Our curriculum aims to:
- Provide a broad and balanced education for all pupils that’s coherently planned and sequenced towards cumulatively sufficient knowledge for skills and future learning and employment.
- Enable pupils to develop knowledge, understand concepts and acquire skills, and be able to choose and apply these in relevant situations.
- Enable pupils to develop knowledge and skills to understand the concept of a healthy lifestyle, promoting ‘healthy body, healthy mind’.
- Support pupils’ spiritual, moral, social and cultural development.
- Promote a positive attitude towards learning.
- Ensure equal access to learning for all pupils, with high expectations for every pupil and appropriate levels of challenge and support.
- Equip pupils with the knowledge and cultural capital they need to succeed in life.
- Develop self-confidence and self-esteem.
- Develop social skills.
- Develop skills to manage difficult situations healthily.
- Develop creative and practical skills and interests.
Organisation and planning
Pupils are taught in small groups covering core subjects. Planning is responsive to the needs of pupils and is continuously evaluated. Formative assessment takes account of medical, social and emotional factors which can impact on progress.
- Every pupil has a Personal Learning Plan (PLP).
Lesson structures:
- Lessons are delivered in a way that ensures that pupils understand what they are learning and why.
- Lessons are appropriately differentiated and personalised to best meet their individual needs.
- Lessons are linked to and build upon prior learning
- Teachers plan activities to engage, involve and motivate pupils and allow them to make progress.
- Teachers’ evaluation of progress made informs next steps and forward planning.
Experiences and Activities
- Lessons include activities which appeal to a variety of learning styles.
- A culture of celebration of achievement and diversity is fostered in lessons and pupils are encouraged to offer their own views and opinions, where appropriate.
- All activities are well differentiated and age/ ability appropriate.
- Pupils are given the opportunity to reflect on their learning and respond to feedback.
Inclusion
Teachers set high expectations for all pupils. They will use appropriate assessment to set ambitious targets and plan challenging work for all groups, including:
- More able pupils.
- Pupils with low prior attainment.
- Pupils from disadvantaged backgrounds.
- Pupils with SEN.
- Pupils with English as an additional language (EAL).
Curriculum Impact
- PLPs are updated weekly to evaluate learning and inform next steps.
- KPIs are produced termly to monitor progress and inform next steps.
Some pupils may start transition back to mainstream school whilst others may increase the number of academic subjects they wish to receive accreditation in.
Others may need to reduce their academic offer in favour of more therapeutic activities according to their physical or mental health status.
- Pupils are prepared for external exams according to their individual needs. Some are able to sit several GCSEs through their mainstream schools whilst others are aiming towards achievement at entry level.
- All are encouraged to achieve external accreditation and progress to the next stage of their learning.
- Quality Assurance takes place throughout the year.
Curriculum StructurE
ASSESS:
- Referral through schools/ Local authority-
- Pupils with anxiety, barriers to learning, school refusers-
- Social and emotional development
- Baseline assessment for academic
- Strength and difficulties assessment for pastoral target
- Pupil passport
- Agreed outcome with school- 12 week/1 term place with review
PLAN:
- Personalised learning plan
- Skills based curriculum at KS3
- Functional skills/GCSE pathway for KS4
- Enrichment programme
- Pastoral targets
- Provision Map
- EHCP outcomes if applicable
REVIEW:
- Review meeting with school after 1 term
- Next steps- back to mainstream, extension of placement, other provision required
- SEND review if applicable
DO:
- SMART targets set with Personal Learning Plan
- Pupils access offer to improve attendance, engagement, communication skills, social and emotional wellbeing
- Academic progress through camouflaged learning
- Pupils with EHCP’s- focus on targeted outcomes
- Complete Annual Review if required
- Complete application for EHCP if required
Initial allocation to a particular pathway will be determined using information provided at referral and information gathered through assessments undertaken as part of a planned induction process. Over the course of a placement, assessment will continue to take place and pupils may move between pathways.
Pathway 1:
Pupils who require significant support around SEMH- Core: English and Maths
Additional: Cooking, Art, Life skills, physical activity focusing on pupil interest (boxing, gym).
Pathway 2:
Pupils who require support to access an educational setting due to mental health difficulties. Core: English and Maths.
Additional: Cooking, Art, Life skills, Physical activity based on pupil wellbeing (Yoga, nature walk)
A future pathways programme will focus on careers. Visiting speakers will deliver talks to ensure pupils are aware of life beyond the academic classroom. Visits to further education institutions as well as industry will provide a balanced understanding of the world of work through employment or training.
Enrichment activities on offer will include Team sport, Gym, Boxing, Art, Yoga and Cooking.
After 1 term (12 weeks), a review will be completed with mainstream school, the local education authority and the provision to decide next steps:
- return to mainstream education with the skills and mind-set required to complete formal education.
- Continue placement with personalised learning plan, reviewed interventions and intended outcomes.
We will further work with the local authority to support children who are not attending mainstream schools due to medical conditions. Once a place has been commissioned by school or the local education authority, an admission meeting can be arranged as soon as parents/carers and mainstream school or a local authority representative are able to attend. The pupil will start once an appropriate education plan has been completed and all documents have been received. The pupil will remain single registered with their mainstream school throughout their placement at Educ8academy.
Educ8academy will further work with the Special Educational Needs and Disabilities team to ensure the needs of the child are met. Educational Psychologist assessments can be completed on site as well as further assessments such as health or speech and language.
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