Curriculum

It is our aim within Key Stage 3 that all students, regardless of background, ethnicity, or level of need, are supported to achieve their full potential through access to quality first-class teaching and appropriately differentiated learning activities and approaches.

Our long-term goal is to help equip our students with the knowledge and skills they need to live fulfilling and independent lives, achieving the goals and aspirations that our students set for themselves, with the support of all those around them.

Impact

As a result of the provision above, students within Key Stage 3 will:

• Feel safe and secure
• Develop friendship skills
• Show confidence and resilience in the classroom
• Demonstrate high levels of engagement in activities
• Make progress from their starting points
• Develop independence and skills to support them throughout school and life
• Work collaboratively with their peers on a shared task
• Develop positive relationships with staff across the school to ensure smooth transitions

Implementation

The Key Stage 3 curriculum has been designed to create a balance between formal/semi-formal classroom learning and a range of experiences across the school and within the local community which allows students the opportunities to broaden their life experiences.

Our curriculum provides students with experiences and opportunities which best meet their learning and developmental needs. Through clear strategic planning, our curriculum provides not only memorable experiences but is rich in opportunities from which the students can learn and develop transferrable skills.

The acquisition of knowledge and the development of skills is carefully planned to create a purposeful and exciting learning journey for every young person.

In order to ensure that progression and balance are maintained, teachers plan and tailor units of work and lessons to address the specific individual needs of students so that all students are able to reach their full potential regardless of their starting point.

Intent

The KS4 curriculum is designed to build upon the knowledge and developing skills gained within KS3, 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, needs, and also their aspirations.

We aim to equip students with the essential skills and technical skills needed to prepare them for the next stage of learning.

We work on developing students’ independence and confidence in applying what they have learned in the classroom to everyday contexts and within a range of settings.

We focus on being safe, responsible citizens who can advocate for themselves respectfully. 

We aim to broaden students’ experiences and give them the chance to explore different opportunities for their future through workshops, visiting speakers, and workplace visits.

Implementation

The curriculum is designed around the learning of functional, core skills to equip students from Pre Entry through to Level 2 with the practical skills they need to live, learn, and work, or engage in adulthood successfully.

During Key Stage 4 students work towards accreditation which is either one of two-year courses, depending on the subject. Subjects that are accredited include English, Maths, ICT, Religion and Worldview, Science, Art, P.E, Food Technology, and Independent Living. Students are assessed in the different skills through a mixture of teacher assessments, coursework that is completed in school, and independent assessments.

We use the Skills Builders program to promote the development of eight essential skills Listening, Speaking, Problem-Solving, Creativity, Staying Positive, Aiming High, and Leadership which are important in developing perseverance and self-belief. 

Impact

For learners :

To increase resilience, develop a growth mindset, and recognise that setbacks are all part of learning.

To begin their accreditation journey in order to prepare them for their next stage of

learning Post 16, whether this might be further education through an external provider or staying on for the 6th Form at St George’s.

To gain confidence and skills and experience in independent living and the world of work and take ownership of their own learning and conduct.

To be prepared for their next steps, through work placements, visits and visitors, and community experiences.        

Intent

St George’s Sixth Form aims to deliver a varied curriculum centred on the skills, knowledge and experiences needed for each individual’s pathway to adulthood, and to provide our learners with the best holistic education to prepare them for their next steps. Our curriculum considers the needs and aspirations of individual learners and their different pathways, and is ambitious in providing them with the tools to become successful adults and undertake their individual next steps confidently and effectively with the greatest amount of autonomy and independence.

Implementation

The curriculum is designed around the learning of functional, core skills to equip students from Pre Entry through to Entry Level 3 and occasionally L1, with the practical skills they need to live, learn, work, or engage in adulthood successfully.

The curriculum is designed around a combination of Maths and English, based on Functional Skills programmes, at a level appropriate to the student, through a range of delivery routes, from formal lessons to practical Life Skills-based activities. Students can complete formal assessment, or Quality Mark Accreditation from Pre Entry – Entry Level 3 and occasionally L1.

The curriculum also includes Life Skills, Work Skills, RSHE, RaW, Volunteer Work, accessing the community, work placements, and Supported Internships. These provide students with practical skills and knowledge to prepare them for their own pathways, whether they be, bespoke packages, Further Education or Care Providers, Supported Living, Independent Living, or Work.

Impact

For learners

To achieve accreditation outcomes that give them preparation for adult life, whether this be employment, further education, independent living, supported living, or being an active part of their community.

To have firm destinations in place for post St George’s life that relate to their own personal aspirations.

To be prepared for their next steps, through work placements, community experiences, ability to self-advocate and communicate to the best of their ability.

The PMLD vision statement is to develop self-advocacy and communication to promote positive behaviours and barriers in a holistic and student-centered way.

Students within the PMLD department access a multi-sensory approach to their curriculum.  Developing their ability to communicate through both responding and making choices on a daily basis is a key focus for young people at this stage of their learning. Some students within the department will move towards the acquisition of early literacy and numeracy skills which are relevant to life skill-based tasks or increasing their independence. Ensuring breadth and transferring of skills across the curriculum enables students to show mastery

The PMLD department runs on a topic-based curriculum cycle which allows students to access the topic at the level which is appropriate for each individual. Topic-based learning allows for cross-curricular links to be made alongside plenty of fun and community-based learning to transfer the skills and bring the topics to life.

The impact of this learning pathway for students with PMLD is to ensure that students are as prepared as they can be for the next stage of their life after St George’s. To show independence and self-advocacy, to develop their communication and social skills, to make choices and self-occupy, and to live as members of their local community