All about our curriculum
George Carey ARP Curriculum
At George Carey, there are three separate learning pathways, each catering for the needs of individual children that work in similar ways; Pre-Formal, Semi-Formal and Formal learning curriculums.
Each learning pathway follows the same approach to promoting a productive, effective and stimulating environment where teaching and learning can take place (engagement, motivation and thinking). All of our planning and teaching is theme based, using CornerStones (a creative and cross-curricular tool). All of the curriculums are tailored to meet the individual needs of the children in our care.
Children’s progress within each pathway is assessed against the Cherry Garden Branch maps, allowing staff to plan for individual next steps.
The pre-formal curriculum is designed to meet the needs of pupils, who are unable to access the National Curriculum, through a personalised approach. Pre-formal learners require a higher level of adult support, both for their learning needs and their personal care. This pathway focuses on the development of early communication. Developing children’s communication through the use of PECS/ Core boards is paramount throughout each teaching session and throughout the day.
Teaching staff focus on movement and play to support the child’s development, supported by the need for sensory and multi-sensory approaches to learning. Children have regular access to the outdoor area in order to help them regulate so that they are ready to learn and engage with teaching. Opportunities for learning are promoted outside i.e. turn taking games, developing social skills and physical development.
Semi Formal learners:
The semi-formal curriculum has been developed to promote independent thinking skills and creative learning. Similarly, to the pre-formal approach, many of the teaching and learning activities use a range of sensory resources to engage and motivate the children. Order, routine and structure are in place, with information and learning presented through the use of visuals. Children are supported not only through class visuals but also through the use of individual schedules to support their understanding and develop their independence. Scaffolded learning is used to develop the need and desire to work independently. Children access this scaffolded work through tailored teaching and learning sessions, as well as individualised workstation tasks, this is both with one to one support and independently.
The formal curriculum is still tailored to the needs and abilities of the children. Children within this setting are still following a curriculum that is engaging and motivating, deepening and developing their reasoning and understanding. Children develop their knowledge and understanding of the world through accessing elements of History, Geography and Science whilst also focusing on the core subjects English and Maths. There is a huge focus on life skills and encouraging independence and self-help. Children are provided with lessons which prepare them for independent living and socialising. These include lessons which focus on cooking, personal care and hygiene and social skills. Children are encouraged to develop reasoning and understanding of emotions of not just themselves but of others; how to explain and justify thoughts and actions.