Curriculum

Curriculum

Curriculum Overview

The education plan in this describes how the vision, values, and ethos, together with the academic, vocational and pastoral aims of VTC, will ensure that every student is successful in their planned pathway; resourceful, confident and resilient in their next phase of life and a responsible citizen in their community.

 

Curriculum

The school will provide:
• An environment that is positive and builds trust and strong resilient relationships between all stakeholders to nurture student engagement.
• A curriculum that puts meeting SEMH needs as an integral part of their learning plan.
• A skilled staff team that works towards positive behaviour support to build new personal constructs for each student whereby they take responsibility for their choices and become more resilient leading to success.
• Differentiated and /or personalised pathways that will meet the range of student needs that are placed at school, supported by knowledgeable and skilful SEMH staff to ensure high quality provision

Curriculum Matrix

Curriculum Coverage

The curriculum will be designed to ensure that the school develops successful learners who enjoy their work, make good progress and gain confidence in their abilities and skills, while being tailored to aptitudes and requirements of the individual’s learning needs. This is essential as the range and complexity of needs coming through in the SEMH category is vast and needs careful planning.

PLANNING AND DELIVERY

The school curriculum is defined using the curriculum matrix (appendix) which outlines the intent, the implementation and the impact of the overarching curriculum offer.

Curriculum planning is used to effectively turn the intent into implementation through:

Long term overview: these set out the coverage of the Curriculum across the year groups to ensure curriculum breadth, balance, entitlement, continuity, sequencing, and progression.

Medium term plans: these set out the termly coverage and content for each curriculum area or subject at a class, year or Key Stage level. Again, sequencing and progression is key to defining a pathway for progress which is underpinned by high quality teaching. These plans will highlight intended end points for the group.

Short term plans: (lesson plans)- these detail the learning intentions for individual lessons or sessions on a daily or weekly basis and specify differentiation, access and engagement for individual pupils or groups. These plans should highlight sequencing milestones (based on starting points and end points) for the class and students to ensure progress can be made.

Individual plans (provision plans/ behavioural plans): – these detail overall objectives set out in the EHCP, the annual provision plans with specific targets to be delivered and monitored as well as the range of strategies and interventions needed to allow students to access opportunities through positive behaviour for learning

PATHWAYS

4 pathways are recognised to ensure each student can access and engage in their learning depending on their presenting needs. Where students are struggling, a review can sometimes change the pathway to see if the issues can be tackled. The pathways are:

Barriers

All 4 pathways will ensure, wherever possible, to ensure student needs and barriers to learning are mitigated through 5 key elements which will allow them to develop skills to access and engage in learning to be able to cope with challenges that they may face in future. The areas include:

-Providing a positive environment

-Positive behaviour support

-Therapeutic interventions

-Careers guidance and mentoring

-Safeguarding support

APPROACHES

A range of different approaches that will support the learning process that can be highlighted in their pathway profiles so that the most focussed interventions are made available for the individual students within their personalised pathway.

IMPACT

These will be varied and all link into the students’ age and outcomes within their EHCP’s, together with the need to highlight the important spiritual, moral, social, and cultural values associated with the wider community. However, generally the outcomes should highlight their improved ability to socialise, communicate and make positive contributions in different contexts, hence becoming more independent and successful. Outcomes should link to EHCP targets, the stated aims of the provision for each class as well as the improvement of individual’s progress in core subject’s year on year as well as national accreditation at the appropriate level.

Subject Intent/Impact Statements

Please click the buttons below to see the statements for that subject.