Curriculum Beyond KS2
After the very fluid, play based Early Years Curriculum, young people follow one of two curriculum paths depending upon their learning needs.
This is either:
Woodlands Life Skills Curriculum (Learning levels of P4 and upwards)
Woodlands Complex and Sensory Needs Curriculum (Learning levels of P1 - P3/4)
All continue to work on core skills, gaining an understanding of the world around them and their own personal development. This is done at their own pace in a variety of different settings that can include: specialist therapy rooms; sensory environments; small group work; working as an individual; or as part of a larger group. Each pupil’s individual needs are met through differentiated lesson planning where individual pupil outcomes have been identified.
Each pupil has an Individual Programme which is devised by all agencies who work with the pupil. It is reviewed and revised / rewritten termly and the resulting evidence based document is called the Individual Pupil Report (IPR) and it is shared termly with families. The IPR covers the key developmental aspects which are identified on pupils Education Health and Care Plans (EHCPs) or Statement of Special Educational need. The work is outcomes led to help demonstrate the actual progression a young person has made over time.
Through the Woodlands Life Skills Curriculum, KS2 pupils follow a topic-based approach to their learning. This has been devised to give breadth and good coverage of the different areas of learning within a four year rolling programme. Core subjects are delivered through this topic based approach, as well as in discrete subjects. The resulting skills are applied across the areas of learning, with an emphasis on: communication; numeracy and the use of technology alongside the development of self-advocacy.
During KS3, pupils continue to develop their core skills. Greater emphasis is given to the application of these skills and the importance of thinking and independence skills. Pupils have the opportunity to plan and run enterprise projects as well as preparing for the opportunities offered throughout the 6th Form department and other further education settings.
For those young people following the Woodlands Complex and Sensory Needs Curriculum, their developmental skills and ability to increase their abilities is the main focus. The curriculum takes account of the main barriers to learning being experienced and incorporates these into specific foci: Developing or maintaining visual and auditory skills; finding, developing and maintaining an effective system of communication; being as mobile as possible; promoting the highest level of independence possible.
Where appropriate, therapy programmes are incorporated into whole-class learning activities. Relevant pupils receive support from our teachers for the Hearing Impaired, Visually Impaired and Multi-Sensory Impaired.
Where appropriate, pupils are also offered a wide range of inclusion opportunities either in their own local schools or on the Campus with our partner schools.