Transition to St. George’s
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.
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
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.
- To provide full access for all students to a broad and balanced curriculum
- To ensure these students are assessed, monitored, planned for, and regularly reviewed to improve outcomes and therefore make the necessary progress
- To ensure students are prepared for their learning journey through St George’s
- To ensure students are equipped for life in the wider community
- To gain the views of the students and enable them to have a voice
- To take into account the views, wishes, and feelings of students/parents/carers
- To implement the advice of experts and professionals involved from outside of the school
- To support key transition points, both into St George’s and to allow them to be as smooth as possible
- To develop a student’s independence
- To provide an accessible learning environment that is tailored to the needs of students
- Build on functional communication skills and apply
- 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.
- Build on functional communication skills and apply these through structured learning activities and life skills.
- Developing learning skills that develop successful learners who enjoy learning and make progress and achieve.
- Developing social communication skills that support the learner in working alongside and with their peers.
- Develop basic functional skills in reading, writing, and numeracy (such as time).
- Develop confident individuals who celebrate differences and recognize diversity.
- Support students to enjoy and contribute to their own learning and make progress and achieve.
- To develop confident individuals who are resilient, happy and kind, and ready to embark on the next phase of their learning.
|Bespoke lessons focused on the student’s learning journey||See PMLD Information|| |
Life and Independence
Computing and Online Safety
World of Work/Citizenship
Computing and Online Safety
There is a clear assessment cycle within the school and progress is measured using formative and summative approaches. The assessment listed below informs planning and targets for students with St George’s.
- Internal data analysis
- Single Word Spelling Test
- DRA and ELT reading assessments
- Sandwell Maths Assessment
- Blanks Level assessments
- Behavioral monitoring
- EHCP reviews
- Baseline assessments
- TALC assessment (Test of Abstract Language Communication)
Other means of evaluating progress achievement are through:
- Learning walks
- Subject learning walks
- Lesson observations
- Book/work scrutiny
- Key Stage meetings
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.
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.
Our KS4 values are Independence, Integrity, Compassion, and Respect. These underpin our curriculum and are a focus for our KS Assemblies.
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.
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.
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.
Vocational Options are a core part of each student’s curriculum, which feed into the next steps to local Further Education Providers, Local Employment Sectors, areas of student interest to build Cultural Capital, student aspiration and a set of core skills for adulthood.
At the heart of our Sixth Form are a set of core values: Aspiration, Responsibility, Compassion and Respect. These underpin our curriculum and the ethos of the Sixth Form. At St George’s Sixth Form, we place great importance on a curriculum, which develops the whole person in preparation for their individual next steps. Through our core values, we foster an environment where development of the; cognition and Learning, communication and interaction, physical and sensory needs, social, emotional and mental health, of each child is considered. We firmly believe that everyone is entitled to an ambitious, curriculum, tailored to suit their style and stage of learning.
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.
|PMLD Curriculum Topic Cycle|
|22-23||Colour and Light (Festivals)||Plants…||Food Glorious Food!|
|23-24||Lights, Camera, Action! (Media)||Shops and Shopping||The Natural World|
|24-25||This is me!||All Creatures Great and Small (Animals)||Water, Water Everywhere!|
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
Underpinning values for all students agreed upon 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