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West SILC - Our Curriculum

Develop confidence, independence and self-esteem; Actively contribute to their own learning;
Develop respect for themselves and others; Enjoy and achieve their full potential.

The curriculum has been designed to provide all our children and young people with a coherent, structure of learning that leads to an active life where each individual can fully engage with their community. The priority is to develop learners’ independence and confidence to manage their future, by raising learners’ aspirations, equipping them with the necessary skills and moxie (force of character, determination, nerve) to allow them to access all of the opportunities which are open to them. It is designed to enable personalisation, through specific approaches within teaching and learning groups enabling all learners to make progress at their own academic and developmental level. Our learners will be deeply engaged and fulfilled by their education, making excellent progress and leave happy, ready for their next level of learning or employment.

West SILC’s Curriculum follows 3 discrete pathways:

Curriculum Pathways		Site	Type of Need	Ages
Informal Curriculum	Complex Communication and Autism (CCA)	Milestone	Severe and Profound Learning Difficulties	Nursery 2 to Post 16
Informal Curriculum	Complex and Multiple Learning Needs (CMLN)	Farnley Academy	Profound and Multiple learning Difficulties	Nursery 2 to Post 16
Semi-Formal Curriculum		Milestone	Moderate to Severe Learning Difficulties and SEMH	Reception, Key Stage 1, 2, 3 and 4
Semi-Formal Curriculum		Hollybush	Moderate to Severe Learning Difficulties	Reception, Key Stage 1 and 2
Formal Curriculum		Priesthorpe Co-op Academy	Moderate Learning Difficulties	Key Stage 3 and 4
		Powerhouse (SEMH Milestone)	Moderate to Severe Learning Difficulties, SEMH	Post 16 (SEMH KS4+5)
		West 11 and 14 (Area Inclusion Partnership)	SEMH needs (at risk of P Ex. from mainstream)	Key Stage 3 and 4

These pathways are not rigid and some pupils who excel may move to a different pathway during their time in our school.

Each pathway has a balance of personalised learning (based on EHCP outcomes) and subject specific learning (for those who can access).

The balance of each of these strands varies according to which pathway your child follows. The more formal the pathway, the greater the percentage of subject specific learning. The following image represents the different pathways and the amount of the different types of learning.

The Elements of the Curriculum at West SILC

The curriculum is made up of the following strands:

Personalised learning
- EHCPs Intent Implementation and Impact (all pathways)
- Pre-subject specific
  - Complex and Multiple Learning Needs Intent Implementation and Impact (Farnley Academy Partnership)
  - Complex Communication and Autism Intent Implementation and Impact (Milestone)

West SILC Core subjects:
- English
- Maths
- Wellbeing: Personal, Social, Citizenship Education (including Relationships and Sex Education) and Careers Education
- Physical Development

West SILC Science and Foundations subjects:

Science
Art

Geography

Computing
Music

History

Design and Technology

Religious Education

Modern Foreign Languages

Generic Implementation of all Foundation subjects

Foundation subjects are taught in a spiral, not linear manner to ensure key skills are repeated and embedded.
Where possible the thematic topic-based curriculum is followed through foundation subjects to ensure a broad range of experiences.
We enable teacher’s some autonomy to use the topics to select objectives and tailor teaching to meet the needs in their class.
Teachers will follow learners’ interests and curiosity throughout individual topics to adapt, inform and extend planning where appropriate.
Key vocabulary is taught in each subject, related to appropriate progression pathways.
Reflecting on previous learning and cross-curricular links will be made where possible.
Teachers will use progression ladders to ensure consistency, and that appropriate skills are taught and built upon and sequenced each year, related to developmental levels and enabling progress to be maximised.

These subjects are taught as follows:

YEAR 1 - 2021-2022		Autumn 1	Autumn 2	Spring 1	Spring 2		Summer 1	Summer 2
TOPIC		All about me and my school	Fire	Let’s go to Brazil	Castles and Knights		Marvellous Machines	Heroes
Science		Plants Working scientifically	Light and sound Working scientifically	Living things and their habitats Working scientifically	Materials. Earth and Space Working scientifically		Forces and magnets Working scientifically	Animals including humans Working scientifically
History			Fire of London		Tudors	Victorians - toys and machines
Geography		My local area in school		Rainforest
Art			Collage		Textiles			Printing
D&T		Cooking and nutrition		Structure			Mechanisms
Music		Favourite modern songs		Brazilian	Tudor			Film Music
Computing		Computer systems and networks Online safety		Programming Online safety		Data Handling Online safety
RE		Hinduism and Deepavali	Christianity and Birth of Jesus	Buddhism and the Chinese New Year	Christianity and Easter		Chinese Dragon Boat festival	Non-religious festivals - the summer solstice
PSHCE	Primary	Families and people who care for me Caring friendships Respectful relationships	Internet safety and harms Online relationships	Being Safe Mental Wellbeing	Eating healthy Drugs Alcohol and Tobacco		Health prevention Basic First aid	Changing adolescent bodies
	Secondary (as above but in addition)			Intimate and sexual relationships, including sexual health			Physical health and fitness
	My Happy Mind	Meet your brain	Celebrate	Appreciate	Relate		Engage
PE Real PE	CMLN - Farnley	Mobility and dexterity		Mobility and kicking			Mobility and striking
	CCA	Balance and kicking		Agility and dexterity			Mobility and striking
	Primary	Athletics	Panathlon	Gymnastics			Outdoor Adventurous Activities
	Secondary	Athletics		Seated Volleyball	Goalball		Dance
	SEMH	Futsal Football	Boccia	Badminton	Rugby		Athletics	Outdoor Adventurous Activities

Future topic cycles:

2022-2023
2023-2024
2024-2025

Post 16 Intent Implementation and Impact

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