Rowan Park Teaching School
Primary Curriculum Overview
Our curriculum intends to provide essential opportunities for our pupils to learn, develop and reach their full potential.
- Child Centred and Individualised
- To offer an adapted broad and balance curriculum that offers sharply matched learning opportunities that meet the needs of the individual pupils in our school.
- We aim for our pupils to be effective communicators; through which ever method best suits them
- Fulfil their potential in terms of being independent
- Learning to be stimulating and fun in a learning environment where self-esteem and confidence are developed alongside practical skills and the ability to use and apply their knowledge where possible.
Targets and Assessment:
- Targets are taken from Education Health Care Plans (EHCP) and broken down into small achievable steps using B Squared, which are reviewed at least 3 times each academic year.
- Assessment is carried out regularly throughout the year, and teachers will update B Squared informed by daily and weekly formative assessments.
- EHCP are reviewed and updated each year to ensure they continue to reflect the current needs of the child.
- Key skills such as Sensory Regulation, Communication, function literacy and numeracy skills and Engagement and Attention are being worked on all of the time throughout each day – specifically linked to the needs of the child. Progress is recorded through observations and
- Specific PMLD class used quest for learning to measure progress.
Teaching and Learning:
- Each Year Group/Key Stage follow a Curriculum Map based on the Equals Curriculum. This ensures progression and the embed of skills and learning throughout Primary. Teachers will adapt each topic to meet the specific meets of the pupils in their class. These topics can be delivered through a mixture of a Sensory approach and more formal learning style depending on the needs of the pupils.
- Primary have two Themed afternoon that link knowledge and investigation of Key concepts in History, Geography, Art and DT.
- Learning opportunities are also delivered inside and outside the classroom, through community visits, Forest school or outdoor play. Teachers and Teaching Assistants are skilled at recognising and utilising every learning opportunity.
- Alongside the breath and balance of the curriculum, teachers provide opportunities for pupils to develop Engagement and Attention through adult directed activities.
- For pupils who need one, a Sensory Profile is developed through guidance from Shine Therapy and pupils are offered Sensory breaks and opportunities through their day for activities to meet their sensory needs.
- Reflexology is also incorporated into the curriculum. This again encourages and supports engagement and attention and readiness to learn.
- Specific classes for pupils with ASC, follow the TEACCH system for pupils who it is appropriate for. This can be a progression of skills that are built upon throughout Early Years and their readiness to learn and engage, to Primary with as independent learning as possible.
Teaching and Learning of the Curriculum for Pupils with PMLD:
- For specific classes for pupils with PMLD, their learning is developed through a Sensory Curriculum that is flexible and adapted to meet their individual needs. Adults are the main facilitators of the children’s learning and it is therefore key that all agencies (for example nursing, speech and language therapy, occupation therapy, physiotherapy) work together in an integrated way to maximise the learning opportunities.
- A pupil with PMLD will spend a large proportion of the day maintaining and consolidating what has already learnt so as not to lose skills and understanding. New concepts and skills will be taught, when appropriate, in the framework of a familiar and structured session or activity.
- Our Curriculum starting point is with the social interaction of the students within the learning activities. Everything is happening at once, and the chances for pupils to learn are multiple provided that some basic elements are present, i.e. the right communication approach, the repetition of the routines, motivation, comfort, an appropriate physical environment, enough time, etc.
- Our pupils’ curriculum is naturally an integrated curriculum that each pupil accesses through the adult: there is communication involved in practically everything, they observe and explore (what others call Science), it can involve shapes and quantities (Maths), it tends to involve at least two people (Social and Emotional skills), etc.
- Within activities pupils may reach, hold, explore sensory items/stimuli and use switches. It is imperative the students are able to explore the physical world as independently as possible (in terms of touch from an adult). This will lead to a clearer and more concrete understanding of the subject being explored. When physical support is required strategies such as hand-underhand and hand-under- elbow ensure the student is not being dominated by adult touch and the student is still able to focus on the activity.