Curriculum Offer
At The Park our curriculum focusses on the development of basic skills and the preparation of students for the adult world whilst fostering a love of learning.
Basic Skills are numeracy and literacy and the communication skills needed for adult life. These skills are the building blocks for, and underpin, successful future learning. They are transferable and need to be practiced in a range of contexts, environments and situations. All our students require many opportunities every day to develop their basic skills in a range of learning opportunities that are appropriate for their needs, abilities and rates of progress.
Basic skills include:
● Literacy
o Reading
o Writing
● Mathematics:
o Numbers
o Shape, space and measures
o Time and Money
Subject Specific Learning
All subject specific learning is based on The National Curriculum. It is largely delivered in topics in each subject that allow balance and breadth across the curriculum. Students access these topics at a level appropriate to their attainment, development, needs and rate of progress.
Key Stage 3
The curriculum covers the following subjects:
● English
● Maths
● Science
● History
● Cultural Studies combines modern foreign languages and geography in topic based subject that covers a range of countries to give students an introduction to geography, language and culture
● Art and Design also incorporates Design and Technology with some practically based art topics that include DT components
● Music
● Physical education
● PSHE (Personal, Social and Health Education) incorporates citizenship
● IT
● Careers
● Social Communication
Key stage 4
During key stage 4 most students work towards national qualifications - usually Entry levels BTECs and GCSEs.
The curriculum covers the following subjects:
● English
● Maths
● Science
● IT
● Physical Education
● Social Studies (includes RE / PSHE)
● Art
● ASDAN
● Careers – includes careers guidance (included within social studies)
● History
● PFA (Preparation for adulthood including careers)
Each subject has a long-term subject map and then medium and short term planning is organised as schemes of learning.
Spiritual, Moral, Social and Cultural development and British values are taught in PSHE and also covered in subjects as cross curricular themes.
Whole School Curriculum Intent
Trust Curriculum Intent
● Ensure inclusivity and equality of provision.
● Provide an inspiring educational experience for every student.
● Teach and develop the character strengths and skills which allow students to be independent, to succeed in life and make a positive contribution to society.
● Provide enrichment opportunities that are inspirational, aspirational and of a national standard.
● Ensure students achieve mastery with a deep, rich knowledge and skill base.
● Provide opportunities for building the cultural capital required for academic and personal fulfilment and success.
● Promote correct use and high standards of literacy, articulacy and numeracy.
School Curriculum Intent
To provide a safe and supportive learning environment where a creative, personalised curriculum enables students to fulfil their potential into adulthood by:
● Delivering a curriculum is of comparable breadth and ambition to the national curriculum but is reflective of the needs of the students
● Giving students the essential skills and knowledge for employment and independent living
● Enabling students manage their friendships, emotional life, and mental wellbeing
● Ensuring the best possible progress in English and Maths
● Ensure a smooth transition to post 16
● Fostering a love of learning
Literacy
Students are provided with experiences around well-chosen works of literature that link with the school’s ethos and SMSC focus. This develops an understanding of emotions and provides an exploration of morality and literature from other times and cultures.
A range of creative writing topics and role-play tasks encourage students to develop their imagination, confidence and expressive vocabulary as well as a real love of literature.
In KS3 core literacy skills and phonetic understanding are developed. Students are taught in small, ability based groups.
In KS4 students work on developing their functional literacy skills in preparation for Entry Level English Functional Skills accreditation and to prepare them for life beyond school. They study an exciting range of texts, chosen for their relevance and potential to generate interesting discussion as well as their links to mainstream school’s curriculum. Where possible a few students are given the opportunity to study the GCSE English language curriculum.
All students begin the school day by reading in small, ability based groups. This structure has greatly benefitted progression in reading as well as helping to foster an interest in and enthusiasm for books. Reading, spoken language and literacy skills are essential for developing independence, confidence and student’s understanding of the world around them.
Drama
We help students to learn improvisational skills and to adapt their voices, body language, gestures and movements in order to explore and imagine different scenarios. Students are encouraged to use their imagination and creativity to create performances, develop their confidence and self-esteem and to enjoy their learning. Enabling students to start to understand other body language and tone of voice helps them to develop relationships. This promotes an understanding of social skills for our autistic young people.
KS4 students participate in an annual production which evolves from their ideas
Performances are always age appropriate and chosen for their potential to generate discussions relating to our strong emphasis on an SMSC focus. Productions contribute evidence for the Bronze Arts Award which involves student’s critiquing performances, evaluating their own work, researching their favourite actors and teaching drama skills to younger students. These activities help to develop student’s communication and independent research skills, as well as their confidence.
A weekly drama club provides opportunities for students to use their imagination to create scenarios for group improvisation, to direct others, develop social skills and, above all, have fun in a safe, trusting environment.
Mathematics
At The Park we offer access to a range of graded examinations enabling all students to follow a certificated AQA Entry Level course. Students working beyond this level are able to sit Edexcel Level 1 courses and Edexcel Foundation GCSE.
In KS3 student’s learning progresses through the NC subject content at appropriate levels for them. Four lessons a week cover Number, Measurement, Geometry, Statistics, Time and Money.The syllabus continues into KS4 with consolidation of subject content and an emphasis on securing time and money skills. We emphasise the teaching of Life Skills around time, money management, travel skills and measurement. We want to equip all our students with the basic numeracy skills to live as independent an adult life as possible. Groups of students are taken shopping to purchase best value goods, use self-service and staffed checkouts and develop the skills of paying and receiving change.
Despite students working at lower NC levels than their mainstream peers, we always ensure that content is delivered through age appropriate texts and resources. We provide individualised learning through practical activities. Adaptation, differentiation and specific maths language teaching enable students to reach their potential in maths regardless of their literacy levels.
PE
The PE programme is designed to meet the needs of all students, offering a fully inclusive programme across the key stages.
Students are encouraged to participate to the best of their ability in a variety of individual and team, competitive and non-competitive sports and activities. Students develop their personal health and fitness levels, physical and social skills, self-esteem, respect and confidence.
In KS3 students learn and build on skills in order to develop the self-confidence and belief to enjoy taking part in sport. They learn to evaluate their own performance and that of others.
The programme in KS4 is a continuation of skill acquisition and development with the emphasis on knowing how to access sport and leisure opportunities for the future. Students regularly take part in off-site activities, use on-site fitness equipment and learn how fitness testing can help us improve health and fitness. Students may participate in sport’s leadership training and are also offered the Bronze level Duke of Edinburgh Award. External providers and sport’s coaches augment subject delivery.
In addition to a weekly PE afternoon, students are encouraged to take part in lunch time clubs and an outdoor gym is accessible to all throughout the school day.
PE is a high profile subject with achievements celebrated in weekly assemblies and at prize giving events. Prizes are awarded for each key stage for outstanding achievement in personal progress, excellence, sportsmanship and sport’s leadership.
As a special school with organised end of day transport, most inter and intra activities have to take place within school hours. However, the PE department has links to inclusive clubs and sport providers within the catchment area signposting students the opportunity to join a weekend sports or football club.
RE
The Park School students are from families holding a range of beliefs from the many faiths represented throughout the world. Such rich diversity serves as a background for our students to develop their own beliefs and values.
In KS3 religious education enables students to explore the world’s major religions. Teaching in KS4 builds on this and focuses on social and moral issues. Students learn about views which are independent of religious belief and to consider the challenges posed by these beliefs and values. It supports them in developing and reflecting upon their values.
Through developing awareness and appreciation of different faiths, religious education encourages responsible attitudes towards other people. This awareness and appreciation assists in counteracting prejudice and intolerance.
Art and Design
Art and design is at the centre of a creative curriculum. Students experience a broad range of art, design and craft experiences aiming to develop a joy of creating and making art.
Whilst there is due regard for the development of skills our emphasis is on providing a means of self- expression, sense of achievement and a means of expression. This may be through a portfolio of work unique to their interests, life experiences and responses to art experiences explored in school or a GCSE in Art and Design.
The relaxed environment in Art sessions allows students to develop their language and use their communication skills to discuss art and the world around them. Regular visits to both local and national galleries as well as recreational art clubs in school demonstrates to our students how, looking at, and making art can be enriching life experience when they leave school.
Communication and Social Skills
All students receive a weekly Communication and Social Skills lesson, with planning and input from a Speech and Language therapist. Students receive direct and specific teaching of key language skills and social skills to enable them to think things through, manage their feelings and choose appropriate behaviour and social strategies.
In KS3 the focus is on supporting transition to secondary school, their learning and social aspects of school life. Y7 work in their tutor groups with Y8 upwards being grouped by their speech, language and communication need. In KS4 the emphasis is upon building on these skills to support work experience and prepare them for a smooth transition to post 16 placements.
Communication and social skills lessons support student levels of confidence,interaction and independence enabling them to participate more fully in lessons, all aspects of school life and life beyond school. They support literacy development, speaking and listening, phonological awareness, social skills, vocabulary development and comprehension.
Science
Science at The Park allows students to understand the uses and implications of science today and in the future.
We bring a mixture of practical work and theory into all aspects of the curriculum.
We stress the relevance of science beyond the classroom and, in this sense, teach science as a fundamental building block for life beyond school. We seek to develop a life long love of learning and to empower students to think independently.
Science is a vibrant, ever-changing, relevant subject that affects every walk of life and this is reflected in how we teach and in the visits that we offer all our students.
In KS3 we offer topics in line with the National Curriculum to ensure breadth of experience. In KS4 our focus is on gaining qualifications and enquiry based learning through Entry Level Science and BTEC Level 1 Applied Science.
Music
We are very proud of the range of musical opportunities available to the students. KS3 students participate in a weekly lesson that is linked to a themed unit of work. Students experiment with a range of percussion instruments and sing popular songs. In KS4 students are introduced to digital media studies. This includes composition, arrangements, recording and film making. Two therapists work in our music studio teaching guitar, singing and drumming skills on a 1:1 basis or with small groups. Students form bands that perform regularly in assembly and at events.
We use music as a medium to increase confidence, boost self-esteem, creativity and a sense of achievement. Fostering a love of music enhances student’s well-being and can equip them with a life- long leisure activity.
Computing
Students experience using a wide range of IT programmes to improve their computer skills and develop their use of technology. They will be able to develop a greater awareness of the impact of computers on their lives and create an interest and enjoyment of technology in the wider world. Students complete OCR accreditation in KS4.
Students are taught all aspects of E-safety to help control their on line experiences and keep them safe. We want our students to become responsible, competent and confident users of information and communication technology enabling them to adapt to rapid technological changes in society. The curriculum gives them the experience and basic understanding of coding and digital media. It links with art and music through music, film and video production.
Food Technology
Food Technology combines creative and practical activities with the principles of nutrition, hygiene and healthy eating. Students are taught life skills that they will need to prepare basic snacks and meals for themselves and others within a budget. They are given the opportunity to plan meals, shop for food and learn to cook a range of simple, healthy dishes. The design element is met through students selecting ingredients, adapting recipes and planning meals.
Food technology is an integral part of school life and students use their skills to cater for school and community events throughout the year. These are hosted by students in the café which is the social hub of the school. Within this modern environment students practise their catering, hygiene and hospitality skills which can lead to employment opportunities in the catering industry. Food technology is studied by every year group and as students move through the school, there is increased emphasis on achieving skills for independent living.
Spiritual Moral Social and Cultural Development
The Park School’s ethos and atmosphere strongly reflects our attitude towards the spiritual, moral, social and cultural developments of our students. These vital dimensions of life and growth can be found in all aspects of school life, both in structured and unstructured time, on and off site.
Explicit opportunities to promote students development in these areas are provide in religious education and in PSHCE but all other subjects, together with collective worship, daily reflection time and school assemblies contribute to the students SMSC welfare.
Personal Social Health and Citizenship
At The Park, PSHCE education helps to provide students with the knowledge, skills and understanding to prepare them to play as full and active part in society as possible. The breath and balance of the curriculum supports appropriate behaviour and safety and their spiritual, moral, social and cultural development. We prepare for life beyond school by helping students to develop a healthy and safe lifestyle, good relationships with others and respect for diversity. Students build confidence that helps them take responsibility for their future life choices.
PSHCE lessons involve active learning through discussion, investigations, role play, group work and problem solving.
Each year group has a residential opportunity promoting social development and increasing independence. Throughout the year there are specific workshops, visiting speakers and regular PSHCE themed days.
Cultural Studies
At The Park we teach cultural studies to inspire in students a curiosity and fascination about the world and its people that will remain with them throughout their lives.
Cultural studies incorporates elements of geography and languages, enabling our students to experience the key aspects of both subjects at an accessible level. It is taught in a practical way making it interesting and relevant, including food tasting, music performance, and off site visits. Increasing student’s knowledge of other cultures teaches a respect and understanding of what it means to be a positive citizen in our multi-cultural society.
History
At The Park, we give our students an insight into, and an understanding of, Britain’s past and that of the wider world to develop an appreciation of how people, events and inventions from history have shaped our lives today. Students learn about the achievements of famous people, develop an understanding of their place in society and an appreciation of their cultural heritage.
Students are taught in a way that motivates, engages and challenges them at a level suitable for their personal academic and social development. There is an emphasis on role play, IT and visual artefacts. Students benefit from interacting with each other, taking part in discussions and learning through physical involvement.
Social awareness is promoted by topical debate and comparing events from the past.
How we teach Reading and Maths
Reading
Learning to Read … Reading to Learn
Reading is a fundamental life skill and an integral part of our school day in almost every aspect of our curriculum. All of our staff read with the students and are trained to teach reading including specific training in the alphabetic code and phonics. Our approach to teaching reading is to foster a love of reading, in all its forms at whatever level the students can access it. We start from where they are, and take them on a journey to success, supporting them to feel confident readers for lifelong learning. Our aim is for all students to achieve success and from the start, see reading as something that they can do.
Every morning, students take part in a group reading session within a small group, matched to their ability. The aim is to encourage them to read aloud a range of different texts, with an adult as a role model, talk about what they have read, show understanding, make inferences and practice intonation and expression. This helps to develop enjoyment in reading. Children are exposed to high quality texts which are age appropriate, whilst at the same time, suitable for their reading age. This helps to keep the students engaged and motivated for reading, developing self-confidence as readers.
As well as this, students have four English lessons each week. Each lesson has a reading aspect to it with one lesson having a very specific focus on reading and phonics, which is then revisited briefly in every other English lesson. We encourage students to see the English language as a code that we need to work out to be able to read accurately and fluently. At TPS, we follow the national curriculum framework for teaching phonics (letters and sounds), using a systematic approach within the Read Write Inc programme. We supplement this with our own games and resources to ensure we maintain excitement and enthusiasm for learning. Students are assessed regularly and an individual focus for each student ensures that they make the maximum progress with the ability to decode unfamiliar words eventually leading to automaticity in reading. “Tricky words” (those that are not decodable) are taught as whole words and students are encouraged to look for patterns and shapes, using multisensory approaches to help them memorise them. For our more able students, a higher level of phonics is taught, e.g., working with morphemes and syllables and being able to manipulate these to help them read more complex words. For those students that are ready, they will progress, in KS4 to taking Functional Skills English exams where students complete reading tasks related to practical, functional reading.
Alongside this, students listen to a wide range of texts, commenting on various aspects of it, creating excitement about books and introducing them to new language. This also helps to develop inference skills, specifically teaching our students to think “beyond the literal” and “outside the box”. This extends their thinking skills and expands their understanding of the wider world.
Our partnership with families at home is essential to support our students with their reading. We work together to encourage all students to read at home as much as possible. All reading is valuable whether it be a recipe, magazine, internet search, game instructions etc. Students will bring home a range of books from our colour coding and number system, which will have a specific focus e.g., to help them decode words, comprehension, inference, expression or for family to read to them to develop enjoyment, understanding and expose them to a rich vocabulary.
Teaching reading in this way enables all of our students to be successful as readers. We teach them to read, so that they can read to learn and feel confident in all aspects of reading in their everyday lives, now and in the future.
Maths
Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. (National Curriculum in England: mathematics programmes of study – September 2021)
At The Park School we offer an ambitious, broad and balanced Maths programme, reflecting the aims of the National Curriculum in England (September 2021). Opportunities are provided for practical and written activities, questioning and working through problems both collaboratively and individually. The varied and individual needs exhibited by our students are met through high levels of adaptive teaching ensuring that learning materials, teaching styles and expected learning outcomes focus on the needs of every student. Maths teaching throughout the school is centred on the key areas listed in the National Curriculum in England (September 2021) and is informed by the engagement model (July2021).
The four strands of the National Curriculum are: Number, Measurement, Geometry and Statistics. For the purposes of our teaching and to ensure comprehensive coverage of the programmes of study, we have further subdivided these into 8 modules to meet the needs of our students. These match the 8 modules of the AQA Entry Level specification and for students studying at levels above Entry Level 3, fully cover the Level 1 Award and Foundation GCSE content. Learning outcomes in each of these modules will support students in their progression towards their optimum levels of achievement. The 8 modules of Maths that we use are: Properties of Number, Four Operations, Ratio/Fractions, Money, The Calendar and Time, Measures, Geometry, Statistics.
All students have 4 Maths lessons per week. Two of the four lessons each week are dedicated to Number (Properties of Number/Four Operations) and the remaining 6 modules are taught over the course of the year – one module per half term. Each module is taught at Bronze, Silver, Gold (below recognised accreditation), Entry Level 1, Entry Level 2, Entry Level 3, Level 1 (Number & Measures) and Foundation GCSE (Grades 1-5).
All students are base lined within the first few weeks of starting at The Park, and attainment in each module is assessed annually, before and after teaching. Maths ages are assessed on entry, during each school year and on exit in Year 11. Students follow the Scheme of Learning for each module at their individual learning level.
In Year 7 students are taught in class-based groups until baseline assessments have been completed. They are then split into ability groups and continue to be taught in 2 ability groups throughout their time at The Park. Students are formally and informally assessed throughout each academic year and targeted intervention is put in place for all those not on track to reach their target grades. At the end of year 11 students will sit AQA Entry Level, Edexcel Level 1 and Edexcel Foundation GCSE exams as appropriate.
Assessment and Tracking
Rationale
To determine an appropriately aspirational flightpath for each TPS student, we look at each individual child at transition and assess their needs holistically.
Why
There is no agreed method to predict what a child with an EHCP can or should achieve. Unlike mainstream schools, there are no national datasets to generate reliable data, and internal data sets are too small. With the changing landscape of SEND, diverse range of needs within our school and ramifications of the pandemic, we cannot use one source of data to determine a student’s flightpath.
How
A range of quantitative and qualitative data is collected on each student and discussed by experienced SEND specialist leaders to make an informed picture of need that is used to create their progress flightpath. The flightpath tracker maps what good progress looks like for each individual student and reviewed at regular intervals.
Teaching and Learning
Flow Learning
The WMAT teaching and learning team has developed a model of teaching and learning to have maximum impact on student progress and attainment. The model is based on our experience and research evidence. The key components are simplistic, but the detail is necessarily more complex. This is because we need to raise the expectation in terms of thinking hard about the links between different elements of great teaching, instead of breaking it down into a tick list of what to observe in a lesson.
Accreditation in KS4:
GCSE Maths
Certificate of Achievement Entry Level Maths
Functional Skills Maths
Functional Skills English
Functional Skills ICT
Certificate of Achievement Entry Level Science
GCSE Art
Bronze Arts Award
GCSE English
BTec Science
BTec Home Cooking Skills
Duke of Edinburgh Bronze Award
