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Barnsley Road, Ackworth, Pontefract, West Yorkshire, WF7 7DT

01977613423

reception@oakfieldpark.wakefield.sch.uk

Oakfield Park School

All Different, All Valued, All Equal

Curriculum at Oakfield Park School      Please click here to download the following as a ppt

The curriculum at Oakfield Park School is designed to meet the needs of the wide range of students who attend our successful and happy school.  Where appropriate we follow the National Curriculum, but we do so in a way which ensures that our curriculum:

  • Is delivered in a highly differentiated manner reflecting the individual student’s ability, needs and learning style.
  • Is flexible and relevant.
  • Is centred on developing social skills and communication in all their forms.
  • Promotes and develops independence and prepares students for all life’s experiences.
  • Is delivered in a way in which learning and progress can be both demonstrated and measured.
  • Meets statutory requirements.
  • Reflects our school ethos of “All Different, All Valued, All Equal”.

 

Curriculum Principles

Our curriculum:

  • Provides accurate baselining, breadth and balance, particularly at key stage 3
  • Use themes at key stage 3 and key stage 4 to provide quality cross-curricular learning experiences and deeper learning
  • Provides pathways to support students towards longer-term destinations and aspirations, particularly at key stage 4 and Post 16
  • Prepares students for adulthood
  • Prioritises communication skills, self-help and physical skill, behaviour and social skills
  • Is designed to show a ‘golden thread’ of clear progression across key stages and throughout a whole school career
  • Builds on students’ interests, strengths and talents
  • Prioritises a personalised approach to meet individual needs e.g. utilising sensory experiences, TEACCH, intensive interaction
  • Is flexible in order to facilitate ‘responsive teaching’
  • Revisits key skills to achieve secure understanding
  • Differentiates according to need and ability by providing an holistic, cross-curricular non-subject specific curriculum and/or subject specific teaching where appropriate

National Curriculum

We meet the requirements of the National Curriculum for Key Stage 3 & Key Stage 4 by:

  • Preparing pupils for the opportunities, responsibilities and experiences of later life
  • Preparing students for careers where appropriate
  • Providing mental development through literacy, numeracy, science and computing
  • Providing physical development through physical education
  • Providing spiritual, moral, and cultural development through assemblies and religious education 
  • Providing personal, social, health and economic education
  • Providing sex and relationship education
  • Providing citizenship

 

Additional National Curriculum requirements for Key Stage 3:

  • The following foundation subjects are also taught - Art & Design, Design & Technology, Modern Foreign Languages, Geography, History, Music

 Key Stage 3

Autumn

Spring

Summer

2017-2018

Colour

It’s A Bug’s Life

What A Wonderful UK

2018-2019

Materials

Seasons / Weathers

What A Wonderful Europe

2019-2020

All About Me

Under The Sea

What A Wonderful World

 

Additional National Curriculum requirements for Key Stage 4:

  • We offer accredited qualifications through Entry Level 1 ASDAN Award in Personal Progress
  • We offer Options experiences and an annual Options Afternoon in Art and Design, Design and Technology, Humanities – History, Geography, Modern Foreign Languages
  • We offer music, dance, drama and media arts through biannual whole school productions.

 

 Key Stage 4

Autumn - People

Spring - Environment

Summer - Celebration

2017-2018

Design & Enterprise

Animals & Humans

What A Wonderful UK – the jobs we do

2018-2019

Materials in the workplace & the real world

Plants

What A Wonderful Europe

2019-2020

All About Me

Rivers, Seas, Lakes

What A Wonderful World

Breadth and Balance

  • Work closely with primary schools to ensure a smooth transition from KS2 to KS3 and avoid duplication of learning
  • Baseline all students to ensure accurate assessment, create communication, self-help and physical, and behaviour and social pen portraits
  • We establish and develop new working relationships with parents and involved professionals
  • Set high expectations for attitudes to learning
  • Provide a broad and balanced curriculum with a wide range of enriching experiences. Develop access to individual, group, key stage and whole school experiences
  • Develop personalised timetables where necessary
  • Establish appropriate communication methods to ensure communication is promoted throughout the school day and beyond
  • Build confidence by develop positiverelationships
  • Enrich the curriculum with extra curricular activities at lunchtime and afterschool
  • Prepare students by developing their independence skills to support transition into Key stage 4 and beyond

 

Key Stage 4

  • Options Experiences based around the four Entitlement Areas develop students’ self-determination and choice making
  • SRE and PSHE are prioritised to help students understand the significant changes occurring to their bodies and emotions
  • Preparation for adulthood, independent living skills and work skills are increased components of the curriculum
  • Taster sessions prepare students early for transition to Post 16, Subject Options and Work Experience
  • Nationally recognised qualifications are undertaken (Entry Level 1 ASDAN Award in Personal Progress)

 

Post 16

In Post 16 we aim to make our students less dependent by offering a varied and enjoyable curriculum and, in line with The SEND Code of Practice (January 2015), to develop as far as possible, skills to help our students become happy, active, healthy and contributing members of society:

 

“Preparing for adulthood means preparing for:

  • higher education and/or employment – this includes exploring different employment options, such as support for becoming self-employed and help from supported employment agencies
  • independent living – this means young people having choice, control and freedom over their lives and the support they have, their accommodation and living arrangements, including supported living
  • participating in society, including having friends and supportive relationships, and participating in, and contributing to, the local community
  • being as healthy as possible in adult life”

Our students are working towards long term “Outcomes” based on the above 4 points as stated in their EHCP. Our curriculum is based on developing the skills in the following areas to prepare our students for adulthood

  • Ability to participate in meaningful work
  • Ability to live with a degree of independence
  • Ability to be physically healthy through activity
  • Ability to be physically healthy through diet
  • Ability to use money and tell the time
  • Ability to travel with some independence
  • Ability to be access the internet and social media safely
  • Ability to socialise safely, appropriately and confidently

 

We understand that for some of our students some of these abilities are more relevant than others and that many of our students will always require some level of support.

Additionally all students are required to further develop Maths and English skills in line with government guidelines although “Students with a learning difficulty and/or disability need not have

their English and Maths learning accredited but do need to have skills in these two areas included in their programme, as relevant to their individual needs and planned progression” PfA Factsheet: Study Programmes for Students with Learning Difficulties and/or Disabilities November 2013. We acknowledge that while the content of these subject areas will be based on the specifications for Entry Level Functional Skills for our more able students, considerable differentiation / adaptation will be required for many of our other learners.

 

Tracking Progress

Students are set IEP targets three times per year (June, Oct, Feb) based on the EHCP Outcomes. These IEP targets then inform the small steps of progress to be worked on in teaching and learning sessions over the relevant half terms. Evidence of progress will be collated in each student’s Golden Thread Folder with accreditation, where relevant, being gained at the end of Year 14.

 

SEN code of Practice pg 122

7.38 Preparing for adulthood means preparing for:

  • higher education and/or employment – this includes exploring different employment options, such as support for becoming self-employed and help from supported employment agencies
  • independent living – this means young people having choice, control and freedom over their lives and the support they have, their accommodation and living arrangements, including supported living
  • participating in society, including having friends and supportive relationships, and participating in, and contributing to, the local community
  • being as healthy as possible in adult life

 

Accreditation offered:

Key Stage 3 - None

Key Stage 4 - Entry Level 1 ASDAN Award Personal Progress

Post 16 -  Entry Level 1 ASDAN Personal Progress

Functional Skills in English and Maths at Entry Level 1, 2 or 3

BTEC in Construction,  BTEC in Land Based Studies, BTEC in Sport at Entry Level 3,

 

Curriculum Pathways

PMLD

Address the needs of the individual

Focus on communication

Enable realisation of potential for independence

Promote physical development to enable maximum opportunity to access learning and life

Develop cognitive skills through every aspect of learning

Provide opportunities to develop social awareness skills

 

SLD & PD

Address the needs of the individual

Prepare them for future life

Build on students’ strengths

Lead to achieving EHCP outcomes

Based on a system of Plan, Do, Review

Link curriculum to health care needs

 

ASD

Flexible and personalised curriculum

Apply a consistent approach but reflecting the needs of the individual student

Recognise communication and social interaction in all its forms

Promote independence

Prepare students for all of life’s experiences

Demonstrate learning and progress in its many forms

 

Curriculum Pathway Principles

KS3 & KS4 Sensory

Develop independence and self-help skills

Ensure student engagement by having a sensory strand to all lessons

Develop communication and interaction

Provide structure and familiar routine

Use themes to provide a broad and balanced cross-curricular curriculum yet still meet the individual needs of specific classes and students

Apply monitoring and assessment systems that enable students to demonstrate holistic progress

 

Post 16 Sensory

Develop social and community inclusion

Develop the ability to cope with varied experiences and challenges

Develop communication

Develop independence

Prepare for supported living

Prepare for employment, if appropriate

Promote health and wellbeing

Promote happiness

 

Development of communication, social skills, behaviour and independence

COMMUNICATION

  • Intensive interaction
  • TEACCH
  • PECs
  • ACCs
  • Phonics
  • Music Therapy
  • Rebound Therapy
  • Nationally recognised reading schemes and strategies

PHYSICAL

  • Sensory Experiences
  • Discovery boxes and bags
  • Swimming
  • RDA
  • Dance
  • Eating and drinking plans
  • Physiotherapy
  • Therapies / TAC PAC
  • Occupational Therapy
  • Sensory stories & massage stories
  • Body awareness
  • Sensory mark making

BEHAVIOUR & SOCIAL SKILLS

  • Whole school performance
  • ISPs
  • Inter-school competitive sport
  • Community nurse

ADDITIONAL

  • Adapt the EYFS National Curriculum
  • Apply elements of the Secondary National Curriculum
  • EHCP Outcomes & IEPs
  • SENSS / VI / HI intervention
  • 1:1 / small group ‘catch-up’ intervention for literacy and numeracy
  • Pathways of special educational

 

Assessment and Monitoring

  • Robust termly moderation and consistency
  • Progress recorded against the EHCP outcomes
  • Progress in literacy, numeracy and PSHE measured using B Squared and CASPA data systems
  • Target setting using CASPA assessment system
  • Progress in behaviour measured using School Pod recording system
  • Learning Journeys assessment system trialled from Sept 2016 for students working at P1-P4 equivalent
  • Assessment is led by the needs of the students
  • Responsive teaching adopted to identify next steps of learning