Curriculum Overview

PM exploring flowers (3)

Philosophy

At Manor School we apply the term pedagogy to the techniques, processes and interactions that take place to enable learning and where cognitive, social and independence skills development is seen as complementary. Our philosophy is to provide all our pupils with individualised learning plans that scaffold and build on previous learning in a safe, structured and communication-rich environment.

We have selected 4 key areas of the curriculum as core to our pupils’ long-term outcomes.

We believe that Communication, Literacy, Mathematics and PSHE & SEAL skills will enrich our pupils’ lives and offer them opportunities as appropriate to be active members of society.

Our intention is that these key areas are part of everything we do.

The remainder of the curriculum is taught through:

  • Understanding of the World
  • RE, ICT, Science, History and Geography.
  • Physical development
  • Expressive Art and Design
  • Music, Art, Design and technology

Topics

TopicPlannerTable 

Local weather, celebrations, the environment, recycling, self-help and independence are taught throughout the year and through special assemblies.

pupils using various musical instrument in their music lesson

The role of the Teacher

  • Plan and teach daily lessons that are challenging, align to our differentiated curriculum and are of interest and motivating to our learners.
  • Recognise the needs of individual learners and groups, and offer support as needed using targeted interventions and/or resources.
  • Plan focussed opportunities for teaching and learning the skills needed to access a rich range of experiences.
  • Give learners opportunities to practise and generalise their learning.
  • Establish consistent expectations and classroom routines for learners to allow for maximization of learning.
  • Maintain an organized and inviting physical environment.
  • Maintain complete and accurate records of each learner’s academic, social, and emotional growth using both school wide and classroom based formative and summative assessments.
  • Handle stressful situations with grace, patience, understanding, and flexibility.
  • Maintain close relationships with parents/carers, communicating on a regular basis.

Methods and ideas

Our curriculum aims to support learning throughout our learners’ lives and develop skills to become:

Successful learners

  • who enjoy learning, make progress and achieve.

Confident, calm, and determined individuals

  • who have their own character and distinctive qualities,
  • who make safe, positive choices.

Responsible, flexible citizens

  • who are socially aware and make a positive contribution to society.

We aspire that Manor School pupils are, to the best of their ability:

  • numerate
  • literate
  • healthy
  • responsible
  • independent
  • resilient
  • functional communicators
  • happy
  • secure
  • respectful
  • creative
  • confident
  • inquisitive
  • safe
  • self –regulating
  • active
  • co-operative
  • problem solvers
  • emotionally literate
  • equipped with a sense of self
  • social
  • able to form and sustain relationships
  • empathetic

 

pupil colouring in a picture

Planning and progression

The curriculum is designed to be useful in planning for progression and differentiation within mixed ability classes. Teachers choose the appropriate level of skills for each subject to match the cognitive levels of individual learners. Opportunities will be planned that scaffold previous learning, consolidate some skills and lead to the acquisition of new skills and progress for individuals.

Teachers use long term topic planning to identify the topic for their year group each half term. They then produce a generalised medium term plan which identifies skills to be taught in a medium term topic planner. A detailed weekly plan identifies learning intentions, differentiation, grouping and resources needed to support access and delivery.

Target Setting

Teachers use observations, assessment data (where applicable) and their knowledge of individuals to set meaningful next steps. Targets are updated on a half-termly basis and teachers use the ‘I Can’ Statements to inform their target setting.

Targets should be SMART enough to ensure that tracking is possible using agreed school practice

Success Criteria in the Target: In some cases it may be necessary to identify “success criteria” in the target itself, especially if it’s not realistic to expect “Independence” with regards to a target.

Differentiation

B2-B3: Pupils will be provided with opportunities to observe, explore a range of experiences and will have opportunities to respond to a variety of stimuli.

B4-B7: Pupils will be provided with opportunities to observe, explore a range of experiences in a practical context and to generalise learning to life experiences.

B8-Working in National Standard: Pupils will be provided with opportunities to observe, explore a range of experiences in both practical and abstract form. Pupils will have opportunities to apply experiences and activities in many different contexts so as to generalise skills and learning. 

Personalised Intervention Plan (PIPs)

Every child at Manor School has a PIP which is made up of two components: the “Map” and the “Tracker.”

Class teacher’s write PIP targets in collaboration with members of the Multi-Agency Support Team (MAST), and parents’ views and opinions are taken into account. The personalised next-steps identified on a pupil’s PIP act as “stepping-stones” towards achieving the Outcomes identified in Section E of their EHCP.

All pupils have access to approaches such as PECS (Picture Exchange Communication System), sensory diets, intensive interaction, and positive behaviour management.

EYFS Priority Areas: PIPs target seven priority areas of learning, these being:

  • Mathematics
  • Literacy
  • Communication (Expressive)
  • Communication (Receptive)
  • Physical Development
  • PSED
  • Behaviour for Learning

KS1 Priority Areas: PIPs target eight priority areas of learning, these being:

    • Maths (Number)
    • Maths (Geometry & Measure)
    • Literacy (Reading)
    • Literacy (Writing)
    • Communication (Expressive)
    • Communication (Receptive)
    • PSHE
    • Behaviour for Learning

KS2 Priority Areas: PIPs target eight priority areas of learning, these being:

    • Maths (Number)
    • Maths (Geometry & Measure)
    • Literacy (Reading)
    • Literacy (Writing)
    • Communication (Expressive)
    • Communication (Receptive)
    • PSHE + C
    • Behaviour for Learning 

PIP Map:

A pupil’s PIP Map clearly outlines his/her priority targets for the half-term. Check boxes at the bottom of the page provide a “snapshot” of the strategies that are identified to support a child’s learning. PIP Maps should be clearly displayed in classes at the beginning of each half-term and a copy should be shared with parents.

PIP Tracker

Progress towards PIP targets is captured on a PIP Tracker. Teachers enter a “Prompt Baseline” at the beginning of the half-term and record progress on a fortnightly basis. At the end of the half-term teachers identify whether or not the PIP target has been achieved. Teachers use assessment of PIP Tracker to comment on the progress and signpost evidence which will usually be within a pupil’s “Special Book.”

Expectations and Monitoring

The expectation is that the vast majority of pupils will achieve the majority of their PIP Targets within a half-term. The Senior Leadership Team periodically analyse PIP data and monitor how many of their eight targets each individual has achieved.

Medium Term Topic Plans

Long Term Topic Plans