St George’s School is committed to promoting equality and has high expectations of all students. As such we expect all students irrespective of their age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, marriage and civil partnership and pregnancy and maternity or any other recognised protected characteristic under the Equality Act 2010 to do their best to achieve the highest level of personal achievement.
In return the school will ensure that there is equality of access to all aspects of school life and that every staff member will be a good, positive role model in his/her approach to all issues relating to equality of opportunity.
St George’s School caters for students in Key Stages 3, 4 and 5 who have a wide range of special educational needs (MLD, SLD, PMLD, ASD, BESD, HI, VI, and PD). The school offers students a broad, balanced, progressive and appropriate curriculum depending on need.
Intent, Implementation and Impact of the Curriculum at St George’s:
The purpose of our curriculum is to develop a logical, progressive, deep and broad body of knowledge alongside developing skills, with a clear purpose of direction for each individual. Our curriculum is based on what students need to learn, enabling all planning to start from an individual student’s current strengths and needs
It focuses on subject/learning disciplines and takes into account local context and pupil background. There is a clear purpose for assessment and the curriculum and all its component parts are regularly evaluated and reviewed in relation to the range of young people it serves. It is a Pathway to Adulthood. We aim for each young person to achieve cumulative sufficiency; ‘enough’ so they can generalise effectively and develop the knowledge and skills they require for a fulfilling adulthood. We have high ambition and expectations for each and every individual, never imagining a ceiling, but looking to the path ahead and how we can support each individual on their journey. This often requires working collaboratively with a range of other professionals to consider the holistic needs of the student. We consider not only the content of the curriculum but the ways to make it accessible to each and every young person. This often requires a bespoke approach to interests, timetable, main presenting needs etc.
The curriculum covers the 4 key areas for development:
- Cognition and Learning
- Communication and Interaction
- Physical and Sensory
- Social, Emotional and mental Health
Skills and knowledge:
We believe you must use your knowledge to apply a skill. Both must be closely interconnected. A skill is the capacity to perform on what is known and as such a Curriculum must develop both.
Underpinning values for all students agreed through school consultation (non-hierarchical):
- Be happy.
- Enjoy their learning.
- Be healthy and safe
- Contribute positively to their community
- Enjoy and develop creativity
- Develop spiritually
- Realise and consolidate independence skills
- Be able to communicate in an accessible and understandable way
- Be self-advocate/be able to meet their needs or co-operate with another to meet their needs
- Be able to interact socially and be responsible
- Manage their anxiety/frustration or co-operate with another to manage their anxiety/frustration
- Develop resilience
- Develop and extend formal and applied literacy and numeracy skills where appropriate
- Develop interests in practical areas that can be built upon in future life
- Be able to spend time with a range of different people
- Learn co-operative skills to enable future life opportunities
- Be able to access the community effectively and calmly
- Increasing understanding of the world around them and how their actions impact on themselves and others
- Develop the ability to have an impact on and control the world around them
- Apply knowledge and skills to achieve aspirations for adult life
All of the above can be brought down into 4 key components of learning:
- Communication and Interaction
- Health, Independence and Self-Help
- Further Learning, Employment and the World of Work
- Community and Interpersonal
Leading to high adulthood aspirations:
- Good health
- Friends, relationships and community
- Independent living
The pre-formal curriculum is for students with profound and complex needs who need a very special approach to their learning. It is a curriculum that focuses on how best the pupils learn and acknowledges and celebrates the different abilities and achievements of every individual. The curriculum is designed to meet the needs of pupils and students through a personalised approach. It focuses on the early communication, social and emotional and cognitive skills that are the foundation of learning. It is a curriculum that recognises the importance of movement and play in a child’s development and the need for sensory and multi-sensory approaches to learning.
The students have a need to develop positive relationships with familiar adults, to develop behaviours through which they can communicate, in order to explore the world around them using their sensory and physical capabilities to the full.
From pre-subject to subject specific learning. The curriculum focuses on the development of thinking skills not subject content. It develops problem-solving, predicting and anticipating. It focuses on communication (receptive and expressive) and literacy including pre-reading skills. It follows a science topic based approach to support working memory (predicting, linking and anticipating experiences). All topics facilitate generalising learning.
The formal curriculum is a planned programme of objectives, content, learning experiences, resources and assessment based on but not exclusive to the National Curriculum 2014. It is primarily accessible to those young people in the school with moderate learning difficulties.
An informal curriculum encompasses student interests within a curriculum in the classroom, but is not limited to that setting. It works through communication, and the exploration and enlargement of experience.
We employ all curriculum styles at St. George’s school in response to individual and cohort need.
Please see the attached documents for specific intent according to need type and age.
Information in relation to accreditation syllabus content is available on request.