Overview

Information about our curriculum

The Department for Education (DFE) requires that all maintained schools publish the curriculum content for each academic year for each year group in each subject on their website.

Because we wrap our curriculum around the needs of each learner, we are unable to publish detailed curriculum planning for each year group and subject. We therefore include an example of the curriculum content and how we deliver the national curriculum through cross-curricular projects that connect in with the individual needs and interests of each learner.

For more information about our curriculum, please contact Norma Stain (school office manager) who will direct your question to the most appropriate member of staff. Contact information for Norma Stain can be found here.

Curriculum for Key Stage 2 and Key Stage 3

We pride ourselves on a creative and adaptable curriculum that works using a thematic approach across both key stages. This is in line with National changes to the curriculum and enables us to cover key concepts in a deep and meaningful way. Concepts are taught using a wide range of strategies including learning outside the classroom experiences such as visits to places of interest including parks, museums and galleries.

Each half-term ‘a project’ is created with an end in mind concept, which enables teaching and support staff to plan subject focused sessions using a cross-curricular approach. Learning preparation forms with corresponding resources are sent out as a starting point for staff and these are then developed so that they become individualised for each learner. Once delivered, we ask staff to keep a record of children’s progress and to submit evidence of planning and work for scrutiny purposes at the end of each half term.

Are there Geese at the Goose Fair?

How did we live before computers?

What did the romans do for us?

Where should we explore next and could we live on another planet?

Where would you rather live rainforest or sherwood forest?

Which festivals are important in Britain?

Would you have survived being a child in Victorian times?

Robin Hood should he have gone to jail and would he be a hero today (Spring, second half term – February – March 2017)

Curriculum for Key Stage 4

All learners will have access to a broad, balanced and highly personalised curriculum offer based around where they are at the end of KS3 and their future goals.

The core curriculum ensures that all learners continue to have access to maths, English, science or scientific literacy, ICT and PSHCE through an appropriate intervention and at an appropriate level to meet their individual needs.

Currently learners at Real Independent School are offered a broad range of accreditation and curriculum enrichment to prepare them for adulthood, further learning, independence and the world of work.  At Real Independent School we believe that all learners can achieve their full potential and are enabled to make a meaningful contribution to society.

Where appropriate, learners will study for GCSE or equivalent qualifications, and where learners are assessed as working at Entry Level or below the emphasis will be on the functional aspects of core subjects alongside encouraging learners to develop their strengths and interests through a variety of vocational routes.

We continually review our curriculum offer to meet the diverse needs of our learners and employers within the local community.  We do this annually and through our embedded person-centred review process.


 

It is the responsibility of Subject Leads and Teachers:

  • Plan the curriculum ensuring that National Curriculum is covered and individual students; needs are met
  • Presenting the curriculum in a way that engages and enthuses young people with diverse learning needs and styles
  • Provide session plans and SOW
  • Assess, monitor and track learner progress
  • Provide termly reports and feedback as required to inform termly reviews and statement reviews
  • Support staff to ensure that they are able to deliver the curriculum effectively
  • Keep abreast of changes to the curriculum and to exam specifications
  • Work collaboratively with the other staff to make the curriculum relevant and meaningful by making cross curricular links
  • Ensure progression between key stages
  • Liaise with Learning managers and senior leadership team to ensure access to the curriculum for all
  • To have an overview of the subject content, resources, assessment needs, exam specifications and accreditation
  • Liaise with colleagues to ensure continuity across the organisation
  • To support colleagues particularly non subject specialists

 

It is the responsibility of TA’s and Support Staff:

  • To prepare for the session and complete appropriate logs and reports
  • Ensure that the curriculum is differentiated to meet the needs of the individual
  • Support young people to engage in learning and access the curriculum
  • Access support from Subject Leads and teachers to deliver the curriculum and evaluate effectiveness in meeting specific objectives
  • Higher level and experienced TA’s will also be responsible for delivery of defined aspects of the curriculum under the supervision of a teacher.

 

It is the responsibility of the Senior Leadership Team and Learning Managers:

  • To have an overview of the curriculum and review regularly ensuring that it is balanced, varies and delivered in a way that is appropriate and relevant to the learners
  • Ensure that curriculum policies are implemented by all staff and reviewed
  • Inform parents about curriculum offer through Person Centred Planning
  • Quality assure teaching and learning
  • Use data to monitor effectiveness and plan developments

 

Curriculum Map for Key Stage

R.E.A.L. CoreVocational PathwaysAccreditation offer at Entry Level/Foundation LearningAccreditation at Level 2Curriculum Enrichment/Extended Learning
English
Maths
Science/Scientific
Literacy
ICT
PSHE
Motor Vehicle
Construction
Music
Creative Media
Sport
Food Technology
Horticulture
Outdoor Education
Functional Skills
Entry Level Certificate
ASDAN PSD
Work Skills
Aim Awards
BTEC E3 / L1 Sport,
Construction, Health and Social Care, Art and Design
Home Cooking Skills
Rock School
ABC Motor Vehicle
GCSE:
English Language and Literature, Maths, Art, Science, Business Studies, Geography, History, ICT, Resistant Materials, Graphics, Modern Foreign Language, Child Development
IGCSE
BTEC First
Award/Certificate/Diploma
Functional Skills
ASDAN PSD
Rock School
CACHE
Arts Award
Duke of Edinburgh
Befriending
Work Experience placements
Summer Activities Programme
Peer Mentoring
Information / Advice and Guidance
Person Centred Planning
Sports Leaders Award

 

  • Targeted Interventions
  • Embedded Learning
  • Discrete Learning
  • Independent Learning, 1 to 1 learning, small groups and large vocational group learning
  • Literacy intervention
  • Wellbeing work
  • Behaviour support
  • Family support

R.E.A.L. Independent School