Curriculum Overview

INTRODUCTION

Keeping the real substance of education in sight.

Our curriculum offers high quality learning for young people of every background and with a range of special
educational needs.
The substance of our curriculum will help get formal qualifications. But, further to this, it provides an
education that creates life chances and removes or changes the barriers to global achievement.

Our core skills are literacy, numeracy and Personal and Social Education. Enabling our pupils to master basic
skills or beyond will give each pupil an extra step towards independence and employment. They are developed
and nurtured across all subjects in all lessons.

Adding breadth and balance to our core provides further opportunity for global development, further
opportunity to develop as a citizen and makes life chances easier to grasp.

Spiritual, Moral, Social and Cultural development is interwoven throughout our curriculum. Interwoven into
our SMSC are British values.

Bear the above in mind as you read on.

We will individualise.
We will help all pupils to be responsive, curious and persistent.
We will provide opportunities for discovery and investigation.
We will enable pupils to initiate and anticipate.
We will help our pupils understand how to develop as a citizen of our modern world, paying attention to
British values.
Our curriculum will be alive in the classroom, around the school and in external opportunities we provide.

CURRICULUM FRAMEWORK
The curriculum structure at Pebble Brook School consists of a framework built around whole school subject
overviews and associated schemes of work written as long, medium and short term levels of planning.
Assessment informs and promotes individual progress. It is used wisely by pupils and staff in every lesson and
around the school. We assess and promote academic achievement against our adapted curriculum (Rising
Stars) and towards great learners and great people.

CURRICULUM ORGANISATION

Planning will take account of the 25 hours of teaching time available during the week and will reflect priorities
of the learners at Key Stage 3, Key Stage 4 and Key Stage 5.

Core Curriculum KS3 and 4

We have a focus on literacy and numeracy hence all year groups have 5 lessons of English and 5 lessons of
maths every week. As well as these subjects they study science, computing, art and design, PSHE, PE and food
and textiles.

Period 5 KS3 and 4

Period 5 is taught in tutor groups and covers literacy and numeracy, alongside independence skills and RE. This
period offers flexibility to extend PSHE and therapy for all our pupils. Pupils will have the opportunity to read
and practise handwriting regularly across the week

Afternoons

Part of the weekly afternoon timetable for every pupil in the school is used to provide opportunities for
development of careers and employment skills through our Works 4 U curriculum.

Creative Curriculum KS3

Again taught in tutor groups, on the whole the creative curriculum incorporates elements of humanities as well
as expressive arts for years 8 and 9. Some of the topics from period 5 are expanded, and KS3 tutor groups have
the opportunity for input from our SALT teams. These lessons and activities give all our pupils a chance to use
and apply their learning, as well as learning new skills and approaches. The focus in the afternoon is on the
development of the pupils’ spiritual, moral, social, cultural and personal wellbeing. The lessons are designed to
‘light the spark’ for our pupils so that they can become fascinated and enthused by all school life can offer.

Challenge Curriculum KS4

Years 10 and 11 follow 1 or 2 year option courses on Tuesday, Wednesday and Thursday afternoons. Options
this year are – travel and tourism, small animal care, bricklaying, painting and decorating, horticulture, sports
leaders, BTEC Sport, art, and cookery. We also have a group of pupils who access mechanics at Aylesbury Youth
Motor project and and agriculture at BCA (Bucks College of Agriculture).

All courses are accredited. Levels of accreditation are from entry level 1 to BTEC level 2.

Religious Education (RE) in the Curriculum

We follow aspects of The Buckinghamshire Agreed Syllabus for Religious Education 2011-16. RE is delivered
within the KS3 Creative Curriculum and in period 5s for KS4, as well as through special events and assemblies.

Relationships and Sex Education (RSE)

RSE is delivered through the PSHE curriculum and our pastoral programme, as well as in our afternoon
curriculum.

Intervention Classes – Bedgrove, Brill and Berryfield

Pupils with higher levels of need are taught in three mixed age groups with a high level of staffing, in order to
meet their needs. Our aim over 5 years is to implement a curriculum that supports progressing pupils to Stage
2 of the new National Curriculum by the time they exit the class.

We plan purposeful activity that provides opportunities for learning both in and out of the classroom, with
appropriate intervention to allow pupils to make progress in their learning. Within this there is provision for
the different starting points, building on what the pupils can already do as well as their differing learning
styles, with relevant, appropriate content that matches the differing needs. Children are engaged in planned
activities, as well as those the pupils plan and initiate, in an organised learning environment that provides
structure for teaching and learning.

We focus on communication and language, physical development, personal, social and emotional
development, literacy, numeracy, understanding the world and expressive arts and design.

Further Education at Pebble Brook School

At Key Stage 5, pupils in our post-16 FED have a varied offer of accredited and vocational or work related
programmes, personalised to individual needs and interests. We carry on the same principles outlined on
page one. It extends into even more independence and work related opportunities. It also keeps up the
literacy and numeracy focus.

Assessment principles remain the same as KS3 and 4.

Higher Need in FED.

One group in sixth form follows a pathway to independence through practical, independence skills. This group
also has a focus on functional literacy and numeracy. They are very much ‘sixth’ formers but do have their own
curriculum.

THE ROLE OF THERAPY WITHIN THE CURRICULUM

The role of therapy within the curriculum is to ensure that every pupil is able to achieve at their best and have
the best possible outcomes. Therapy is used within the school environment, classroom in group work or with
the individual, but complements and/or aids the educational experience of the pupil. Whilst the curriculum
recognises all aspects of a pupil’s development, so should therapy work with education to recognise barriers
to learning and help to resolve those barriers where possible.

The aim of our Therapy Services is to provide strategies and tools to all school staff to aid teaching and
learning. Class based strategies impact on the way teaching and learning is carried out and therefore how the
teaching impacts pupils. Individual programmes and therapy schemes of work assist pupils to achieve and
ensure that appropriate support is given to meet pupils’ needs. Therapy services looks at a whole pupil
development and is able to provide support in areas such as emotional, behavioural and social learning, as
well as communication, motor and sensory needs to address all aspects of a pupil’s development.

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