Highbury School Curriculum
• High expectations and aspirations and profound and well-justified belief that every child and young person can learn and achieve;
• Refined skill in finding and applying the most effective applying the most effective approaches to communicating with, relating to and teaching children and young people with special needs and challenges;
• Exceptional expertise in assessing progress and recognising the smallest steps as well as a large jumps in learning, and in using assessment to guide teaching directly;
• Highly effective and indispensable teamwork across the school workforce in which varied skills combine and best practice is readily shared;
• The provision of ambitious and exciting opportunities through well-designed and individualised curriculum arrangement;
(Taken from DFE publication ʻLeadership of Special Schools; Issues and Challenges May 2013ʼ)
The Highbury Curriculum has been designed in such a way as to meet the needs of the individual pupil.
At Highbury children are grouped in ʻneeds basedʼ classes and the curriculum delivered reflects this. There are four ʻcurriculumsʼ designed to support meaningful learning for individuals. Pupils may work exclusively within one of the curriculums or draw from than one area depending on their needs.
• Development Matters - Pupils working within the Early Learning Goals
• Highbury Pre-Formal Curriculum - pupils working below P4
• Highbury Semi - Formal - pupils working between P4 and P8
• Highbury Formal Curriculum (drawn from the National Curriculum Programs of Study) - Pupils working at NC Levels.
• Language and Communication (incorporating literacy and phonics)
• Maths (incorporating language and communication)
• Understanding the World (incorporating science, technology, history, geography, RE, language and communication)
• Expressive Arts and Design (Incorporating art, drama, music, dance, language and communication)
• Physical Development (Incorporating PE, health, self care, language and communication)
• PSHCE (Incorporating self-care, health, language and communication)
Information communication technology underpins all areas of the curriculum and is not seen as distinct.
Language and communication is seen to underpin all areas of the curriculum. Delivery of the curriculum will be implemented through a ʻcreative curriculumʼ approach.
• A thematic approach to teaching and learning
• Working in depth to give children the time they need to consolidate learning
• Placing direct experience at the centre of the curriculum
• Needs based
Throughout the school thee is a themed-based approach to learning which is firmly rooted upon a set of skills that are progressive. wherever possible, the themes will be used to link together the core subjects such as literacy, numeracy, science and art. There is a two year cycle and the themes across the term are as follows:
Year 1 Where in the World?
Year 2 All About Me
Year 1 Materials
Year 2 Time
Year 1 Time Travellers
Year 2 Fantasy Worlds
Year 1 Life on Earth
Year 2 Famous People
Year 1 Getting About
Year 2 Buildings
Year 1 Something Special
Year 2 The Environment
There is not a prescribed set of learning objectives within each theme as teachers must assess the needs of individuals and deliver the learning objectives around each child. As language and communication underpins all learning at Highbury each theme will be linked to a story / series of stories.