Curriculum Organisation and Rationale
The curriculum is designed to meet the individual needs of all our students. It is individualised and aims to be motivating, relevant, broad, and balanced as well as supportive and aspirational. The curriculum is built around the students' Educational, Health and Care Plans, as well as their prior learning and experiences. At all ages there is an emphasis on enabling students to be as independent as possible. Learning in the community is priority for many of our students. Students are able to achieve a wide range of qualifications, from EL1 to GCSE, to support them with future challenges and help prepare them for adult life. Our aim is to offer students a range of opportunities and experiences which will give them skills, confidence, and ability to be good citizens, engage in further education/ learning and life beyond education.
Classes are small and have a good staff/student ratio to meet the students' needs. Students are grouped according to their needs and abilities.
The school comprises of three departments: Bannatyne, Gates and Roddick.
Bannatyne department is located in a separate single-story building and follows a secondary school model. The students are tutored in year groups, Year 7 to Year 11, and move between the classrooms to different subject teachers. Classes are small and have a teacher and a teaching assistant for each subject. The Curriculum has been planned and sequenced so that new knowledge and skills can be built on. The curriculum is predominantly accessed by our MLD students. The curriculum planning will ensure that students are offered mastery tasks to expand their knowledge of subjects. The intent of this curriculum is to support our students to work towards achieving a range of academic qualifications including, where appropriate, GCSEs, whilst also developing life skills and experience needed to support independence when leaving Wightwick.
Gates department comprises of three classes. Two are located on the first floor of the main building (Willow classes) and the third is located within Hickman House.
Willow classes follow a primary teaching model and have a high teacher to student ratio, enabling individual programmes to be devised to meet the needs of each student. The curriculum is based on the National Curriculum, modified to enable all students to access each subject in a meaningful and purposeful way. There is an emphasis upon developing personal skills, developing skills which enable our students to take responsibility for themselves, others and their environment and to understand their place within it. We aim to give our pupils the opportunity to develop confidence, self-esteem, foster positive attitudes and develop moral and spiritual awareness.
Willow Key Stage 3 curriculum is adapted and differentiated to take account of each pupil's very different learning styles.
Willow Key Stage 4 curriculum is delivered through EQUALS Moving On scheme of work, EQUALS Maths, EQUALS English, EL Maths and EL English.
The students based within Hickman House follow the Equals semi-formal curriculum. This curriculum recognises that some of our students have a range of complex learning difficulties; it helps in developing skills that are purposeful and beneficial to our students. The curriculum is designed to be fun, engaging and meaningful and matched to students learning and developmental needs. Lessons are very structured and follow the TEACCH ethos. Students have access to a range of sensory activities in English and maths, developing basic skills. Students also build on Speech and Language targets within SALT programmes. There are opportunities to formalise communication methods including the use of symbols, PECS, Makaton and other communication aids. Students access intensive interaction and sensory diet sessions on a daily basis. Students have personalised targets to support their own individual development within Maths and English. They access topic based units to gain an understanding of everyday events.
Roddick department consists of three 6th form classes, comprising of a mixture of year 12 to year 14 students. Two classes are located on the ground floor of the main building and predominantly follow a secondary model. One class is based on the first floor of the main building and predominantly follows a primary model. Classes are small and have a good staff/student ratio to meet the needs of the students.
Students within the 6th form can achieve qualifications over one, two or three years which range from EL1 to GCSE qualifications. We offer a curriculum, of both academic and vocational subjects, supporting every student to achieve a profile of qualifications and life skills they need for their future and ensuring that they are ready to make the transition to the next phase of their lives. We provide opportunities for each student to achieve success and grow in self-esteem. We help each student have a realistic view of their own capabilities and to develop strategies for coping with their areas of difficulty.
We endeavour to prepare each pupil to take their place in the wider community as a responsible, law-abiding member, with the skills and confidence to make choices to the best of their ability. Students will develop the skills for life which will allow them to achieve the maximum independence possible enabling them to contribute to the wider society. The curriculum is built around the needs of our students with an emphasis on engagement, developing independence and preparation for adulthood. For many of these students, a combination of college and day provision is not unusual. Support is given to ensure a successful transition.
Whole School Curriculum Intent
The curriculum at Wightwick Hall School is designed to meet the individual needs of all our students.
Our aim is to:-
• enrich every child's school experience by creating an environment where they are encouraged to succeed and be the best they can be
• to build student's confidence in their ability, improve resilience and perseverance and develop an approach where it is okay to be wrong
• to provide students with engaging opportunities and a variety of approaches to teaching and learning in order to allow them to participate in every lesson
• for students to develop the skills for life which will allow them to achieve the maximum level of independence possible
• to prepare each pupil to take their place in the wider community as a responsible, law-abiding citizen, with the skills and confidence to make choices to the best of their ability.