The Curriculum at Henry Tyndale School
The aim at Henry Tyndale is that all pupils should access the curriculum which is meaningful and appropriate to meet their individual needs to prepare them for life. The students’ curriculum journey should put the student at the centre and recognise that each student has a different pathway for learning.
With the complex learning and individual needs of the pupils at Henry Tyndale the school acknowledges that the needs of the individual are central and that the provision offered should be sufficiently flexible to enable pupils to be placed at an appropriately challenging point on the continuum at any time during their school career. The curriculum has clear routes of progression and development within curriculum planning which results in coherence and continuity throughout the school.
As student move through the school, the skills they need for living become an integral part of their learning. These include, communication, academic achievement, mobility, independence, relationships, self-esteem and self-confidence, self-regulation, personal social development.
Henry Tyndale curriculum has been designed to follow a pathway concept. Some students may always work with in one pathway, whilst others may access lessons between pathways based on need, development and learning. This provides us the flexibility to allow students to access the most appropriate approach and content to their learning.
Early Years to end of Key Stage 1
The Early Years Curriculum at Henry Tyndale is followed from Nursery through to and including Key Stage 1. We believe that an early years approach is the most suitable for the students up to the end of Key Stage one. There is natural developmental progression from EY to key stage 1 focusing on skills and consolidating learning priorities into Key Stage 1.
Key Stage 2 to Key Stage 4
Students from Key Stage 2 to key stage 4, depending on their needs of the student will follow a conceptual, integrated, semi-formal or formal curriculum.
The conceptual pathway is a sensory approach to learning which encompasses students interests and motivators within a curriculum. The curriculum is very much focused on concept based learning which is skill and context based and students will actively engage in a variety of learning activities
The integrated pathway is in line with the conceptual pathway, this pathway is a sensory approach to learning. The curriculum acknowledges what learners can do by supporting and developing their strengths and abilities. The curriculum focuses on developing the learner’s understanding both of the world around him or her, and of social interactions and relationships. It values the process as much as the achievement and it is flexible in order to be responsive to the needs of the individual learner. The integrated pathway consists of both conceptual learning and semi-formal traditional subject areas.
Both pathways are focused on communication, cognition, physical development, self-help and independence all which are transformable skills students can use for life outside of school.
The Semi-formal Curriculum
The Semi-formal curriculum is a flexible approach, designed as a mixture with elements of the Formal curriculum based on need. It gives teachers the opportunity to support pupil’s strengths and fill their gaps, whilst using the best approach to their learning style.
The formal curriculum consists of adapted subject areas from the National Curriculum in line with meeting student individual need. Students working within this curriculum are supported with challenge and integration to reach their highest potential based on curriculum progression in each key stage.
All Pathways have variations based on the key stage and meeting the individual needs of the students
The aim of the curriculum is to promote personal development and to foster interests and aspirations whilst practising life and independence skills in a safe and secure setting. We strive for students to be as independent as possible in preparation for life after school. In order to achieve this, students are supported, each at their own level, to develop their Personal, Learning and Thinking Skills in order to become independent enquirers, creative thinkers and reflective learners.
Henry Tyndale follows the Letters and Sounds phonic scheme. This is delivered regularly to all classes up to KS2 and some pupils in KS3. Please see the PowerPoint below for more information on the scheme. Our teaching reflects our vision and values and each lesson is individualised according to our pupils needs. As our learners progress through the school, our focus turns to functional literacy in the world around us, communication and comprehension.
RE is taught throughout the school by a concept based approach which is outlined in the curriculum overview in each stage