Secondary Phase

Aims for Key Stage 3

Key Stage 3 aims to equip students for the next step in their learning journey through the introduction of more formal life skills, whilst continuing to provide access to a rich and balanced curriculum delivered through the most appropriate teaching methods for each student.

Aims for Key Stage 4

Key Stage 4 aims to equip students for the next step in their learning journey through the explicit delivery of life skills, whilst continuing to provide access to a rich and balanced curriculum delivered through the most appropriate teaching methods for each student. At Key Stage 4, students also have the opportunity to complete accredited courses, where this is appropriate. This includes GCSE, AQA Entry Level and ASDAN.

Curriculum in Key Stage 3 and 4

Maths and English are delivered through Schemes of Work developed by subject leaders. In the majority of Key Stage 3 classes, students access the ReadWriteInc program 4 times a week in order to consolidate and promote their understanding of phonics. In Key Stage 4, students also have the opportunity to work towards GCSE Maths as well as AQA Entry level accrediations.

Personal, Social and Health Education is delivered through a curriculum developed by the subject leader. This curriculum is developed around 3 key areas: Health and Wellbeing, Relationships and Global Citizenship. Through these lessons key areas including Relationship and Sex Education, Radicalisation and Online Safety are addressed. At Key Stage 3, students have the opportunity to follow the ASDAN New Horizons or Key Steps programmes. In Key Stage 4, students have the opportunity to work towards an AQA Entry Level qualification.

Formal, Semi-formal and Informal Curriculum

The formal curriculum allows students with moderate learning difficulties to follow a structure similar to that which they would access in a mainstream school. This makes sure that they have the opportunity to progress on to accreditations in Key Stage 4 (where this is appropriate). The curriculum is based on the National Curriculum, tying in to the thematic approach from the semi-formal curriculum which gives flexibility to transition students between these.

To view more information on the Formal Curriculum in Secondary please click here.

The semi-formal curriculum provides students with severe learning difficulties with a structure developed from the Early Years curriculum ‘Development Matters’. The flexibility in this curriculum allows teachers in these classes to teach to the students’ needs including activities where learning occurs through play, sensory learning and learning outside of the classroom. The curriculum is delivered through a Scheme of Work consisting of 4 units per term. This follows a 5 year thematic cycle. The introduction of the semi-formal curriculum has also led to the introduction of Travel Training as a compulsory unit in every term allowing students regular opportunities to develop this critical life skill.

To view more information on the Semi-formal Curriculum in Secondary please click here.

The informal curriculum has been developed to deliver learning for students with PMLD across Arbour Vale School. It follows a thematic approach which incorporates the student’s therapeutic and medical needs. These are based around 5 key areas: Cognition and Learning; Communication and Interaction; Physical Development; Life Skills and Independence and Social Skills. The flexibility in this curriculum allows tailoring around therapeutic input and the students learning needs as identified in their EHCP.

To view more information on the Informal Curriculum in Secondary please click here.

To view our Secondary Phase 5 Year Thematic Cycle, click here.

 

 

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