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School Curriculum

Students at Ellesmere College experience the curriculum according to their need. We operate a student centred approach to teaching and learning and provide a broad, balanced yet flexible curriculum to all students. It is our aim to ensure each student achieves their potential.

All traditional subjects are taught across the age ranges, however, the delivery of the curriculum is dependent on need. For students within our Primary, Connecting and Responding and High Needs Pathways, the vast majority of their curriculum is delivered by their class teacher with the support of at least 2 teaching assistants. For our Learning for Life and Stretch and Challenge Pathways, students may access more lessons delivered by subject specialists. 

In addition, all students from Primary to Post 16 have access to our Outdoor Learning programme and facilities. This includes our on-site horticultural area, our joint work with the rangers at Aylestone Meadows and, for our older students, the opportunity to gain accreditation in Environmental and Conservation Skills or Duke of Edinburgh.

We have the capacity to develop the whole student and, alongside traditional academic subjects, are able to work with students in the following ways:

  • Supporting the sensory needs of the student; this may be through a sensory approach to the curriculum delivery or through a specialised sensory diet
  • Supporting the student to access learning using visual communication systems
  • By using signing as a form of communication – this may be Makaton or BSL
  • Supporting students with their language development through the delivery of speech and language programmes
  • By using specific approaches such as TEACCH with our students who have a diagnosis of autism
  • Supporting students to develop their fundamental movement skills

 PRIMARY

We currently have five Primary classes who are taught in small classes by their class teacher and specialist TAs.
The Primary Pathway strives to provide a well-planned, vibrant, broad curriculum which is underpinned by a knowledge of each individual child and an understanding of the ways in which each child learns. A thematic approach to learning allows children to develop transferable skills and knowledge.
Children are offered a variety of activities and resources appropriate to their age and are encouraged to increase independence in order to take a more active part in their learning with the view of moving towards Phase One in Year 7.

 PHASE ONE UPWARDS

From Year 7, students are placed into one of four pathways, outlined below. All students follow a thematic approach to the curriculum, with themes based on functional, ‘real-life’ areas of learning. You can find the thematic overview here. (I’ll insert the link)

Wherever possible, we aim to use the local community facilities to develop the independence skills of our students. This may involve trips to the local shops to work on money skills or visits to local places of worship to gain a better understanding of a particular religion.
The progress of each student is reviewed regularly and, where appropriate, students may be moved from one pathway to another.
Students across all pathways have access to our range of interventions and alternative provisions, such as work placements and external college courses. 

 Click on the headings below for more detail.

Connecting and Responding Pathway

  Who?

This pathway is designed for students at the early stages of development.
They will require a higher level of adult support.

 What?

Students on this pathway will access a curriculum that enables them to develop positive interactive
relationships with others, to proactively explore the world around them and to develop communication skills.

 How?

Staff will use a range of teaching strategies to enable students on this pathway to access their learning.
This will include the use of sensory provision, TEACCH methods and Makaton, amongst others.

 Expected   outcomes

This pathway will enable students to engage with the world around them with support, regulate themselves
safely, communicate to their fullest potential, build relationships, operate functionally within their social world,
make supported guided choices and, with support, indicate preferences in relation to elements of their
Education Health Care Plan such as friendship and leisure opportunities.

 Accreditation   opportunities

Students within this pathway will work towards the AIM Awards Diploma in Personal Progress at Entry 1.

 Where to next?

Students may progress to further education or supported living.

High Needs Pathway

 Who?

This pathway is designed for students who are developing their skills in communication, social interaction, advocacy and citizenship. They will require a higher level of adult support.

 What?

Students on this pathway will be offered a curriculum with communication and social interaction at its core, enabling students to express themselves effectively and develop independence.

 How?

Staff will use a range of teaching strategies to enable students on this pathway to access their learning. This may include the use of sensory provision, Makaton and the use of visual communication systems amongst others.

 Expected outcomes

This pathway will enable students to engage with the world around them, possibly with support, contribute to the local community through social enterprise, make choices and indicate preference in relation to elements of their Education Health Care Plan such as living arrangements, support, friendship and leisure opportunities.

 Accreditation opportunities

Students within this pathway will work towards the AIM Awards Diploma in Personal Progress at Entry 1 during their time in Phase 2. In Post 16, students will progress onto the AIM Awards Certificate in Independent Living at Entry 2 or above. They will also work towards Entry Level qualifications in English, Maths, ICT and PSHE.

 Where to next?

Students may progress to further education or supported living and to social enterprise groups.

Learning for Life Pathway

  Who?

This pathway is designed for students who are working towards independence, but still require support from adults.

 What?

Students on this pathway will develop independence, social communication and personal skills.

 How?

Staff will use a range of teaching strategies to enable students on this pathway to access their learning. This may include the use of visual communication systems, access to the local community, visiting speakers and putting learning into a real-life context.

 Expected   outcomes

This pathway will enable students to apply a range of skills such as literacy and numeracy, communication and ICT to engage with the world around them with increased independence. They should be able to contribute to the local community through work or social enterprise activity. They should be able to demonstrate a level of self-advocacy in relation to elements of their Education Health Care Plan such as living arrangements, support, friendships and leisure opportunities.

 Accreditation   opportunities

Students within this pathway will work towards the AIM Awards Diploma in Independent Living at Entry 2 or above. They will also work towards Entry Level qualifications in English, Maths, ICT, Cooking, Science and PSHE. In Post 16, they will also work towards an Entry Level qualification in Employability.

 Where to next?

Students may progress to further education, work opportunities, supported living and to social enterprise or work groups.

Stretch and Challenge Pathway

 Who?

This pathway is designed for students who are academically or socially more advanced than those on others pathways.

 What?

Students on this pathway will develop study skills, work skills, life skills, social communication and personal skills. They will have access to Level 1 courses, delivered by both school and alternative providers.

 How?

Staff will use a range of teaching strategies to enable students on this pathway to access their learning. This will include accessing the local community to gain a better understanding of the world and how students can apply the skills taught at Ellesmere.

 Expected   outcomes

This pathway will enable students to apply a range of skills such as literacy and numeracy, communication and ICT to engage with the world around them with a high level of independence. They should be able to contribute to the local community through work activity. They should be able to demonstrate self-advocacy in relation to elements of their Education Health Care Plan such as living arrangements, personal finances, support, friendships and leisure opportunities.

 Accreditation   opportunities

Students within this pathway will work towards the AIM Awards Diploma in Independent Living at Entry 2 or above. They will also work towards Entry Level or Level 1 qualifications in English, Maths, ICT, Cooking, Science and PSHE. In Post 16, they will also work towards an Entry Level or Level 1 qualification in Employability and BTEC Level 1 in Applied Science.

 Where to next?

Students may progress to further education, employment, supported or independent living

 If you would like more information on the curriculum please contact our Reception Team on 0116 289 4242 and ask to speak to your child's class teacher in the first instance. For more detailed information please ask to speak to Angela Smith, Senior Leader in charge of Curriculum.