Intent

Our vision is to provide an inspiring curriculum which prepares students for a successful working life, stable relationships and rewarding community engagement. The key drivers for our curriculum are Communication, Independence and Emotional Regulation as we believe the promotion and development of these drivers will support our students to be successful learners.

General principles

Our curriculum will give students the opportunity to:

• see clear links between different aspects of their learning

• develop new skills through a variety of interesting contexts

• develop and demonstrate their creativity

• experience the challenge and enjoyment of learning

• prepare for their future life and adulthood

Purpose

The individual Special Educational Needs of our students mean that it is crucial that students are able to learn in a way that helps them make sense of the world around them. They need support to make links between different areas of their learning in order to generalise their learning and make progress. In order to develop both their emotional regulation and independence, students need to be able to develop a wide range of social skills and experience a wide range of opportunities, which may be very challenging for them. Our curriculum strives to provide a wide range of opportunities for students. When developing their communication in a way that is functional and effective, students need opportunities to express their views, ideas, thoughts and feelings in response to the different themes.

Spiritual Moral Social Cultural and Fundamental British Values

Our curriculum will give students the opportunity to:

• Use a range of social skills to participate in the local community and beyond; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict (Social)

• Be part of a system where everyone plays an equal part and to appreciate the role of the British parliamentary system (Democracy)

• Learn that all people and institutions are subject to and accountable for their actions and behaviour. (Rule of Law)

• Respect and tolerate the lawful opinions or behaviour of others (Tolerance and Respect)

• Appreciate cultural influences and participate in a range of cultural opportunities (Culture)

• Be free to express views or ideas (Individual Liberty)

• Explore beliefs, experience and faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity and reflect on experiences (Spiritual)

• Recognise right and wrong and respect the law; understand consequences; investigate moral and ethical issues and offer reasoned views (Moral)

Well-being

Our curriculum will give students the opportunity to:

• learn in a peaceful and supportive environment

• recognise that people are good at different things

• develop self-esteem and confidence in their abilities

• follow their own interests and be themselves

• work in a range of groups and settings

As we strive to develop students' communication, independence and emotional regulation, we know this will only happen if we prioritise our students' well-being and approach to learning. Young people with Special Educational Needs need every opportunity to develop their own self-esteem and confidence so that they can be successful adults.

Pedagogy

Our curriculum will be taught through methods that:

• offer all students a memorable experience

• promotes problem-solving, creativity and communication

• excites, promotes and sustains students' interest

Memorable experiences are crucial to the Purple Oaks Academy experience including visitors to the academy and off-site visits. Teachers plan lessons which promote communication in its widest sense and provide opportunities for students to express themselves creatively.

Enrichment

We will enrich our curriculum by:

• providing on and off-site related activities

• developing partnerships with external providers that extend students' opportunities for learning

• welcoming parents and carers to take part in students' learning and experiences

• offering opportunities for students to learn outside the classroom

Pathways at Purple Oaks

 

 

Themes for Early Years Foundation stage (EYFS), Key Stage 1 (KS1), Key Stage 2 (KS2) and Key Stage 3 Pathways 1 and 2

 

Key Stage 2 and 3 Pathways 3 and 4

Students in pathways 3 and 4 follow individual subjects as detailed in the National Curriculum at a level that is commensurate to their knowledge, skills and understanding.

 

 

Key Stage 4 and 5

Students in Key Stage 4 and 5 follow the syllabus as provided by exam boards for individual qualifications. Further details on this can be obtained from the student's teacher. We work with a wide range of different qualifications, from exam boards including, but not limited to, Pearson Edexcel, AQA, OCR and WJEC/EDUQAS. Qualifications may include Unit Award Schemes, Entry Level, Functional skills, and BTEC, depending on the needs of the student. Some students may study for English, Maths and/or Science GCSEs if these are deemed appropriate. More information on these can be obtained from the relevant exam board websites.

Alongside these, students also have a rich diet of life skills teaching, careers education and preparation for adulthood to prepare them for when they leave the Academy.