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Pupils at Langley School have access to either the National Curriculum (2014) or the Early Years curriculum, depending on their age. This is in line with national policy where children access age appropriate topics.

Although this presents some challenges in terms of content, we differentiate the curriculum in a number of ways to enable pupils to maximise their learning and access their entitlement.

We differentiate the curriculum through:

  • Support: some children are able to learn in small groups (usually about 4), others may access learning through creatively timetabled 2:1 or 1:1.
  • Approach: our pupils display a range of learning styles (eg sensory, concrete, visual, auditory, investigative) and so groupings take account of this.
  • Resources: a rich range of resources support the curriculum. These enable the pupils to experience hands-on and practical learning.
  • A mix of consolidation and new learning: pupils have opportunities to generalise skills and develop new ones; the balance of each is based on individuals.
  • Communication and language: where appropriate, symbols are used to support the written word and Makaton signing is used to support the spoken word. A focus on key vocabulary may also be evident.
  • Independence: pupils are encouraged to develop independence through their learning and so the level of support differs, according to individual needs.

How we manage the curriculum across the school

Teachers work together to ensure we are effectively delivering and monitoring our curriculum. This is done through ‘faculty’ teams. Our faculty teams were revised in October 2016 and now enable the subject leads in each group to work together:

‘Specific’ faculty (core academic subjects)

  • English (reading and writing)
  • Maths
  • Science
  • ICT

‘Holistic’ faculty (‘learning for life’ subjects)

  • English (speaking and listening)
  • Sensory
  • Collective worship
  • PE
  • PSHE
  • RE
  • Forest School

‘Thematic’ faculty (foundation subjects)

  • Art
  • Design technology
  • Geography
  • History
  • Music

The faculty teams work within a two year rolling programme. In year A, the faculty focus on assessment across school; in year B, the faculty focus on policy and resourcing. In the year 2016/17, the ‘specific’ faculty are focusing on assessment, the ‘holistic’ and ‘thematic’ faculties are focusing on policy and resourcing.

How we deliver the curriculum in classes

Classes in main school (who follow the National Curriculum) generally cover specific (core academic) subjects in the mornings and thematic (foundation) subjects in the afternoons. The holistic (learning for life) subjects run throughout the timetable.

Readiness for learning

Our PSHE curriculum enables us to focus, amongst other things, on developing skills for learning. Pupils are bettered placed to learn when they are aware of and can employ the expected learning habits eg good sitting, good listening good looking. We use visual prompts to support the pupils with these expectations. Some of our pupils are not ready to learn in this more formal kind of way. For these pupils, we offer programmes which focus on others ways of learning, based on individual needs.

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