ASSESSMENT AND THE

INDIVIDUAL CURRICULUM

Evidence of learners journey towards their outcomes.

To show the;• Intent• Implementation• Impact – very briefly, non-data concise synopsisof the curriculum at RSM

The curriculum is always evolving due to many factors including; student cohort, legislation, environment, focus – we never stand still or are complacent about our curriculum. The intent and impact will be to the most part constant although the implementation is always evolving.

This PowerPoint explores our evolving curriculum and acts as an unpolished sounding board for development.

Aim

• All students have the opportunity to engage inmeaningful curriculum that is individual to their needswhile providing new experiences as well as depth.

• Class teachers and therapists oversee each student’sindividual curriculum while curriculum leaders help toshape learning opportunities.

• Students EHCPs set the foundation for learning whilethe curriculum allows for enrichment and deeperlearning.

• Each learners day has a flow that maximise on all learning opportunities.

• Knowledge and conceptual understanding needs to underpin learning.

Curriculum Intent

Our staff team label the 5 threads

that run through all our learning as;

Motivating and

Functional CurriculumAt Royal School Manchester our school curriculum

is personalised. We use individual programmes of

study to ensure we have an appropriately

personalised, motivating and challenging

curriculum.

We encourage all staff to be constantly asking the

questions;

• Is there a clear purpose to what is being taught

and will it benefit the student’s future outcomes?

• Does it allow for growth and the discovery of

new strengths?

• Does it focus on the learners strengths and

harness the student’s wellbeing?

• Is learning able to be re-enforced and learners

given the opportunity to fully understand the

skills they are developing – Is learning ‘sticky’

and transferable?

• Is learning enjoyable?

• All students are baselined following their first term and

before transitioning to a new key stage.

• Students have Individual Education Plans (IEPs) that

are evaluated twice a year and each include 10 targets.

• Teachers and therapist use a range of summative and

formative assessment tools.

• Each student has an individual curriculum created for

them.

• This curriculum is supported by EHCP outcomes and a

curriculum structure to ensure breadth.

Implementation

• We see it as our fundamental job, to find the very best curriculum and teaching techniques for each learner through researching what is best practice but more importantly through knowing our learners as best we can and working as a team around the child.

• As the students enter the school we allow a full term of baselining and profiling in order to assess each learner against the 5 areas from the EHCP outcomes.

• Individual POS are created which informs their curriculum and also helps us to design personalised pedagogical approaches for each student.

• What we end up creating is a curriculum for each learner through an integrated approach with parents, therapists, specialist teachers and care staff and therefore 50 unique curriculums.

RSM Individual

Curriculum

Implementation Overview

Royal School Manchester works within the outcomes identified in learners EHCP.

Cognition and learning, communication and interaction, sensory and physical, social, emotional and wellbeing, self-help and independence and preparing for the future.

Individual Programmes of Study (IPOS)

Individual timetables-

Identifying curriculum areas being covered as defined in the

curriculum map.

All students have;

Individual Education Plans x2 yearly

Session scripts

Active support Opportunity plans

The curriculum is shaped by;

Curriculum policy – ethos, curriculum intent, new guidance and research. Outlined scheme.

Yearly curriculum reports and action plans

Accreditations (ASDAN, Arts Mark, therapy programmes DofE

Individual careers pathways.

Co-production with parents.

Curriculum Map

Assessment;

Ensuring effective

teaching

Active support - see the

potential in every moment • Increased independence ‘just’ happens,

when we recognise and utilise, the wide range of incidental, as well as planned activities, which occur throughout the day.

• Some of the best learning often happens when we have not planned it and we do ‘with’ not ‘for’!

• Not all of our learning has to be targeted. We make the most out of natural learning opportunities throughout the day.

Earwig learning

journey.

British Values

Individual Programme

of Study.

• Learners annual reviews show progress towards students outcomes

• Progress trackers provide qualitative data evidencing progress.

• Students progress to further education

• Students access off-site work experience placements

• Families lives are improved evidenced by parent feedback.

• Individual curriculums are developed, improved and expanded over time – students enjoy a meaningful curriculum with depth.

Impact

For more information