Curriculum Implementation

Pupils are assessed through age related spelling and reading tests. Initially these tests are DST and Salford Sentence Reading Test respectively, moving on to the Literacy Assessment Online Reading Tests if they are scoring confidently beyond age 10. The aim of having the two forms of assessment Is to gain a better understanding of pupils’ ability to word read and comprehend in 2 separate strands, allowing for more targeted support. This is combined with teacher assessment that goes on to the learning pathways spreadsheet to give an overall idea of the pupils’ ability in reading and writing to ensure work is appropriately differentiated for those pupils.

Pupils’ ability in spoken language understanding is assessed through Blank levels and their ability to express is assessed in lesson and recorded on the learning pathway. The Blank level score of these pupils is shared with staff to ensure the language used in lessons will help to support and develop these pupils’ understanding.

Pupils who are making less than the expected progress in their reading and spelling are offered interventions to support the pupils’ progress. These have included: use of Dandelion phonics, use of the magic belt reading scheme, focused additional phonics sessions and daily reading (in order to support those at risk of not making the expected progress). In addition to this, there has been additional training to support developing higher achieving pupils’ progress within key skills sessions.

Pupils with more significant learning needs will be offered these same opportunities for intervention. In addition to this, texts will be rewritten or specific sections chosen to give those pupils an opportunity to engage in the same experience as their peers. At appropriate times their class learning may diverge to meet the needs of these pupils and give them an enhanced opportunity to engage in learning. This may mean that these pupils are provided with greater sensory opportunities to enhance their vocabulary or to aid with their reading.

Reading and spelling activities also take place 4 mornings a week, delivered by tutors during key skills sessions. The aims of these sessions is supported by documentation which is designed to give pupils opportunities to develop key skills in these areas at a targeted level for them.

Specially trained members of support staff also offer speech and language interventions to individuals identified as having specific communication or social language understanding needs. This speech and language support is also implemented within the lessons that these members of support staff are in.

The English curriculum has been developed to support and build on skills of understanding and communication. The students will study a variety of genres and forms to give them a better appreciation of different cultures and ways in which people have communicated their ideas. The different topics studied are also chosen to engage and inspire pupils to have a greater love of the subject overall and pursue it outside of a school setting.

Students are assessed on a variety of criteria to find the correct level of delivery for them. Students are taught according to their maths age scores (assessed three time per year), their progress in lessons and their progress towards accreditation (ELC or GCSE maths). Student progress is measured against our Learning Pathways. In addition to maths lessons, pupils have numeracy key skills sessions four times a week in the morning. In the event of school closure these sessions will be delivered remotely via google classroom. These tasks are set by colour code (based on PUMA tests) to fit the differentiated needs of our learners. If learner progress is identified to be below 7 years of age, extra maths interventions are implemented to best fit learners needs. Interventions include My Maths, 1stclass@number2, Success@arithmetic and catch up numeracy. Some students fail to register on maths age tests and for them we have developed a pathway following the engagement model for maths. Engagement model pupils work in line with a year one / reception scheme of work, focusing on an understanding of number in a kinaesthetic and age appropriate manner using concrete resources.

Year 7 – 9 pupils have life maths lessons in addition to maths lessons. Life maths lessons emphasise the practical elements of maths, delivering the curriculum in a different way and focusing on uses of maths in real life. In life maths sessions pupils focus on topics for several weeks such as time or money and then go on a short trip to practice these skills. Across maths, there is an emphasis placed on student visits to work places and community experiences linked to maths as well visitors into the school; this supports learning and develops understanding of the application of the subject and life skills. Functional elements of Maths are planned for across all subjects.

Students access reading, spelling and maths teaching for 15 minutes each 4 days per week; this time is led by the English and Maths lead but delivered by tutor teams across the school using the plans and resources provided by the subject area leaders. Students participate in a range of literacy and numeracy-based activities including phonics, guided reading, basic number and problem solving to support them in their development of basic skills within each of the subject areas. This area of the curriculum is designed to provide opportunities for overlearning of basic skills.

The Science curriculum focuses on specific topics across key stages 3 and 4, incorporating Biology, Physics, Chemistry and scientific skills and attitudes.

Pupils are assessed on entry to The Mark Way School using the Science learning pathways and future learning is planned based on the outcome of these assessments. Pupils in key stage 3 will follow a scheme of work using the key stage 2 and 3 science curriculum and will work towards entry level standard in order to implant a secure knowledge in all areas in preparation for future learning at BTEC level in key stage 4. Pupils will follow a varied scheme of work incorporating both practical work and knowledge-based learning.

Pupils not yet meeting the key stage 2/3 curriculum on entry will follow a separate scheme of work based on the KS1 curriculum and will work towards achieving entry level at KS4 which is monitored through ‘The Standards’.

Key stage 4 pupils will follow the BTEC level 1 / 2 award in principles of applied science and will be assessed in line with BTEC criteria and the school’s learning pathways assessment policy.

Pupils that have not met entry level standard by the time they reach year 10 will continue to work and be assessed at Entry Level in order to embed secure knowledge.

In the case of self-isolation, pupils will have access to the Science curriculum through the use of Microsoft teams and will be offered the same opportunities as pupils attending school. The use of video calls with the science teacher, educational videos, power point presentations, worksheets and open-ended tasks will be used to develop pupil’s knowledge of Science and ensure suitable progress is maintained. Students work will continue to be differentiated when teaching using this method and the teacher will ensure that work is accessible for all pupils in order to develop knowledge and maintain progress.

Through a range of project starting points, students are encouraged to think creatively, research and develop ideas, record ideas through drawing, notes and photographs, refine their skills using a range of techniques and present final outcomes that link to their initial theme and research. The expectation increases throughout KS3 and KS4 and students are encouraged to become independent learners in the way they organise their work, select appropriate images and materials and problem solve to achieve the desired outcome. This prepares learners for the standard of work needed to begin the GCSE course in Art, Craft and Design.

Throughout their learning, students are made aware of how the knowledge and skills gained in this subject could lead to careers in the art and design industries.

For students with severe learning difficulties activities are adapted to suit the individual child and planning for their learning is in response to their needs and outcomes to inform their next steps.

The curriculum will be delivered through different areas of Design and Technology, these include graphics, textiles, resistant materials, electronics and mechanisms.
In KS3 D&T will be delivered through single lessons through a variety of creative and practical topics. This process is used to support the delivery of the core skills in the subject, which are taught in theory lessons and independent research.

Pupils are assessed based on five areas of the curriculum, these include; Research, Designing, Making, Evaluating and Technical knowledge at the end of each topic, these are then recorded termly via the school’s Learning Pathways.

Pupils following the engagement model will still be assessed on the five areas but this will be focusing on the practical areas with some adaptations made for the theory side of the subject.

KS4 builds on the above with more of an emphasis on problem solving, independent research and the use of the iterative design process leading to the GCSE accreditation in Yr11. This is delivered through a double lesson a week focusing on design and making and a single lesson where theory and core skills are taught and reinforced, in readiness for the GCSE written exam.

The Non-Exam Assessment component of the GCSE involves the design and making of a prototype in the autumn and spring terms of year 11. Pupils unable to complete GCSE design and technology will have the opportunity to complete an adapted assessment through the ASDAN framework.

All lessons and planning include aspects of improving of their speech, language and communication skills through Blank Level questioning techniques and other methods associated with SEN teaching and learning. This will also ensure that those students within the severe learning difficulties (SLD) range of ability are adequately catered for. The above will be planned for implementation through standard practices for classroom learning, as well as a range of methods for remote and home learning, including the use of all available technology where applicable.

Pupils with SLD or those with additional needs will be offered these same opportunities but work will be adapted to address these needs and allow all pupils to achieve success in the subject. All work is carried out through Google Classroom and pupils unable to attend school can still access the curriculum and resources via this platform.

To ensure high standards of teaching and learning in Food and Nutrition, we implement a curriculum that is progressive throughout the whole school. Food and Nutrition provision is available throughout the year at key stages 3 and 4, focusing on knowledge and skills stated in the National Curriculum. At Mark Way, we ensure that Food and Nutrition education has the same importance as the core subjects, as we feel this is important in enabling all children to gain ‘real-life’ experiences and develop valuable life skills.

Food Preparation and Nutrition allows pupils to combine both academic and practical knowledge and skills in a variety of media. It allows pupils to work individually or in pairs to achieve the required outcome in response to a particular need or opportunity. In order to promote nutrition knowledge and practical capability, a variety of learning styles are used: – Tasks, Activities and Experiences:

· Short tasks that may involve specific learning objectives.
· Long tasks that may cover a range of learning.
· Fast thinking activities including the use of active learning strategies such as
brainstorming and discussion.
· Research tasks used to extend learning or to focus on particular knowledge or skills.
· Investigations to find out a principle or consolidate knowledge.
· Class assignment in the form of activities that focus the learning of a set of skills or knowledge.
· Demonstration to indicate good working practices when showing specific skills, procedures and processes.
· Skills practices to reinforce learning and to develop manipulative skills.
· Factual tasks enabling important knowledge, information to be imparted.
· Resource based tasks enabling independent structured learning through a variety of resources or as a way of introducing or researching skills, possibly involving audio visual or I.T. resources.
· Visiting professionals in the industry as a source of expertise
· Focused practical activities in which specific skills and knowledge used to provide a foundation of knowledge for pupils to have influence and responsibility for their work.
· Pupils have opportunities to show communication skills and are encouraged to present outcomes of their work both through display and verbal reporting to their peers Quality of outcome should be expected and promoted in every area.
· Pupils are made aware of teaching objectives are involved in their own assessment and review.
· Pupils are encouraged to show creativity and independence.
· Pupils have access to all learning resources e.g. books, internet, and support from others.
· There is an extensive range of learning aids that are stimulating and corresponding with the pupil’s ability.

For students following the engagement model, activities are adapted to suit the individual child and planning for their learning is in response to their needs and outcomes to inform their next steps.

At Key Stage 3 all students are base line assessed to gauge their initial geographical understanding in order to find the correct level of delivery of the primary Geography topics they are taught. A holistic judgement will be made for each child that determines when a fresh approach to the subject is required and as the knowledge and understanding increases throughout the study. At the end of each topic, a multiple-choice test is undertaken to support an extended piece of research or study.

All students cover Location knowledge-based geography to deepen their awareness of the world’s countries, place knowledge is developed to support understanding geographical similarities and differences of chosen regions, the key processes in physical and Environmental Geography.

Lessons are adapted and can be transferred to a central internet page where every class has a GCC subject page that allows the teaching of lessons and the production of work to continue should a student or class face a period of time away from the school setting. A variety of technologies are used to support this.

All lessons and planning will include aspects leading to the improving of their speech, language and communication skills through Blank Level questioning techniques and other methods associated with SEN teaching and learning which supports all students at The Mark Way including those with SLD needs.

Each Year group within Key Stage 3 has two allocated half term periods over the course of the year dedicated to History, so that together with the other Humanities and Social Science studies of Geography and Religious Education, every student has the chance to develop key principles of enquiry.

The studies have been primarily chosen based upon the link to British History and the locality of the centre. However, to compensate for non-British studies a cross Historical study on the Romans and Iron Age Britain has been created. Using the Hampshire module of Historical Enquiry students have the chance to scopes the enquiry, collect information, develop an understanding of the information, draw their own conclusions and creating evidence, which shows their understanding through either written work or creation of art piece.

Lessons are quickly adapted and can be transferred to a central internet page where every class has a GCC subject page that allows the teaching of lessons and the production of work to continue should a period of time away from the school setting be required.

All lessons and planning include aspects leading to the improving of their speech, language and communication skills through Blank Level questioning techniques and other methods associated with SEN teaching and learning which supports all students at Mark Way including those with SLD needs.

The curriculum is designed to offer as many practical skills as possible building upon a learning base of: Computer Science, Digital Literacy and Information Technology. The delivery of the curriculum is designed to offer a broad range of experiences for pupils, giving them a better appreciation of the different aspects that make up an ICT curriculum. Pupils will experience lessons that allow them to engage with computer science, looking at coding experiences like Scratch through to a more formal form of coding language. They experience and share these coding experiences with peers and are encouraged to discuss and experiment to overcome problems and challenges that arise. The pupils are also given the opportunity to understand that they come into coding everyday of their lives by looking at its practical application. In addition to this, pupils are given the opportunity to explored the creative side of ICT, exploring how images are presented and manipulated, as well as engaging with video editing software.

Underpinning the implementation of the curriculum, acting safely with technology is regularly gone back to during the year. Pupils explore how to keep their data safe, keep themselves safe and how to treat others with respect online. Pupils explore these topics through a variety of ways from research, to exploring real life scenarios to engaging in role play scenarios.

For those pupils unable to access our main curriculum, we put in place an engagement curriculum. This allows pupils to cover learning in ICT in a way that would support their level of development. Pupils explore interactions between instructions and consequences. In addition, pupils explore how their actions will create an output both with technology and without technology.

Students are assessed on a variety of performance skills by observation, peer feedback and written work. This is measured by using the correct level for the individual student. These assessments will be referred to by our learning pathways from an ASDAN qualification to a GCSE in drama. If a student is not able to achieve the ASDAN qualification, they then will follow the engagement model to ensure progress. Students following the engagement model will access this with additional support and adapted resources.

The curriculum is designed to offer as many practical opportunities as possible including real life activities which have impact. The delivery of the curriculum is tweaked in order to ensure that students of all levels of ability access the resources at a level suitable for them. Their progress is recorded using the Learning Pathway 3 times per year leading towards the ASDAN Personal Development Program Bronze Certificate. A very small minority of students might gain Modules working towards the Bronze Certificate.

Throughout the course students are required to use good IT practice in terms of both accessing and recording work using the best available online methods. This includes the use of the Internet for group work, saving work in a logical and orderly way as well as for research. Students will be encouraged to adopt an “online view” of work so that the methods of access are consistent when working at school or at home in a paperless environment.

The school virtues of Resilience, Independence, Tolerance, Courage, Responsibility, Respect, Organisation and Communication targeted through Individual Education Plan (IEP) targets for specific areas of development for individual students. Students demonstrate the school virtues throughout the school day; these are recognised and rewarded through the school database and a token system with the virtue labelled. Furthermore, students participate in personal challenges that support them in developing the skills required to access and achieve things to which they aspire; tutors support them in working towards these goals and achieving them as independently as possible. There is a ‘virtue of the week’ that is discussed in tutor groups and worked towards.

Students have opportunities to access Thrive, ELSA, FIEPS and Play Therapy to develop their emotional and mental health as required and this includes remotely where necessary.

Lessons are structured to develop Blank Level (speaking and listening) scores through the circle times, pair work, small group leading to whole group discussions.
Students work towards the ASDAN PSHE Short Course with modules covering Emotional Well-being, Keeping safe and Healthy, Social Media, Careers, Alcohol and Drugs, Sexual Health and Respectful Relationships. This is taught with a focus on speaking and listening skills, developing expressive and receptive language, always with the ambition of ensuring our young people can keep themselves and their communities safe as they move into adulthood.
Students see their tutor everyday for registration where they focus on Conversation Time, British Values, Well-being Wednesday and The World Around Us.

Opportunities to explore career choices are planned for throughout all subject areas with links to subjects carefully planned. Students have access to independent careers advice from Year 8 through the Youth Support Service (YSS) that are commissioned through the school. The time with the Careers Advisor enables students to plan and discuss their future aspirations. YSS facilitate students achieving the continued learning journey beyond secondary education. Students participate in a careers day where they visit local industries and report their findings back to the other students in the school. Students participate in a relevant work experience at the end of year 11 to support them in pursuing their future aspirations.

Pupils have a wide variety of needs and experiences that they bring to PE lessons. Pupils are assessed on a variety of criteria to find the correct level of delivery for each individual. Pupil progress is measured against our learning pathways, in years 7, 8 and 9 the focus is primarily on the sports delivered and the skill set. Some pupils will be assessed through the engagement model and will follow a modified curriculum which will allow them to achieve and progress.

As pupils develop through the school pupils are assessed against sports leader attributes. In addition to PE lessons, all pupils have the opportunity to take part in afterschool clubs and competitions. Once pupils reach key stage 4 they will be given a pathway where all pupils will be able to achieve highly. In year 10 pupils will be given the opportunity to complete Sports leader level 1 where they coach others and understand how to become a leader, alternative routes will be offered to enable all to achieve such as the young leader award. In year 11 students will be directed either towards GCSE PE- a combination of theory and practical work with a written exam at the end of the year and a practical assessment or sports leader level 2 which focuses on the delivery of sessions and events to groups of pupils across the school.

Each religion, covered, has a series of key questions with concepts centring on the study. The study of the topics/religion has a cycle of enquiry to which lessons are thoughtfully tailored.

The approach to how pupils are taught has 5 key steps where the lessons delivered where the teacher brings the student at Communicate and Apply to attend their own and others experience, Enquiry and Contextualise steps to engage intellectually and the Evaluate step to discern value for others and themselves.

Throughout the Key Stage 3 journey students are required to study Christianity and no less than 2 other religions “so far as is practicable” (education Act 1981, Religious Education, Students with Special educational needs and disabilities). At Key Stage 4 students study Christianity, together with Islam and a non-religious world view.

It is recognised with age related expectations for a particular key stage is not always appropriate for some young people with SEND and thus lessons and the studies are delivered in such a way, which allows a chance to work at a threshold of religious awareness.

The learning cycle is concept-based, it is designed to help students to make sense of world in which they live in at their own level. Each part of the cycle is carefully planned so one element may take more precedence over another if it helps with the overall understanding of a concept and topic.

Lessons are quickly adapted and can be transferred to a central internet page where every class has a Religious Studies subject page that allows the teaching of lessons and the production of work to continue should a student or class face a period of time away from the school setting. A variety of technologies are used to support this.

All lessons and planning will include aspects leading to the improving of their speech, language and communication skills through Blank Level questioning techniques and other TEACCH methods associated with SEN teaching and learning which supports all students at Mark Way including those with SLD needs.

SMSC does not happen in isolation, as there is no discrete lesson for SMSC it permeates the school and is linked to everything we do; and is supported and articulated by school leaders and governors and should be visible in all day-to-day decisions and relationships.

SMSC is embedded in the Schemes of work of individual subjects providing opportunities to link British Values, Spiritual, Moral, Social and Cultural (SMSC) and school’s virtues into the curriculum. Through assemblies address the different aspects or personal development, the British values in conjunction with our school values and SMSC in general. Educational enrichment trips, creative partnerships and visiting speakers provide students with a range of experiences, which may promote a sense of awe and wonder about the world. Examples of how we include SMSC opportunities are (this list is not exhaustive):

 • The use of school council to involve students in the life of the school. We provide opportunities for students to understand, express, use and control feelings and emotions as well as encouraging empathy in terms of relationships with others;
• A rewards system developing student self-esteem through certificates, postcards home, merit stamps and awards at all levels;
• Displays of student work bring a sense of pride in the work students produce and therefore a sense of expressing the talents of the individual;
• British Values boards each classroom exemplify the terminology used throughout the teaching of PSHE, British Values and SMSC enabling pupils to make links across the wider curriculum.
• Personal development throughout the teaching
• Great emphasis on communication and support students to make choices and have their own opinion.

Supporting and improving our students social and emotional intelligence and wellbeing is at the heart of everything we do in Thrive.
The sessions are based around our core values and virtues. In our dedicated Thrive sessions – both individual and as a group – we give our students the opportunity to learn and socialise through play, allowing the students to develop a strong sense of self-worth, confidence and self-belief. The programme is rooted in the idea that “Play is the highest form of research” Albert Einstein.