CURRICULUM OFFER

Curriculum Offer at Elmwood School

Background:

The curriculum offer at Elmwood has developed significantly since 2011 from a prescribed curriculum model to a child centred model that enables significant “stretch and challenge” in preparation for Post 16 and adulthood. The outdoor education programme always was apparent within the offer but was used in an intervention model for specific year groups to improve behaviour within the school community.

Philosophy: 

At Elmwood we believe that “it takes a village to raise a child” and we believe that our learning community is that village and parents / carers are involved in this journey towards “community responsibility” – our curriculum describes the journey of the child and their families to support them on their journey to adulthood. In addition to this a working group was established with local business and Post 16 providers to look at a “skills deficient model” of the youngsters they currently receive so we can address those gaps and build a curriculum to support their successful future.

How the magic happens?

Colin Morlock’s (1984) four stages of adventure underpins every curriculum area within the school by its drive to secure a global movement committed to changing the modern world so that it lives in harmony with nature. The four stages are as follows:

Play: Where the child is working in an environment where no fear / risk are prevalent but they are having a nice, pleasant time.

Adventure: The child is in control of the situation and is using their knowledge and experience to overcome potential barriers, fear / risk is virtually absent due to control levels.

Frontier Adventure: The child is working within an environment where uncertainty is apparent, there is fear / risk of failure but if they succeed in this event then is firmly etched upon their mind for ever. This enables “stretch and challenge” to occur.

Miss-Adventure: The child is experiencing a situation that they are not in control of and don’t have the knowledge and experience to achieve the outcome YET! They will be made aware of the risks and natural consequences that could occur if they continue with this activity without support and guidance.

Each subject area develops a “Knowledge Word Wheel” which enables them to devise differentiated outcomes aligned to blooms taxonomy in turn providing pupils the opportunity to deepen their knowledge and understanding.

In addition to this each subject area conducts a baseline assessment which enables us to celebrate a child’s progress from starting point into the school whilst establishing challenging targets for them to aspire to.

Key Stage 3 Curriculum Model: 

The KS3 Curriculum Model is constructed on a “hub and spoke” concept with Out and About, Social Use of Language and Reflection at the hub and English, maths, science, physical education, food technology, art, making and learning, theme, drama, social reading and personal social health education making up the spokes.

The “Knowledge World Wheel” enables deepening knowledge and understanding within each year group and not by the End of Key Stage 3 (EKS3).

At the start of every half term staff “make a commitment” to highlight what they will be teaching them this term, this is them taking responsibility within the community. The child then reciprocates this and commits to working hard to achieve this.

Subject Curriculum Time (mins per week)
Out and About 105
Social Use of Language Programme 45
Reflection 150
English 160
Maths 160
Science 80
Physical Education 90
Food Technology 90
Art 45
Making and Learning 45
Theme 90
Drama 45
Social Reading 60
Personal Social Health Education 45

 

Key Stage 4 Curriculum Model:

The KS4 Curriculum Model is constructed on a “hub and spoke” concept with Out and About, Reflection and Independent Advice and Guidance at the hub and English, maths, science, BTEC Option 1, BTEC Option 2, physical education, art, making and learning, theme and personal social health education making up the spokes.

The “Knowledge World Wheel” enables deepening knowledge and understanding within each year group and not by the End of Key Stage 4 (EKS4).

At the start of every half term / term (dependant on examination board) staff “make a commitment” to highlight what they will be teaching students this term, this is them taking responsibility within the community. The child then reciprocates this and commits to working hard to achieve this.

 

Subject Curriculum Time (mins per week)  
Reflection 150
Independent Advice and Guidance 240 across the academic year per pupil Core allocation but additional time is available.
English 160
Maths 160
Science 120
Physical Education 90
Out and About 105 Pupils to choose one subject from this block.
Art 105
Making and Learning 105
Theme 45
BTEC Option One 130
BTEC Option Two 130
Social Reading 60
Personal Social Health Education 45

Curriculum Statements:

Out and About

Out and About Summer Term

Out and About Spring Term

Out and About Autumn Term

Social Use of Language (SULP)

English

Scheme of Work English Years 7 & 8

Scheme of Work English Year 9

Scheme of Work English KS4

Maths

KS4 Maths Summer Term

KS3 Maths

Science

KS3 Science

KS4 Science

BTEC First Award in Sport (Level 1 & 2 )

BTEC First Award in Sport

BTEC First Award in Performing Arts

BTEC Performing Arts

BTEC Home Cooking Skills

BTEC Home Cooking Skills

ASDAN Wider Key Skills

Asdan Wider Key Skills

Physical Education

KS3 PE

KS4 PE

Food Technology

KS3 Food Technology

Art

Design and Technology (Making and Learning)

DT Year 7

DT Year 8

DT KS4

Drama

Drama

BTEC Options explained:

KS4 pupils have access to select two of the following BTEC vocational pathways to support their accredited curriculum, these are:

BTEC Award in Home Cooking Skills (Level 1 – Level 2)

BTEC Award in Sport (Level 1 – Level 2)

BTEC Award in Performing Arts (Level 1 – Level 2)

Level 1 qualifications are equivalent to 28APS / GCSE E- and Level 2 qualifications are equivalent to 40APS / GCSE C-

ASDAN Wider Key Skills (Level 1 and Level 2)

Level 1 qualifications are equivalent to 19APS / GCSE G and Level 2 qualifications are equivalent to 35APS / GCSE D-

For pupils who show a specific aptitude towards a subject area the school will work in collaboration with other Secondary Schools (within the borough) to facilitate this opportunity.

Recent examples of this have been:

Ormiston Shelfield Academy; GCSE Art and Design.

Barr Beacon, GCSE Computer Science.

As a school we are committed to supporting children into appropriate Post 16 provision to secure and maintain education, training or employment. This reinforces the schools drive towards “community responsibility”.

Any further information on the curriculum should be addressed to Mr Lee Cross, Deputy Head.

OUTDOOR ADVENTURE PROGRAMME

A new study in the US finds that outdoor challenge-based interventions may be effective in reducing the overall severity of Autism Spectrum Disorder (ASD) symptoms. The research found significant improvements in the social cognition, social motivation, and autistic mannerisms of the young subjects after outdoor adventure activities and describes a new path for enhancing the social and communication skills of children with AS.  Further information can be found by reading the article below.

http://www.goodnewsnetwork.org/outdoor-adventure-program-provides-promise-treating-children-autism/