Our learners require a holistic multi - sensory approach without the need of the teaching of discrete subjects. At Pegasus learning happens all throughout the day, this includes; break times, snack times, personal care routines along with being out in the community. Opportunities for learning are planned for and include meaningful generalisation of skills across a range of settings. At Pegasus we use a robust and accurate system for monitoring progression and attainment for both pupils and teachers. Each pupil has MAPP and SCERTS targets linked to their EHCP outcomes. Pupils are assessed over each half term for MAPP targets and annually for EHCP targets. Asdan Personal Progress modules are completed and submitted annually. Behaviour data is analysed half termly. Preparation for Adulthood is weaved in through all subjects taught. Impact Staff use Evidence for Learning, this technology allows staff to capture learning using photographs and videos which are then uploaded to support with evidence of achievements. Parents have the same technology at home on smart phones and can see photographs and videos of their child learning. Destination The destination of our pupils leads to post 16 and then onto post 19, where they leave Pegasus. It is important that we give our young people the skills to live as much as an independent life as possible once they leave. This is why our curriculum is fun, engaging practical and meaningful and matches pupils learning and development needs. Regardless of their physical, emotional and learning challenges faced by the pupil due to their special educational needs and disabilities, teaching through our semi - formal curriculum captures the interest and imagination of our pupils.
The Curriculum At Pegasus School the Equals semi - formal curriculum and the informal curriculum provides and broad and balanced curriculum, underpinned by a depth of knowledge around each individual pupil and how they learn. The semi - formal curriculum is typically for pupils with moderate to severe learning difficulties who require a highly differentiated approach to learning. The informal curriculum aims to meet the needs of those pupils with complex learning difficulties who have further complexities with; communication, abstract concept, lack of attention, sequential memory, difficulties with working memory, poor processing speed and difficulties with generalisation and problem solving. Both the semi - formal and informal curriculum are based on the needs of the pupil and therefore a tailored approach is used to ensure we meet each young person ’ s needs and adapt the curriculum as the individual grows. Our curriculum is for pupils who learn best when learning is related to their own experiences. The curriculum provides a holistic approach for each pupils, some pupils may learn through play whilst others learn through functional activities or topic based approaches. The learning journey is scaffolded by adult directed support in an environment where the pupils feels happy and safe to learn. Implementation The semi - formal curriculum is divided into six areas, with a focus on communication and cognition. Themes that incorporate these areas are used termly with linked activities planned in all areas to engage pupils and promote learning. (See appendix 1) The Equals informal curriculum comprises of six schemes of work; my communication, my creativity, my outdoor school, my physical wellbeing and independence. Learning is taken as a whole rather than teaching specific skills and individualised targets. Intensive interaction plays a huge role within the informal curriculum where the exploration of the young person is in the centre of the interactive process.
Updated May 2023
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