At Hawthorns, we believe that all pupils are entitled to a broad, balanced and relevant curriculum and our curriculum is designed to enable us to support our pupils to overcome their personal barriers to learning.
Our curriculum promotes the spiritual, moral, social and cultural development of pupils within all aspects of their life.
It is designed to maximise opportunities for learning across the school day and therefore is not solely delivered during formal lesson time.
Personalised learning is a high priority and children are set termly IEP targets. These targets are based on assessment to identify next steps in learning and work towards the outcomes of each child’s EHC Plan. They form part of a pupil’s Personal Learning Plan and are incorporated into the curriculum for individual pupils and taught across the school day.
The curriculum content for the spine classes is delivered through carefully planned topics that ensure a knowledge rich curriculum where children are able to make authentic learning links and learn skills for life through varied, creative and engaging learning opportunities.
Each topic has a Science, Geography or History focus which places subject knowledge as well as skills at the forefront of teaching and learning. Opportunities to learn key English skills are embedded through each topic. Reading is taught both within the topic and as a discrete subject. Other curriculum areas including Maths are taught discretely or through relevant and authentic links to the topic.
As our EYFS profile changes year on year, we work to develop enabling and responsive learning environments which suit the needs and learning styles of each individual child. At Hawthorns, our EYFS classrooms consist of reception children and a number of older children for whom an Early Years Curriculum remains appropriate. To meet the needs of our pupils a range of specialist pedagogy is used to develop engagement and behaviours for learning. We use Attention Autism to develop skills of attention, communication and social interaction. Aspects of the Verbal Behaviour Approach program which uses motivation to form the basis of all activities are timetabled throughout the day. Pupils are taught play skills in 1-1 or small group situations. Key skills are taught in small groups for children who are able to access this for reading, writing and number. Learning is linked where possible to a theme or children’s interests, which is changed on a half termly basis, and is age appropriate. The activities are planned with clear learning foci, which aim to develop and consolidate key skills. The acquisition of skills, demonstrate small skill progression and are taken from the EYFS Framework and our EYFS progression of skills document.
SCERTS: Curriculum and Assessment Model