Curriculum Structure

ENGAGE

Aims

• Staff promote classroom as safe base.
• Pupils feel belonging by forming secure relationships.
• Staff reduce impact of anxiety and stress.
• Staff get to  know their pupils, families, triggers, difficulties and identify support required
• Staff co-regulate and emotion coach – all behaviour is communication and feelings are identified, discussed, understood and managed.
• Pupils are taught to and begin to communicate with others effectively
• Pupils begin to develop independence skills, learn how to stay safe, be happy and healthy.

Organisation

• First 4 lessons taught within same classroom, with same staff daily - Primary Model (Yr 6)
• Maths, English, Science, PSHE, Topic all taught by form tutor (Yr 6)
• At least and ideally the first 2 lessons taught within same classroom with same staff daily (Yr 7)
• English, Maths, Wilder World Science and PSHE delivered by form tutor (Yr 7)
• All other lessons taught by specialist staff with the support of consistent LSA.
• Outdoor and offsite learning 1 day a week (Yr 6)
• Outdoor learning weekly and offsite learning once a fortnight (Yr 7)
• Opportunities to regulate and co-regulate inside and outside the classroom

Pedagogy

• Creative curriculum, designed to create re-engagement with the learning process, self-esteem and confidence.
• Pupils actively participate in own learning. Learning takes place through doing. Pupils learn through experiences and reflection.
• A constructivist approach where pupils are at the centre of learning with project work, play, exploration and enquiry-based learning at the heart.
• Pupils also learn through repetition.
• Each lesson will have a personal or social skill focus to build a positive concept of self and learn how to be and work with others. 

DEVELOP

Aims

• Pupils begin to build on key skills and knowledge previously learnt.
• Pupils begin to secure connections between their learning across the curriculum and develop a sense of how this impacts on future.
• Pupils start to make more secure relationships and begin to independently restore and repair relationships.
• Pupils continue to build confidence, independence and resilience.
• Pupils take more responsibility and engagement with their own learning.
• Pupils will show higher levels of engagement within each subject and are able to sustain their learning for longer periods.
• Pupils that are able will be entered for entry-level qualifications and can bank the qualification by the end of year 9.
• Pupils will be prepared for next stage and embarking on qualifications.
• Progress will inform the pathway each pupil will take in each subject during achieve phase (Entry level, level 1 or 2 and GCSE).
• Staff plan to identify and begin to address missed learning from EYFS and primary stage as well as building on what has previously been learnt.

Organisation

Pedagogy

ACHIEVE

Aims

• Offer a variety of nationally recognised qualifications at different levels in each subject to suit the needs and abilities of the pupils.
• Pupils develop new and different relationships where pupils can independently restore and repair relationships when required.
• Pupils show independent appropriate self regulation.
• Pupils are tolerant, think of others, have self respect and respect of others.
• Pupils communicate well in a variety of situations and show resilience in their learning/
• Pupils are prepared for further education or employment.

Organisation

• Subjects will be taught by subject specialist in specialist environments.
• Pupils will remain for the majority of the week as a group and tutor group.
• Subjects and courses offered may extend past what is offered onsite at Langham to meet the needs and aspirations of the pupils.
• Work experience offer for all. 

Pedagogy

• A strong focus on Careers throughout all subjects.
• Each lesson will have an accreditation/qualification focus whilst still promoting inquisitive learning habits.
• A range of teaching methods used to meet the needs of the pupils, content and qualification requirements.