Implementation of Curriculum

Curriculum Model

We aim to deliver an inclusive curriculum, which is broad and balanced, where entitlement is maintained for each and every pupil no matter what their disability may be.  

Our curriculum is differentiated and personalised to meet the learning needs of all pupils which makes progression possible. Each young person is unique and we aim for them to reach their full potential, celebrating every small step of progress that they make.

We have introduced our new curriculum which is topic based (see whole school themes 2 year rolling program) with a thematic approach when delivering foundation subjects. The move away from a subject specific curriculum reflects our changing population and the need to present a curriculum in a more meaningful and relevant way.

Core subjects, English and maths will continue to be taught functionally on a daily basis.

Foundation subjects are connected together and integrated into four ‘Values’. The four ‘Values’ are:  Community, Creativity, Challenge and Individuality. The Values have strands within them, such as,

Community – ‘show respect’ which is R.E, ‘Learn about the world’ which is geography, ‘Learn about the past’ which is history, ‘Be a good citizen’ and ‘Build positive relationships’ which is Citizenship/Careers.

Individuality – ‘be active’ and ‘be healthy’ which is P.E, ‘Be Safe’ and ‘Be happy’ which is PSHCE and ‘learn about yourself’ which is SRE.

Creativity – ‘Learn about, explore & create art’ and ‘Think creatively’ which is art, ‘Learn about, explore & create music’ which is music, ‘Express yourself’ which is drama.

Challenge – ‘Design & make products’ ‘Be enterprising’ which is DT, ‘Learn about science’ which is science, ‘Learn about & use modern tech’ which is Computing/ICT.

These strands all link together into the Value and are to be taught as a thematic lesson, not in isolation as we have been doing previously.

The long term curriculum planner for KS1 – KS3 shows coverage and clear progression that enables pupils to build upon knowledge and skills, and make progress. – See long term curriculum planner.

The new medium term schemes of work take the same framework as our usual planning, however they are more detailed with launches and landing activities to introduce and end topics. They encompass learning intentions, end points and activities including educational visits, and they detail opportunities for pupil’s development in SMSC and British Values.

Assessment is ongoing and formative at every stage throughout Park Lane School. It is used to track our pupil’s progress and inform next steps in personalised learning. We use a variety of assessment tools including BSquared Progression and Engagement Steps to record and monitor individual progress to ensure that our pupils are challenged and that every point of success can be celebrated.

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