Curriculum Entitlement and Priorities for Learning
All the students in the school have special educational needs. As a school we have a curriculum that addresses these needs as well as the statutory requirements to provide access to the National Curriculum. At Catcote Academy we will follow NC POS (Programmes of Study) wherever possible however at Catcote this will mean that most students will follow modified POS and may use POS from earlier key stages. There are some students whereby it is stated within their one plan that the full range of NC subjects will not be followed due to personalised timetables and the need to address personal priority needs.
At Catcote learners are grouped according to their needs and time allocation for teaching subjects varies dependent upon individual learners’ personalised timetable. Access to statutory subject requirements will be considered and specified in subject /area policy documents which will be reviewed annually.
When planning curriculum programmes teaching staff at Catcote are asked to consider the following points.
- our school aims and values
- the needs of the pupils attending Catcote Academy (which will change as they progress and grow older)
- the requirement to provide a broad and balanced curriculum (which includes the subjects of the National Curriculum and RE)
- our policies for teaching literacy and mathematics
- the needs of the local community
- appropriate accreditation
- response to requirements of EHC Plans.
- SMSC and Life in Modern Britain
Decisions made about the curriculum content for individuals at each key stage are continually reviewed and revised. Alterations are monitored and adjusted to ensure each individual has an appropriate and productive learning experience.
In the following section we aim to provide a framework which sets out the opportunities provided within our school which meets the needs of all students.
Within Catcote the emphasis of the curriculum will be:
- Literacy/Communication (including functional English)
- Numeracy/Cognition (including functional Maths)
- C.T (including functional I.C.T.)
- PSHE and Life Skills
- RE (including active worship)
- embedding of skills and behaviours across the curriculum
- Physical Education/Being Healthy
- Personal Priority Needs
- Individualised learning
And across the curriculum:
- The use of language
- The use of maths/problem solving
- The use of ICT
- The use of Enterprise skills (10 Enterprise Commandments/linked with PLTs)
- The use of Life skills
- British Values
In 2011 we developed pathways to plan a curriculum based on the students needs and mapped out a progression route to adult hood. Students may move from one pathway to another as they progress or regress.
Key Stage 3
The Key Stage 3 Curriculum consists of the following timetabled sessions. Some of these subjects are through cross curricular themes planned within joint planning groups
- Art & Design
- Physical Education
- Religious Education
- Life Skills
Due to personalised curriculum some KS3 students may have some experiences of work related experience.
Key Stage 4
Some areas of learning may be accredited which include Qualifications and Awards. In year 11 all students will gain an appropriate qualification in English, Maths and ICT. The school offers accredited courses at Entry Level (which includes courses that cater for P Level learners) and Level 1 & 2 and GCSE.
The Key stage 4 Curriculum consists of the following areas of learning:
- Physical Education
- Life Skills
- Work Related Learning (which currently includes courses of study in Hair & Beauty, Horticulture, Catering, Child Care, Reprographics, Enterprise, Performing Arts and Creative Arts and Media)
- Enterprise (embedded across the curriculum and in themed days)
Information, advice and guidance is provided via the CIAG coordinator and external agencies e.g. local providers/IYSS coordinators/Social Workers. During EHC reviews a transition plan is put into place for each individual student, this could include organising vocational taster sessions, work placements, independent travel etc.
Our sixth form students are given the opportunity to take a study programme, which reflects their prior attainment, education and life long outcomes. Our priority is the successful transition into adult life.
Our study programmes include opportunities to:
- Study academic, vocational and life skills qualifications. These qualification(s) are clearly linked to suitable progression opportunities, which support the student’s life long outcomes.
- Take part in meaningful non-qualification activity to support the student’s life outcomes, life skills and interests based on their identified needs.
- Continuation of English and maths study (where appropriate progression to a level higher than that of their prior attainment).
- Meaningful work experience where appropriate. This may be related to any vocational areas of the study programme, which develops employability skills and/or creates potential employment options for those who cannot do substantial vocational qualifications. It may also include other activities unrelated to qualifications that develop the skills, attitudes and confidence that support progression into adult life.
- Access enrichment activities.
In 2014-2015 we introduced a new programme for our more able as part of the red pathway sixth form provision. This includes greater emphasis on employability and life skills. They access Hart Farm and our life skills bungalow. Students also have timetabled work placements.
Qualifications Pathways (KS4 and 5 Learners)
The curriculum is enriched in various forms; these include enrichment activities which have been organised by subject leaders to enhance their curriculum. Evidence for these activities can be found within subject policy documents and within our school website.
Additional Enrichment activities have included:
- International links (Erasmus project)
- Charity days
- Residential visits
- Business & Enterprise themed weeks
- Duke of Edinburgh
- Out of hours learning (After school clubs, summer school, holiday projects, sports events, Young Enterprise Regional Trade Fairs etc)
- Community projects/festivals
- Cultural Visits e.g. theatre trips
- Competitive sports events
If you would like to find out more about the Academy’s curriculum please see Subject Pages and the Teaching and Learning Policy. Alternatively please contact S.Lamplough (firstname.lastname@example.org) or L.Greig (email@example.com).