Garston Manor Curriculum 2024-25

At Garston Manor we make sure students are at the centre of all curriculum decisions, making sure we meet their needs. We work assiduously to apply our principle of ‘different for different’ to ensure equity for all, rather than equality of access. Where possible, we remove barriers to learning for all our community to ensure that all students successfully transition to the next phase of their education.

Students have access to a broad, balanced and relevant curriculum that is designed with students’ learning and preparation for adulthood at the centre. We have created a curriculum that provides a balanced academic and practical education, whilst promoting independence and developing life-skills. We believe that promoting students’ wellbeing is crucial, now and for their future lives.

Through our curriculum we:

Provide an outstanding, unique and personalised learning experience for all students.

Meets the needs of all our students and celebrates their successes

Ensure all student feel that the curriculum is relevant, challenging, inclusive and prepares them for the next stage of their education.

Encourage all to recognise, reflect on and further develop their strengths and areas for growth, to fulfil their individual potential and to achieve personal successes.

Support all our young people to grow into young people who respect the beliefs, cultures, backgrounds, sexual orientation and religions of all sectors of society. They will also be supported to understand the importance of their own self-care and caring for others, to develop life-skills and to care for the environment.

Promote the development of student's perseverance, resilience and compassion

The Curriculum Maps for each subject can be found

Teaching and Learning

All students study English, Maths, Science, ICT, Food, and PE as core subjects. These subjects make up approximately 75% of their timetable, dependent on their pathway. During their time at GMS, students will also study Geography, History, MFL, RE, PSHCE, DT, Art, Music and Drama. In Year 10 and 11 students are provided with alternative curriculum time which prepares them for their transition to college and prepares them for adulthood.

All teaching is differentiated according to student's individual needs and will focuses on the development of functional skills in literacy and maths, speech, language and communication, social interaction and independence.

We teach using a wide range of practical and visual approaches, using learning from experience, signing, pictures and symbols to support understanding. We emphasise developing academic, personal and social skills to improve each child’s levels of independence, confidence, and resilience.

Assessment

Curriculum impact is measured by progress against personal EHCP outcomes and exam outcomes.

EHCP Targets

All students have targets to work towards on their EHCPs. These targets are designed with families and the child to ensure they are purposeful, meaningful and relevant. Class teachers and Family leaders support students’ progress towards these throughout the year. Students may also work with a range of professionals to ensure the best support and guidance; these include Speech and Language Therapists, Occupational Therapists, Specialist Advisory Teachers, Educational Psychologists, Counsellors, Drama and Art Therapists and College tutors. Student’s targets are reviewed throughout the year, and formally at the EHCP Annual Review

Academic Qualifications

Students in Year 10 and 11 will all have the opportunity to sit:

Functional Skills in English (EL1 – L2)
Functional Skills in Maths (EL1 – L2)
Functional Skills in Digital Skills (EL3-L1)
Entry Level Certificate in Science (EL2-EL3)
BETC Home Cooking (EL1-L2)
Arts Award
WJEC in Sport (EL1-EL3)
AQA Unit Awards

Classes and Pathways

Classes in Garston Manor are designed to be responsive to students needs as they move through the school. Class sizes and adult/ student ratios are dependent on the needs of the group. This ensures learning can be personalised to each students needs.

The classes are designed around three different pathways, Nurturing, Emerging and Developing. Approximately one class in each year group will follow each pathway.

Nurturing

Students on our nurture pathway are in static classes, mostly taught by the same teacher and with the same LSAs for all lessons. These classes are smaller than the emerging and developing classes, and will usually have 2 or 3 LSAs in the class with the teacher, dependent on the students specific needs.

These classes have a highly modified, personalised and individually adapted program of learning; this will support their communication and sensory needs. The curriculum includes generalising of learning and skills across a range of real-life scenarios.

Their curriculum focuses on developing their independence, life skills and communication. This is tracked and monitored through the schools ‘Steps for Life’ system.

Their curriculum is developmentally appropriate for their level and is broken down into small steps of progress. This ensures opportunities for repetition and consolidation of skills across the curriculum which supports all students in making progress.

Teachers follow a multi-sensory approach to learning, adapted to support communication difficulties, and sensory needs. They will regularly use TEACCH, sensory room and circuit, social stories and symbols to ensure all students make progress and to ensure the curriculum is accessible to all.

Technology, communication and learning aids to enhance learning, encourage interaction and communication and help provide a multi-sensory learning environment

Planning and curriculums are not exclusive to the classroom, planned activities are also provided for unstructured times to support students social development.

Staff within these classes work closely with external professionals who provide interventions, and individualised timetables are used to support these.

Students on this pathway in Year 11 will gain entry level 1 and 2 qualifications in English, Maths and ICT, and AQA Unit Awards in other subjects including PE, Science and Cooking.

Emerging

Students on our Emerging pathway are in mobile classes, and are taught by different teachers for their lessons, they will however have two consistent LSAs with them in all their lessons.

These classes have modified, personalised and adapted program of learning; this supports students communication and sensory needs. Student follow a curriculum which supports developmental stage and acquisition and is personalised to the child’s needs including individualised level, pace and amount of teacher talk and develops their skills across a range of real-life scenarios.

Their teaching programmes are highly structured. Teaching approaches are weighted towards practical tasks broken into small steps. The prominence on consolidation with frequent repetition and reinforcement across the day/week is panned across a range of activities is used to support student progress.

Teachers follow a multi-sensory approach to learning, adapted to support communication difficulties, and sensory needs. They will regularly use TEACCH, sensory room and circuit, social stories and travel training to ensure all students make progress and to ensure the curriculum is accessible to all.

Technology, communication and learning aids are used to enhance learning, encourage interaction and communication and help provide a multi-sensory learning environment

Staff within these classes work closely with external professionals who provide interventions, and individualised timetables are used to support these.

Students on this pathway in Year 11 will gain Entry level 2 or 3 qualifications in English, Maths, Science and ICT, as well as qualifications in Art, Food and PE.

Developing

Students on our Developing pathway are in mobile classes, and are taught by different teachers for their lessons, they will however have two consistent LSAs with them in all their lessons.

Students in these classes follow a Curriculum which supports developmental stage and acquisition of skills rather than the key stage or age of the child.

Planning and individualised learning is based upon the child’s needs including individualised level, pace and amount of teacher talk.

Teachers follow a multi-sensory approach to learning, adapted to support communication difficulties, and sensory needs. They will regularly use TEACCH, sensory room and circuit, social stories and travel training to ensure all students make progress and to ensure the curriculum is accessible to all.

Technology, communication and learning aids are used to enhance learning, encourage interaction and communication and help provide a multi-sensory learning environment

Staff within these classes work closely with external professionals who provide interventions, and individualised timetables are used to support these.

Students on this pathway in Year 11 will gain Entry level 3 or Level 1 Functional Skills qualifications in English, Maths, Science and ICT, as well as qualifications in Art, Food and PE.

Garston Manor Curriculum 2024-25

Spring Curriculum Class Newsletters

Juniper Class

Long Term Planning