Curriculum

Our curriculum is complex and ever changing to ensure we continuously meet the needs of all our young people

A good curriculum empowers children with the knowledge they are entitled to; knowledge that will prepare our students for the opportunities, responsibilities and experiences of later life so that they become actively involved in their community, contributing to society and living as independently as possible.

 A good curriculum provides experiences and situations that focus on developing young people who will enter the adult world as respectful, tolerant, valued, confident and independent young people with resilience and ambition.

 A good curriculum ensures young people play an active part, making remembering almost inevitable as we cleverly weave new experiences into our curriculum narrative.

Intent

Our curriculum framework was developed through in-depth evidence based research and collaborative work between other specialist education providers and our own teachers, assistants, families and students.

Beginning as novices, pupils are on a trajectory towards expertise; a joined-up curriculum recognises this. A curriculum is a narrative; pupils begin the story knowing relatively little and end up knowing a lot more. The aim should be to provide a curriculum full of the best that has been thought and said, mixing the familiar with the strange. We all learn best in the context of what we already know. (Murray 2017)

Our curriculum framework is based on 3 key principles:

The ‘Head’ of our curriculum

Empowering knowledge so our young people can join in and contribute.

The ‘Heart’ of our curriculum 

Experiences and situations focusing on developing young people who will enter the adult world as respectful, tolerant, valued, confident and independent young people with resilience and ambition.

The ‘Hand’ of our curriculum 

Promoting creativity and problem solving to ensure students play an active part.

See more here

Implementation

In order to provide students across Abbey Hill Academy with experiences that are relevant, interesting and challenging and to identify opportunities for progression, we have adopted a curriculum structure with 3 broad levels.

 Level

Self

Physical

Communication

Cognition

World

Creativity

Formal

PSHE

Food

Tutor

PE

Sensory

Physio

English

Reading

Maths

Enterprise

Science

ICT

Humanities

Art

Music

DT

Semi formal

My Care and Independence

My Body

Communication Literacy

Problem Solving

Numeracy

Understanding My World

My Creativity

Pre-formal

My Care and Independence

My Body

My Communication

My Cognition

Me and My World

My Creativity


Due to the complex needs of our students, our approach to delivery needs to be flexible and highly personalised.

Curricular approaches

Pre-formal

Semi-formal

Formal

 

Themed approach developed by a specialist team

Themed approach developed by a specialist team Subject specific approach developed by subject specialists

Key Stage 3

Unique curriculum

 Process-based curriculum  Academic curriculum (Pure or themed)

Key Stage 4

Unique curriculum

Process – based curriculum

Academic curriculum  (Pure)


Impact

As part of our commitment to ensuring that each child makes exceptional progress from their own starting points we have implemented a robust target and tracking system, so that a student’s progress can be mapped out over time and each term teachers will be able to report on how far each student has progressed in terms of meeting specific targets. At Abbey Hill Academy this is a vital tool that ensures consistent high expectation which leads to stronger outcomes.

Contact
Abbey Hill Academy
Ketton Road
Stockton
Stockton on Tees
TS19 8BU

Email: enquiries@horizonstrust.org.uk
Tel: 01642 677113

Information
Horizons Specialist Academy Trust is a company limited by guarantee (Company No 08608287) and exempt charity registered in England and Wales.

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