Our curriculum seeks to follow the National Curriculum prioritising emotional wellbeing alongside academic achievements in order to meet the individual needs of our pupils. This is exemplified by carefully chosen texts at an appropriate academic level to support learning alongside social, emotional and moral development.
Also, the curriculum is strategically planned to scaffold the skills required to make successful progress demonstrated through creative content, differentiation, carefully-considered academic groups and opportunities for stretch and challenge, such as extended learning in enrichment time.
We strive to enthuse and prepare our young people for the wider world to develop the skills imperative to our pupils’ ability to cope in the wider world and their ability to sustain employment this is incorporated through functional skills through the whole curriculum, and making sure that the English curriculum complements other curriculum areas, such as PSHSE, experience days, mindfulness sessions, making sure that the learning environment is a safe and respectful environment.
A knowledge-engaged curriculum is promoted and facilitated through skills-based curriculum, which will aim to foster enjoyment of the subject and support students to articulate their own views, as well as appropriate subject and topic-specific trips.
Our ambition for all pupils, is to be given opportunities that will offer them the best understanding of how to be successful in 21st Century Britain.; we prioritise communication and literacy skills in every lesson using a range of resources and methods. To improve communication skills, we incorporate collaborative learning with an emphasis on class discussion and debate. Literacy skills are embedded in every lesson through a range of focused activities e.g. improving punctuation.
Cultural capital is provided through a programme of off-site visits and experiences: Visits to places of interest such as theatres, museums and galleries, relevant to texts being studied or aspects of thematic learning, for example, ‘Conflict.’ Understanding of different cultures and life experiences will also be embedded into classroom teaching through a broad range of texts.
We strive to ensure our young people are developing the skills and knowledge they need to make and implement informed and aspirational career decisions throughout their working life. We do so through embedding into the curriculum opportunities to develop practical literacy related to real life situations. We seek to encourage pupils’ aspirations by developing their knowledge of the wider world beyond their everyday experiences, introducing literature from diverse cultures as well as celebrating their own. Students are supported with their first steps towards a career through activities such as mock job interviews and lessons exploring how to manage emotions in stressful situations will help students with the first steps to a career. We pride ourselves on our high expectations of what our young people can achieve. Our initial assessments seek to judge accurately and rigorously the pupils’ starting points and our target setting always seeks to move the pupil to the next level. Achievement is celebrated throughout in informal and formal ways: through peer and teacher positive comments in class, work put on display, weekly English “work of the week “certificates presented in assembly, to more formal subject awards at termly awards assemblies.