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CURRICULUM
INFORMATION Updated Feb 2020
ACHIEVEMENT, BELONGING & CELEBRATION
Valuing every child through fostering
independence, inclusion, trust, respect
and support.
Carrie Osmond
New Siblands Curriculum Information
1
Contents
Curriculum Intent – our vision 2
Curriculum model 3
Curriculum Pathways 4
Curriculum overview 6
Curriculum Implementation - our pedagogy 7
Heuristic teaching 7
Long-term learning 7
Thematic learning 8
Learning through play 8
Learning outdoors 9
Inclusion 9
Engagement for Learning / personalisation 9
Independence 11
Learning environments 12
Classroom organisation 12
Transitions 12
What we teach - learning what matters
Communication & Interaction overview 13
Cognition and learning overview 14
Sensory / Physical development overview 18
Social, emotional and mental health overview 19
Preparation for adulthood overview 21
Curriculum Impact – meeting more needs, more fully, more of the time
Assessment 23
Recording progress 24
Assessment for learning 25
Assessment & moderation cycle 25
Curriculum review 26
New Siblands Curriculum Information
2
Curriculum Intent
The curriculum at New Siblands aims to ensure learners develop the skills they need to
become adults who:
are as independent as possible
know how to stay safe and healthy
are happy and fulfilled
are confident to use their voice and be heard
are able to read and communicate as effectively as possible
are as mobile as they can be
are able to play a part in the community they belong to
Broadly speaking, learners at New Siblands access three differentiated learning pathways:
Belonging Pathway: Pre-formal learners at very early cognitive developmental stages who
process information through repeated sensory experience and exploration
Achievement Pathway: Semi-formal learners at who are developing and consolidating
understanding of early learning concepts through holistic learning experiences
Celebration Pathway: Formal learners who have achieved age related expectations for Y1 of
the national curriculum and are ready to explore subject specific concepts
Most learners have areas of overlap between these pathways and the themed curriculum is
designed to allow for this.
Early Years & KS1 learners...
• Are safe and happy
• Belong to school community
• Develop a love of learning / demonstrate motivation and engagement
• Develop early reading and number skills
• Develop early play skills
• Develop early social skills
• Develop early functional communication and interaction skills
• Develop early independence skills e.g. eating, toileting
• Begin to understand a few of their own emotions
• Begin to recognise obvious dangers at home and school
• Develop fine and gross motor skills
• Are supported to take appropriate risks in safe situations
• Begin to make choices and express preferences
• Are prepared for a successful transition to KS2
KS2 learners...
• Are safe and happy
• Belong to school and local community
• Develop, apply and generalise learning skills and knowledge of key concepts
• Develop a love of learning / demonstrate motivation and engagement
• Develop early reading and number skills
• Apply play skills in a range of contexts
• Use functional communication skills in familiar contexts
• Develop social skills to make and maintain friendships, and to resolve conflicts
• Further develop independence skills e.g. dressing, personal care
• Begin to understand what makes them feel good or bad and how their emotions affect their behaviour
• Begin to recognise dangers in the local community
• Further develop fine and gross motor skills
• Begin to take appropriate risks in familiar situations
• Make choices and express preferences and opinions
• Develop learning skills
• Are prepared for a successful transition to KS3
KS3 learners...
• Are safe and happy
• Belong to school, local and wider community
• Develop, apply and generalise learning skills and knowledge of key concepts in core and foundation subjects
• Develop a love of learning / demonstrate motivation and engagement
• Apply early reading and number skills
• Use functional commuication skills in different contexts
• Demonstrate social skills in a range of contexts, including with new people
• Further develop independence skills e.g. independent working, moving around the school site
• Begin to develop emotional regulation
• Develop ability to identify dangers in a range of contexts and to respond to them appropriately
• Apply gross and fine motor skills
• Are prepared for a successful transition to KS4
KS4 learners...
• Are safe and happy
• Belong to school, local and wider community, and new work settings
• Develop, apply and generalise learning skills and knowledge of key concepts in an expanding range of contexts
• Demonstrate a love of learning / demonstrate motivation and engagement
• Apply / generalise early reading and number skills
• Use social and communication skills in a range of contexts, including in work related settings
• Begin to understand what the workplace is like and to develop relevant skills
• Further develop independence skills e.g. supported travelling in the community, independently living skills
• Begin to develop leadership skills
• Are resilient
• Can regulate their emotions and manage their own behaviour in a wider range of contexts
• Make decisions about their future / develop a future plan
• Consolidate ability to identify dangers in a range of contexts and to respond to them appropriately
• Are prepared for a successful transition to P16 / next placement
Post 16 learners..
• Are safe and happy
• Belong to school, local and wider community, and new work settings
• Develop, apply and generalise learning skills and knowledge of key concepts in an expanding range of contexts
• Demonstrate a love of learning / demonstrate motivation and engagement
• Generalise early reading and number skills
• Use social and communication skills in a range of contexts, including on work experience placements
• Develop, apply and generalise understanding of what the workplace is like and to develop relevant skills
• Develop, apply and generalise independence skills e.g. supported travelling in the community, independently
• Develop, apply and generalise leadership skills
• Are resilient
• Can regulate their emotions and manage their own behaviour in a wider range of contexts
• Make decisions about their future / develop a future plan
• Consolidate ability to identify dangers in a range of contexts and to respond to them appropriately
• Are prepared for a successful transion to their next placement
New Siblands Curriculum Information
3
Individual EHCP outcomes
End of key stage transition outcomes
Curriculum Pathway (developmental stage learning)
Curriculum Models
Differentiated curriculum
The curriculum at New Siblands is based on a developmental model, appropriate to all of
our learners who are at early cognitive developmental stages. Levels of both cognitive and
chronological development are addressed through a broad range of relevant themes and
expected outcomes at different phases. The ABC pathways are delivered to all learners
from Early Years to Key Stage 4. Learners in Post 16 follow the ‘Preparation for Adulthood’
(PfA) curriculum.
The curriculum is heuristic and aims to focus on what matters most for the learners we
have. For example, for some learners the need to develop emotional regulation,
concentration skills or appropriate social behaviour will be as important as learning to read.
Flexibility is built into the curriculum in order adapt to the complex and ever-changing range
of learning needs of pupils at New Siblands. There is scope for personalisation so that all
learning areas identified in Education, Health and Care Plans (EHCPs) are addressed.
Achievement & Celebration
Curriculum Pathways
Belonging Curriculum Pathway
Preparation for
adulthood curriculum
Personalised pedagogy
Age related curriculum content
Personalised pedagogy
New Siblands Curriculum Information
4
Belonging Pathway Summary
Learners on this pathway have a range of profound and complex needs. Most have physical
difficulties linked to a combination of other profound difficulties such as cognitive
processing needs, sensory impairments and complex medical needs. These learners will rely
on facial expressions, vocal sounds, body language and exhibit a range of behaviours to
communicate. Learners are at the pre-formal stage, cognitively operating between within
the typically developing age range of 0 months to 18 months for most of their time in
school, although some may progress into semi-formal learning (Achievement Pathway) with
support. They will require a high level of adult support for learning and personal care.
The Belonging pathway focusses on the early communication, physical, social and emotional
and cognitive skills that are the foundation of learning. It places high importance on sensory
stimulation for a child’s development and the need for sensory and multi-sensory
approaches to learning. It supports the learner’s development by employing appropriate
approaches that take account of their emotional well-being and levels of engagement.
The Belonging pathway is delivered via themed learning; a range of therapeutic
interventions; and sensory stimulation. Therapeutic interventions include intensive
interaction; TacPac; physiotherapy; hydrotherapy and pet therapy.
Achievement Pathway Summary
Our semi-formal learners have a range of severe and complex needs; many have physical
difficulties linked to a combination of other severe difficulties such as cognitive processing
needs, sensory needs or complex health needs. Learners are at the semi-formal stage,
cognitively operating between within the typically developing age range of 18 months to 7
years for most of their time in school, though some will progress into more formal learning
(Celebration pathway) with support.
The Achievement pathway focusses on the acquisition of early skills for:
reading & writing
mathematical and scientific thinking
functional and expressive communication
social interaction
recognising and regulating emotions
demonstrating positive behaviour
personal well-being
being creative
The Achievement pathway is delivered through termly themes.
New Siblands Curriculum Information
5
Celebration Pathway Summary
Learners on the Celebration pathway have a range of severe and complex needs. They have
achieved early learning goals and the age related expectations for typically developing
pupils at the end of KS1 have developed the pre-requisite skills to begin more subject
specific learning at the early levels of the National Curriculum. However, they are will have
‘spikey profiles’ so, whilst they are ready for more formal learning in the ‘Cognition &
Learning’ area of the curriculum, they may not have achieved parity of development in
other areas.
The Celebration pathway is delivered in parallel with the themed Achievement pathway,
with some discrete subject teaching delivered 1:1 or in small groups within their class.
Sometimes learners on the Celebration pathway will join streamed groups for ‘Rainbow
Time’.
New Siblands Curriculum Information
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Curriculum Overview
The curriculum is based on the four EHCP domains links to each learners EHCP outcomes are
strongly embedded.
EHCP domain Communication & Interaction
Cognition & Learning
Sensory/Physical Development
SEMH
Curriculum coverage (subjects / what we teach)
Expression Understanding Attention
English
Reading
Writing Maths
Number
SSM Knowledge & understanding of the world
Science
Humanities
Technology
RE Expressive arts & design
Art & design
Music
Moving
PE (Gross motor skills)
Handling
Writing (Fine motor skills)
Health & self-care
PSHE/ RSE
Making relationships
PSHE /RSE
E-safety
SMSC
British Values
Self-confidence & self-awareness
PSHE/ RSE
Managing feelings and behaviour
PSHE/RSE
Implementation & Pedagogy (how we teach)
Play Outdoor learning Inclusion Rainbow time Attention Autism Talkabout Lego therapy Makaton Intensive interaction VOCAs
Play Outdoor learning Inclusion Themed learning activities Rainbow time Reading & Writing programmes Numicon
Play Outdoor learning Inclusion Rainbow time Snack time Lunchtimes Physical activities Hydrotherapy Physiotherapy TacPac
Play Outdoor learning Inclusion Rainbow time Assemblies Pet Therapy Sensory diet Well-being activities Events Community activities Work experience School council Jobs (e.g. collecting the register) Trips and Residentials DoE
New Siblands Curriculum Information
7
Curriculum Implementation: Our Pedagogy
Heuristic Teaching
‘(a method of teaching) allowing students to learn by discovering things themselves
and learning from their own experiences rather than by telling them things’
Cambridge English Dictionary
All of our learners benefit from repeated opportunities to explore resources and gain results
through trial and error. They may adapt their methods to achieve a desired end, and
through this they demonstrate that they can process, retain and apply information.
Long term learning
‘Learning is a step-by- step process that relies on the successful completion of
individual learning activities for the accumulation of knowledge. Children with
working memory impairments often fail in the classroom because the working
memory loads of each activity exceed their capacities. When the working memory
system fails, children forget what they are doing and this can lead to inattentive
behaviour. The end result is frequent lost learning opportunities, and consequently
slow rates of educational progress.’
(Gathercole & Alloway, 2008).
Our learners are at early stages of cognitive development and require carefully linked and
layered learning programmes to embed concepts into their long-term memory. They need
activities to be designed in such a way as to enable an alteration in their long term memory
so that concepts become embedded. We therefore reduce memory loads in the classroom
by breaking tasks and instructions down into smaller steps, frequently repeating important
information, re-presenting information and encouraging the use of memory aids. Learners
Vestibular Proprioception
Interoception
New Siblands Curriculum Information
8
are supported to use their prior knowledge when learning new information as this promotes
that learning. This resonates with the new Ofsted inspection framework which affirms that
that progress is defined as pupils ‘knowing more and remembering more’.
Allowing time for learners to process and apply information is essential. Learning is
modelled and practiced in a range of contexts so that it can be applied and generalised over
extended periods of time. The focus is for learners to demonstrate deep understanding and
application of concepts and skills that is maintained over time.
Thematic learning
Learners with PMLD and SLD require a coherent learning approach that links areas of
learning in a holistic way to enable them to make sense of their learning and relate it to
their own carefully sequenced experiences. Therefore, we adopt a thematic approach to
delivering learning which encourages a broad understanding of subjects within contexts that
are familiar and relevant to our learners. The themes are appropriate to the chronological
age of the pupils, whereas the content of the programmes are appropriate for their
cognitive developmental stages.
Learning through play
For our learners, play is an essential aspect of learning. It
provides essential opportunities for learners to show how
they understand the world and operate within it. Play itself
moves through clear stages that can be taught and assessed,
and which provide indicators of a learner’s developmental
stage. Through play, our learners can acquire, apply and
generalise social, communication, imaginative and
independence skills.
Learners have frequent opportunities for self-directed play to enable them to explore and
develop their skills. In class, play resources are often linked to the class theme so to support
them to consolidate and generalise their learning. Staff may act as play partners; playing
alongside/with the pupil to encourage the development of their play and their learning.
Staff use approaches such and encouraging joint attention, modelling skills and scaffolding
learning. The level of adult input is recorded as it indicates progress in the development of
play skills.
New Siblands Curriculum Information
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Stages of play:
Early Development
Solitary Parallel Associative Co-operative Socio-dramatic
Unoccupied play
Sensorimotor play
Observant
play: notices
→briefly → with interest
Plays alone
for brief periods →
sustained
periods
Plays with one ’toy’ …. →
range of ’toys’
Engages in
play briefly →to sustained
periods
May engage in parallel
play near others.
May play with similar ‘toys’
Does not play
with other child.
Does not influence
other child’s play/
behaviour.
May be
observant of other child’s
play.
May copy
how others are playing.
Engages in separate
activities, but shares ‘toys’
May play together in
loosely structured
activities.
Will ‘talk’ with
each other and comment
on each other’s play.
Will express ideas for
activities.
Acknowledges actions and
accomplish-
ments.
Successfully enters into
play with other
children.
Play has an
organised structure. May
have group leader(s)
Will communicate
with others.
Improvisation
Engages in
play briefly →to sustained
periods
Negotiates
roles and sets up events.
Will respect
other
children’s property.
More willing
to share and ask to share.
Advanced group skills
Friendship
skills –
understanding feelings
Higher level
role play
Plays with one
’toy’ …. → range of ’toys’
May be
observant of
other child’s play.
Learning outdoors
‘Children with SEN benefit from how the outdoors relieves stress and anxiety,
develops social skills, motivates learning across the curriculum (and beyond) and
allows them to be practical, responsible and productive members of the community.’
Emily Genochio
New Siblands Curriculum Information
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As well as supporting learning in areas of cognition and
learning, outdoor learning sessions provide opportunities to
develop, consolidate and generalise skills for physical,
creative and social development. Each classroom at New
Siblands has an outdoor learning space which may be shared
with a partner class. Both sites also have a larger designated
outdoor learning/forest skills area where classes have
timetabled activities.
In addition a residential at an outdoor activities centre is offered in KS3 and pupils in KS4 &
KS5 can undertake the Duke of Edinburgh award scheme. This will support all learners who
participate to secure interviews for employment.
Inclusion
All learners at New Siblands have the opportunity to access inclusion activities. An inclusion
activity is one which allows them to work in a new context and / or with peers or learners of
a different age that they wouldn’t usually work with. Activities are pitched with an
appropriate level of challenge for the learner(s) in order to ensure a positive experience.
Inclusion activities are highly motivating and engaging for our learners and frequently allow
them to demonstrate application and generalisation of skills that they have been developing
in their familiar classroom context.
The range of inclusion activities includes working in another class at New Siblands; working
with a group from a different school; work experience; taking part in community activities
such as Thornbury Carnival. Inclusion may be delivered to individual learners or groups.
Engagement for learning / personalisation
‘Without engagement there is no deep learning, effective teaching, meaningful
outcome, real attainment or quality progress’
(Carpenter 2010)
Research indicates that when pupils are deeply engaged in their learning, there is much
more likelihood of long-term progress. Therefore our curriculum allows for a degree of
creativity and flexibility in its implementation. Staff at New Siblands develop a deep
understanding of the sensory, physical, social, emotional and learning needs of learners
related to complex and physical conditions. Teachers are able to plan for and oversee the
demands of personalised curricula that meets the individual needs of every learner and
ensures that deep and meaningful engagement can be achieved.
New Siblands Curriculum Information
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Pupils at New Siblands may have a personalised timetable, that allows for sensory breaks or
they may have personalised resources that reflect their interests and so increase their
engagement with their learning.
Professor Barry Carpenter’s engagement model provides a useful framework for
understanding how our learners engage with the world around them, what motivates them
to learn and how we can develop each aspect of engagement in order to ensure the highest
levels of progress possible. We are currently using the seven indicators of engagement:
Responsiveness – do changes in behaviour demonstrate that learners are being
attentive to new stimulus?
Curiosity – are learners reaching out or scanning for the source of new stimulus?
Discovery – are learners searching out new stimulus, reacting or responding in ways
that show they are engaged (such as exhibiting expressions of enjoyment and
excitement)?
Anticipation – how learners predict, expect or associate a particular stimulus that
shows their understanding of cause and effect
Persistence – the extent to which learners sustain attention towards a particular toy
or action and thus beginning to devlop some conceptual understanding
Initiation – the different ways and extent to which a pupil is instigating an event in
order to bring about a desired outcome
Investigation – the extent to which they are actively trying to find out more about a
toy or activity via prolonged, independent experiment.
Training is taking place to ensure we can transition to using the five lenses of engagement
developed by the DfE, which are: exploration, realisation, anticipation, persistence and
initiation.
Independence
Developing independence in all areas of learning is of the highest importance for learners at
early developmental stages. Being as independent as they possibly can enables our leaners
to express their needs, preferences and abilities, and to fully prepare for adult life. Teachers
create opportunities for independence using the learning environment, the curriculum and
social opportunities. Independence skills are acquired and practiced in the safety of familiar
classroom environments, and extended through the wider curriculum and through inclusion
and enrichment activities. The Preparation for Adulthood curriculum for learners aged 16-
19 requires the application of all previously learnt skills for independence, as learners
prepare for their transition from New Siblands to their next setting.
Learning environments
The learning environments at New Siblands are set up to maximise learning opportunities
and independence for all of our pupils. Classrooms have a main room and a workroom that
New Siblands Curriculum Information
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can be set up to balance the needs of different learners with a group that may contain both
highly sensory learners and learners that require a low-stimulus environment. In cases
where a sensory environment is over-stimulating we recommend that a lower stimulation
environment forms the basis for the room and high sensory resources are easily available
for learners that need them.
Learning environments are also those outside of the classroom, such as the outdoor
learning areas and playgrounds. Both sites have a sensory studio which can be used to
create a highly sensory environment. White classroom is a small room on the primary site
which is very low sensory and is used for individual interventions. The local community is a
wider learning environment that will also be accessed by our learners.
Classroom organisation
Learners are mostly based in mixed need classes based broadly on age in order to enhance
the sense of everybody belonging to one coherent community and to develop the highest
possible level of social and communication skills. There is one sensory class for learners
with very high multi-sensory needs. These learners have frequent opportunities for
inclusion with other kinds of learners to ensure the sense of belonging to the school
community is maintained.
In order to meet the sensory and sensory integration needs of different kinds of learners,
some aspects of the curriculum may delivered to needs-based groups. We call this Rainbow
Time.
Transitions
Transitions between environments or activities can be very challenging for our learners.
They are supported in the same way across the school using visuals, timers and verbal
prompts from adults. Each class has a visual timetable for the whole group on display.
Many learners have a ‘now and next’ board to support their understanding of what is going
to happen and to prepare them for it.
When learners join New Siblands both they and their families are given an induction booklet
and invited into the school so that useful information can be shared. If a new learner needs
an individual programme of transition, this is arranged for them, according to their need.
Similarly there are programmes put in place for transitions to new classes and across sites.
P16 learners are well prepared for their transition to a new setting through the curriculum
content. An independent transitions advisor begins to support families from Y9. Every year
there is a transitions fair in the autumn term, attended by local providers, to support
learners and their families to understand the options available to them.
New Siblands Curriculum Information
13
Communication & Interaction
‘Communication is fundamental to children’s development;
children need to be able to understand and be understood.
Communication is the foundation of relationships and is essential
for learning, play and social interaction. ‘
The Communication Trust
The Communication & Interaction aspect of the curriculum at New Siblands equips our
learners with the skills they need to become adults who can express their needs,
preferences and opinions; who feel confident to use their voice and be heard, and who
understand the social conventions of communication in different situations.
The Communication & Interaction aspect of the curriculum focuses on expression,
understanding and attention. It includes:
Attention Autism (a programme to develop concentration and attention)
Talkabout (a social language skills programme)
Social language skills and conventions
Lego Therapy
Communication aid user groups
Eye-gaze programmes
Intensive interaction
Makaton choir
Communication is consistently supported across the school using:
Makaton
Boardmaker symbols
Objects of reference
Communication books
Learners who need communication pathways that are not based only on verbal
communication access a range of progressive Augmentative Alternative Communication
(AAC) techniques including communication books, E-tran frames, eye gaze, PECS, and high
tech voice output communication aids (VOCAs)
Opportunities to learn, develop, consolidate and generalise language skills occur at all points
in the school day. Less structured times, such as lunchtimes, playtimes, outdoor breaks, as
well as outdoor learning sessions, inclusion sessions and assemblies are used to motivate
and encourage learners to use their language skills in a range of contexts.
A Speech and Language Therapist (SLTh) supports the assessment and monitoring of
individual speech and language programmes, as well as delivering direct specialist support
1:1, in small groups and to whole classes.
New Siblands Curriculum Information
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Cognition & learning
The Cognition and Learning aspect of the curriculum at New
Siblands equips our learners with the knowledge they need to
develop early reading and literacy skills; mathematical and scientific
thinking skills; problems solving skills; and early learning skills. Our
learners are engaged through play, creativity and personalisation.
Developing independent learning skills is a key component of
learning.
The cognition & learning aspect of the curriculum is based on early
years models, where learning focuses on the following areas:
English
Maths
Understanding the world
Expressive arts and design
All other aspects of the curriculum overlap with cognition & learning. These are:
Communication and language
Sensory / Physical development
Social, emotional and mental health
For learners on the Belonging or Achievement pathways most areas of learning are
delivered through themes where learning overlaps. For learners on the Celebration
pathway, who have begun to work at the early levels of the national curriculum, additional
learning may also be delivered in discrete subject areas, often in very small groups.
All aspects of the curriculum will be adapted by teachers so that they can develop learners’
skills and understanding of concepts according to the specific needs of the groups they
teach. For learners with profound and complex disabilities, this will be through a sensory
approach; for learners operating at the semi-formal level, this will use play and other
explorative activities to build the pre-requisite skills needed for subject specific learning;
and for learners operating at the level of the National Curriculum this will focus on subject
specific learning for core subjects as outlined in the programmes of study.
Themes usually last for one term and teachers have autonomy over how to organise the
learning in this time. They may focus on one area for a period of time, or divide the days
into ‘subject’ areas that are repeated weekly, according to what works best for their
particular group.
English: Reading
Developing pupils’ communication and reading skills is foremost and integral to our
curriculum. SEND can affect the way learners are able to access programmes for Reading.
High quality picture books are key to developing reading skills for pupils across all key
New Siblands Curriculum Information
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stages. Role play and sensory experiences related to texts develop reading skills and foster
an enjoyment of reading.
Some learners take part in regular, structured phonics lessons based on the Letters and
Sounds programme. New Siblands also sometimes delivers phonics through a ‘speech
sounds development’ programme, for learners who are developing their speech sounds
more slowly. This changes the order of letter sounds taught in order to access the sounds
pupils are likely to develop first. Jolly phonics songs and actions, also support our teaching
of phonics.
Increasing numbers of our learners benefit from a whole word reading approach and this is
supported by the ‘See and Learn ’programme, which is delivered daily.
For learners on the belonging pathway, reading is about developing a wider understanding
of the meaning of photographs, symbols and objects. Eye gaze may support reading skills
for this group.
Motivating resources help to engender a love of reading. Story sacks, sensory studio
sessions and objects of reference, all help to bring set texts to life for our learners.
All learners have regular reading sessions which are tailored to support their individual
needs. Reading schemes contain resources for readers using both phonics and whole word
recognition. The reading curriculum uses a range of reading schemes, books and materials
to provide our pupils with relevant, motivating resources.
English: Writing
Physical disabilities and delayed physical development affects the gross and fine motor skills
necessary for writing. Cognitive impairments may affect the speed at which learners can
control their movements. For this reason, progress in physical development is closely linked
with progress in writing.
Writing sessions are delivered using programmes such as Clever Fingers, and Write Now,
which include strategies for developing the physical skills of writing. Writing Without Tears
has also influenced the way we build early writing skills and provides an assessment model
for how to build the mark making skills required for letter formation. For pupils on the
Celebration pathway writing sessions include writing for different purposes and in different
styles. For sensory learners eye-gaze technology and sensory approaches are utilised.
Maths
The Maths curriculum is based on the theories of Les Staves, which are specifically focused
on supporting pupils with PMLD and SLD to acquire the skills needed to understand
mathematical concepts in a hierarchical manner. Concepts that may take learners with
SEND a very long time to master are broken down into into hierarchical principles and steps
by which they are understood. The importance of ensuring mathematical language is
New Siblands Curriculum Information
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securely linked to the concepts it represents before progressing to the next stage is
emphasised. Given that many pupils with SEND have significant speech and language
delays, this is vital for long term mathematical understanding and progress. Numicon is
used to support development of number concepts. For sensory learners eye-gaze
technology and sensory approaches are utilised
Understanding the world
For learners on the Achievement & Belonging pathways, ‘understanding the world’
encompasses scientific thinking, using technology for specific purposes, understanding time
and place in relation to a learner’s direct experience, and some aspects of our PSHE
curriculum.
For our learners on the Celebration pathway the subjects in ‘understanding the world’ may
be delivered with a more discrete emphasis on the subject learning, using adapted
programmes of study from the KS1 programmes of study for RE, History and Geography,
Science and PSHE.
The practical and explorative nature of Science lends itself well to the learning styles of
students with SEND. The Celebration pathway delivers Science using the differentiated
Strata schemes of work, which provide a comprehensive range of activities that are both
age appropriate and meet the needs of the whole ability range of students.
Pupils with SEND are particularly vulnerable in society. Positive life outcomes for adults
with learning disabilities are significantly poorer that for adults who do not face the same
barriers to understanding the world. PSHE sessions equip pupils with the skills they need to
navigate the rapidly changing social and technological environment they inhabit. Pupils are
empowered express their thoughts, feelings and opinions and to ‘speak out’ appropriately.
A bespoke PSHE curriculum covers a broad range of topics relevant to the chronological and
cognitive developmental stages of the learners including:
Being safe e.g. road safety / stranger danger
Being healthy e.g. healthy eating / the risks of drugs and alcohol
Friendships
Conflict resolution
Relationships & sex education (RSE)
E-safety
PSHE is delivered as part of theme based learning and in discrete lessons. Lunchtimes,
playtimes, outdoor breaks / outdoor learning, assemblies and enrichment activities
provide an important opportunity for consolidation and generalisation of skills learnt in
these sessions. Relationships and sex education (RSE) is covered with pupils grouped by
levels of emotional and physical development. Day to day events provide many
opportunities for pupils to discover, apply and generalise their learning with the support of
adults. E-safety week provides a focus for whole school work and culminates in an assembly.
New Siblands Curriculum Information
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New Siblands Curriculum Information
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Expressive Arts and Design
‘Artistic activities directly exercise and strengthen the cognitive and physical skills
that generally challenge special needs children, such as oral, tactile, visual, sensory
and motor skills, while supporting the development of appropriate self-expression.’
For our pre-formal and semi-formal learners ‘Expressive arts and design’ will be delivered
through activities linked to the theme. For our formal learners the subjects in ‘expressive
arts and design’ may be delivered with a more discrete emphasis on the subject learning,
using adapted KS1 programmes of study for Art & Design, Design & Technology, and Music.
There is also a dynamic programme of activities that form this area of the curriculum
including:
Opportunities to watch musical or theatrical performances
Taking part in musical or theatrical performances
Taking part in workshops delivered by external groups
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Sensory/Physical Development
The Sensory/Physical Development aspect of the curriculum
equips our learners with the skills they need to become adults
who are as independent and healthy as possible, and who are
aware of their own and others’ physical needs.
‘Through my experience of teaching and observing human
movement I have come to the conclusion that all children need
to be at home in their own bodies and so to gain mastery’
(Victoria Sherbourne 1990)
The Sensory/Physical Development aspect of the curriculum focuses on moving (gross
motor skills), handling (fine motor skills), and health & self-care. It includes:
PE, swimming
Personal, social and health education (PSHE)
Physiotherapy
Hydrotherapy
Rebound therapy
Body awareness programmes e.g. TacPac and massage
Sports day
Sensory diet
Outdoor learning and play opportunities also contribute to the Physical Development
curriculum, as these provide safe spaces for learners to move and explore the world around
them.
The school has a leader for physical needs who co-ordinates and supports a range of
programmes, as well as ensuring our learners’ individual care and medical needs are fully
met.
A school nurse, an occupational therapist, a speech and language therapist, and a team of
physiotherapists all support the sensory and physical development of our learners.
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Social, Emotional & Mental Health
Social, Emotional and Mental Health (SEMH) education at
New Siblands equips our learners with the skills they need
to navigate the world. The curriculum supports them to
develop into happy and healthy, independent and
resilient adults with the confidence to use their voice and
be heard.
At New Siblands we place the highest value on teaching
our learners about SEMH because research shows high
incidence of poor physical health and social isolation in
adults with LDD. They are also more likely to be the
victims of abuse. We aim to empower our learners to develop self-awareness, resilience and
the skills for self-advocacy so that they can achieve better outcomes.
The SEMH aspect of the curriculum focuses on making relationships, self-confidence and
self-awareness, and managing feelings and behaviour. It includes:
Personal, social & health education (PSHE)
E-safety
Positive behaviour education
Emotional regulation programmes*
Activities to develop well-being
Pupil voice
Spiritual, moral, social and cultural education (SMSC)
British values
Inclusion and enrichment opportunities also contribute to SEMH education, as they provide
safe spaces for pupils to apply and generalise their learning in a range of contexts.
There is a SEMH leader whose role is to coordinate and develop the whole school approach
to SEMH. In addition, early interventions to support positive mental health and well-being
are in place through an Emotional Learning Support Assistant (ELSA) who undertakes 1:1 or
small group activities with specific learners, and two Mental Health First Aiders who can
support learners to manage difficult situations or issues as they arise and an external
wellbeing practitioner who works with P16 students on issues affecting their well-being e.g.
anxiety.
A Behaviour and Sensory Processing Leader coordinates positive behaviour programmes
and emotional regulation programmes*. She works with the occupational therapist to
ensure learners with sensory processing** needs are assessed and have a planned
programme of interventions, which may include movement breaks, weighted jackets, chewy
toys etc.
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*Emotional Regulation
The SEMH curriculum includes opportunities to support learners to develop skills for
emotional regulation. This is particularly important for learners with learning difficulties, as
the typical development of neurotransmitters that help children understand their emotions
and responses, will not have developed in childhood, as with their mainstream peers. They
are also more likely to have complex attachment issues that affect their emotional
regulation. This can lead to very poor outcomes in adulthood, with much higher incidences
of mental health issues, social isolation and preventable health problems. Specifically
focused, long-term teaching programmes to address this and help learners develop
resilience and the ability to manage their own emotional, social and learning behaviour are
built into the SEMH curriculum.
**Sensory Processing
Expertise in recognising and responding to learners’ sensory processing needs is supported
by occupational therapists and can lead to a profound improvement in behaviour and
outcomes. Approaches to meeting sensory processing needs employed at New Siblands,
include sensory diets, pet therapy, music therapy and programmes that desensitise learners
to food textures.
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Preparation for Adulthood (PfA)
The Preparation for Adulthood (PfA) curriculum is designed to match the South
Gloucestershire PfA pathways (employability, health, independent living and community
inclusion) for 19-25. In addition, basic skills are covered in functional contexts to prepare
students for real-life situations where they can be applied.
Key features of the PfA curriculum:
Develops the highest level of independence possible for each student according to their
cognitive and developmental abilities – choices, skills, and mobility
High aspirations for learners to gain paid or voluntary employment where appropriate
Good quality information about future options for education, employment and housing
supports positive choices, including an independent transitions advisor
Literacy, numeracy, communication and social skills developed, applied and generalised
Importance placed on developing a strong sense of belonging to school, local, national and
international communities
Participation in social and cooperative activities support the development of positive
relationships
High levels of support to enable students to understand how to have good physical and
mental health and to make positive choices to maintain these
Learners are supported to engage in hobbies and activities that enable them to self-occupy
and use their free time in a meaningful and fulfilling way
Accreditation
AQA unit award scheme accreditation
Swimming awards
•Community Inclusion
•Independent Living
•Health•Employability & skills
Work related learning
Enteprose / experience of work
Work experience
Going to college
Functional skills
Physical health
Health services
Emotional well being
Therap ies
PSHE / RSE / E-safety
Social activities and events in school an local area
National and international events
Accessing community facilities, services and events
Being safe in the community
Home skills
Travel training
Cooking
Shopping
Finacial management
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Duke of Edinburgh Award Bronze Level
Food hygiene certificate Level 1
First aid
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Curriculum Impact
Assessment
Progress for learners at New Siblands is measured against individual outcomes outlined on
their EHCP. The level of progress a pupil is making is measured from their starting point.
‘Evidence for Learning’ provides the platform for us to record individual progress towards
outcomes. Each learner has personal learning goals (PLGs) on the app which break down
the agreed long term outcomes for each EHCP domain into smaller steps. The assessment
frameworks can be the source of medium or short term outcomes, or a learning outcome
may be devised in relation to a learners’ individual need. The learning band descriptors are
not used to ‘level’ learners, and learners do not have to achieve or work towards every
outcome in a learning band. Instead, the frameworks offer a sequenced bank of potential
medium or short term outcomes that can be followed as appropriate for each learner.
EHCP - leaners' long term outcomes are set for four domains
Personal Learning Goals document - long term outcomes broken into smaller steps (short term outcomes)
Progress towards short term outcomes assessed through assessment cycle
Progress towards long term outcomes reviewed at annual review of EHCP meeting
Long term EHCP outcomes maintained or changed at annual review meeting
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Recording progress
Teaching teams record a range of evidence towards targets. This may be video clips,
photographs, or written annotations. Annotations refer to the target the learner is working
on. For many of our learners progress will over a very long period of time so is captured
according to levels of support and levels of mastery of a skill:
Annotations on mastery comment on:
from dependent Prompting to independent
Learners complete tasks independently
The learner is provided with support throughout the task. Support may be in the form of physical, gestural or spoken help.
Support is still provided but there is a reduction in the level or frequency of prompting given.
The task is completed with minimal prompting. The learner performs independently but this needs consolidation in order to become consistent.
The learner completes the task independently. Encouragement may be given but no prompting relates directly to the task.
Emerging Developing Securing
We use the following codes to record the level of prompting and may add further more
detailed comments:
ER – experience recorded. This may be used when a learner is not able to engage in
an activity due to health or behaviour reasons
SE – sensory experience
PH – physical help
GH – gestural help
SH - spoken help
NH – no help
from approximate Fluency to accurate
Learners reach a level of mastery combining speed and accuracy.
The skill is approximate and the learner’s behaviour needs considerable shaping in order to accomplish the task.
The learner’s performance is increasingly purposeful and coordinated, but it is not yet sufficiently accurate to effectively accomplish the task.
The skill is sufficiently accurate to meet the requirements of the task but may need refinement. The learner starts and completes the task with little faltering or hesitation.
The skill is smooth, swift and accurate. No further refinement is needed.
Emerging Developing Securing
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from inconsistent Maintenance to consistent
Learners maintain competency over time through repetition. They remember how to do a task after a break.
The skill has been observed on a single occasion only.
The skill is observed on more than one occasion but only intermittently.
The skill is reliably repeated but may need refreshing after a break.
The skill is consolidated and maintained over time. It is remembered after a break.
Emerging Developing Securing
from single context Generalisation to many contexts
Learners achieve mastery in different settings or contexts, with different stimuli or with different staff.
The skill is demonstrated in a single setting or context, with limited stimuli or materials and with the same staff.
The skill is repeated but with some variation in setting, context, materials or staff.
The skill is frequently, but not yet consistently, demonstrated in different settings or contexts, with different stimuli or materials or with different staff.
Skills are reliably demonstrated in different settings or contexts, with different stimuli or materials and with different staff.
Emerging Developing Securing
Assessment for Learning
Assessment for Learning is the way that we ensure our learners can understand what they
are doing well and what they need to next to make progress. All learners’ successes are
celebrated in order to develop their confidence for learning and willingness to undertake
more challenging learning.
Learners are given instant feedback in a way that is accessible for their level of cognition.
This might be a reward, such as bubbles, a high five, or verbal feedback in simple language,
e.g. ‘good listening’.
Assessment and Moderation cycle
Teachers gather evidence throughout the year that inform assessments. Twice a year there
are assessment points, where we record the number of steps of progress towards medium
term targets is recorded for each area. One step of progress = emerging to developing;
developing to securing etc.
At each assessment point, interventions may be reviewed to ensure they are effective in
supporting progress.
Annotations and teacher judgements are moderated both internally and externally at these
points.
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Whole school data is analysed by the school leadership team at the end of each year and
informs priorities for the following year.
*If EHCP outcome is met, new long term outcomes are added at the next annual review meeting
Curriculum review
The needs of learners at New Siblands are constantly changing. The curriculum is therefore
intentionally flexible or ‘dynamic’ in order that we can constantly adapt in order to meet
these needs. The content must be relevant and if a learner cannot from learn from the way
we teach, we will change this so that they can. Professor Barry Carpenter describes this as
‘bringing the curriculum to the child’.
In order to keep our curriculum under review school leaders get feedback from teachers and
class teams to review how well it is meeting needs. We evaluate progress data, behaviour
records, case studies, feedback from families, reports from therapists or other external
professionals and information from EHCP annual review meetings. Research and evidence
based initiatives may also inform the way we develop our practice.
Assessment 1
Moderation
PLGs updated*
Assessment 2
Moderation
PLGs updated*
Whole school data analysis
informs school development priorities for coming year
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New Siblands School would like to acknowledge and thank the following schools who
have supported us with aspects of our curriculum review:
Brays School
Brookfields School
Fountaindale School
Linwoood School
Red Oaks Primary School
Saxon Hill Academy
Vale of Evesham School