Equals - Informal & Semi Formal Curriculum Belonging Where and Who you belong to Being The Here & Now
Becoming The Process of Change as I Grow
• Developing confidence • Learning new knowledge • Becoming me
• Building relationships • Growing at your own pace • Time to seek • Engaging in life’s joys • Celebrating achievements
• Feeling welcome • Feeling respected • Feeling understood • Defining identities
• Be the person you want to be • Learning to participate fully • Preparing for change • Preparing for the next stage of life
Curriculum:Informal/Semi-formal
Curriculum: Informal
Curriculum: Semi-Formal Curriculum
Overview: Students are working under the ‘Being’ stage and focusing on experiencing what is happening now and in the moment. The aim of the ‘Being’ stage is for students to accept who they are and what learning style works best for them as an individual. It is essential to provide opportunities for our students to have a sense of being so they have the confidence to tackle the journey of life and the challenges life can throw at us. This stage will provide opportunities for each student to be, seek and make meaning of the world through play. Instead of directing our students, the ‘being’ stage approach is based on child-led learning. Our students are given opportunities to make their own choices and problem-solve themselves. This will lead to enhancement of confidence, self-esteem and trust in themselves. Allowing our students to be more engaged in their environment develops ownership of their progress and identifies individual interests.
Overview: Students
Overview: Students are working under the ‘Becoming’ stage focus on finding themselves and where they belong in the wider community. The ‘Becoming’ stage aims to prepare each student for life after Bladon House School and to support them to achieve the best outcomes in adulthood, e.g. Independent living, Health and Community participation. The ‘becoming’ stage aims to discover what is essential to young people now and in their future. Learning should be used as part of an individualised approach for each student, supporting as independent life as possible and transferable to the real world. We need to ask what achieving an outcome would do for the young person: What would it give them? Do for them? Make it possible for them? As the academic year progresses, we focus on integrating our students into the wider school community. Our students will expand their social, communication, and problem solving and independence skills by accessing different areas of our school. E.g. hair salon, laundrette, Equals caf é . Each student will take on job roles within these areas to develop skills they can take with them into the wide world. In addition, our focus on each individual is to prepare them for their next placement and the transition from life at Bladon to elsewhere. We aim to prepare the young person to be as successful as possible, to achieve the best possible next placement for Post-16/Post-18.
working the “Belonging” stage will focus on finding themselves and where they belong within the school community. under Students are working on individual learning journeys, enabling them to discover their interests and explore their learning styles. Programmes are created for individuals who find it difficult to access a classroom environment. This could be due to being out of school for an extended period, not able to cope with over-stimulating or crowded classrooms, being unable to tolerate others sharing the learning space or resources, finding routine challenging to manage and struggling with communication needs.
The subject based curriculum is highly effective in ensuring that pupils study a broad range of subjects and can make good progress in English and Mathematics Ofstd Education 2019
7
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