Progression Rationale
Mayfield Curriculum Progression Rationale September 2021
As a Special School is it difficult to compare our progress with other settings.We believe we can evidence progress for each student effectively against their own starting points, across all aspects of learning.
Progression is achieved by a spiral approach that allows pupils to revisit and reinforce skills over time. To build on previous learning we then develop and teach new skills and knowledge. In this way whilst themes studied may be revisited over time this is done at a higher level across each cycle with more age appropriate resources and more challenging content covered.
Through this approach we support pupils to acquire - develop (reinforce) apply, master and generalise skills and knowledge . Across school these skills are then applied in an increasingly functional context and real life settings to equip our learners to transfer their school based learning into the wider community.
Of course all our pupils progress at individual rates within this overall trajectory but we ensure at all times our expectations remain high and targets set are realistic but aspirational.
School uses Tapestry to capture and record progress over time. Our progression route across school seeks to ensure sufficient challenge and depth of coverage via development of increased levels of independence and learning to learn skills.
EYFS
The foundation stage is for children aged 2-5 and covers the years they spend from the beginning of Nursery or Pre-school to the end of Reception Class in Primary School. The activities in the early year class are planned using the focuses taken from The Early Years Foundation Stage Framework from birth to 5 years. These activities are then adapted to meet the individual needs of the children in the class - supporting where needed indiviudal focused work to ensure sufficient challenge.
We provide a balanced weekly timetable of activities to help the children to make purposeful choices and learn how to become active 'learners' through interaction, reflection, consolidation, experimentation and enjoyment in each of the six areas of learning. The focus is very much on developing independent learning skills and perseverance to complete tasks in a supportive environment.
Key Stage 1
Students follow a broad and balanced timetable of structured activities building on the foundation established in Nursery Reception class. Literacy activities are introduced discretely as well as being embedded and include interactive story sessions, where pupils can experience and/ or interact with the characters and events through sights, sounds, smells, tastes and textures.In addition to this, pupils are given regular opportunities to develop their fine motor/ writing skills through various textured materials and finger tracing.
Numerical skills are also introduced discretely where appropriate, and include counting games and rhymes, matching/ exploring shapes and colours, measuring heights and role play shopping.
Science activities are linked to a theme. Other lessons such as art, geography, history and Religious Education are also included as part of the creative curriculum termly theme. Physical Education includes activities both in and out of school such as gymnastics, boccia, swimming/ hydrotherapy, visits to parks and other play areas.
Pupils are assessed using cherry levels or pre- key stage standards to ensure appropriate challenge.
Key Stage 2
At Key Stage 2, Literacy , numeracy and science are taught discretely or linked where appropriate to the termly theme depending on the ability of the students.Literacy activities include interactive story sessions, where pupils can experience and/ or interact with the characters and events through sights, sounds, smells, tastes and textures.
In addition to this, pupils are given regular opportunities to develop their fine motor/ writing skills through various textured materials and finger tracing. Well known fictional and television characters are often used to engage the pupils and the use of our classroom Interactive White Board has proved to be a valuable tool.
Other lessons such as art, geography, history and Religious Education are also included weekly and delivered though our creative curriculum themed approach. Other statutory requirements are taught though whole school themed events.
Pupils are assessed using cherry levels or pre- key stage standards to ensure apporpriate challenge.
Key Stage 3
Key stage three is a transition stage to applying skills and knowledge into more functional settings. The pupils from the ages of 11 to 14 work through a curriculum that is more age appropriate yet is adapted to allow all pupils to access the various subjects across the areas of learning. We continue to link lessons by themes building on skills and knowledge from earlier stages. We also focus on developing key skills across the curriculum and really concentrate on developing functional literacy and numeracy skills in all lessons. At the start of the secondary journey we also focus on developing independent work skills and our pupils are really proud of how much they can do for themselves.
Pupils are assessed using cherry levels or pre- key stage standards where appropriate
Multi- Sensory Learners at KS3/4
Our Students working at a multi -sensory level follow predominantly a multi-sensory curriculum, suitably differentiated based upon the engagement profile linked to an achievement continuum considering: Encounter; Early Awareness; Interest (Attention and Response; Supported Participation (co-operation and engagement) and Active involvement. This group are taught by a specialist teacher The students work through a sensory based curriculum that is more appropriate to their age and learning needs which is highly adapted to enable access to the subjects in the National Curriculum.
Pupils are assessed for engagement using cherry levels
Key Stage 4
This curriculum entitlement will allow all learners, irrespective of need or ability or disability to follow a progression pathway linked to Foundation Learning subject, vocational and personal development routes.
At Key Stage 4, externally accredited courses via Adsan Transition Challenge are used to award and recognise pupil achievement, . Acquiring skills in preparation for leaving school between the ages of 16 and 19 is fundamental to achieving the best post-school provision. Access to relevant work experience and an emphasis on independence and essential life skills is a priority for pupils in Key Stage 4
The curriculum in KS4 (Yrs 10,11) offers an increase in emphasis on a personalised timetable of accreditation and option choices based around destination and outcome led planning. The pupils from the ages of 14 to 16 work through a curriculum that is age appropriate and based on consolidating and generalising skills into more adult based, real life settings , following the principles of preparation for adulthood
Pupils cover work related learning – a statutory subject at Key Stage 4 – in a variety of ways. They go into the local community and see work-based situations at first hand; such as visits to a local farm and sweet factory. They have their own mini-enterprise in school across the terms.
The KS4 pupils follow the ASDAN Transition Challenge leading towards the Personal Progress Award or Certificate. Challenge and progression is achieved via access to Entry Level 1 – 3 as appropriate and moderated both internally and externally . This is a time for students to build a sense of moving on, with an expectation of increasing maturity as a learner.
Mayfield College
Staff have produced Mayfield College’s own curriculum to showcase our unique approach for our post 16 learners based on a destination led model. From Year 9 staff work with students and families to consider the most appropriate destination post 19. From this school supports an appropriate accreditation pathway and ongoing transition opportunities to support future decision making.
At Mayfield School students who need longer to prepare for adult life can join the 16 - 19 department at the school and have a further three years of learning and support before moving on to further education, supported employment or supported living. Students follow their own study programmes and access each of the 4 PFA areas at an appropriate level, including functional skills, work related learning and Personal and Social development in addition to an integrated life skills focus. The aim is to enable young people to understand themselves and others better and to become better prepared for making the transition to adult life. We offer a mixture of awards designed to recognise achievement for all our students depending on need. This accreditation and curriculum offer is under constant review to best match the needs of the students.
Pupils are assessed across ASDAN towards independence across Entry level 1-3 to ensure sufficient breadth and challenge
