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Curriculum

We aim to offer:

 

Personalised programmes: assessment of potential barriers to learning resulting from an acquired brain injury establishes a baseline following which a programme of individual specialised strategies is implemented across the subject curriculum.

 

Breadth and balance: a thematic approach supports integrated learning and extends the range of subjects that can be offered across a timetable which also incorporates therapy and medical based interventions as part of the whole rehabilitation programme.

 

Coherence and relevance: the curriculum is carefully planned to embrace different areas of learning and experience and takes account of pupils' prior learning and their readiness for new experiences. We prepare pupils for their next school or college through our PSHE and transition programmes.

 

Differentiation and progression: differentiation of tasks is integral to teaching and learning as we match work to pupils' needs, always remembering to add an extra challenge when appropriate. All staff employ a wide range of teaching approaches and classroom organisation.

 

Curriculum structure

 

We aim to make it explicit and very clear to pupils and families what is to be learnt and how the learning will take place.

 

In the Early Years Foundation Stage the curriculum is delivered through the EYFS Statutory Framework with links to the school's Core Skills Curriculum. There is a special focus on the three prime areas: communication and language; physical development; and personal , social and emotional development.

 

The National Curriculum provides the basis for pupils working within these levels. Through a comprehensive assessment process we work on enabling pupils to relearn and regain skills and knowledge acquired before their brain injury. Some pupils may acquire new knowledge whilst with us and the focus then may be on academic courses that they were following prior to their injury.

 

The school's Core Curriculum addresses the needs of pupils working at very early recovery levels or within the first P or M scales. Planning starts from very detailed assessment which is built on to provide a programme incorporating the needs and interests of individual pupils. This encompasses communication, early thinking skills, sensory and physical abilities which are fundamental to all learning.

 

For more information on individual subjects please look at our 'Policies' page in 'About Us'.