We believe the curriculum is everything a child experiences during their time in our school. With a constantly evolving curriculum which responds to the needs of our learners and their interests.
Churchill Park Academy is a large 5–19 all-through special school in West Norfolk. At Churchill Park, we provide a curriculum that embodies our core values of communication, inclusion, and independence. We enable pupils to develop their independence, strive for excellence in all they do, and fulfil their individual potential. We place communication at the heart of learning, support every pupil to feel included and valued, and prepare them to be active members of their community.
Inclusion at the heart of all we do, but what does this mean?
Equality means each individual or group of people is given the same resources or opportunities.
The image represents how unjust it would be to treat children all equally. Each child is given the same materials and support, however only two of the three children benefit. The child on the right is at a clear disadvantage and is unsuccessful in seeing over the fence. Alternatively, if each child is provided with the level of support they require, they are all able to achieve the same goals. Just as within a classroom each child needs their individual level of support to be successful (Campbell, 2013).
Same provision, same assessment
Meeting the needs of our students
Pathways
Experience – Pre-formal
Our Experience curriculum is for our children and young people with complex and profound and multiple learning difficulties. This group of pupils are engaging at the very earliest stages of learning and will likely remain within developmentally early intellectual parameters for the whole of their school career. The learning needs of our children and young people are best met through a personalised learning approach that places relationships at the heart of activities and is based on the principles of communication, cognition, social and emotional development and physical development. This group of learners need a bespoke timetable that enables health and care plans to be seamlessly incorporated into their daily timetable to run alongside their education plans. The focus of the curriculum is on the learner and his/her abilities rather than disabilities.
Engage – Semi-formal
Our Engage learners are on a learning spectrum that indicates that they have complex learning needs. In addition to learning difficulties, they may also face other barriers to learning such as physical difficulties, medical conditions, sensory processing disorder, visual or hearing impairments, communication difficulties, ASD. Our learners will all require additional interventions throughout their day to enable them to fully access and engage with all educational activities and opportunities. Whilst they will benefit from accessing a more formal subject curriculum, they also need a more flexible and holistic approach to learning to ensure that all learning needs are met and barriers to learning are removed e.g. developing communication, independence, emotional literacy and ability to regulate behaviour.
Enhance – Formal
Our formal learners are working at a level that means they can access subject specific learning. The national curriculum forms the basis of CPA progression framework and pupils will access foundation and non-foundation subjects within a creative curriculum theme. Their curriculum will focus on qualifications and developing skills for the world of work. Alongside the formal curriculum, our learners also need to develop their skills in communication, cognition, self-regulation, generalisation, working memory, problem solving, physical skills, independence and functional skills.
EXPERIENCE CURRICULUM BOOKLET
ENGAGE CURRICULUM BOOKLET
ENHANCE CURRICULUM BOOKLET
EXPERIENCE CURRICULUM OVERVIEW
YEAR 1
ENGAGE CURRICULUM OVERVIEW
YEAR 1
ENHANCE CURRICULUM OVERVIEW
YEAR 1
EXPERIENCE CURRICULUM OVERVIEW
YEAR 2
ENGAGE CURRICULUM OVERVIEW
YEAR 2
ENHANCE CURRICULUM OVERVIEW
YEAR 2
EXPERIENCE PMLD CURRICULUM OVERVIEW
If you would like to find out more about our curriculum. Please contact the office who will signpost you to the relevant pathway leader or member of the senior leadership team.
In 2018-2019, the school carried out an extensive curriculum review, through consultation with pupils, parents and school staff we established a common intent for the schools’ curriculum.
Changes to the curriculum
Child at the heart
Grouped by Pathway
Pre-formal, Semi-formal, formal
Subject progression framework for all NC subjects
Classroom environment adapted to the needs
Curriculum developed from EHCP
Personal Learning Goals
Individual Curriculum
Not cognition and learning weighted
Covering all EHCP outcomes
Interventions
Linked to Values
Working towards qualifications
Linked to life and the world of work
Preparation for adulthood
Celebrating achievements
Phonics
- At Churchill Park we use the Twinkl phonics as part of our CPA reading model which is validated by the DfE our SSP programme will helps nurture a love of reading and writing, whilst guiding pupils towards fluency.
- We also use the Phonics for Special Educational Needs by Anne Sullivan- this is a High Quality Accessible Phonics for pupils with moderate to severe and complex SEND of any age.
KS4 Accreditations Courses
- Edexcel Functional Skills English E1-L2
- Edexcel Functional Skills MathE1-L2
- Duke of Edinburgh Bronze Award
- TITAN- travel independence programme Ready to Go
- Open Road – Motor Vehicle Maintenance
Post 16 qualifications
ASDAN Personal Progress, AQA unit scheme award, TITAN, Preparing for adult life curriculum
READING
WRITING
PSHE
MUSIC DEVELOPMENT PLAN
PSHE Policy