Examination Pathways Prospectus
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KS3 Formal Curriculum Overview
In Secondary East we want our students to be confident and have the necessary skills to live as safely and independently as possible. Students should be positively active in their local community and we will give our students the best possible opportunity to reach their full potential Post 16.
Pupils access a broad and balanced programme of study in line with the National Curriculum. Learning takes place in subject specific lessons with work differentiated to meet the needs of the pupils. The programmes of study and the aligned assessment tools demonstrate the potential progression for each subject moving from KS3 to KS4 and the qualification pathway that they will follow. Students moving on to the GCSE pathway at KS4 will take Entry Level qualifications at the end of KS3.
KS4 Formal Curriculum Overview
There are two pathways at KS4 for our students working at or around age expected levels, both focus on developing key skills towards adulthood and preparing them for the next stage of their academic journey. One pathway follows a range of Entry Level Qualifications, the second pathway has GCSE Option blocks on top of a core subject offer, experiences and opportunities that best meet the learning and developmental needs of the students in our school. We offer courses drawing on the expertise within The Grove as well as the Trusts’ Secondary School to ensure a broad and balanced qualification offer whilst also developing their own skills to manage their autism effectively.
Examples of KS4 Formal Curriculum Overview:
Staff working with our academically able students are specialists in these curriculum areas and will have the ability to work expertly with young people with autism. The school has access to the specialist facilities and resources of the Trust’s mainstream secondary school with subject expertise to widen and deepen learning in these specialist subject areas. Support will be provided with a view to fading support slowly in line with the pupil’s progress and capability.
Classes are organised within tutor groups. Classes are small and staffing is high to enable the high levels of support required to ensure student success.
The intent of our Formal Curriculum is for pupils to have the requisite skills to be successful, independent and motivated learners in readiness for their next stage of Education. There is an aspiration that pupils following the formal curriculum will leave us and transition to college at Post 16.
Students with a full GCSE timetable may continue to achieve the Life Skills passport through target setting within the PSP. Independent life skills are taught through various channels, including shopping trips, planning public travel arrangements, organising class trips to places of interest, organising and running events, amongst others. The focus is to develop core skills in order that students can operate confidently and successfully in school, college, university, work and life in general. The independent life skills programme also promotes social skills, organisational skills, responsibility, self-esteem and independence.
Example of Secondary East Timetable for the Formal Curriculum:
Lessons are taught in double sessions to minimise the transitions pupils experience across the day. Double lessons are broken up by learning breaks and the lesson content covers two different topics. For example, during a double English lesson, the first part might be focusing on writing and the second may take on a reading or discussion focus. This helps to break up the content and keep the pupils engaged.
Subject specific teachers deliver lessons. Movement around the school is limited with pupils being taught in their classrooms unless a specialist room is required such as science or Art.