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Henry Tyndale School

Learning & achieving together

Key Stage 3

Key Stage 3 Curriculum

In KS3 there will be a focus on the fact that the students are now in the Secondary department of the school and therefore this is the start of a greater emphasis on developing life skills, whilst building on the learning from KS2. The current cohort of students follow one of the following pathways; the Semi-formal Pathway, the Integrated Pathway or the Multi-Sensory Pathway. Some students may benefit from accessing aspects of more than one of these pathways.  Within these pathways, the students’ learning will be individualised with key priorities for each individual being discussed with parents and other professionals. In KS3 developing on developing communication and interaction skills as well as Personal, Social and Health Education and Development will continue to be a key focus for all students.  Sensory Integration, for those that require it, will be carried out according to individual programmes.

 

Students in KS3 have the opportunity of taking part in a residential to further enhance their learning. Residential trips for KS3 occur annually, usually in the summer term. This is normally 4 night/5 day stay away from home in suitable accommodation. As part of this, students take day trips out and learn independence skills such as preparing meals and personal care. This is lead by our Key Stage leader supported by experienced team members.

 

KS3 Semi-Formal Pathway

 

Communication and Literacy Skills

The communication strategies used with each student will depend on their individual needs and will include PECs, Colourful Semantics, Makaton, Speech and Language, as well as use of AAC (Augmentative and Alternative Communication) devices such as iPads, switches and Eye-gaze. Communication is an essential part of everyday and so is at the heart of all lessons. Students will also have targeted communication sessions to build on these skills. Alongside this, Lego based therapy (Lets construct together) is being used to help develop social and interaction skills.

Students will learn literacy skills based on their individual needs both in discreet lessons, as well as within Knowledge of the World and Creative Arts lessons, when out in the community and throughout the school day.  This may include speaking and listening skills, phonics, reading skills, writing skills and comprehension.

 

Personal, Social and Health Education (PSHE)

In KS3 the students will continue to follow the PSHE association's planning framework for students with SEND.  They will build on the learning from previous years within the following areas:

  • Self Awareness
  • Self care, support and safety
  • Managing feelings
  • Changing and growing
  • Healthy Lifestyles
  • The world we live in

 

The teaching of PSHE will occur during timetabled lessons as part of the Key Stage rolling programme, as part of other curriculum areas and throughout the school day as appropriate.  The teaching is sensitive, both age and developmentally appropriate and delivered with reference to the law

 

A range of resources will be used that are appropriate for the individual students needs including Zones of regulation, NSPCC speak out and stay safe and the SoSafe resources

 

Maths

Students will learn mathematical skills targeted at individual needs both in discreet lessons as well as applying it in other lessons such as in Food Technology, out in the community, within the Knowledge of the World and Creative Arts  and throughout the school day. The mathematical skills taught will include number, calculation, time, money, shape and space and measure at varying degrees, dependent upon the pathway the student is following. 

 

Knowledge of the world and creative studies

Learning will be planned on the termly theme including the following subject areas, as appropriate for the theme; Science, Design and Technology, Computing, Geography, History, Music, Art, Drama or Dance. These may not necessarily be taught as discrete subjects but through the topic. Each term there will be a different emphasis to ensure the students have a broad and balance curriculum. The intent of this learning is for the students to apply and generalise key skills learnt in other lessons, broaden their understanding of the world around them and to help them develop special interests. Within the theme the students will be given an element of choice about what they learn to help prepare them for options within the KS4 curriculum.

 

Physical

There will be an emphasis on keeping our bodies healthy and encouraging exercise as a lifestyle choice.  There will be two Physical Education lessons each week. One of these may be out in the community and may involve activities such as swimming or bowling. Swimming lessons either occur at a swimming pool in the local community or in the hydrotherapy pool, dependent on the students needs. Some students may engage in physical activities at other times of the week as appropriate for their needs, including physiotherapy and Occupational Therapy. There is also a weekly lunchtime sports club, such as Football or Cricket, to which all pupils are encouraged to participate. 

 

Food Technology

This will encourage the development of independence skills and also healthy eating. It will be linked to other areas of the curriculum such as maths and literacy and may also link to the term’s theme or Religious Education. The students will be given an element of choice about what they are going to cook, being helped to make healthy choices and preparing them for options within the KS4 curriculum.

 

Use of the community

The students will have time each week to access the community to help develop their independence skills.  Areas of targeted teaching will include, for example, shopping for food for the Food Technology session, managing money, road safety, accessing shops and cafes, appropriate behaviour in the community and use of the library or leisure facilities. This will develop skills for the students to prepare them for KS4 where there is increase learning in the community.

 

Religious Education

This is a discrete programme based on concepts such as; celebration, change, specialness and remembering, at a level appropriate to the students’ needs and linked in with the termly theme where possible.

 

KS3 Integrated Pathway

 

Communication and Literacy Skills

The communication strategies used with each student will depend on their individual needs and will include PECs, Colourful Semantics, Makaton, Speech and Language, as well as use of AAC (Augmentative and Alternative Communication) devices such as iPads, switches and Eye-gaze. Communication is an essential part of everyday and so is at the heart of all lessons. Students will also have targeted communication sessions to build on these skills.

Students will learn literacy skills targeted at their individual needs both in discreet lessons, within Knowledge of the World and Creative Arts lessons, out in the community and throughout the school day. Skills targeted will be dependent on the children’s needs. They will aim to increase students'` ability to focus and attend as well as develop speaking and listening skills through the use of Attention Autism. Reading, Writing and comprehension skills will be developed through the use of Sensory Stories. Mark-making and fine motor skills will be developed through the use of write dance and fine motor activities. Other strategies and approaches will also be used where suitable. 

 

Personal, Social and Health Education (PSHE)

In KS3 the students will continue to follow the PSHE association's planning framework for students with SEND.  They will build on the learning from previous years within the following areas:

  • Self Awareness
  • Self care, support and safety
  • Managing feelings
  • Changing and growing
  • Healthy Lifestyles
  • The world we live in

 

The teaching of PSHE will occur during timetabled lessons as part of the Key Stage rolling programme, as part of other curriculum areas and throughout the school day as appropriate.  The teaching is sensitive, both age and developmentally appropriate and delivered with reference to the law

 

Cognition

Students will learn maths based concepts targeted at individual needs both in discreet lessons or applying it in other lessons such as cookery, out in the community, within the knowledge of the world and creative studies and throughout the school day. The maths based concepts taught will include more and less, big and little, full and empty, circles, squares and triangles, heavy and light and in, on and under.

 

Knowledge of the world and creative studies

Learning will be planned on the termly theme. The intent of this learning is for the students to apply and generalise key skills learnt in other lessons, broaden their understanding of the world around them, develop their communication skills further including being able to express what they like and dislike.

 

Physical

There will be an emphasis on keeping our bodies healthy and encouraging exercise as a lifestyle choice.  There will be two Physical Education lessons each week. One of these may be out in the community and may involve activities such as swimming or bowling. Swimming lessons either occur at a swimming pool in the local community or in the hydrotherapy pool, dependent on the students needs. Some students may engage in physical activities at other times of the week as appropriate for their needs, including physiotherapy and Occupational Therapy. There is also a weekly lunchtime sports club, such as Football or Cricket, to which all pupils are encouraged to participate. 

 

Food Technology

This will encourage the development of independence skills and also healthy eating. It will be linked to other areas of the curriculum such as cognition and communication skills. It may also link to the term’s theme on occasions. There will be a sensory approach to teaching skills and, depending on the students needs, these will be tactile, sensory  sessions, with the students being encouraged to express what they like and dislike.

 

Use of the community

The students will have time each week to access the community to help to develop their independence skills.  Areas of targeted teaching will include the students being able to safely and confidently access the community, appropriate behaviour in the community and how to access specific areas of the community including shopping, swimming, cafes, shops and the library.

 

Religious Education

This is a discrete programme based on concepts such as; celebration, change, specialness and remembering, at a level appropriate to the students’ needs and linked in with the termly theme where possible.

 

 Multi-Sensory Pathway

This pathway will follow the Multi-Sensory Integration Curriculum and will very much be tailored to the individuals need. 

 

Communication and Literacy Skills

The communication strategies used with each student will depend on their individual needs and will include On-body-signing, PECs, Colourful Semantics, Makaton, Speech and Language, as well as use of AAC (Augmentative and Alternative Communication) devices such as iPads, switches and Eye-gaze. Communication is an essential part of everyday and so is at the heart of all lessons. Students will also have targeted communication sessions to build on these skills.

 

Students will learn literacy skills targeted at their individual needs both in discreet lessons, within Knowledge of the World and Creative Arts lessons, out in the community and throughout the school day. Skills targeted will be dependent on the children’s needs. They will aim to increase students' ability to focus and attend as well as develop 'speaking and listening skills' through the use of On-body Signing. Reading, Writing and comprehension skills will be developed through the use of Sensory Stories, Braille and Wikisticks. Mark-making and fine motor skills will be developed through the use of write dance and fine motor activities. Other strategies and approaches will also be used where suitable. 

 

Personal, Social and Health Education (PSHE)

In KS3 the students will continue to follow the PSHE association's planning framework for students with SEND.  They will build on the learning from previous years within the following areas:

  • Self Awareness
  • Self care, support and safety
  • Managing feelings
  • Changing and growing
  • Healthy Lifestyles
  • The world we live in

 

The teaching of PSHE will occur during timetabled lessons as part of the Key Stage rolling programme, as part of other curriculum areas and throughout the school day as appropriate.  The teaching is sensitive, both age and developmentally appropriate and delivered with reference to the law

 

 Cognition

Students will learn maths based concepts targeted at individual needs both in discreet lessons or applying it in other lessons such as cookery, out in the community, within the knowledge of the world and creative studies and throughout the school day. The maths based concepts taught will include more and less, big and little, full and empty, circles, squares and triangles, heavy and light and in, on and under.

 

Knowledge of the world and creative studies

Learning will be planned on the termly theme. The intent of this learning is for the students to apply and generalise key skills learnt in other lessons, broaden their understanding of the world around them, develop their communication skills further including being able to express what they like and dislike.

 

Physical

There will be an emphasis on keeping our bodies healthy and encouraging exercise. There will be two Physical Education lessons each week. These will involve a weekly walk in the community to a local eatery. The other session may involve activities such as swimming or bowling. Swimming lessons either occur at a swimming pool in the local community or in the hydrotherapy pool, dependent on the students needs. Some students may engage in physical activities at other times of the week as appropriate for their needs, including mobility skill development, physiotherapy and occupational therapy.

 

Food Technology

This will encourage the development of independence skills and also healthy eating. It will be linked to other areas of the curriculum such as cognition and communication skills. It may also link to the term’s theme on occasions. There will be a sensory approach to teaching skills and, depending on the students needs, these will be tactile, sensory  sessions, with the students being encouraged to express what they like and dislike.

 

Use of the community

The students will have time each week to access the community to help to develop their independence skills.  Areas of targeted teaching will include the students being able to safely and confidently access the community, appropriate behaviour in the community and how to access specific areas of the community including shopping, swimming, cafes and shops. 

 

 

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