Curriculum Implementation – Curriculum Design, Delivery, Assessment

Curriculum Design and Delivery

Each student has timetabled lessons and a bespoke individualised curriculum consisting of our core curriculum and including of a wide range of activities and experiences that the school staff create and organise, in-order to promote learning; this is far more extensive than the timetabled lessons.

Learning starts as soon as the student arrives at the school site or a Learning Outside the Classroom (LOTC) facility. Mealtimes and social times contribute towards development of communication, social and interaction skills as well as the wider curriculum.

Formal timetabled lessons take place in a range of subjects for all students in groups or individually.

Our Curriculum Model has two aspects. This curriculum is designed to be balanced, challenging and relevant. It is also innovative and personalised, built around students’ individual needs and based on their ability and potential. Our Curriculum Model ensures that all National Curriculum and statutory curriculum guidance is delivered to all students

 

The Academic Curriculum Offer – which consists of

  1. Core Offer Key Stage 3 and Key Stage 4
  2. Extended Curriculum Key Stage 3
  3. Specialist Specific Curriculum Key stage 4
  4. Additional Offer Key stage 3 and 4
  5. KS4 Core Offer Subject Pathways

 

The Well-being Curriculum Offer

At Belong School Devon we use a relational model to promote wellbeing and enable the students to be emotionally ready to learn. The proactive teaching and coaching of the skills and capacities fundamental to wellbeing, underpin every aspect of our curriculum; enabling our students to increasingly and ultimately fully access academic learning, thus maximising their opportunities of achieving the academic qualifications necessary to open doors.

Wellbeing development is the over-arching umbrella that encompasses personal development across the whole curriculum. These key areas are designed to encompass the statutory components of PSHE- RSE and SMSC and will be taught through a combination of specific sequenced lessons and providing discreet learning experiences that ensure students are all provided with opportunities to develop these key areas.

All staff will create an environment and opportunities for our students to be creative, to develop risk awareness, to acquire an understanding and sense of belonging and community, to be independent and plan for the future and to develop good mental and physical wellbeing.

Our Curriculum Design;

  • Ensures that ICT enhances the curriculum and communication for all students
  • Provides a broad, balanced relevant education for all students that is coherently planned and sequenced towards cumulatively sufficient knowledge for skills and future learning and employment and that addresses previous gaps in their learning
  • Provides catch up and intervention programmes that support students to become fluent readers and writers and equip them with fundamental numeracy skills
  • Builds on each student’s existing knowledge, skills and understanding.
  • Provides subject choices and pathways that support students’ learning and progression, and enable them to work towards achieving their goals

 

Individual Education Plans (IEPs)

 

Students attending the school will experience a relational, individualised approach to their learning. An Individual Education Plan (IEP) approach provides each student with a programme which will respond and flex to their specific levels of learning and identify strategies to ensure progress. Upon entering the school, each student will participate in an Individual Education Plan (IEP) meeting. IEPs place the student at the centre of their plan and the meetings are an opportunity to identify strengths and interests and use these to identify and support areas for development. Parental/carer involvement is crucial as a collaborative approach of support is the most successful. The Individual Education Plans that emerge from this process are informed by and underpinned by the outcomes in the student’s EHCP.

Our Curriculum;

  • Is delivered by Quality First Teaching using a total communication approach
  • Provides a wide range of age-appropriate learning experiences which are exciting and challenging
  • Is personalised for each student with adapted resources and interventions
  • Is delivered in small classes by staff who have appropriate training and skills and with extra adult support as appropriate

English as an Additional Language (EAL)

We are committed to a highly flexible manner of working which supports students for whom English is an Additional Language. In line with our wrap-around approach to personalised teaching and learning, we will develop, monitor and review our approaches to supporting EAL students within the classroom and as part of the school and wider community. Where appropriate, this may include (but is not limited to) provision of additional language sessions to support the development of everyday fluency, the use of specific resources in a student’s native language and specialist training for key staff.