We are committed to provide access to a broad and balanced curriculum for all of our pupils. The curriculum is meaningful, relevant and motivating ensuring that pupils needs are met. Alongside this we recognise that the curriculum must be relevant to pupils’ individual needs and there must be inbuilt flexibility in order to ensure continued relevance for all pupils at the various stages of their time at Greenfield. This will mean that not all of our pupils will experience all aspects of the curriculum all of the time, but rather that a balance in the whole curriculum will be reflected in pupils’ individual experiences according to the various age related stages of their school life. For example, children in the Foundation Phase Classes will regularly experience various aspects of play while those in the post 16 age group will participate in accredited learning; College and work experience.
Balance across the curriculum will also be dictated by the diverse and complex individual needs of our pupils. We recognise that our pupils benefit from a wide variety of sensory activities and the many forms of therapy which are offered to them and that some of our pupils with very challenging behaviours will need an even greater degree of flexibility in their learning and social programmes.
All of our pupils where appropriate, have access to the full range of subjects in the National Curriculum, alongside Religious Education. All of our learning experiences stimulate the senses and promote personal and social development.
At Greenfield the core curriculum consists of English, Mathematics, Science, PSHE and ICT. These core subjects form the basis of our whole school curriculum and are taught in appropriate ways for all of our pupils. Planning documentation for each of these core subjects have been developed after full consultation with staff and have been written in such a way that shows progression towards and within the early levels of the National Curriculum.
However, standing alone, the National Curriculum cannot provide the necessary balance, breadth and relevance for all of our pupils. We aim to overcome this by providing a range of other experiences which include access to multi-sensory stimulation, cross curricular activities, and extracurricular experiences, such as visits and trips to local shops, parks, places of interest to practise social skills and develop independence. These valuable learning opportunities are delivered through planning documents including Personal, Social and Health education, Science and Geography.
Pupils also have regular access to therapies provided by our colleagues from health and social services. These therapies include: physiotherapy,speech and language therapy and occupational therapy. Other therapies include music, touch therapy and rebound therapy.
The nature of the balance between the various components of the whole curriculum will vary between individual pupils. The process will involve meeting individual needs, as identified at the pupil’s Annual Review and also the curriculum plans devised by class teachers to meet the more common needs of pupils at the different stages of development in any one class.
Approaches to planning and recording are consistent throughout the school. Staff meet regularly to discuss approaches, assessment and the learning outcome of classes and of individuals within a class.
International Primary Curriculum
It is a comprehensive curriculum with a clear process of learning and with specific learning goals for every subject, for personal learning and for international mindedness. It supports teachers to make all learning exciting, active and meaningful for children.