problem Solving (PS)

Maths

ICT

Enterprise

Life skills

Knowledge and Understanding of the World (KUW)

Science

History

Geography

Creative Development (CD)

Art

Design technology

Music

Drama

Physical Development (PD)

PE

Healthy lifestyles

Physio

Outdoor pursuits

Personal and Social Education (PSED)

PSHE

SMSC

RE

Sex & Relationships

AREA

LESSONS

ROUTINES

LEARNING OUTSIDE THE CLASSROOM

COMMUNICATION

PERSONALISATION

BEHAVIOUR

ENVIRONMENT

APPROACH

*Variety of approaches, teaching styles and collaborative learning.

 

*Aspirational learning goals stretch learning.

 

*Ongoing formative assessment informs next step planning.

Clear routine and structure to each day and week.

 

Opportunities for learners to practice, refine and generalise skills.

 

Support learners to know what is happening.

Planned educational visits, using and applying skills in the community

 

Animal care & Horticulture

 

Duke of Edinburgh, Gateway & NCS

 

Work experience

College links

 

Residential opportunities 

Speech and Language therapist support

 

Makaton

 

Visual support

 

Symbols

 

Social communication development

 

 

All about me

 

EHCP priority learning goals

 

Self-assessment and ownership of own learning

 

SMSC and British Values

 

Sensory integration

Positive behaviour policy

 

Zones of Regulation

 

Individual support strategies

 

Sensory integration

Clear and tidy

 

Access to high quality resources

 

Supports independence and increasing responsibility, e.g. lockers.

 

Supports vision and teaching and learning.

IMPACT – HOW WE WILL EVALUATE AND CONTINUE TO IMPROVE

ASSESSMENT

Individual ongoing assessment linked to personalised learning goals using Evidence for Learning 

Progress in knowledge and skills

Internal and external moderation

Progress meetings with phase leads

Self and peer assessment

Annual review of progress against Education, Health & Care Plan (EHCP)

Accreditation through OCR, ASDAN & Duke of Edinburgh.

FEEDBACK

Surveys (Learner, parent & staff)

School improvement partner, school effectiveness partner and peer reviews.

ACCOUNTABILITY MEASURES

Behaviour analysis

Attendance

Attainment and improved standards

Reporting to Governors

                                   

 

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