Curriculum

Our curriculum is designed with the understanding that each pupil will have unique starting and destination points. It is split into three separate curriculums, those being the experience curriculum (for pupils working between P1i and P4, soon to be replaced by the Engagement Model), the explore curriculum for pupils working at the level of pre-key stage standards and the investigate curriculum (Wilson Stuart P step 9 and above, as well as Pre Key Stage 5 and 6 and the National Curriculum Yearly/Key Stage objectives). Within these curricula there are seven areas of learning which encompass all National Curriculum Subjects, those being;

• Communication and Language,
• Cognition and Thinking,
• Knowledge and Understanding of the World,
• Expressive Arts,
• Orientation, Motor and Mobility,
• Social and Emotional and
• Working towards Adulthood

Our curriculum is reviewed annually to ensure it meets the needs of our students, as we aim to ensure that we create opportunities for everyone to achieve success and reach their potential, and ultimately be as independent as possible, so that they are as well prepared as possible for the next stage of their life.

Our curriculum for each Key Stage is set out in the Curriculum Map, please scroll down this page to view these maps.

The Experience Curriculum

The experience curriculum is for students with profound and complex needs who need a very special multi-sensory approach to their learning, and one which will take into account the interaction between sensory impairments, motor disabilities and medical problems.  The experience curriculum is one that takes a more holistic view of learners and focuses on how they learn, it is ultimately a curriculum that:

• Is designed to meet the needs of students through a personalised approach
• Focuses on the early communication, social and emotional, and cognitive skills that are the foundation of learning
• Recognises the importance of movement and social interaction in a student’s development and the need for sensory and multi-sensory approaches to learning
• Recognises the importance of developing engagement for learning which is the pre-requisite to subject specific learning and
• Identifies and supports emerging skills, knowledge and understanding.

The Explore Curriculum

The structure and underlying principles of the explore curriculum support the progress and development of students across the school where student are functioning at a level below the requirements of the National Curriculum, but above the requirements of the experience curriculum and the engagement model. These are the students that will be assessed against the pre-key stage standards at the end of Year 2 and 6 in Reading, Writing and Maths.

This approach encompasses the development of thinking skills, creative learning and movement and is designed to be developmentally appropriate. It enables all students to take part in activities that are engaging and meaningful to them, whilst providing them with relevant and challenging goals. This curriculum also acknowledges that there will be a need for specialist provision such as hydrotherapy, rebound therapy and sensory approaches to learning for some students accessing this curriculum offer.

The Investigate Curriculum

The structure and underlying principles of the investigate curriculum support the progress and development of students across the school where student are functioning at, at least Year 1 objectives. The investigate curriculum is delivered through the National Curriculum, which sets out Programmes of Study that detail the content that should be taught in each subject at different levels. At Stubbin Wood School and Nursery these Programmes of Study are considered and appropriately differentiated to support our pupils to progress from their individual starting points towards age related expectations. In order to ensure our students have access to a knowledge rich curriculum Subject Leaders seek to extend the knowledge to be taught within topics through the creation of detailed and well differentiated schemes of work. Once students reach KS4 and KS5 these subjects are then offered at accreditation level. 

Early Years Foundation Stage (EYFS)

The areas for learning outlined with the EYFS curriculum are delivered to all students based on our Nursery site, and are integrated within the Reception and KS1 Curriculum as appropriate to students individual needs and current level of functioning. It consists of the Statutory Prime and Specific areas of Communication and Language; Physical Development; Personal, Social and Emotional Development; Literacy; Mathematics; Understanding the World; and Expressive Arts and Design. Pupils on both sites are also given access to a range of Outdoor Learning Areas and associated activities.  Our Policy is available to read in the Policies & Statements section of this website.

Key Stage 4 & 5 Accreditation Options

In Key Stage 4 and 5 pupils are given the opportunity to gain accreditation, this can be in the form of AQA unit Award, ASDAN Transition Challenge, AIM Functional Skills and the Arts Award for example. Also Key Stage 4 and 5 students are given the opportunity to gain accreditation in AQA, GCSE Art.

Careers Education/Employability - (click here to read more)

A careers programme has been developed in Secondary to cover The Gatsby Benchmarks to support access to work related learning and practical work experience. This is linked into the wider enterprising work and Talentino’s training.

Teaching British Values

We promote ‘British Values’ through our spiritual, moral, social and cultural education which permeates through the school’s curriculum and supports the development of the ‘whole child’.

We recognise that such development is most successful when those values and attitudes are promoted by all the staff and provide a model of behaviour for our pupils.

The curriculum in all phases offers broad and balanced opportunities. Cultural appreciation and development forms part of our curriculum. We place great emphasis on providing encounters and participation in events and celebrations to broaden all pupils ‘experiences and awareness of others’.

Our assemblies help all pupils to find out about themselves and others linking their lives to the communities in which they belong.

Pupils are encouraged to experience British Culture through our curriculum themes. For example, pupils have visited local place e.g. library, Hardwick Hall and Bolsover Council. As a school, we take part in sporting activities which helps to instil ‘fair play’ and engender a ‘team spirit’. Although some of our pupils may find it difficult to articulate their feelings and concerns; staff are attuned to changes in demeanour and wellbeing that may indicate anxiety. Alternative communication such as Makaton, signs and symbols can be used when needed. If they are concerned about a pupil our accepted practice links to the Safeguarding Policy which entrusts a duty of care to all staff to actively protect and promote the welfare of children.

Teaching Sex & Relationships Education (SRE)

SRE involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity.  It also provides input to support with the emotional, social and cultural development of the students as well as preparing them for the changes that occur to their bodies, minds and emotions as a consequence of growth from childhood to adulthood.  It is lifelong learning about moral and emotional development.  It is also about the importance of a stable and loving relationship for family life, respect, love and care.  It is not about the promotion of sexual orientation or sexual activity - this would be inappropriate.

We have a duty under the Equality Act to ensure our teaching is accessible to all our children and young people, including those who are lesbian, gay, bisexual and transgender (LGBT+).

Our inclusive sex and relationship education fosters good relationships between students, tackles all kinds of prejudice - including homophobia - and promotes understanding and respect.

Sex and relationship education is delivered within the aims and philosophy of the Trust and the agreed framework for the overall pastoral care of the students.  Our Policy is available to read in the Policies & Statements section of this website.

Assemblies

These have a broad Christian basis and always include an act of worship. As well as the spiritual content, emphasis is also placed on teaching about moral, social and cultural issues relevant to our pupils.

Each department has an assembly once a week. The assemblies have a structured routine where 'good work' is celebrated through certificates, pupils in Primary are sung to if it is their birthday and then a short assembly activity/story by either classes or visitors. There is a prayer and a song at the end followed by music relating to the theme of the assembly.

There are also whole school assemblies which take place at Christmas, Easter and at the end of the school year.

Please note that parents have the right to withdraw their child from Religious Education or Collective Worship, or both. Please contact the Principal to discuss the provision of alternative arrangements.
 

Our Curriculum Intent

• Be ambitious, well-designed and well-sequenced to ensure social justice and equality for all
• Provide a bespoke, broad and balanced education for all students, with access to additional enrichment activities and opportunities to work on their personal Education Health Care Plan targets
• Bring creative learning to life
• Enable students to develop knowledge, understand concepts and acquire skills, and be able to choose and apply these in relevant situations in order to develop their independence
• Support students’ spiritual, moral, social and cultural development by encouraging students of faith and those of no faith to value everyone and their beliefs equally (however we recognise that Parents/Carers have the right to withdraw their child from Religious Education and/or collective worship
• Provide students with access to rich cultural experiences
• Support students development of communication skills including through the use of symbols, signing and objects of reference as appropriate
• Support students’ physical development and responsibility for their own health, and enable them to be as active as possible through the use of MOVE and Motor Learning
• Provide subject choices that support students’ learning and progression, and enable them to work towards achieving their goals
• Promote students’ ability to participate successfully in the wider community e.g. by developing their ability to purchase food, travel independently on public transport and undertake supported work experience opportunities
• Prepare students for the future

How the curriculum is delivered

The curriculum is taught using a number of different methods including; immersive environments, exploring and investigating, play, teacher/pupil led activities, role play, trips and visits, discussion, question and answer activities, written tasks, the use of intensive interaction, the use of PECs, TEACCH, review of learning sessions, theme events and weeks, cultural capital sessions with specialists, intervention sessions, Drop Everything and Read sessions as well as Maths Path sessions. In terms of PSHE; Health and Well-Being, Relationships and Living in the Wider World are the 3 strands that are taught each term. All 3 strands are visited throughout the year and so form a spiral curriculum whereby students revisit the themes on a regular basis but at a deeper level each time – in this way – over a 3 year cycle all the students will have visited the different elements. Overarching concepts and essential skills and attributes are developed through the Programme of Study. Much of the work is met through social skills, snack time, lunchtimes and breaks. It is overarching across all strands of school life. With regards to SRE; SRE is planned as one whole unit – each KS having their objectives within their SOW – the unit is run over a 3 year cycle. It is left to the class teacher to assess and plan what is relevant for their students at any point in the cycle but they must have planned for all the objectives to have been visited at least once throughout the cycle.

Teaching and Learning non-negotiables

• Planning is differentiated and based on assessment information (encouraging where possible students to develop self-reliance skills). In addition it acknowledges and utilises cross-curricular links to encourage generalisation of learning. Furthermore planning incorporates a range of teaching methods/styles to promote effective learning
• Planning must show how prior learning links into new learning
• Learning objectives (which have clear purpose, are focused on what students are trying to learn and not simple do and are measurable) and success criteria are stated on planning and differentiated to meet students’ needs
• Resources (including technology) are used effectively to enhance learning
• TA’s are deployed effectively and support students’ learning through their active involvement in planning (team planning approach to be adopted)
• Students are set work that will challenge them
• Self-assessment is to be encouraged of students on semi-formal and formal curriculum as appropriate – with students being supported to recognise what they have learnt and not simply done
• Feedback is given as outlined in marking and feedback policy with next steps being set
• Assessment trackers used on SOLAR are displayed in front of students books/files
• Learning environment is stimulating and well organised to support learning
• Ensure health and safety considerations are addressed whenever opportunities arise

Curriculum Impact 

As a result of the curriculum we deliver, our students continue to develop academically, personally and holistically.

Key Stage 4 & 5 Accreditation Options

In Key Stage 4 and 5 pupils are given the opportunity to gain accreditation, this can be in the form of AQA unit Award, ASDAN Transition Challenge, AIM Functional Skills and the Arts Award for example. Also Key Stage 4 and 5 students are given the opportunity to gain accreditation in AQA, GCSE Art.