Curriculum Model

Our curriculum model is built with the pupil’s individual needs at the centre. Then we put our 4 core areas; communication and English, maths, PHSE, independent living skills and maths, at the heart of all our learning, as these areas provide the foundational building blocks for the other areas and activities. This model allows for flexibility for pupil’s individual needs, levels of regulation and their interests or skills. 

The skills that run through our curriculum as the golden threads are;

-          communication

-          independence

-          staying safe

-          self-regulation

-          self-esteem and autonomy

Implementation

Coverage:

Coverage on all the pathways is  carefully considered to allow for maximum learning opportunities for all pupils. In Hill Top, we acknowledge that every minute is a learning opportunity for our pupils, if that is during structured teaching or not.

Formal pathway

Classes who follow the formal curriculum pathway access subject specific learning. The amount of lessons dedicated to each subject is as below. Sessions on the formal pathway last 40 or 45 minutes, some sessions might be double sessions. 

Read Write Inc Intervention:

In addition to the above sessions, there are additional reading intervention sessions, which are dedicated to the read write inc intervention and mymaths interventions.  

·         On Monday and Wednesdays, some pupils are taught in groups who are at the same stage. These pupils are only taught in these groups, to ensure consistency.

·         Interventions will last 30 minutes and then pupils return to their class.

·         On a Tuesday and Thursday, the pupils who are taught in groups, should be in their own class rehearsing their reading skills, accessing Anthologies that are just below their reading stage or completing lexia intervention.

·         For pupils who aren’t at group teaching stages, they will be taught by their class team on a 1:1 basis.

·         When pupils aren’t accessing Read Write Inc intervention with a member of staff, they should be exploring texts from the ‘Reading Spine’ or library, completing book reviews, rehearsing their skills with previous modules, accessing Anthologies that are just below their reading stage or completing lexia intervention.

·         For the pupils who aren’t accessing Read Write Inc intervention, teachers may listen to them read on Tuesday or Thursdays if necessary

Semi-formal

Lessons on the semi-formal pathway are shorter, with lessons lasting between 20-30 minutes and then regulation time for pupils, before their next learning session. Lessons may not take place in the classroom at all times, for example PE sessions might include the soft play room. Lesson planning on the semi-formal pathway will have an overall theme in order to give opportunities to make connections and generalize learning.

Informal pathway

As with the semi-formal pathway, lessons on the informal pathway are short and learning may be presented in a 1:1 format rather than group teaching, it is likely that adult led sessions will be around 5-10 minutes and other learning opportunities will take place through continuous provision opportunities.  Lessons may not take place in the classroom and may also include using a strategy such as TAC PAC or attention autism.  Lesson planning on the informal pathway will have an overall theme in order to give opportunities to make connections and generalise learning.

6th form

We continue to offer different pathways in 6th form, to meet the different needs of pupils. I 6th form learning is even more focused on the next step, preparing pupils to feel confident for transition and with more focus on  the world of work. On the formal pathway, pupils will continue to work towards their next English and maths accreditations, on the semi-formal and informal pathways, the focus will be more on independence and pupils will work towards the life skills passport.   There is no specified lesson coverage in 6th form and it may vary weekly or termly depending on projects and activities that are happening.

Curriculum enrichment

We enrich our curriculum through a range of visits, visitors and activities across the year. Sometimes these will be directly linked to learning, such as a trip to a place of worship in RE. Sometimes they will be an additional opportunity such as a sporting activity, a trip to the gym, or opportunity to perform in a summer or Christmas performance. There will also be opportunities for pupils to develop their social skills, feel part of the school community and gain confidence, through other visits, or activities such as being part of the school council. Our assembly themes are also planned to reinforce our vision and values.