Springwell Curriculum

^{Our curriculum is all the planned activities that we organise in order to promote learning experiences. It involves a rich fabric of creative, cultural, sporting and intellectual opportunities which are broad, exciting, challenging and relevant. Children will encounter a variety of key- skills repeatedly, frequently and progressively in an integrated style across all curriculum areas.}

^{Our Aims:}

^{To enable pupils to learn and develop their knowledge, skills and attitudes to the best of their ability.}

^{To teach pupils key knowledge and skills to allow them to communicate and gain independence, so that they become positive citizens.}

^{To provide opportunities for pupils to practise skills in other curriculum areas to give a deeper understanding, so that children remember more.}

^{To promote a positive attitude to learning so that pupils enjoy coming to school and are able to live and work co-operatively with others.}

^{Our curriculum and assessment systems are based on the following Springwell Pathways:}

^{Pupils progress through a pathway and onto the next one.  For pupils with profound learning needs (within Sparkle) progression to the next pathway may not be possible. In this instance they will be remain in Sparkle Pathway, but be provided with the opportunity to develop, broaden, and consolidate their skills.}   

^{On arrival at Springwell children are allocated to a Pathway based upon the following criteria:}

^{Key information as stated in their EHC plan, as well as reports and information from other professional bodies.}

^{Discussions with parents.}

^{Observations of the children}

^{Below is a table of our classes and the Pathway they are following:}

SPARKLE

Children within Sparkle Pathway work within the pre-subject-specific Engagement Model of learning. This is a statutory model through which children work on individualised targets as set out in a Personalised Learning Plan (PLP). Children work  towards these targets through objects and activities they enjoy, in conjunction with the seven 'EYFS' areas of learning. The majority of children within Sparkle Pathway are pre language/formal communication, though some children with early communicational skills may remain within the Sparkle Pathway if they have one or more significant needs that necessitates a highly individualised approach. The activities children undertake are related to their personal needs, linked to the 4 statutory areas of the SEN Code of Practice. Activities are likely highly physical, sensory and practical in nature. Due to this, most recording of work is photographic.

LOWER GLITTER

Children within Lower Glitter Pathway are transitioning towards a Subject Specific Curriculum, with a high emphasis on individual learning needs and constructive play. They develop their vocabulary and knowledge of routine alongside consolidating their social, motor and self help skills. They begin to understand simple numerical concepts, and start early phonics activities. The majority of the work remains practical and is hence recorded photographically.

UPPER GLITTER

Children within Upper Glitter Pathway can communicate using formal methods. They become increasingly socially aware, and can act on their environment with increasing purpose and complexity. They work on a Subject Specific curriculum that incorporates a range of practical resources. They begin to learn to read, write and use numbers, alongside exploring and developing concepts related to all curricular subjects (i.e. RE, Geography, Art, Science, PE etc.). They can conform to familiar rules and routines. Children move from work being recorded via photograph, to undertaking their own work within files or books.

BRONZE

Children within Bronze Pathway develop their speaking, listening, reading, writing and mathematical skills within a subject-specific curriculum. They are capable of more written work, and reliance on practical resources decreases. They can work for increasing lengths of time with less support. Their ability to socialise in larger groups, and flexibly conform to a range of rules and routines, also develop.

SILVER

Children working within Silver Pathway undertake a subject-specific curriculum equivalent to Years 1 & 2 of the National Curriculum. They are able to read, write and perform a range of mathematical equations independently across all subjects. They communicate to a range of listeners across differing scenarios, socialise skilfully with each other in large groups, and are well aware of familiar rules and routines.

GOLD

Children working within Gold Pathway undertake a subject-specific curriculum equivalent to Years 3 & 4 of the National Curriculum. They are able to read, write and perform a range of mathematical equations independently across all subjects. They    communicate to a range of listeners across differing scenarios, socialise skilfully with each other in large groups, and are well aware of familiar rules and routines.

Each class has a topic web which outlines what the children will be learning each term, these can be found either by clicking on the team icon below or on your child’s class page.   

Our curriculum is constantly evolving to ensure that we are responding to a rapidly developing world around us, and that we are offering our children the best start to their lives in the 21^st Century.

If you have any queries or questions regarding the curriculum at Springwell please contact our Deputy Head Teacher: Sam Beacher at sam.beacher@springwellschool.co.uk