To ensure that our pupils become the best that they can be, the curriculum at Stanton Vale school consists of all the learning experiences that we offer and is far more extensive than the lessons that are taught each day. Our curriculum concerns itself not only with what is to be taught, but how it is to be taught. Staff at Stanton Vale recognise and value the holistic needs of our pupils and strive to work in partnership with parents and other professionals to ensure that the wider needs of both pupils and their families are addressed.
Our curriculum aims are to:
make sure that pupils reach their true potentials during their time at Stanton Vale school, whatever they may be
offer a curriculum which is broad, balanced and differentiated in recognition of pupil’s individual learning styles
provide a safe, caring and exciting environment where pupils and staff are motivated to learn
remove or reduce barriers to learning, whatever these may be
ensure that all pupils have an effective communication system that enables them to communicate their views and wishes
make sure that our pupils have learned the appropriate skills to continue to be successful in their adult lives
prepare pupils for life in modern Britain by upholding and teaching them about ‘British Values’
make sure that the curriculum at Stanton Vale school continually evolves to make sure that it is appropriate for all the pupils who attend.
The Curriculum at Stanton Vale
All pupils access statutory national curriculum subjects which are adapted to ensure that learning needs are met, regardless of pupil’s abilities. Some pupils acquire subject specific knowledge while for others national curriculum subjects provide exciting learning experiences through which priority skills in areas such as communication and cognition are taught. There are three strands to our curriculum across all key stages, which are designed to meet the diverse needs of our pupils; the Stanton curriculum, The Vale curriculum and The Thoresby curriculum.
Pupils who access this curriculum strand are likely to have significant and multiple needs, in the areas of Communication, Cogntion, Personal, Social and Emotional development and Sensory, and usually in Physical development. The Stanton curriculum reflects our pupil’s needs to access learning opportunities at a sensory level.
Priority learning areas in the Stanton curriculum are:
Personal Social and Emotional Development
Cognition and Learning
Pupils who access this curriculum pathway are likely to have severe learning difficulties in the areas of Communication, Personal Social and Emotional Development, Cognition and sometimes Physical and Sensory development.
Core subjects in the Vale curriculum are the same as those in the Stanton curriculum. Pupils who learn through The Vale curriculum access a wide range of subjects. The main priorities for learning are Communication, Cognition, Personal Social and Emotional Development and Physical Education while for some pupils, subject specific learning might be appropriate.
Pupils who access this curriculum pathway are likely to have severe or moderate learning difficulties in the areas of Communication, Personal Social and Emotional Development, Cognition and sometimes Sensory and Physical development. Lessons are developed which enable pupils to acquire a deeper knowledge of subjects. Our Thoresby pupils acquire subject specific knowledge.
Pupils sometimes follow one curriculum strand for the duration of their time with us while others will progress from the Stanton Curriclum pathway to the Vale Curriculum pathway, and some will progress from the Vale curriculum pathway to the Thoresby curriculum pathway. Pupils are continually assessed to ensure that the curriculum they follow is appropriate to their needs, provides an appropriate level of challenge and enables them to gain new skills.
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