Information

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.

Intent

• To provide full access for all students to a broad and balanced curriculum
• To ensure students are assessed, monitored, planned for, and regularly reviewed to improve outcomes and therefore make appropriate 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, 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 them to 
• 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.

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 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 opportunities from which the students can learn and develop transferrable skills building a foundation on which they can progress into accreditation in key stage 4 and 5.

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.

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
• Observations
• 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
• Moderation
• Key Stage meetings
• IEPs

Impact

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

• Feel valued, safe and secure
• Develop friendship and communication 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 in the community.
• Work collaboratively with peers
• Develop positive relationships with staff across the school to support smooth transitions