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  • Home
  • ABOUT US
    • Welcome Message
    • School Vision and Aims
    • Context of the School
    • Admission Arrangements
    • Attendance
    • Cookie Policy
    • GDPR
    • Governors
    • Meet The Governors
    • Premium Allocations & Financial Information
    • Policies
    • Pupil Progress & School Performance
    • Quality of Provision
    • School Prospectus
    • School Improvement
    • School Videos
    • Specialist Teams and Facilities
    • Term Dates
    • Terms and Policies
    • Wellbeing
  • SAFEGUARDING
    • Safeguarding context of John Chilton School
    • Safeguarding and Child Protection
    • Safeguarding Policies
    • Safeguarding for Parents & Carers
    • DSL’s and Visitor Safeguarding Information
  • CURRICULUM
    • Assessment and Target Setting
    • Blended Learning
    • British Values
    • Careers Guidance
    • Curriculum and Learning
    • Extended Schools
    • Phonics & Reading
    • Spiritual Moral Social & Cultural Development
  • PARENTS
    • Attendance
    • E-Safety
    • Family Fun, Advice and Support
    • Family Support Worker
    • Feedback and Ofsted Parent View
    • Home Learning
    • Information Booklet for Parents
    • Home School Transport
    • Parent Partnership
    • Uniform Clothing and Belongings
  • NEWS AND EVENTS
    • School Calendar
    • Newsfeed
    • Trophy Cabinet and Awards
    • Awards Archive
  • VACANCIES
  • CONTACT

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Curriculum and Learning

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CURRICULUM
  • Assessment and Target Setting
  • Blended Learning
  • British Values
  • Phonics & Reading
  • Careers Guidance
  • Curriculum and Learning
  • Extended Schools
  • Spiritual Moral Social & Cultural Development
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OFSTED November 2018

The framework for the curriculum is strong and distinctive. Leaders took the decision to create the three possible pathways for learning. They make sure that pupils experience the right pathway and that work supports their learning as well as their social and emotional needs. Learning observed across the school exemplified this well.

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Curriculum

Curriculum Intent

At John Chilton School pupils are at the centre of the curriculum, and therefore its design and content aim to maximise the individual’s learning potential. We ensure that pupils’ personal priority needs are the starting point of their education, which we meet through personalised plans, interventions and adaptations

The curriculum is all the planned activities that we organise in order to promote learning, personal growth and development. It includes the formal requirements of the National Curriculum and, importantly, the range of additional priorities, specialist curriculum activities and therapy programmes that the school develops in order to engage, enable, empower and equip the pupils for life. It also incorporates the ethos and environment which promote the vision of the school of developing confident, independent and motivated learners.

The school has developed three pathways of learning that meet the different cohort needs of the pupils. Pupils can move between different pathways as their needs change over time. The pathways are differentiated by planning, approach and staffing support to be relevant to the cohorts of pupils.

 

Ambition for Pathways

The curriculum is designed, structured and sequenced to develop the knowledge and skills that the pupils are expected to gain at each phase.

Firstly, there is an ambitious intent of giving the pupils the experiences and opportunities that will develop knowledge and abilities to be an active participant in adult life. This is structured through the phases against the themes in Preparation for Adulthood and include the cultural capital they need to succeed in life.

Intent for Pathways

Please see links below

Blue Pathways 

 

 

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Long term Curriculum Plans and Expected Outcomes

Subject content is planned with clear end points for each phase, while building on prior learning and taking account of the need to reinforce and recapitulate concepts to enable long term memory changes.

All pupils have access to a broad and balanced curriculum and depending on age or pathway, access this through a holistic, thematic approach or discrete subject lessons. The knowledge, skills and concepts are designated for each phase building on previous learning as the pupils move through the school. The expected outcomes for each pathway and end of phase are specified to encourage aspirational subject based learning.

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CURRICULUM LONG TERM PLANS & EXPECTED OUTCOMES

Please see links below

Curriculum Map

Art & Design

Blue Pathways

DT

English

EYFS 

EYFS Expressive Art & Design

EYFS – Literacy

EYFS – Maths

EYFS – Understanding the World

EYFS – Topic

French

Humanities

ICT

Maths

Music

PE

PHSE

RE

RSE

SCIENCE

SIXTH FORM LEARNING

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Medium Term Plans

Medium term plans determine the objectives, activities and expected outcomes for each area within a subject whether through subject specific lessons or cross curricular themes.

The activities are designed to meet the needs of the pupils and adaptation to l need is evident. The use of alternative and augmentative communication, assistive technology, braille, software such as Grid or Clicker, multi-sensory approaches, structured imagery, concrete apparatus enable pupils to access learning activities fully.

The plans are devised to introduce and build on the knowledge and concepts that pupils need to know for further accreditation or enrichment. Feedback is prevalent within every lesson, to immediately address misconceptions and to elicit deeper thinking.

Outcomes

Pupils are assessed continuously:

  • formative feedback is given to facilitate further learning through exploration individually and in groups, and
  • summative assessment is undertaken and progress tracked through the school’s assessment system linked to the curriculum plans

Pupils at John Chilton School progress well within the pathways and this can be seen in their My Achievements journals in primary, or the Tutor Time folders in secondary.

Pupils in year 11 gain Functional Skills accreditation in English, maths and ICT in the purple and red pathways.

All pupils demonstrate progress in confidence, motivation and independence.

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Northolt,                                       Hapgood Close,
UB5 5LD                                       Northolt, UB6 0SX

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