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.
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.
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.
Please see links below
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.
Please see links below
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.
Pupils are assessed continuously:
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.
