Curriculum Implementation 5 -16
Curriculum Implementation 5 -16
There are multiple, dynamic components to curriculum implementation. Individual student learning pathways are devised following the Wargrave House Curriculum Planning Overview.
EHCP outcomes are addressed first and foremost. These form the first part of Individual Medium Term Plans, with a focus on:
Communication and Interaction Skills, including SaLT;
Cognition and Learning Skills, including Literacy, Numeracy and creative technology skills;
Social, Emotional and Mental Health Skills, including Citizenship, Life Skills and SRE;
Sensory and Physical Skills including PE, Swimming and Individual Therapies;
Independence, Work-related and Vocational Skills including using the community and life Skills, Art and Design and Work related learning in KS4.
Learning is planned around and implemented through the statutory requirements of an adapted National Curriculum on a one year curriculum cycle that allows for regular revisiting and reinforcement of the curriculum content at an age appropriate level. English and Maths are given greatest priority in terms of curriculum time as the importance of functional literacy and numeracy is fully appreciated. Creative technologies (computing) is also understood to be of vital importance to students as for many, technology forms a key tool in effective communication.
Inclusive, differentiated classrooms are characterised by positive, enthusiastic staff who are skilled in teaching autistic students. A wide range of ‘age appropriate’ learning resources and teaching styles are employed and assessment is used appropriately and is integral to teaching and learning. Teachers employ a ‘Just Right’ challenge and increase or decrease the level of expectation and adjust targets depending on the student’s needs at any one time.
Students are supported to develop increased levels of positive engagement, improve cognitive and retention skills, social interaction and make positive steps to becoming intentional in their communication. In so doing the curriculum in its widest form has greater impact and outcomes for all.
Learning is personalised and strives to be responsive to each student, and build on individual strengths and interests. Staffing ratios are high following the standard placement ratio of 1:3 and TSAs are strategically deployed. Some students receive a higher level of support yet in all situations TSAs strive to facilitate independent learning.
There is Multi-Professional Collaborative approach to implementation. Learning Programmes are planned and delivered by the main class teacher who is a qualified teacher skilled in meeting the very specific needs of students with Autism. Each class or individual student is supported by Senior Teaching Support Assistants or Teaching Support Assistants also experienced in meeting the needs of students with Autism. This is further complemented by an integrated therapeutic approach implemented by highly specialised therapists with discipline in speech and language therapy, occupational therapy, music therapy and rebound therapy. Added to this teachers also work alongside the SENCO, FLO, and School Nurse to support students.
The curriculum content selected is that considered to be most appropriate to our students and the content slimmed to allow time for retention and transference of skills, for example, through repetition, scaffolding and concrete learning experiences as all students are working below their expected level. Whilst activities and areas of study can readily be located within the framework of the National Curriculum, it is the way that staff relate to students and the range of interventions makes the learning experience different.
In Key Stage 4 and 5 learners will have the opportunity to study accredited learning programmes in a range of subject areas with ASDAN, OCR, Open Awards and City and Guilds. There are also overarching thematic days that have a significance for individuals and society and provide relevant learning contexts. These are planned on a three-year rolling programme of themes.
Assessment for Learning is an integral part of daily learning planning and is therefore central to classroom practice. There is a focus on what students couldn’t do, what they can now do, and what will they do next? Clear targets, shared with all adults and in ‘student speak’, support sequencing of activities to ensure positive engagement and the development of skills and knowledge and understanding. Self-assessment also supports independence and helps students know how to improve.
Accredited learning courses are followed at KS4. These are at a range of levels and subjects. Awarding boards are chosen to ensure progression to KS5 is as seamless as possible.