Curriculum Details Baytree School

CURRICULUM STATEMENT

  The Curriculum is currently undergoing far reaching changes to bring it in line with current educational thinking and Ofsted expectations. The staff are working hard to have this in place for September 2008.

 

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CURRICULUM

We offer a broad balanced and relevant curriculum. It is the policy of the school to pursue a basic curriculum with National Curriculum and RE to levels appropriate to a pupil's individual needs and ability. All pupils have the opportunity to experience a modern foreign language through relevant topics and projects.

KEYSTAGE STATEMENT

Many of the pupils at Baytree are working towards and within Key Stage 1 of the National Curriculum subjects. To ensure access to this 'Curriculum for all' the sequence of objective steps extending Level 1 known as "P Scales" is used.

ENGLISH/COMMUNICATION

This is at the core of our framework because we regard it as the key to open up access to wider areas of knowledge and experiences. Through the development of skills necessary for communication we aim to enable pupils to understand and express themselves and convey their feelings. These skills may be developed using augmented communication eg Makaton Signs and Symbols, Communication Aids, PECS and sensory inputs.

PERSONAL, SOCIAL & HEALTH EDUCATION

This is aimed at encouraging pupils to become healthy, happy and integrated members of society through learning to cope with personal needs and relationships. We recognise strong links with Religious Education.

TEACHING APPROACHES

A variety of teaching strategies is used, including individual and group work, practical, oral, written, investigative and problem solving activities.

All areas of the curriculum are accessed through specific subject areas and also cross-curricular skills to enhance individual development.

Whole school units of work have been planned over a two-year period. These are differentiated by Key Stage.

Teaching and learning are planned in a differentiated way to ensure that the needs of all pupils are met. This includes the needs of our chronologically younger pupils and the needs of the developmentally young pupils who experience profound and multiple learning difficulties.

It is recognised at Baytree that all activities have the potential to be learning situations. It is essential to utilise every opportunity to teach skills and help the pupils to gain and practise knowledge in real-life situations. In many cases this is in areas that would not need to be 'taught' in a mainstream setting. Playtimes, lunchtimes and journeys to, from and within school are utilised where possible, particularly for P.S.H.E. & Communication activities.

INCLUSION

We aim to give integrated experiences to all our pupils. This is done through participating in local community events, placing children in local primary and secondary schools and by having groups of children from local schools visit classes to work with our pupils.

ASSESSMENT

We regard assessment as an ongoing process that highlights the developing needs of pupils. Individual Education Plans are constructed from these needs.

Individual achievements are recorded in a personal Record of Achievement file. Personal endeavours of pupils are valued and recorded by use of a specially devised scheme call "Certificate of Personal Endeavour." (COPE).

There is an Annual Review of the Statement of Special Educational Needs.

THE FOUNDATION STAGE

Ages 3 - 5 work towards Early Learning Goals: Areas of Personal, Social & Emotional, Communication & Literacy, Mathematics, Knowledge & Understanding of the World, Physical & Creative Development.

Learning through Direct Teaching, Movement, Sensory, Exploration and Play.

14 - 16 CURRICULUM and the Further Education Department.

This aims to develop the skills young people require in order to live as independent a life as possible. This is achieved through curriculum leading to R.S.A. A.L.L., ASDAN Accreditation which formally accredits achievements and creates access to community based activities. There is a strong tradition for Senior pupils to work alongside their peers. To this end a part-time Link course prepares pupils to become students at Weston College.

CURRICULUM LEADERS

Mathematics, Mrs Orum
English, Mrs Bingham
Science, Mrs Dare
Design & Technology, Mrs Burgess
Information Technology, Mrs Page
History, Mrs Wills
Geography, Mrs Dare
Art, Mrs Burgess
Music, Mr Knight
Physical Education, Mrs Procter
Religious Education, Mr Knight
Personal Social & Health Education, Miss Dover
Modern Foreign Language, Mrs Procter

FOUNDATION STAGE CURRICULUM POLICY

What is it?

The Foundation Stage begins when children reach the age of three and continues to the end of the Reception Year. The curriculum aims to provide planned learning experiences of the highest quality, considering both children's needs and achievements and the range of learning experiences that will help them make progress.

EARLY LEARNING GOALS

The Foundation Stage Curriculum is organised into 6 areas of learning:

* Personal, Social and Emotional Development
*Communication, Language and Literacy
* Mathematical Development
* Knowledge & Understanding of the World
* Physical Development
* Creative Development



Why do we do it?

Principles for Early Years Education:

* ENTITLEMENT - to a curriculum that supports and extends knowledge, skills, understanding and confidence
* EQUAL OPPORTUNITIES for all children
* INCLUDED, SECURE & VALUED - to build positive relationships in order to learn effectively
* BUILDING - upon what children know and can do
* POSITIVE ATTITUDES - and disposition to learn
* PARTNERSHIPS - between parents, professionals and pupils in an atmosphere of mutual respect
* CHILDREN AS INDIVIDUALS - different starting points relevant and appropriate content to match different levels of need
* RESPONSIVE - to changing needs
* UNDERPIN FUTURE LEARNING



How do we do it?

We support individual learning by:

* Setting realistic and challenging targets
* Planning opportunities that build and expand skills and knowledge of the world
* Using a wide range of strategies and resources
* Providing a wide range of rich and stimulating opportunities to motivate, support and develop learning
* Valuing all contributions
* Fostering positive attitudes
* Offering a well planned, resourced and structured curriculum with opportunities to develop all areas of the Early Learning Goals
* Using a small steps approach
* Emphasising well planned play
* Providing professional development opportunities to ensure school staff are well-skilled and knowledgeable
* Involving parents and other professional wherever possible
* Keeping careful and detailed Individual Education Plans
* Accessing a wide range of community based experiences
* High staffing ratio



We aim to develop:

* Personal, social and emotional well-being
* Positive attitudes and dispositions towards their own learning
* Social skills
* Attention skills and persistence
* Language and communication
* Reading and writing
* Mathematics
* Knowledge and understanding of the world
* Physical development
* Creative development



Parents as Partners

WE RECOGNISE THAT PARENTS ARE CHILDREN'S FIRST AND MOST ENDURING EDUCATORS.

We aim to develop a successful partnership through:

* Encouraging a two-way flow of information especially regular use of home/school diaries.
* Mutual respect & understanding
* Pre-admission contact
* Flexible settling in arrangements
* A range of collaboration opportunities
* A variety of forms of communication
* Using the Record or Achievement to record and acknowledge progress
* The parents group "Our Place"



14 - 16CURRICULUM POLICY



What is it?

The 14-16 curriculum attempts to meet the full range of needs of students within Baytree School who are in the age range 14-16. The curriculum aims to be broad, balanced and appropriate, developing educational and vocational skills in order to prepare students for the transition from school to their future adult life.



Why do we do it?

* To provide an opportunity for the recognition of achievement and to give nationally recognised accreditation.
* To extend, encourage and enrich each individual's talents, abilities and personal development.
* To provide competence in literacy, oracy, numeracy and problem solving.
* To provide opportunities to apply knowledge, skills and understanding to familiar and unfamiliar situations.
* To encourage the use of information sources.
* To provide the opportunity to make choices and decisions, and to be aware of the implications.
* To access a wide range of community based experiences.
* To provide a stimulating environment appropriate for the age of the students.
* To establish an appropriate programme of transition which supports the pathway to Further Education, Resource and Activity Centres or other provision.
* To encourage an effective partnership with parents and other professionals in order to support the personal development of the individual towards adulthood.
* To allow for negotiated learning and active student participation in their education.
* to raise self esteem in the students and to foster pride in their endeavours and achievements.



How do we do it?

Students will be involved as far as possible in the planning, assessment and evaluation of the learning experiences offered to them.

The curriculum will provide progression from Key Stage 3 through Key Stage 4, the newly formed FE Department and then on to the post school options.

The provision and organisation of the appropriate resources, planning and recording of pupil's work and development of staff skills will follow the school's policies on curriculum, resources, record keeping and staff development.

Accreditation will be under the RSA National Skills Profile and Accreditation for Life and Living Skills.



Areas of Study

* Numeracy
* Communication
* Information Technology
* Personal Skills
* Home Management
* World of Work



Focus Areas

* The Community
* Leisure
* The Environment



Key Skills

Students will be encouraged to develop their skills in:

* Communication
* Numeracy
* ICT
* Improving own learning
* Working with others
* Personal skills

This work will include the explicit use and development of these skills in real life situations. Accreditation will be through ALL or NSP



INFORMATION COMMUNICATION TECHNOLOGY

WHAT IS ICT?

Information communication technology is concerned with communication through:

* Handling and process of information
* Controlling and modelling information
* Using electronic devices

ICT creates opportunities to handle:

* a variety of switches
* words and pictures
* numbers and graphs
* instructions
* sounds and music

And to process information by:

* organising and re-organising
* storing and retrieving
* sorting and analysing
* presenting and communication

ICT is a feature of all areas of the National Curriculum

ICT provides support to learning in other areas of the curriculum by reinforcing and consolidating.

ICT is physically accessible for all pupils/students and as such offers equality of opportunity.

ICT offers physical stimulation, it is fun and generates motivation.

ICT facilitates communication, eg group work and turn-taking

ICT empowers pupils/students to gain control over the environment.

ICT enables pupils/students to organise and present ideas.

ICT helps to develop life skills necessary to function independently, eg telephones, fax, drinks machines, cash machines, etc.

ICT enables pupils to:

* develop ideas
* find out information eg multi-media - internet
* develop self-esteem
* produce well presented work
* communicate information - email
* model, measure and control external events
* interact positively with mainstream peers

HOW DO WE USE IT?

A variety of equipment

* Telephone
* Calculator
* Fax
* Keyboards
* Microwave
* Domestic
* Drinks Machine
* Television & Video
* Tape Recorder
* Sound Beam
* Light Room Equipment
* Computers BBC IBM Compatible Network

A bank of software

* Central Resource Base
* Class Resource Base
* Network Software

A variety of switches

* Block Switch
* Pad Switch
* Concept Keyboard
* Mouse
* Eye Switch
* Access is assessed and appropriate switches used

Cross-curricular Approach

Individual Education Plans

Extended National Curriculum



A CO-ORDINATOR

Whose role is to:

* Manage Resources
- Maintain Resource Base, information & equipment
- Prioritise Budget Requirements & Manage the ICT Budget

* Establish and develop links with other schools and organisations

*Act as collaborative teacher and curriculum enhancer through:
- Keeping pace with development
- Disseminating information
- Monitoring classroom practice
- Practical application
- Developing the scheme of work

* Identify own success criteria

* Managing the Network



SUMMARY

We are all surrounded by information technology in everyday life. All pupils/students should be given the opportunity to develop skill to use ICT.